Can Meditation Protect against Coronavirus?

Can Meditation Protect against Coronavirus?

It is a well-known fact that meditation has immense psychological benefits.  Research has shown that there are varied benefits including decreased stress levels, better concentration, and even increased positive emotions. However, what is important to understand is that the benefits are not only limited to psychological ones. Philosophers and researchers alike have proposed that our mind and body are connected. So it logically follows that a mentally healthy mind should result in a physically healthy body too. A vast research team from diverse scientific disciplines headed by Dr. Joe Dispenza set out to study just this. This team used various research methods to study the biological effects of meditation. They subsequently went a step further to conduct a coronavirus study in order to understand the protective effects of meditation against this virus.

Biological Benefits of meditation

Comparing the brain before and after a week of meditation showed tremendous biological changes. Studying the brain in real-time showed that the inner profound experience was resulting in changes in the brain as well. Meditation resulted in greater than normal amounts of arousal. This arousal resulted in elevated emotions like bliss and ecstasy. This was contrary to the emotions generally produced by this arousal like fear. Regular occurrence of these instances enabled them to identify changes such as the increased efficiency of areas such as the autonomic nervous system

Aging is an inevitable part and parcel of everyone’s life. However, research has shown that there might be a way to put off growing old. Telomeres are an important component in delaying the onset of aging. They naturally grow shorter in length to help the cells to repair bodily damage. After a point, they become too short. This results in damage piling up, bringing the onset of aging. Meditation has been shown to lengthen our telomeres.

Gene expression studies showed that replacing emotions like fear for gratitude and anxiety for love significantly strengthened the immune system. Other bodily benefits include increased heart rate variability (an important indicator of good health) in contrast to its natural decrease over the lifespan. Meditation is also beneficial in protecting against diseases such as Alzheimer’s (a debilitating disorder characterized by progressive memory loss), Multiple sclerosis, Lupus, and other autoimmune conditions.  Additionally, meditation results in increased gut diversity. This is beneficial as it means fewer pathogenic species, improved digestion, and reduced inflammation.


Meditation and the Covid-19 virus

The Covid-19 pandemic has damaged the whole world economically, psychologically, and physically. Millions have lost their lives. The physical and psychological damages are long-lasting, persisting even after recovery from the virus. A coronavirus study elaborated on one such effect: long covid. The havoc wreaked by the pandemic has prompted researchers to look for factors that can protect against this virus. Given the fact that meditation has immense biological benefits, the question arises: can meditation protect against CoronaVirus? According to the esteemed research team of Dr. Joe Dispenza, the answer is yes.

The researchers conducted surveys with about 3000 respondents from various areas of the world. The areas included North America, South America, Europe, Australia, and the like. Various Covid-19 variants affected each of these areas adversely. The purpose of the survey was to understand their frequency of meditation and their Covid-19 experience. It was found that even though meditators had various morbidities and comorbidities like cancer, heart disease, vascular disease, stroke, and so on, they rated their own health as very good or excellent. So, it is not that the meditators did not have any physical problems; meditation improved their quality of life, thus improving their subjective experience of health. Meditation affects the mind such that the mind creates a bodily environment that enables people to live with resilience.

    • Interestingly, data showed that the Covid-19 diagnosis rate for experienced meditators (people who had meditated more than 6 months) was significantly lesser than the rate in people who had never meditated.
    • Additionally, the consistency of meditating made a difference. People who meditated daily were more likely to be protected against a Covid-19 diagnosis than weekly meditators.
    • Meditators who got Covid-19 even after meditating were found to have a faster recovery rate.
    • They also had significantly lesser anosmia or the loss of smell (a prominent Covid-19 symptom), brain fog, and congestion.


What is it that keeps the virus out?

With the purpose of identifying the exact bodily factors involved in meditation, the researchers focused on 3 groups. These were the controls ( who were not meditating, but were relaxed nevertheless), the novice, and the experienced meditators’. The researchers created a pseudo-Sars-Cov-2 virus to challenge the meditators’ cells. Through adoptive transfer experiments (  where basically the plasma of the three groups before and after the meditation was incubated onto artificially grown lung cells, and then challenged with the pseudovirus; so the experience and the biological changes were basically adopted to the new cells), they showed that the control group had significantly higher amounts of infections than novice or experienced meditators.  Hence, the meditators were probably secreting something in their plasma that resisted the viral entry into the cells. They repeated this same experiment with the extremely dangerous delta variant and found the same results; something in the plasma of the meditators’ resisted the entry of the pseudo delta variant. Through a method called immunoprecipitation and mass spectrometry, the protein Serpin A5 came to the forefront as offering the main protection against Covid-19. The role of Serpin A5 basically is to not let the Sars-Cov-2 virus enter the cells. So the virus does bind to the receptors outside the cell, but thanks to Serpin A5, it cannot enter the cells and cause harm. Needless to say, data showed that meditators’ had higher amounts of this protein.

It is important to keep in mind that the researchers controlled for antibodies and vaccinations as well; meaning that the covid-19 antibodies or vaccination were not what was resisting viral entry into the cells.

Thus, these researchers’ experiments offered a multifaceted view. In addition to the finding that the virus rate in meditators worldwide was significantly lesser, the assays also showed what exactly it was in the blood of these meditators which was protecting them from the original strain and the variants.

Research has also demonstrated how meditation protects against debilitating diseases like cancer. There was a decrease in breast and pancreatic cancer post-meditation. There have been lived experiences of people with metastatic cancer who were as good as physically healed due to meditation.

Basically, meditation enables people to self-regulate. As a result, they are no longer victims of their environment. The mind-body connection is integral to understanding this. The mind itself is creating an environment that is affecting the body beneficially. Negative emotions adversely affect the body leading to downregulation causing disease, while positive emotions do the opposite. They create a bodily environment that leads up to regulation; leading to wellness. Meditation empowers and heals us.

