Passive Case Witnessing Problem

It’s a case of a 6 year old girl who consulted me on 18/12/08.

The very first peculiar thing we observe about the child is …she enters the consulting room holding mothers hand tightly.

M: She has made a drawing for you.

(Child’s sibling is also our patient. Every time when this child used to accompany her sister, she would draw and now also she has got the following drawings. This itself shows us the child’s intense connection with her subconscious through this form of art.)

M: She does not have any health problem as such but I wanted to start treatment for her overall development.

PASSIVE CASE WITNESSING PROCESS

D:        Tell me what’s happening to you..? Can I send your mother out?

P: No.

OBSERVATION: Clings tightly to her mother.

D:        Okay, tell me what’s your name?

P: OBSERVATION: Sitting in mothers lap with her hands around mother’s neck. N……P……

D:        Tell me more about you?

P: PAUSE

OBSERVATION: Smiles and clings more to the mother.

D:        Tell me what are your interest and hobbies? What you like to do?

P: I like to swim, like to draw, I like running…playing.

D:        Wow! What else?

P: I like to play on the computer, like to watch TV.

OBSERVATION: Now she removes her hand from the mother’s neck and sits leaning on the table, yet she is in her mothers lap.

D:        What else you like to do?

P: Like to go to school.

D:        Very nice, very nice you are talking?

M: You sit on the chair and talk to the doctor.

P: OBSERVATION; child sits on a chair next to the mother but still holding her arm.

As the mother starts to leave the room, the child jumps off the chair, starts crying and goes and hugs the mother, and goes out with her.)

(The mother comes in with her after some time but now the child sits on the chair and mother on the sofa behind her.)

D:        OK, so tell me what else you like to do?

P: I’ll like to play – go on a slide. Like to read books.

D:        Very nice. You are speaking so well. What else you like to do?

P: Like to dance… then I like to play, then I do homework.

OBSERVATION: Looks behind towards the  mother.

ACTIVE CASE WITNESSING PROCESS

D:        And what are you scared of?

P: Scared of lions, tigers…

D:        What else?

P: Bhoot.

The mother had some work and she had to go out of the room. Immediately the child said no.

D:        You are speaking so well. Just talk with me and your mother will come in 2 minutes.

P: No…no…(OBSERVATION: She gets up and clings to mother and starts crying)

D:        OK you don’t talk, but can you draw till your mom comes back?

(She sits on the chair and starts drawing.)

(Since she was not ready to communicate even after so much of encouragement and the fact that at the beginning she had brought drawings, we ask her to draw.)

OBSERVATION: She covers the paper with the hand and also draws at one lower section of the page.)

D:        Wow! What is this?

P: This is my sister & me, & this is my father and my brother.

D:        And what is this?

P: A heart.

ACTIVE – ACTIVE CASE WITNESSING PROCESS…

D:        What is this heart doing here?

P: I love heart so I drew it.

D:        Earlier also you drew hearts. What about this heart you love?

P: I love heart like that only.

D:        Heart with arrows what does this mean?

P: Looking into the drawing. (PAUSE)

D:        What are you all doing?

P: We all are looking at the heart and thinking what is it.

D:        What does the heart mean?

P: I don’t know.

D:        You like drawing heart huh. When do you draw it?

P: In school. In my drawing class. I draw heart and stars and one day I drew heart and star in the Christmas tree.

D:        In this drawing who is having the flower? (We spotted a flower in the drawing she had made.)

P: My sister- she is just holding it.

D:        She is going to give it to someone or what?

P: Me.

D:        And heart will go to whom.

P: To my brother and father.

D:        Why?

P: Like that only.

D:        Like that only. OK… Would you like to draw something more for me?

D:        Wow! What is this?

P: A drawing.

D:        Of what?

P: Drawing of a garden. This is me and my brother.

D:        What are you both doing here?

P: We have come here to play.

D:        What are you playing?

P: Running and catching.

