CWP in Children Cases

1. Before case witnessing

I. Do not follow any rules.
II. Treat every child as a unique creation. Without any set rules or principles, just observe the child.
III. The ambience of the consulting room should be child-friendly. The child should have enough space to move around in so that he or she can express his or her activity.
IV. Try to avoid keeping glass items or breakable things in the consulting room.
V. Try not to keep the room jammed with things which could hamper the child’s movements and expression.
VI. Do not order the child to sit in one place.
VII. Encourage the child to do whatever he or she feels like doing.
VIII. Give space to the child, both mentally and physically, by not interfering in his or her expressions and by allowing him or her to express his or her pattern through his or her actions.
IX. Keep on hand all accessories required by the child to express himself or herself, such as blank paper, colours, toys, books, puzzles, etc.
X. *Let the mother or the relative accompanying the child remain outside of the consulting chamber.

2. During case witnessing

I. Witnessing:
A witness is a close observer who gives a firsthand account of something seen as it is and does not add or subtract a word to his or her testimony. As a homoeopath, We must remember that children’s cases require one hundred percent witnessing.
To do this, we must remember to do the following:
• Witness the way in which a child enters the room.
• Observe the way he or she walks, the way he or she comes and says hello to the doctor, the way he or she shakes hands with the doctor, the way he or she looks around, the way he or she sits, whether he or she smiles or doesn’t smile.

II. Listening with the whole being (and not just emotional listening /intellectual listening):
• Listen to the whole message without interpreting it.
• Listen to the spirit of the conversation “as it is.” Do not simply listen to the words.
• Try to “hear” beyond the words. Pay attention to the non-verbal clues you receive.
• Listen for inconsistencies between the verbal and non-verbal messages that you receive from the child; discern what his or her conscious mind is trying to tell you; and grasp the message that is given by his or her subconscious self, words, and gestures.
• When you are listening to the child, watch for his or her recurring concerns and patterns.
• Ascertain if the child’s facial expressions and tone of voice match his or her verbal message.
• Listen to the bit that doesn’t fit. Be attentive to when the child utters something that he or she does not want to say, but says anyway, and then covers it up by saying that he or she meant something else. Be attentive to any slip of the tongue, anything that seems out of context or out of your knowledge, and anything that fails to make sense to you at that point in time.

NOTE: In children’s cases, the order of importance is as follows: first, to witness; second, to observe; and third, to listen.

*When should a mother accompany her child into the consulting room?

1. When the “mother-child relationship” allows the child’s pattern to emerge,

2. Allow the mother to accompany child until the child feels comfortable with the homoeopath and becomes familiar with the surroundings.

3. When the child is too little—below one year of age—and he or she cannot come alone.

4. In cases where the child cannot speak clearly or is young and the mother is helping the homoeopath to understand the child’s state, without interfering in the natural flow of the interview.

5. Where the presence of the mother is aggravating the child. For example, when the mother recites her observations and they generate certain response from the child.

6. When the mere presence of the mother encourages the child to express his or her state, and when the mother acts as a catalyst.

7. When she reveals facts about the child, when she talks about the following:

• the actions the child took
   
• the words the child spoke
   
• the child’s precise and/or repeated gestures
   
• what her child does when alone
   
• what her child says to other children
   
• the questions that her child repeatedly asks his or her parents.

*When to not allow the mother inside the consulting room while taking a child’s case?

1. When the mother starts projecting her feelings onto the child or

2. When mother starts speaking for the child

3. When the mother repeatedly stops the child and speaks on its behalf

4. When she interrupts the child while he is speaking.

5. When you feel the presence of the mother is making the child feel uneasy to discuss certain issues

A FEAR: Active Case Witnessing Process 
(Cases where focus is not clear at the end of PCWP)

• Cases where a child does not move further even after given enough space during PCWP
  
  
• Cases where focus in not clear at the end of PCWP

B. FEAR: Active-Active Case Witnessing Processes:
(when the focus is clear)

• Cases where children put their focus on their fear during PCWP

(here we begin with ACWP and AACWP)

Questions asked at this stage are:

In cases where the child is in touch with himself or herself, questions are formed depending upon the LOE (level of experience) of the child:

At the Fact level of experience:
• Tell more about this fear.