The coronavirus study conducted by the Dr Joe Dispenza-led research team gives us revolutionary insights. One thing which was constantly prominent throughout these studies is that we are so much more powerful than we realize. By taking efforts to meditate daily, we can cause immense beneficial changes in our biology.  Elevated emotions are instrumental in strengthening our immune system. Throughout the lockdown, endearing videos have emerged from different parts of the world of healthcare workers trying to cheer up the admitted Covid patients. Why else would they do it, if not for the mind-body connection?

It is evident that how we feel and think affects our biology. You might want to consider starting meditation if you want to increase the Serapin A5 protein in your body, and subsequently have a chance of protection against Coronavirus. Interested to take the first step to meditate but need some guidance?

Reach out to for able guidance!

Following dysgraphia or dyslexia diagnoses; Supporting the brain

Following dysgraphia or dyslexia diagnoses; Supporting the brain

Has your child been diagnosised with dysgraphia or dyslexia?

I know how worrying this must be for you. It is for many parents and carers; you aren’t alone. Even better, help is available.

In this article, we’ll clarify a few misconceptions about dysgraphia and dyslexia, give you some signs to look out for, explain why children have dysgraphia or dyslexia symptoms, and what we can do to support your child’s developing brain.

Dysgraphia and dyslexia are known as specific learning difficulties (SpLD).

Specific learning difficulties or diagnoses can sometimes stem from problems with central nervous system (CNS) function resulting from retained neonatal reflexes.

Are dysgraphia and dyslexia interchangeable?

No. Dysgraphia and dyslexia are not the same. Dysgraphia is difficulty writing; dyslexia is difficulty reading. They do not necessarily occur together: your child can have one, or the other, or both.

What are the signs my child has dysgraphia or dyslexia?

Signs your child may have dysgraphia include:

  • They have messy handwriting
  • They are unable to put their thoughts down on paper
  • Tight, awkward pencil grip and body position when writing
  • Attention and focus issues at school
  • Difficulty telling shapes apart, or spacing letters
  • Trouble organizing words from left to right
  • Inability to stay within the margins of a page
  • Inability to use scissors, or hold a pencil correctly
  • Difficulty with fine motor tasks, such as tying shoelaces, doing up buttons, and picking things up
  • Unable to follow directions or rules in games
  • They often spell words incorrectly, and mix up upper (capital) and lower (small) case letters
  • They avoid writing
  • They don’t write in complete sentences
  • They have trouble telling stories
  • They leave out important facts and details of a story.


Signs your child may have dyslexia include:

  • Difficulty learning and using spoken and written language
  • Difficulty breaking down, combining, or manipulating word sounds
  • Difficulty converting letters to sounds
  • Slow, inaccurate reading
  • Difficulty recognizing age-appropriate sight words
  • Difficulty learning to spell correctly
  • Difficulty learning and remembering words with more than one syllable
  • Limited reading comprehension
  • Their spoken language skills are stronger than their written skills
  • Difficulty quickly naming color, object, and letter sequences
  • They need to see or hear concepts many times before learning them
  • Distracted by sights or sounds
  • A drop in school performance
  • Inconsistent school work
  • Their teachers may say, ‘If only they’d try harder with their reading’.


What causes dysgraphia and dyslexia symptoms?

Dysgraphia and dyslexia symptoms (along with all other learning difficulties) are not connected to low intelligence at all.

We are all born with a set of reflexes that protect our bodies (via involuntary movement), build muscle tone, and create brain connections. These are referred to using various names, including neonatal reflexes, foetal reflexes, primary reflexes, newborn reflexes, developmental reflexes, atavistic reflexes, and most commonly (though not necessarily the best term), primitive reflexes.

Children’s bodies normally integrate these reflexes as they develop, and their brains become more advanced. But in some cases, their bodies retain these reflexes for longer than is needed. This can prevent children’s brains and CNS from maturing in the ideal timeframe, which affects higher brain function and voluntary movement patterns.

When this happens, there can be a ‘battle’ going on between their neonatal reflexes and the voluntary movement and higher level thinking they need to learn, including reading and writing skills. Consequently, dysgraphia and dyslexia symptoms can result.

So what may seem like an inability or unwillingness to learn may actually be beyond your child’s control.

Will my child grow out of their dysgraphia or dyslexia?

Not on their own, no.

Dysgraphia or dyslexia symptoms often stem from retained neonatal reflexes. These neonatal reflexes are generally inhibited or ‘put to sleep’ between 4-6 months of age. Once this sensitive period has passed, the integration no longer happens through maturation. Children will no longer ‘grow out of’ these reflexes. Many adults with the same kind of symptoms would have retained neonatal reflexes. The window of opportunity has essentially closed. However, Retrain the brain offers therapies that go back and give the brain a second chance at integrating these reflexes.

Children whose dysgraphia or dyslexia symptoms are not addressed may experience frustration, delayed learning and development, and self-esteem challenges. They will certainly notice they are different to their classmates.

What do I do now?

I can help you and your child by performing a non-invasive assessment (an assessment of your child’s physical abilities), which allows me to then treat the symptoms of dysgraphia & or dyslexia.

This assessment and treatment can also help with any other learning difficulties your child may be experiencing. The assessment detects any retained reflexes, and identifies signs of immaturity in many areas: from the general coordination and balance your child needs for posture and sitting still, to the eye movements and coordination they need to read, write, copy, or catch a ball.

Is there anything that can be done to help my child with dysgraphia and dyslexia?

Yes. The good news is that a lot of dysgraphia and dyslexia symptoms can be resolved.


Our brains have the ability to change in response to our experiences. With retraining, anyone’s brain can change, including your child’s.

I use two methods to support you or your child to integrate their retained neonatal reflexes. Both are totally drug-free and non-invasive therapies. ‘Brain Therapy for Neonatal Reflexes and General Reflexes in Adults and Children’ was developed by Bruno Chikly of the Chikly Health Institute.

The second method (called the INPP method because it was created by the Institute for Neuro-Physiological Psychology) is movement-based therapy.

