Hypnosis in Academia: Contemporary Challenges in Research, Healthcare and Education

Preface
Contents
Chapter 1: Hypnosis, Science, and Contemporary Universities: An Introduction
	References
Chapter 2: When Hypnosis Becomes a “First-Line” Teaching, the University Wins
	2.1 Hypnosis in Healthcare: Four Centuries of Recognition in France
		2.1.1 What’s Next?
	2.2 Hypnosis in Medical School: A Recent Advance in France
	2.3 Hypnosis in the Faculty of Humanities
	2.4 Teaching the Therapeutic Relationship at the University: Contributions of Hypnosis
	2.5 Conclusions
	References
Chapter 3: Hypnosis, University, and Democracy: An Emancipatory Proposal
	3.1 Introduction
	3.2 Foundations
		3.2.1 The CHYS Project
		3.2.2 Semiotics and Hypnosis
	3.3 Education, Inquiry, and Service
		3.3.1 Education, Belonging, and Becoming
		3.3.2 Inquiry from the Inside Out
		3.3.3 Hypnotherapy and Partnership
	3.4 Far Beyond Technique
	References
Chapter 4: Liège School of Hypnosis
	4.1 Introduction
	4.2 Dawn of a University Course
	References
Chapter 5: Hypnosis at the Medical Sciences Universities
	5.1 Introduction: Historical Accounts
	5.2 Hypnosis Groups and Partnerships
		5.2.1 Agreements Established Between the UCMSC and Other Universities for the Teaching of Hypnosis and Other Subjects
		5.2.2 Foreign Universities in Which UCM-SC Professors Have Taught Basic and Advanced Hypnosis Courses
		5.2.3 Cuban Universities in Which UCM-SC Professors Have Taught
		5.2.4 Research and Thesis
	5.3 The Intramural Work
	5.4 Evidence of the Work of Clinical Hypnosis from Our University, Given in the Realization of Events, Publications, and Journalistic Articles
	5.5 A Seed Is Sown
	5.6 Certainties of Hypnotherapists
	5.7 Science and Sensibility
	5.8 Of Debts and Adhesions
	References
Chapter 6: University and Hypnosis: Some Aspects of a “Win-Win” Situation
	6.1 Introduction
	6.2 National Expansion and the Development of Hypnotherapy
	6.3 The Emergence of Hypnosis at Various University Training Levels
		6.3.1 Bachelor
		6.3.2 Masters
		6.3.3 PhD
	6.4 Conferences
	6.5 The Relationship Between Hypnosis and the University
		6.5.1 How the University Supports: What Does “Hypnosis” Get from the University?
		6.5.2 What Does the University Get from Hypnosis?
	6.6 The Current Situation
	6.7 Conclusion: General Recommendation and Possible Path for Further Development
	Appendix
	References
Chapter 7: Hypnosis: A Boundary Object on the Edges of Science in Swiss Universities