D:        What is this?

P: Flowers.

D:        Which flower are they?

P: This is flower, this rose and…this …this is pink flower.

D:        Draw one more thing for me?

P: OBSERVATION:  She draws human figures and then joins all of them together.

D:        Wow! What is this? I don’t know what it is.

P: My family.

D:        What’s your family doing here?

P: Ring-a-ring-a-roses.

D:        Ring-a-ring-a-roses. What’s that?

P: I don’t know.

D:        Whom you like the most in your family?

P: My mom.

D:        What about mom you like the most.

P: (PAUSE)

D:        You like or your sister likes?

P: I like more.

D:        What else?

P: (PAUSE)

ACTIVE – ACTIVE IN DIFFERENT AREA – FEAR

D:        What are you scared the most.

P: Lion and tiger.

D:        What about them scares you the most?

P: Because lion crawls and eat us.

D:        What else do they do.

P: Smiles.

D:        You said previously that you are also scared of ghost. What about them scares you?

P: (PAUSE) … I saw the movie called Road side Romeo. (This is a bollywood movie)

(Here when we ask her about fears, she herself goes to the area of movies, so we become active- active to explore this area.)

ACTIVE – ACTIVE IN DIFFERENT AREA -MOVIES

D:        What is there in that movie?

P: There’s a dog, many dogs but 1 dog’s name is Romeo.

D:        Go on?

P: There is a girl called Leila and she loved…. and that dog he loved Leila..

D:        I don’t know what they do? Love means what?

P: I don’t know.

D:        What about the movie do you like the most?

P: I like Leila.

D:        What about Leila you like?

P: (PAUSE)

OBSERVATION: leans on the table and hides mouth behind both palms.

D:        Which other movies you like?

P: Romeo & Jaane tu… (It’s a Bollywood romantic movie.)

D:        And what is there in that movie Jaane tu…?

P: I forget.

D:        Anything else about you.

P: Nods no.

D:        So you like all movies with love/

P: Nods Yes.

D:        What about it you like?

P: I don’t know… because nice things happen.

D:        What?

P: Like they don’t shout, they don’t hit and all.

D:        Anything else.

P: No.

Child goes out and comes back with another drawing along with the mother.

MOTHER’S OBSERVATION OF THE CHILD

She is very affectionate child.  She will go and give big hugs even to strangers. She is very fond of her younger brother and she will make him understand things by saying you can win this or that and she lets him win. Actually she is friendly with anybody and everybody.

END OF THE CASE

—————————————————

UNDERSTANDING OF THE CASE

OU OF PLACE/ OUT OF ORDER

Passive case witnessing process

Verbally the child didn’t speak anything peculiar but our observations regarding the child were very peculiar…

• Her clinging.
• Sitting in the mother’s lap.
• Holding mother tightly.
• Holding her hand while talking.
• Hugging the mother.

Active case witnessing process

• Clings to mother as she tries to go out of the room.
• Covering the paper with hand while drawing.
• A heart.

Active-Active case witnessing process

• I love heart .
• I drew heart and star in the Christmas tree.
• Drawing of a garden
• Flowers.
• Draws human figures and then joins all of them together.
• Too much family attachment.
• Ring-a-ring-a-roses.
• That dog he loved Laila Leila
• Like they don’t shout, they don’t hit and all.

WHAT IS THE FOCUS/CENTRE/ESSENCE OF THE CASE

• Love, attachment and togetherness.
• Love for heart.

This is very evident from her body language and all her drawings. Also this further gets confirmed from the mother’s observation of the child.

WHICH KINGDOM?

• Pure sensitivity seen.
• Drawings of garden, flowers.

This clearly points to the PLANT KINGDOM.

WHICH FAMILY?

This tremendous attachment to the mother, togetherness of the family, hugging and clinginess, love for hearts is very suggestive of the MALVALES family.

WHICH MIASM?

We observed that whenever she draws she covers the paper with her hand. This gives a hint of the SYCOTIC MIASM.