Both methods focus on why your child’s dysgraphia or dyslexia exist. Unlike some other therapies, they treat the underlying cause of the symptoms (CNS immaturity), and not just the symptoms themselves.

Once I’ve completed an assessment, I can evaluate and quickly treat your child’s reflexes and ultimately the cause of the learning difficulties.

Once the underlying cause is pinpointed and treated, many of your child’s symptoms will disappear.

How do I know this therapy will work?

Retrain the Brain offers research-based programs proven to support your child’s brain development, learning, and health. The INPP was established in 1975. Since then they’ve developed trusted ways to pinpoint and assess signs of CNS immaturity in children.

Parts of the INPP method have also been independently researched via more than 20 studies published in peer-reviewed journals.

I’ve been trained in both the INPP method and in Brain Therapy for Neonatal Reflexes and General Reflexes in Adults and Children. I’ve seen first hand that they work. I’d love to help make a difference to you and your child.

Your child’s dysgraphia or dyslexia symptoms are common and more importantly, there is help available. For an initial interest pack to see if an assessment would be helpful, please contact me.

INPP Research

INPP Research

Scientific research has shown that a child’s brain develops fastest in the earliest years of life. We now know the crucial importance of the correct stimulation during this period to improve a child’s development intellectually, physically, and emotionally and to help lay down solid foundations that will allow children to maximize their future learning abilities. We also now know that a lack of these developmental opportunities can result in motor delay and learning difficulties.

There is a direct relationship between activities and the stimulation children receive when they are babies and young children and their ability to do well at school. Extensive research has shown that the better a young child’s neurophysiological development, the better will be their ability to read and learn. Neurophysiological development occurs when the brain creates the connections as it learns about the body, the world around it and learns to move in response.

Retrain the Brain can offer you research-based programs proven to support brain development, learning & health. The first five years of a child’s life are the most important for brain development, learning, and mental health. However, once children are at school and difficulties are apparent all is not lost! With Retrain the brain you can go back. Through Primitive Reflex integration and JIAS sound Therapy and family coaching programs, you can retrain your brain and give you or your children a second chance to make learning and life easier.

Improving Educational Attainment Through Movement Programs

Further evidence that intervention in the form of movement programs aimed at the level of primitive reflexes improves education. Researchers include:

2006 Hunter Pauline MA, University of Middlesex
This effectiveness of a developmental exercise program, designed to be used with children with special needs.

2005 Goddard Blythe SA*
Releasing educational potential through movement. Child Care in Practice, Volume 11/4: 415 – 432.

2003 Preedy P, O’Donovon C, Scott J, Wolinski R*
Exercises for learning – a Beacon Project between Knowle CE Primary School and Kingsley Preparatory School.

2003 Jändling M*
A follow-up study of a group of children, two years after they had completed the INPP Developmental Exercise Program for Schools. Results demonstrated that the children had maintained the gains they had made two years earlier.

2002 Bertram S*
A report prepared for The Birmingham Core Skills Partnership studying learning enhancement through reflex inhibition.

2001 Pettman H*
This study demonstrated the effects of developmental exercise movements on children with persistent primary reflexes and reading difficulties using a controlled trial.

2001 Bein-Wierzbinski W*
This paper studied children with specific learning difficulties, persistent primitive reflexes in elementary school children and the effect on oculo-motor and visual perception.

2000 Lancet, McPhillps, Hepper and Mulhern*
A double blind controlled study examining the effects of replicating primary reflex movements on specific reading difficulties in children.

1997 University of Indianapolis*
O’Dell and Cooke found Bender’s exercises based on movements involving creeping (crawling) against resistance were of value in overcoming hyperactivity. Stopping Hyperactivity – A New Solution (Avery Pubs, NY).

1989 Faulkner P (Bucks School)*
A study investigating the effects of a reflex stimulation and inhibition program on reading.

Dala Clinic Report*
Gothenberg examined the impact of a reflex inhibition program on educational achievement in a group of 15 children diagnosed with specific learning difficulties.

NB: *Indicates use of INPP Program

Reflex Stimulation and Inhibition Programs

For many years, INPP has researched reflexes, education and efficacy of reflex stimulation and inhibition programs. Researchers include:

2005 Goddard Blythe SA*
Releasing educational potential through movement. Child Care in Practice, Volume 11/4: 415 – 432.

Research into the relationship between abnormal reflexes and reading problems, and the efficacy of The INPP Program for Schools is ongoing in several schools in Northumberland and Tyne and Wear.

2004 Taylor M, Houghton S, Chapman E
Primitive reflexes and Attention Deficit Disorder: developmental origins of classroom dysfunction. International Journal of Special Education (Vol. 19/1)

2003 Kesper G
This paper studies the effects of persisting infantile reflexes on motor behavior and central processing.

2001 Goddard Blythe SA
This study examined Neuro-Developmental factors in 54 children who had received an independent diagnosis of dyslexia. All participants displayed evidence of abnormal ATNR and TLR, together with other Neuro-Developmental factors.

1998 British Journal of Occupational Therapy
Goddard Blythe and Hyland researched the reliability of a screening questionnaire to identify children who might have a degree of underlying NDD. Screening for Neurological Dysfunction in the Specific Learning Difficulty Child (10/98).

1994 University of Newcastle-Upon-Tyne
Wilkinson replicated Rider’s study and found a link between abnormal primitive reflexes, learning difficulty and underachievement.

1976 University of Purdue
Bender examined the effect of one reflex – the STNR on education – and found it present in 75% of a group of learning disabled children. It was not present in a comparison group of children with no history of learning disabilities. She developed exercises designed to inhibit the STNR and many children improved. The Bender Purdue Reflex Test (Academic Therapy Publications, CA).

1971 University of Kansas
Rider (O.T.) assessed the prevalence of abnormal reflex responses by comparing normal second grade children to a group of learning disabled children. Children with normal reflexes scored consistently higher on achievement tests than those with abnormal reflexes.