At the Feeling level of experience:
• What is the feeling in this fear?

At the Delusion level of experience:
• Describe that fear as imaginatively as possible.
• Can you draw that fear for me?
• Can you describe the full picture of your fear once again?
• Any peculiar hg* associated with the fear can be asked about at this point of time

At the Sensation level of experience:
• When you are scared, what do you experience within your body?
• What happens inside your body when you see such image?

If the child is in touch with avoidance, denial, or projection:
(Use of Dissociation technique)

• Talk about this fear in general, not related to you.
• Close your eyes and speak about whatever first comes to your mind.
• Can you give me two or three examples of ’this’/‘these’?
• Right now, what is the first thing that comes to your mind when you think of ’this’/‘these’?

The concept challenges the existing concept of the mother’s state getting transferred to the child, proves it wrong and explores the new possibility: [In a hypothetical scenario. There is a couple goes to a homeopath for consultation. The mother receives Natrum muriaticum and the father‘s simillimum is Phosphorus. They decide to have a baby. According to our old concept [‘til date practiced by many homeopaths], the baby’s constitutional remedy decided is either Natrum Mur (same what the mother receives) or Natrum Phos (the combination of both parents’ simillimum)!!! This concept is invalid. Homoeopathy is a scientific system that is based on the concept of individualisation. The baby will be a unique individual with his or her own state and energy pattern; thus, he or she will require a unique simillimum.

Two atoms of hydrogen and one atom of oxygen (both in gaseous states) combine together to form water—a liquid substance that has its own individual properties. Similarly, the fetus is a unique entity and not a mirror image of either of the parents. Therefore, while it is certainly possible that a mother and her child may require the same simillimum, it is not common. Most of the time, the child will have his or her own individual simillimum.

Learn more in the book…

It is the child’s energy that is expressed through the mother during pregnancy. The mother’s changed state during pregnancy is nothing but the child’s pattern expressing itself through the mother.

How to explore child’s vital core through mother’s history During Pregnancy (MHDP)?

Questions that helps to explore the child’s state through MHDP are: (these questions are asked to mother):

Any change observed by the mother in her feelings, delusions, and perceptions.
Change in her cravings and aversions.
Any change in her dreams. The appearance of entirely new dreams and/or nightmares.
Change in the way she feels, thinks, reacts, and senses herself and everything around her.
Change in her behaviour pattern.
Change in her moods.
Any unusual, recurrent thoughts which she had never had before.
Any desire to watch a particular serial or read a particular book which she had not been interested in before.
Any physiological and pathological change other than what is normally associated with pregnancy.
Any unusual bodily sensation experienced in those nine months.
Also, any change observed by the parents during conception or when planning to have the child.
Around the time of conception, did the mother have any unusual dreams?
Any sudden intensification of her existing feelings.

Helping the mother to be conscious about the child’s energy in womb: Developing Womb connection:

Can I help the mother understand her child’s energy when the child is in her womb?
Can the mother consciously experience the child’s energy, be aware of her child within, and remain in touch with the child?
Can the mother blissfully enjoy the womb connection?

Learn more in the book…

UNFOLDING THE UNIQUE ENERGY OF CHILD THROUGH FEARS

A unique competition was held between a hefty wrestler and a small child. In the competition the wrestler was supposed to completely imitate the child and do everything that his little competitor did. The wrestler should run if the child ran, play as the child did, make faces like him, say what he said, and do exactly what he did. And guess what? The wrestler dropped dead from exhaustion within five hours, but the child continued with his antics and mischief. This shows that the child is a storehouse of energy.  Read more...

MOTHER’S HISTORY DURING PREGNANCY (MHDP)

This is the case of a one-year-old girl who had eczema. Since the child was so young and we could not engage in any verbal communication with her, we procured her history from her mother. We took into account the observations of the mother regarding the peculiar behaviour of her child. We also observed the child. Read more...