WHICH REMEDY?

The remedy from the Malvales family with Sycotic miasm running in the centre is TILIA EUROPA. BUT in the case we observed that along with the general theme of the Malvales family, the child’s focus was “Heart”. So when a further inquisitive search was made keeping focus on the “Heart” interestingly we found out a remedy TILIA CORDATA which also belongs to the same family where the leaves of the tree are heart shaped.
Thus the remedy given was TILIA CORDATA.

WHICH POTENCY?

At the end of Passive case witnessing process, verbally the child seemed to be at the ‘Name and Fact’ level but the peculiar body language which we didn’t understand initially and which got connected later on with the whole phenomenon, represented the child’s complete altered energy pattern. Thus the child (non-verbally) vibrated at the Delusion level. Therefore the potency given was 1M, single dose.

A follow up drawing

END OF THE CASE

IODIUM



Hpathy Ezine, December, 2011 | Print This Post |

IODIUM

Iodine
(IODUM)

Rapid metabolism: Loss of flesh great appetite. Hungry with much thirst. Better after eating. Great debility, the slightest effort induces perspiration. Iod individual is exceedingly thin, dark complexioned, with enlarged lymphatic glands, has voracious appetite but gets thin. Tubercular type.

All glandular structures, respiratory organs, circulatory system are especially affected; they atrophy. Iodine arouses the defensive apparatus of the system by assembling the mononuclear leucocytes whose phagocytic action is marked, at a given point. Lead poisoning. Tremor. Iodine craves cold air.

Acute exacerbation of chronic inflammation. Arthritis deformans. Acts prominently on connective tissue. The plague. Goitre. Abnormal vaso-constriction, capillary congestion followed by œdema, ecchymosis, hæmorrhages, and nutritive disturbances are the pathological conditions at the basis of its symptomatology. Sluggish vital reaction, hence chronicity in many of its aspects. Acute catarrh of all mucous membranes, rapid emaciation, notwithstanding good appetite, and glandular atrophy call for this remedy, in numerous wasting diseases and in scrofulous patients. Acute affections of the respiratory organs. Pneumonia, rapid extension. Iodine is warm, and wants cool surroundings. Weakness and loss of breath going upstairs. Adenoid vegetations. Tincture internally and locally to swollen glands and rattlesnake bites.

Mind.–Anxiety when quiet. Present anxiety and depression, no reference to the future. Sudden impulse to run and do violence. Forgetful. Must be busy. Fear of people, shuns every one. Melancholy. Suicidal tendency.

Head.–Throbbing; rush of blood, and feeling of a tight band. Vertigo; worse from stooping, worse in warm room. Chronic, congestive headache of old people (Phos).

Eyes.–Violent lachrymation. Pain in eyes. Pupil dilated. Constant motion of eyeballs. Acute dacryocystitis.

Nose.–Sneezing. Sudden violent influenza. Dry coryza becomes fluent in open air, also a fluent hot coryza with general heat of skin. Pain at root of nose and frontal sinus. Nose stopped up. Tendency to ulceration. Loss of smell. Acute nasal engorgement associated with high blood pressure.

Mouth.–Gums loose and bleed easily. Foul ulcers and salivation. Profuse, fetid ptyalism. Tongue thickly coated. Offensive odor from mouth.

Throat.–Larynx feels constricted. Eustachian deafness. Thyroid enlarged. Goitre, with sensation of constriction. Swollen submaxillary glands. Uvula swollen.

Stomach.–Throbbing at pit of stomach. Ravenous hunger and much thirst. Empty eructations, as if every particle of food were turned into gas. Anxious and worried if he does not eat (Cina; Sulph). Loss flesh, yet hungry and eating well (Abrot).

Abdomen.–Liver and spleen sore and enlarged. Jaundice. Mesenteric glands enlarged. Pancreatic disease. Cutting pain in abdomen.