1970 University of Kansas
Gustaffson (O.T.) compared the reflex levels of a group of neurologically impaired children with a group of children with no known neurological impairment and found all the children with neurological impairment had abnormal reflexes.

NB: This list is only a sample of research in the field.
NB: *Indicates use of INPP Program

Neuromotor Immaturity as a Factor in Under-achievement

Screening for Neurological Dysfunction in the Specific Learning Difficulty Child
Authors: Blythe, Sally Goddard; Hyland, David
Source: The British Journal of Occupational Therapy, Volume 61, Number 10, October 1998 , pp. 459-464(6)
Publisher: College of Occupational Therapists

A developmental questionnaire was given to the parents of 140 children. Seventy of the children had a history of specific learning difficulties which had not responded to normal remedial education. The remaining 70 had no history of specific learning difficulties. The research was undertaken to ascertain whether the developmental questionnaire could be used as a reliable instrument to detect the neuro-developmental delay underlying the specific learning difficulties and preventing remedial intervention from being effective.

The results revealed that the screening questionnaire did discriminate between the two populations. At a 98% confidence level, a child with a score of 7 or more belonged to the specific learning difficulty group and a child scoring 2 or less did not. A score of 7 or more is therefore necessary to identify a neuro-developmentally based specific learning difficulty. The two populations were also compared on individual questions to identify which early developmental factors were significant in predicting later learning difficulties when viewed as part of a developmental profile.

Neurological Dysfunction as a Significant Factor in Children with Dyslexia
Author: Blythe, Sally Goddard
Source: The Journal of Behavioral Optometry, Volume 12, Number 6, 2001, Page 145

It is an accepted medical fact* that the continued presence of primitive reflexes above the age of six months and the absence or under-development of postural reflexes beyond three and a half years of age are reliable indicators of neurological dysfunction, which can affect both motor and perceptual development. A series of standardised neurological tests for abnormal reflexes were carried out on a sample of 54 children who had previously received an independent diagnosis of Dyslexia, to see if neurological dysfunction was a significant factor underlying their Dyslexic symptoms. Additional tests were carried out to assess oculo-motor functioning, visual-perceptual performance and cerebellar involvement including dysdiadochokinesia to see if other areas related to motor development were also a significant factor in the sample.

Abnormal primitive and postural reflexes were found to be a universal underlying factor in this sample. A high percentage of the sample also demonstrated difficulties with oculo-motor functioning, visual-perceptual skills and dysdiadochokinesia, suggesting a positive relationship between abnormal reflex activity and immature postural, motor and visual functioning.

Neuromotor Immaturity and Intervention

Neuro-motor Maturity as an Indicator of Developmental Readiness for Education
Author: Blythe, Sally Goddard
Source: Ruch, Wzrok, Słuch – Podstawa Uczenia Się/Movement, Vision, Hearing – The Basis of Learning, Pages 121-136

Two independent projects were undertaken with 64 children in schools in Northumberland and Berkshire to investigate whether neuro-motor immaturity, defined by the continued presence of three primitive reflexes, was present in children in mainstream primary schools in the United Kingdom. Children were also assessed for performance in reading, writing, spelling, maths and drawing using SATS results or the Salford Sentence Reading Test.

In Northumberland, 52 children age 7 – 8 years were divided into two intervention groups: One group took part in a daily programme of developmental movements (The INPP Program); the other group participated in a less specific program of daily physical exercises (The Activate Program) for one academic year.

In Berkshire, 12 children who had been identified as under-performing in reading, spelling or handwriting were assessed using the Salford Sentence Reading Test. Six children participated in The INPP Program at school every day for one academic year. The results of both groups on the Salford Reading Test were compared at the end of the year.

The results indicated that neuro-motor immaturity was present in 88.5% of children age 7–8 years and 40 % of children age 4-6 years in the Northumberland sample. There was a correlation between higher scores on tests for retained primitive reflexes and lower performance on the Draw a Person test. Children in the INPP group in the Northumberland study showed a significantly greater decrease in scores for abnormal reflexes (an indication of increased maturity in neuro-motor skills) than children in the Activate group following intervention. There was no significant difference between the INPP and Activate groups on SATS scores for reading, writing, spelling and maths.

Six children who followed The INPP Program for one academic year in Berkshire showed significant improvements on the Salford Sentence Reading Test at the end of the year compared to six children who did not take part in The INPP Program.

Physical Foundations for Learning
Author: Blythe, Sally Goddard
Source: Too Much, Too Soon – Early Learning and the Erosion of Childhood, Pages 131-146

Learning is not all in the mind but is also a physical activity. 1 One of the first tasks a young child needs to master is physical control of his body in space, with movement experience acting as both the challenge and the teacher. Throughout life, movement acts as the primary medium through which information derived from the senses is integrated, and knowledge of the world is expressed. Even thought and perception are an internalized simulation of action.2 A child’s motor abilities are therefore essential tools for learning, and motor skills at different stages of development provide a reflection of maturity in the functioning of the central nervous system – the relationship between the brain and body- which provides the foun­dation for learning.

A child’s brain is not the same as an adult brain. Different regions of the cerebral cortex, the largest structure of the forebrain which contains the higher brain centres controlling intellectual, sensory and motor functions, mature at different rates. The first area to mature is the motor area, followed by the sensory area, with association areas being the last to mature, continuing growth into the twenties or thirties. 3 The higher problems of thinking, planning and problem solving performed by the frontal lobes take years to develop.4

At birth, connections to the superficial layer of the cortex are only tenuously formed. The neonate is equipped with a series of survival responses to various environmental stimuli which enable him to breathe, to ‘root’ or search for the breast if the side of his face is touched, to suckle and to grasp if something is placed in the palm of his hand, or pressure is applied to the soles of his feet. He also has a series of reflexes which evoke responses to change in position.

