They prefer listening to stories about traveling, of mischief or of some unusual characters. At school, these children are either poor learners or they perform very well. In one semester, you will see these children doing extremely well, and in another semester their performance is so poor, that the parents wonder what has gone wrong with the child. They enjoy participating in all kinds of activities. They are extremely creative, and hence take part drawing or art competitions.
Paintings done by a tubercular child have vibrant colors. Their paintings depict modern art and they are able to explain exactly what they have painted. Each and every object or color used in the paintings has some significance and these paintings very strongly depict their inner world. They love going for picnics, school tours and will not miss any of them. A tubercular child would readily admit his mistakes and shortcomings. Not only that, they would sometimes take others mistakes on themselves just to be in the good graces of that person. They accept failure with the right attitude and always strive to do better. Fear and anxiety are strong features of this miasm. These children have numerous fears. For e.g. Fear of dark, of being alone, of ghosts, of animals, of robbers etc.
Tubercular children are tall, rapidly growing children with a tendency to repeated infections. As these children fall sick quite frequently, they cannot pursue anything to their final destination, which often leaves them sad, frustrated and depressed. Tubercular children get angry and irritated at trifles easily, they become full of rage, may use bad or abusive language, and sometimes become violent and cause harm to themselves or others.
Homoeopathy is capable of curing the chronic miasms in the hands of a prescriber who is a wise and keen observer, and if environment and care are favorable. It is worth the hours of study to be able to recognize these inherited tendencies, either simple or complex, and eradicate them in order to free humanity to develop its highest capacities.
AS: You’ve done extensive work in children’s temperaments and personalities. What’s the earliest age that you clearly see the remedy characteristics? How do you approach case taking with children?
NB: Children are born with unique behavioural styles that influence their development from the womb until death. Each child is unique, and has a different way of looking at and interacting with the world. A child’s personality is determined by the interaction of temperament traits with the environment. By understanding temperament, we homeopaths can very easily get to know the personality of the child which thereby helps us in selecting the exact constitutional medicine. Then a Homeopath can work along with the parent in improving the personality of a child rather than trying to change his or her inborn traits. If I had to describe ‘YOUR’ temperament, I would take into consideration all aspects of your personality, including your physical appearance, social habits, psychological reactions and other people’s perception of your strengths.
Regarding age, I have cured a shrieking new born baby with exuding discharge from the naval by a single dose of Abrotanum 30. I have recently treated a case of a 4 month old baby with ‘GERD and Lactose Intolerance’ who was on anti-emetics and anti-acids since birth, with a single dose of Aethusa 30. You can get the clear remedy characteristics at any given age, provided you have that vision to see it.
For a classical homeopath to take a case, it is not merely the asking of several questions that matters, it is the observations which matter more. To feel what the patient feels, to become that person, to step into their shoes and to find the “disposition” of the patient. Each case is uniquely different, so it’s best to just be empty inside so that the patient has room to enter. Hahnemann says that during the case-taking we should keep silent. It took me some time to understand that he meant silent internally. So case taking is like a meditation. It is essential to finish by asking for every detail of the whole person, from head to toe. Never assume you have a correct interpretation of the symptom without confirmation from the patient. That is, never interpret from your own imagination. Never assume you know it all, so you must ask!
Understanding rubrics is the next step towards a successful selection of remedy. One must be thoroughly familiar with the stock of rubrics so far as their meaning is concerned. Once we decide on one of these rubrics, we must confirm its accuracy with the patient. The next step is the use of the rubrics in a metaphorical way, in an expanded sense. For this we look to the surroundings, keep our eyes and ears open during our day to day conversations with people. One should proceed from meaning to expressions. Merely collecting expressions and finding their equivalent rubrics is of help but to some extent only because the expression may amount to any one of several rubrics or more than one rubric. Likewise one rubric may have a variety of expressions. So, we must have a thorough knowledge of how to differentiate the rubrics which seem to have a somewhat similar meaning. You take envy and it might be jealousy, you take selfish, it might be egotistic, you take indifference to children, it might be aversion to the family. We must know that there are rubrics differing in shades of meaning and it may need all our intelligence, care and contemplation to fully realize these shades of meaning.
Then we take these rubrics in a case analysis. Once finished with the repertorization work, comes the selection of a medicine. The analysis chart shows you number of indicated remedies but which one will be the similimum? Here your understanding of Materia Medica comes into play, how will you differentiate remedies? I start from the individualization of the substance. When I study a remedy I ask the following question first: ‘What is there strange, unusual, and bizarre in the substance that makes the homeopathic remedy, which makes it different from all other remedies we know? The modern tendency is to ask ‘What does this remedy have in common with one or more other remedies? ’I ask the opposing question: ‘What is characteristic in this remedy that makes it different from all other remedies?’ And this is what my approach is….
AS: Thank you Dr. Bidani, for sharing with us today. You’ve covered a number of topics very thoughtfully.