	7.1 Introduction: Placing Hypnosis in a University Context
		7.1.1 Into Which Category of Knowledge Should Hypnosis Be Placed?
		7.1.2 Delimiting the Concept of Hypnosis in Order to Practise Science
		7.1.3 Which Interpretive Framework Should Be Used When Placing Hypnosis in the Context of a University?
		7.1.4 What Do We Know About the Influence at Play in a Hypnotic Interaction and Its Effects?
		7.1.5 Hypnosis: A Ritual Technique That Produces the Illusion of Power
		7.1.6 An Ambiguous, Vague Concept Used by Each Individual According to His Own Expectations
		7.1.7 Hypnosis: A Form of Experimental Interaction
		7.1.8 Is Hypnosis a Natural Phenomenon or a Codified Experimentation Technique?
		7.1.9 Hypnosis: A Boundary Object on the Borders of Science in Swiss Universities
	7.2 Circulation of the Boundary Object “Hypnosis” in Swiss Universities
		7.2.1 From the Ritual of Exorcism to a Technique for Demonstrating Magnetism
		7.2.2 Magnetism and Hypnotism: Instruments of Power and of Professional Identity
		7.2.3 Hypnosis: A Boundary Object that Stimulates the Exploration of Non-voluntary Behaviours on the Border Between Neurology and Psychiatry
		7.2.4 Hypnosis: A Boundary Object That Stimulates the Exploration of Mental Illnesses on the Borders of Neurology, Psychiatry and Psychotherapy
		7.2.5 Hypnosis as a Boundary Object Stimulating the Exploration of the Unconscious Mind on the Borders of Psychology, Parapsychology and Linguistics
		7.2.6 Hypnosis as a Boundary Object Stimulating an Exploration of the Human Experience on the Borders of Philosophy of Mind and Religious Science
		7.2.7 Hypnosis as a Boundary Object Stimulating the Exploration of Therapeutic Interaction on the Borders of Different Forms of Therapy
		7.2.8 Hypnosis as a Boundary Object Stimulating the Exploration of Alternative Practices on the Borders of Academic, Alternative and Popular Medicine
		7.2.9 Hypnosis as a Boundary Object Stimulating the Exploration of Pain Therapy
		7.2.10 Hypnosis: A Boundary Object Stimulating the Exploration of the Attention Span and Cognitive and Perceptual Performances of Human Subjects
	7.3 Hypnosis: A Boundary Object Stimulating the Development of Science at Universities and Institutes of Further Education
	References
Chapter 8: Hypnosis and Academia from an Iberian Perspective
	8.1 Introduction
	8.2 Hypnosis, Psychology, and Academia
	8.3 Hypnosis Research During the World Wars
	8.4 Hypnosis and Measurement
	8.5 The Evolution of State and Non-state Theories
	8.6 Hypnosis, Academia, and the Portuguese Reality
	8.7 A Future of Hypnosis in Portugal
	References
Chapter 9: Clinical Hypnosis in Russia: From Historical Tradition to Modern Education, Research, and Practice
	9.1 Introduction: Prehistory
	9.2 Two Independent Theories of Hypnosis
		9.2.1 Pavlovian Theory of Hypnosis
		9.2.2 The Theory of Hypnosis by Vladimir Bekhterev
	9.3 Hypnosis and Hypnotherapy in Russia in the Soviet and Post-Soviet Periods: Education, Research, and Practice
		9.3.1 Hypnotherapy of the First Soviet Period: Education, Research, and Practice (1920–1965)
		9.3.2 Hypnotherapy of the Second Soviet Period: Education, Research, and Practice (1966–1991)
	9.4 Hypnotherapy of the Third Period: Education, Research, and Practice (1991 to Present)
		9.4.1 Education
		9.4.2 Researches
		9.4.3 Organization of Hypnotherapy Practice
	9.5 Conclusion
	References
Chapter 10: A Roadmap to Evidence-Based Medical Hypnosis Training in Academia
	10.1 Introduction
	10.2 The Role of Academia in the Complex Landscape of Hypnosis Training
	10.3 Integrating the Basic Science of Hypnosis
	10.4 Domains of Application
		10.4.1 Designing the Program
		10.4.2 Target Populations
		10.4.3 Identifying Teachers and Supervisors
	10.5 Partnerships
	10.6 Conclusion
	References
Chapter 11: Professional Practices, University Education, and Research in Hypnosis
	11.1 Introduction
	11.2 Professional Practices and Organizations
		11.2.1 Professional Boards
		11.2.2 Professional Associations
		11.2.3 Professionalization and Dissemination of Hypnosis/Hypnotherapy Activity
		11.2.4 Hypnosis in the National Policy of Integrative and Complementary Practices (PNPIC)
	11.3 University Education and Research in Hypnosis: The University of São Paulo Case
	11.4 Final Remarks
	References
Chapter 12: A Law Regularizing Hypnosis and the Role of Academia in Teaching and Promoting Hypnosis
	12.1 Introduction
	12.2 The Israeli Law of Hypnosis (Law No. 1120)
		12.2.1 Hypnosis Studies and Licensing
		12.2.2 Receiving a License to Practice Hypnosis
	12.3 The Role of the Israeli Academia in the Research, Teaching, and Promoting of Hypnosis
		12.3.1 Hypnosis Teaching During Medical and Dental Studies: The Case of Tel Aviv University
		12.3.2 Demonstrative Cases Treated at the Clinic of Oral Psychophysiology (Including Student Participation)
			Unidentified Trauma
			Father’s Teeth
			Needle Phobia
			Extreme Gag Reflex
		12.3.3 Selected Research in Hypnosis Performed by the Israeli Academia
	12.4 Conclusion
	References
Index