Neuro Motor Development and National Curriculum Attainment
Author: Peter Griffin, Open Doors Therapy
Source: A study of 114 ‘Key Stage 1’ children, at Bentley West School, Walsall, to see if certain physical
immaturities (Neuromotor Delay), might act as a barrier to attainment

‘Neuromotor Delay’ is described by Sally Goddard Blythe, in ‘Assessing Neuromotor Readiness for Learning’, as the ‘retention of immature patterns of movement control’ (page 4). Her book outlines developmental screening tests for children and intervention programs. There is clear evidence, both from clinical practice and research, to show that ‘Neuromotor Immaturity’ is a barrier to some children’s learning, and that if this barrier is removed, through a specific exercise program, the children can better access what a school has to offer.
The screening for 4-7 year olds includes assessing:

  • aspects of neuromotor maturity;
  • the presence of primitive (baby) reflexes;
  • visual perception and visual motor integration.


Bentley West School have used the developmental screening tests to assess their KS1 children and are now targeting s children with the INPP exercise program. It is too early yet to come to a judgement about the efficacy of the program. However we can interrogate the data to see if there is any link between various aspects of ‘Neuromotor Immaturity‘ and the children’s attainment against National Expectation.

Research looks at ‘Neuromotor Delay’, primitive reflexes, balance, crawling and finger/thumb opposition.

All hypnosis is self hypnosis

All hypnosis is self hypnosis

‘All hypnosis is self hypnosis’. This theory was founded by the Psychiatrist, and master of hypnosis Milton Erikson. His point was, the only person who has the power to hypnotize you- is you!  The reality is Hypnotherapists only facilitate. In order for you to identify and address your deep-rooted, fears, or triggers via this therapy. This is why online hypnosis is such an accessible tool to create change in your life.

A hypnotherapist cannot make a client do anything they do not already want to do.

Understanding self hypnosis and the way it supports mental health

Hypnosis is a relaxed condition of mind and body whereby the conscious mind quiets so one can have access to the unconscious. During hypnosis, you are conscious in your unconscious mind. In a state of active imagination in a relaxed state of body.

Online Hypnotherapy or in-person, lets you change your thought processes and influence your thinking patterns easily.  It places you in a state of heightened suggestibility. The critical faculty, our conscious analytical mind is relaxed and subdued so we can accept and surrender to new more empowering thoughts and instructions.

Hypnosis is arguably the fastest way to access the unconscious or subconscious mind. During the process, we gain a deeper level of change, empowerment, and accessibility. During hypnosis, you block out all the conscious information and access the subconscious. Which is where all your deep seeded problems are held.

Online hypnosis expells fears around hypnosis.

Most fears surrounding Hypnosis stem from the idea of giving up control. If you’ve seen outdated representations of Hypnotherapists, or maybe a stage show you could have it all wrong. Do you imagine a swinging pendulum rendering you powerless and under the control of the Hypnotherapist? OR people running around quacking like ducks and other crazy stunts. If you remember no one can hypnotize you but you, you realize that you are always in control.

In the case of stage shows the participants are always fully aware of what will be asked of them and only do what they want to do. Hypnotherapists cannot make a client do anything they do not already want to do. You are simply following instructions that allow you to relax and open up to deeper levels of your own mind.

Self Hypnosis as I prefer to call it is more about what you want rather than what you don’t want. Letting go of what is causing the experiences in your life. Then installing inspired instructions that support the changes and outcomes you want to experience.

Why does hypnosis/self hypnosis work?

When you think about this, it is extremely empowering because you are always in control. You see the person who is the hypnotherapist or provides the hypnotherapy only guides you through a process. Each step is allowed and dictated by you. A Hypnotherapist’s job is to give instructions and provide a pathway and for you to follow.

As long as you follow the instructions, you will go into trance which is the gateway to hypnosis. In this state you change your brain waves.  Hence, the expression, ‘All hypnosis is self hypnosis’.

Self hypnosis is easy; we do it all the time

You already do this every day. Trance is a very natural and common state to experience. Without realizing it, you often transcend into a trance-like state. We use colloquial expressions that describe it. I was off with the fairies, on autopilot, I was in my own world, I zoned out a bit. I was not focusing, or when you say, I was daydreaming. Going off to sleep every night, we go into trance before moving into sleep. We often drive the car in trance not realizing how we even got to our destination. Have you ever driven to your old house or work?

We go into trance and follow an automatic unconscious program.

How many times a day are you going into trance? Following an automatic program that creates outcomes, you would rather not experience? During the process of trance, you shut out your conscious mind to connect with your subconscious at a deeper level. You still remain in full control of your mind and can bring yourself out at any moment!

Hypnotherapists only play the role of facilitator during the process. They provide the journey but they can’t do it for you, or to you. You are the one that has to follow the instructions and connect to a deeper place. Whereby you can change the unconscious programs to take you to the destination you want. Enabling you to better cope with the challenges you are experiencing. Isn’t that better than continuing with the old patterns?


What is the difference between self hypnosis and Meditation

Hypnotherapists near meHypnosis can be described as hyperawareness in an ultra-relaxed state. So, technically, the mind is awake and the body is asleep. Which is meditation. The difference between hypnosis and meditation is that hypnosis involves embedded commands while meditation does not.

These commands are designed by the hypnotherapist and the client depending on what changes the client would like to make. These become the unconscious instructions by which you would like to live your life. During trance your conscious mind is subdued and you are more suggestible. As a result, we can install and reinforce new thoughts and ideas. These empowering thoughts help you to relieve your stress, anxiety and enables you to rid yourself of thoughts that nag you. Those that are focused on what you do not want.

When you can accept, believe, and surrender to these powerful thoughts that are aligned with your goal, favorable results, and preferred outcomes ensue. When you experience hypnosis you feel relaxed and calm. Hypnotherapy can be life changing as it empowers you. It helps you let go of the triggers and behaviors you don’t want. Creating the life experience you do want.

We experience our issues partly because we are not always aware of the unconscious thought patterns and programs that are creating them. Those thoughts drive our choices and behaviour and therefore our experience. Hypnotherapy works specifically with these unconscious programs and thoughts so you can change what is not serving you. This is why online hypnotherapy is a very effective process to address any concerns or challenges you may have. You can just listen at your leisure and make profound changes in the way you think and therefore behave.