Stool.–Hæmorrhage at every stool. Diarrhœa, whitish, frothy, fatty. Constipation, with ineffectual urging; better by drinking cold milk. Constipation alternating with diarrhœa (Ant cr).

Urine.–Frequent and copious, dark yellow-green (Bovista), thick, acrid with cuticle on surface.

Male.–Testicles swollen and indurated. Hydrocele. Loss of sexual power, with atrophied testes.

Female.–Great weakness during menses (Alum; Carbo an; Coccul; Hæmatox). Menstruation irregular. Uterine hæmorrhage. Ovaritis (Apis; bell; Lach). Wedge-like pain from ovary to uterus. Dwindling of mammary glands. Nodosities in skin of mammæ. Acrid leucorrhœa, thick, slimy, corroding the linen. Wedge-like pain in the right ovarian region.

Respiratory.–Hoarse. Raw and tickling feeling provoking a dry cough. Pain in larynx. Laryngitis, with painful roughness; worse during cough. Child grasps throat when coughing. Right-sided pneumonia with high temperature. Difficult expansion of chest, blood-streaked sputum; internal dry heat, external coldness. Violent heart action. Pneumonia. Hepatization spreads rapidly with persistent high temperature; absence of pain in spite of great involvement, worse warmth; craves cool air. Croup in scrofulous children with dark hair and eyes (Brom opposite). Inspiration difficult. Dry, morning cough, from tickling in larynx. Croupy cough, with difficult respiration; wheezy. Cold extends downwards from head to throat and bronchi. Great weakness about chest. Palpitation from least exertion. Pleuritic effusion. Tickling all over chest. Iod cough is worse indoors, in warm, wet weather, and when lying on back.

Heart.–Heart feels squeezed. Myocarditis, painful compression around heart. Feels as if squeezed by an iron hand (Cactus) followed by great weakness and faintness. Palpitation from least exertion. Tachycardia.

Extremities.–Joints inflamed and painful. Pain in bones at night. White swelling. Gonorrhœal rheumatism. Rheumatism of nape and upper extremities. Cold hands and feet. Acrid sweat of feet. Pulsation in large arterial trunks. Rheumatic pains, nightly pains in joints; constrictive sensations.

Skin.–Hot, dry, yellow and withered. Glands enlarged. Nodosities. Anasarca of cardiac disease.

Fever.–Flushes of heat all over body. Marked fever, restlessness, red cheeks, apathetic. Profuse sweat.

Modalities.–Worse, when quiet, in warm room, right side. Better, walking about, in open air.

Relationship.–Yatren. Iod pathogenesis is similar to that of Carbol acid. Antidotes: Hepar; Sulph; Gratiola.

Complementary: Lycopod; Badiaga.

Compare: Brom; Hepar; Mercur; Phosph; Abrot; Nat mur; Sanic; Tuber.

Dose.–The crude drug in saturated solution may be required. Third to thirtieth potency. Ioduretted solution of Potass iod (35 grains Potassa and 4 grains Iodine to 1 oz of water, 10 drops three times a day) expels tapeworms dead.

Locally the most powerful, least harmful and easily managed microbicide. Ideal agent to keep wounds clean and disinfected. Bites of insects, reptiles, etc. Gunshot wounds and compound fractures, excellent. Great skin disinfectant.

 

William Boericke

William Boericke, M.D., was born in Austria, in 1849. He graduated from Hahnemann Medical College in 1880 and was later co-owner of the renowned homeopathic pharmaceutical firm of Boericke & Tafel, in Philadelphia. Dr. Boericke was one of the incorporators of the Hahnemann College of San Francisco, and served as professor of Materia Medica and Therapeutics. He was a member of the California State Homeopathic Society, and of the American Institute of Homeopathy. He was also the founder of the California Homeopath, which he established in 1882. Dr. Boericke was one of the board of trustees of Hahnemann Hospital College. He authored the well known Pocket Manual of Materia Medica.

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