The historical aspect of self hypnosis

The history of hypnosis is as old as Egyptian and Greek history. The word, ‘Hypnos’, has Greek roots, which means,’ sleep’. However, hypnotherapy does not precisely simulate the condition of sleep. The most direct comparison would be that your body is so relaxed it mimics sleep. Your mind on the other hand is highly alert.

The notion of the Placebo effect is also very significant in the context of self-hypnosis. Patients effectively cure themselves through thought alone. They accept and surrender to the ‘thought’ that they will heal from the fake medicine. The thought then instructs their body to produce the same chemicals as if they were taking them. The Placebo effect says that despite the intake of a benign substance a patient starts to show an improvement due to psychological factors. The belief in the thought and recovery instructs the body.

Hence, online hypnosis is now becoming a popular trend. As our understanding of the power of our unconscious thoughts and beliefs over our experience grows we can understand why hypnosis works. Couple that with the foundation of hypnosis being self-hypnosis and the nature of online technological advances- online hypnosis is a powerful resource for change.

Does your child need a learning difficulties assessment?

Does your child need a learning difficulties assessment?

If you’re reading this, you may be concerned that your child has learning difficulties, and needs a learning difficulties assessment. If so, you’re certainly not alone. Many children and their parents or careers have the same experience.

Here we’ll discuss what learning difficulties actually are, the symptoms your child may be displaying, why children have them, and how a learning difficulties assessment can help. Click here for more info

What are learning difficulties?

Firstly, let’s define learning difficulties. Learning difficulties describes a set of challenges children can have when learning and/or applying listening, speaking, reading, writing, reasoning, movement, or numerical skills. These challenges usually start to appear between the ages of 4 and 7, but they can also start earlier. Please know that learning difficulties are in no way connected to low intelligence.

We might shrug them off by thinking or saying that our children are ‘off with the fairies’, or ‘easily distracted’, however there may be a deeper issue.

What are the signs my child needs a learning difficulties assessment?

The signs (symptoms) of a learning difficulty aren’t the same in all children, and can vary significantly from one child to the next. They include:

Why can't my child learn maths Joondanna
  • Difficulty writing
  • Difficulty speaking
  • Speech articulation problems
  • Problems writing
  • Problems reading
  • Problems spelling
  • Problems with math
  • Difficulty telling time
  • Problems concentrating
  • Problems with attention span
  • Inability to sit still
  • Inability to stay silent
  • Educational underachievement
  • Problems processing auditory input
  • Difficulties learning to swim
  • Difficulties learning to ride a two-wheeled bike
  • Clumsiness
  • Coordination or hand-eye coordination difficulties
  • Difficulty learning to dress (doing up buttons, tying shoelaces, putting clothes on the right way around)
  • Difficulty using a knife and fork
  • Difficulty catching a ball
  • Immature pencil grip
  • Physical education difficulties
  • Your child doesn’t yet consistently favor one side of the body (left or right hand, foot, or ear)
  • Travel sickness
  • Was early (10 months) or late (16 months) to learn to walk
  • Was late to learn to talk
  • Poor impulse control

The Underlying challenges behind many learning disability diagnoses

Specific learning difficulties or learning disability diagnoses can sometimes stem from problems with central nervous system (CNS) function. These challenges can include:

What affects CNS function and therefore learning difficulties?

All children are born with an essential group of reflexes that protect their bodies (via involuntary movement), develop muscle tone, and create brain connections. These are called ‘neonatal reflexes and general reflexes’.

Children’s bodies usually integrate or ‘turn off’ these reflexes as they develop and as their brains become more sophisticated. But in some cases, their bodies ‘hang on’ to these reflexes for longer than they really need them. This can prevent children’s brains and CNS from maturing in the optimal timeframe, limiting higher brain function and voluntary movement patterns.

This creates a ‘battle’ between the old reflexes (involuntary movement your child was born with) and the voluntary movement and other skills they need to learn.

So what may seem like an inability or unwillingness to learn may actually be beyond your child’s control.

Does my child really need help with infant reflexes?

Yes. Here’s why: your child’s first five years are critical to their brain development, learning, and mental health. Children’s brains develop very quickly during that time, when the right kind of stimulation can make all the difference to your child’s development, and their ability to do well at school.

Even if your child is already at school and showing symptoms, it’s OK. With Retrain the Brain, you can start again and give your child a second chance, making their learning and life easier. It all starts with a learning difficulties assessment. Click here for more information.

Children whose learning difficulties aren’t addressed may experience delayed learning and physical development, and self-esteem challenges. They will certainly notice they are different from their classmates.

My child needs a learning difficulties assessment – what do I do now?

I can help you and your child by performing a detailed, non-invasive learning difficulties assessment (an assessment of your child’s physical abilities).

This assessment helps to detect any retained reflexes, and identifies signs of immaturity in many areas: from the general coordination and balance your child needs for posture and sitting still, to the eye movements and coordination they need to read, write, copy, or catch a ball.

Is there anything that can be done to help my child?

Absolutely, yes! The good news is that these challenges are far from permanent. They can be resolved.


Have you heard the term ‘neuroplasticity’? It’s more than a buzzword. It refers to the brain changing in response to our experiences. Yes, your brain can change! Anyone’s brain can change through retraining, including your child’s.

I offer two methods for reflex integration which help the maturation of you or your child’s CNS. They are drug-free, non-invasive programs. The first is Brain Therapy for Neonatal Reflexes and General Reflexes in Adults and Children.

The second method (called the INPP method because it was created by the Institute for Neuro-Physiological Psychology) is movement-based therapy.

Both methods focus on why your child’s learning difficulties exist. Unlike some other therapies, they treat the underlying cause (CNS immaturity) and not just the symptoms I’ve listed above.

Following a complete assessment, I can evaluate and treat your child’s learning difficulty symptoms.

And guess what? Once the underlying cause is identified and treated, a lot of your child’s symptoms will disappear.

How do I know this therapy will work?

Retrain the Brain offers research-based programs proven to support your child’s brain development, learning, and health. The INPP has been around since 1975. Since that time, they have developed reliable methods of identifying and assessing signs of CNS immaturity in children and adults.

Parts of the INPP method have also been independently researched via over 20 studies published in peer-reviewed journals.

I’ve received training in the INPP method and in Brain Therapy for Neonatal Reflexes and General Reflexes in Adults and Children and I know they work; I’ve seen it happen. I’d love to help make a difference for you and your child’s learning and life.

Please know there’s help out there! You’re not alone. Your child’s learning difficulties are common and more importantly, there is a solution. For an initial interest pack to see if a learning difficulties assessment would be helpful, please contact me.

How you can think yourself into Stress Relief

How you can think yourself into Stress Relief

If you are a parent you could probably do with some stress relief and I am sure you can relate to what I am about to say.

By the end of the day, I’m often really scraping the bottom of the barrel. My patience, my energy, my acceptance, tolerance, and love all seem to be vapors and bedtime is stressful. When the last of …” I need a drink, I need the toilet, I’m not tired, I’m hungry, It’s too dark, it’s too bright, they won’t be quiet, I can’t sleep, my sports uniform is dirty and I need it for tomorrow” is done, just the thought, of another child at the top of the stairs, is enough to send my blood to boil!

Because you know the thought is enough. We think ourselves into more and more stress.

Our amazing brains can create the same emotional intensity with just the thought, the memory. You get the same chemical cocktail in your brain as though it is really happening. So we don’t even need the real event. We can just think about it and it’s real in our minds and bodies.

So the more we think about anything we find stress inducing the more our body thinks it is happening for real- again at that moment.

Stress Relief Floreat

So I land in a heap on the couch and release a sigh. I take a moment for myself to just be at peace. I glance over and there are my daughter’s sneakers and dirty socks on the end of the couch. I say to my husband, Her stuff is just everywhere! When I ask her to put it away she says ‘sure’, only to move it from that spot and put it down in another.

The frustration starts to mount in my mind because those shoes represent something. And the thoughts start to spiral.

We give meaning to everything, nothing has inherent meaning, we choose what it means for us.

It’s how we make sense of our world.

So unconsciously those shoes mean: I’m not a good mother because I can’t get my kid to put her stuff away. I have a lazy child. I have a distracted child. She’s never going to remember. How is she ever going to look after herself when she’s older. She’s going to lose everything when she’s on her own. I’ve made so many mistakes raising these kids. I don’t put my stuff away and she’s learned it from me, Or my husband is lazy and doesn’t put his stuff away, it’s all his fault…..we assign meaning. And left unchecked on and on it goes.

We create fears for the future, blame from the past, and in our body, those feelings are like it is really happening. It is stress in the body.

If we dwell on it, how do we feel? If we feel that way how do we think, if we think that way how do we feel, and so the loop goes on. All this often happens under the surface, unconsciously, and in seconds we have created a feeling that can loop for as long as we allow it. It becomes a mood, then an attitude and if held, repeated, and practiced long enough our personality. We just FEEL stressed all the time. We’ve just forgotten the thoughts that are creating it.

My husband bless him just looked at me and said: “Those shoes won’t be there forever”. Nothing has any meaning except the meaning we give it and we can re-frame that in a second. When can choose new meanings. Become more conscious and aware of what thoughts are creating our emotions. And instead of being dragged into an old thought pattern that creates the same old feelings and experience, we can change our thoughts so our experience can be what we want it to be.

Those shoes have sat there all night and all day and when I look at them now they mean I am blessed to have this beautiful child and I feel love and gratitude. Now that is something worth dwelling on x

For more tips on conscious awareness and how to practice stress relief with less stressful thought patterns check out Ester Hicks “Ask and it is given”

If you are struggling with stress in the mind and body book your free coaching call today.

How taking responsibility gives you back your power

How taking responsibility gives you back your power

Growing up my Dad ate raw onion like an apple. I am sure that’s why I can’t stand raw onion and my brother is allergic! It is safe to say I am not a fan. Now a cooked onion, that’s a different story. The smell of onion sizzling in a pan and on a burger, now that’s delicious!

A simple change can shift one’s perception and make all the difference.

I have worked on change in my own life over the last decade and recently a simple change in perception has made all the difference for me.

There was a day almost 10 years ago, a Tuesday that I remember so clearly. I drew a line in the sand that day and made the decision that I could not keep going as I was. My life wasn’t bringing me joy, I was lost and I didn’t know how to fix it. Everything I did up to that point hadn’t worked, I had to do something different. I figured help and new information was out there. So I started looking.

I became aware that I was responsible for the challenges in my life

Once I acknowledged I had got myself to that point, I realized I was the only one that could get me out. I took back my personal power by accepting responsibility for it all. (Which is very different to self blame and I went there for a while too, but that’s for another tale). I started to see that my choices matter.

And so the opening of the onion began. As each new realization came I learned and grew. I had moments of ‘this must be it!’ Now I must be done. I had come so far, but it was like a never ending pass the parcel. Just as another layer came off there was a blasted new one to discover and unwrap. A few times it went from plain brown paper to colored wrap and I was convinced I was at the precipice. And yet on I went. I was so over that bloody onion. I believed that I had to get to the end, to that last layer to be happy. The end was my goal. Well that just served to push the mirage further out of reach.

Relish the onion

Until one of those layers showed me the joy in the unwrapping and the purpose it gave. Why do we love unwrapping gifts? It’s the unknowntaking responsibility and its potential. I suddenly realised that there is excitement and joy that comes with learning and sharing and growing. That’s the endgame. There is always more. And thank goodness! Imagine if we knew it all and had it all and we were done. In my opinion when you’re done, you’re dead.

I now relish the onion as each layer is a gift. I am excited to understand myself and the world more and more each day. The ups are joyous and the downs are exciting for the potential they hold. Because it’s an opportunity for greater love, and joy through our own evolution.

You can make the change right now

The nice part too is that it doesn’t need to take a decade, you can enjoy the journey and everything life has to offer now! You can have it now!

Photo by Burhan Rexhepi on Unsplash

Do you feel like you are hiding who you really are?

Do you feel like you are hiding who you really are?

I thought about a comment a friend made recently. She said out loud what has been replaying in my head for so long. She said that I don’t share my news and life easily. She would be bursting to say what was happening and going on if in my shoes.

This wasn’t news to me, I knew I hid a lot of what was going on for me, and I just hadn’t worked out how to change. I felt embarrassed most of the time, I felt like my life was just one disaster after another. I’d learned as most of us do to believe that being wrong was bad.

I felt like I shouldn’t make mistakes. That only right was good and ok.

So I hid all my mistakes, my life, and myself away because it’s not perfect. I waited to have the ‘right outcome’ before I would talk about what I was doing, so if it didn’t work out ‘right’ or ‘perfectly’ I could hide from it.

I didn’t want to put myself out there for fear of failure or being judged.

I had been choosing fear. Fear that I wouldn’t be accepted? or Valued? or Loved? And do you know what, it’s just a conclusion I came to years ago to protect myself, and maybe at that time it did protect me? If you don’t share yourself you can’t be teased or ridiculed. But it became maladaptive, keeping me in fear, holding me back from sharing my real self.

The realisation came slowly but powerfully.feel like you are hiding

No one is going to accept, value, or love me until I do that for myself. We get so distracted with the outside world that we believe we need others to show us respect in order to feel respected. Need others to love us to feel love. Others to value us to feel valued. We have forgotten that we are the creators. That we are making the choices, we are choosing the thoughts and behaviors every minute of our lives that culminate in how we feel moment to moment.

I decided to stop choosing fear

Are you choosing fear? Is it keeping you from taking a risk? Do you feel like you are hiding who you really are?
Once this belief was in my awareness I could change it, and I have…this blog is a testament to that! want to learn how too?

Beautiful photo from Unsplash– Chase fade (Thank you)

Want to find the joy in your life?

Want to find the joy in your life?

Do you want to find more joy in your life?

It’s taken me a long time to get here:

To a place where I felt comfortable to share my true self. Comfortable enough in my own skin to give the love, support, and insight that comes through me. I feel like I’ve grown enough personally now to start. So here I am sharing what’s come up for me and what’s continuing to come up.

When enough people tell you that you’ve helped them see their challenges differently and more positively, you start to believe that you can. So here we are. It’s time to do this and I have to say it gives me such joy to be writing about what really matters to me.find the joy Leederville

Anything I can share that I have been so blessed to find; that sends someone else in a new direction; sends them closer to their inner joy; well, that gives me the feeling we’re all chasing.

Through much study and training of the incredible work of so many amazing people past and present, I have established a coaching and therapy practice so that you too can find the JOY.

Beautiful photo from Unsplash– Caroline Hernandez (Thank you)

Developing Confidence in yourself

Developing Confidence in yourself

How to start developing confidence in your teens

It’s an exciting time being a teenager. The whole world is beginning to open up and the curve of change is exponential. Year upon year and sometimes moment upon moment the new information and opportunities available can be both exhilarating and terrifying.

When you are younger your whole world revolves around your parents and home life; in your teenage years this shifts. Of course your parents and families will always be hugely important to you. But your main orientation for guidance and where you spend most of your time can start to shift.

Friends, girlfriends & boyfriends become more important to you and may overtake the number one spot that your parents used to hold.

Developing Confidence in yourself

This can be a real battle for control. Parents can be fearful of that change in orientation and fights can erupt.

The thing is if you take your moral cues, and the opinions and point of authority from your peers as opposed to your parents this can create huge change in your life in a very short space of time. It’s scary for parents when they see they are no longer the strongest voice in your life. Like it or not your parents love you and want the best for you. They may not always know the best way to show you, or to do it, however the intention is strong.

Believe it or not your peer group does not necessarily have your best interest at heart, their own interests will usually win out.

Now if this group’s opinion and approval is suddenly of paramount importance to you, it can create huge behavioral change both positive and negative. A lot of the following challenges you might be facing are exacerbated by looking to your peers instead of your parents.

Stress management for teens Perth
  • Self esteem
  • Self worth
  • Body image
  • Self confidence
  • School achievement
  • Stress
  • Bullying
  • depression
  • Cyber addiction
  • Smoking/ drinking/ drug use
  • Teen Pregnancy
  • Underage Sex
  • Pushing back against parental authority
  • Peer-Pressure and Competition

So what is the solution? You can’t be looking to your parents forever, you need some independence and to start to find your own way, right.

But you want your parents in your life and what they think is important to you.

The solution is to take back your power. Rather than an external orientation whether towards your parents or your peers what you really want is an internal locus of control. You can gain your self worth from you. Not have it tied to what your parents think, or your girlfriend or boyfriend or your friends.

This is the key to building self confidence and building self esteem.

If how we feel is tied to whether a girl returns our greeting or we have the right kind of shoes on we have given given our power away. We are at the mercy of other people’s choices. We are up and down like yoyo’s and if all our self confidence and self worth is tied to that, we are tremendously vulnerable. The reality is we all want to do the best we can, please the ones we love and make a difference in our own way and that has to be created from within.

As a teenager you start realizing that you can’t rely on your parents for everything anymore however you can’t rely on your peers to fill that space either. You are the only one that can create the life you want and that means looking at your own thoughts, and values and what is driving your behaviors.

So how do you do it?

Family Coaching offers sessions that specifically work with you and your parents to support this process. It allows you to take ownership of your choices, your direction and your goals. It also supports your parents to follow what they want and achieve their parenting goals. The process step by step builds self confidence and self worth. It brings everyone onto the same page taking responsibility and creating the family life that you want and that works for you.