Swan Mothers

Discovering Ourselves through Parenting

Homeopathy for Children Who Can’t Even Look at Food without Gagging

Eating. Most parents don’t even think about it. They give their children whatever they’ve always eaten and the children eat. Other parents seek out organic foods, prepare meals from scratch, and avoid fast food. They worry about what their children eat, but their children do eat.

And then there are children who can’t eat anything lumpy, smelly, gritty, chewy, or colored. They subsist on chicken nuggets and French fries or all white and smooth foods.  No matter how we prepare or hide the fruit and vegetables, our children can’t even look at them without gagging. Putting foods of the “wrong” texture or color in their mouths is unthinkable.

Eating difficulties are among the most common concerns of mothers who contact me and participate in my groups. Parents are deeply concerned about nutritional deficits, growth, and digestion.

A Case of Gagging and Regurgitating Food

During my homeopathy internship, a thirteen year-old boy named “Cedric” was brought to our clinic by his mother.  He had been seen for years by various physicians, including numerous visits to a top-ten university’s medical department.

Cedric’s primary complaint was very severe gagging and regurgitation of food. He suffered from headaches and said that his mouth and tongue itched when eating fresh fruit and vegetables. These kinds of unusual symptoms are very useful to a homeopath.  When I looked them up in the reperatory (a book which list symptoms and the substances that have been found to cause and cure them), the remedy that appeared was alumina.

Homeopathic alumina was prescribed and when he returned a month later he reported that the gagging was greatly reduced.  He was feeling good and had experienced no incidents of regurgitating food.

Investigating Alumina

Thinking about Cedric, my own children, and the many others who find eating difficult, I began to wonder about alumina.  I discovered it has these uses:

  • filler for plastics
  • common ingredient in sunscreen
  • catalyst in the process of converting hydrogen sulfide waste gases into elemental sulfur in refineries
  • used to remove water from gas streams
  • in toothpaste
  • in dentistry, it is used as a polishing agent to remove stains
  • in hip replacements
  • in vaccines (see also Is Aluminum the New Thimerosal?)

Homeopathy 102

Homeopaths learn what conditions a homeopathic medicine will cure through the use of experiments called drug provings.  During a drug proving, healthy individuals take the remedy being tested.  They report all physical, mental and emotional symptoms that occur.

This in-depth reporting of a remedy’s action reveals the full scope of a substance’s healing capabilities.  The symptoms experienced by the provers are the very symptoms that the remedy will be used to heal.

Proving Alumina

When healthy individuals proved alumina, these signs and symptoms were noted.

  • Can swallow only small morsels
  • Sense of constriction from the esophagus down to the stomach every time he swallows a morsel of food
  • Violent, pressing pain, as if a portion of the esophagus were contracted or compressed in the middle of the chest
  • Spasmodic pain in middle of chest, on swallowing food and drink
  • Constipation (no desire for stool, even after a week or two)
  • Great difficulty evacuating, even soft stools
  • Craves indigestible things (chalk, pencils, earth, etc.)
  • Food aversions
    • Meat
    • Potatoes
    • Onions
  • Greatly affected by tobacco smoke
  • Rabid hunger OR aversion to food with no desire to eat
  • Itching tongue
  • Fear of knives, needles and sharp objects

Alumina is particularly indicated for delicate children, especially those who have been artificial baby foods.

Homeopathic Remedies for Eating Challenges

If you are wondering if homeopathic alumina is the remedy that will help your child swallow food, please keep in mind that homeopathic remedies are most effective when they are prescribed for individuals rather than single symptoms.

The homeopathic literature is filled with information on remedies for children who refuse to eat. Specific foods that are desired and refused appear in long lists. Effects on the mouth, tongue, stomach and disposition are noted.  Times of day when food is wanted or rejected are relevant. In short, everything matters when selecting a homeopathic remedy.

To read more tips about feeding children with eating challenges, please see When Your Child Won’t Eat.

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A New Kind of Time Out

Most of us are rather enlightened parents these days.  When our children hit or scream or take another child’s toy, we don’t spank them.  We put them in time out.

There they sit, one minute for every year old, contemplating their transgressions and regrouping.  They take a break from out-of-control emotions and behaviors and call on inner resources and external support systems to return to a harmonious state.

As I walk through our modern world, watching adults running like hamsters on treadmills and children getting exercise from wii and x-box games, I wonder:

If children had more time out(side) and time off, would they still need time outs?

We live in an age of over-stimulation and overwhelm.  For all of our time-saving devices, we work more and sleep and relax less than humans of times past.

Children need time off from school and from schedules. They need to have time to do nothing and time to do whatever they want.

There are studies that validate the importance of play in the development of critical thinking and problem solving skills.  But we don’t need studies.  Be observing our children at play, we can see this natural development in action.

IMG_20110808_111243When my children were 13, 11 and 8, they often played in our yard with the neighbors (12 and 10). They figured out how to play kick-ball and other games in a way that was fair. They made adjustments for ages, special needs or extra skills (my middle child is autistic), number of children out playing that day.

“Sarah and I get only two outs and the boys get three,” my daughter informed me one day.  The next day, if three or four of them wanted to play, they found another solution.  No adults mediated or suggested anything.  When they are red-cheeked and sweaty, they reach for water and flop on the grass to rest.

Implementing the New Time Out

Amidst school or homeschool activities, sports, music, and dance schedules, and work obligations of parents, it can be challenging to find a way to, as my children say, chillax.  Here are some ideas to get started:

1.      Take a Mental Health Day away from school.

Let the kids stay home and do nothing once in a while.  This may keep them balanced and healthy so they don’t have to get sick to get a break.

2.      Schedule at least one day per week with no planned activities.

For us, this is Sunday.  We all look forward to it.

3.      Encourage free play.

Let the children fill their own time.  Save your boxes and paper towel rolls and see what happens, even if your children are in middle school or high school.

4.      Spend time outdoors that is not in organized sports.

Children love to make up their own games or explore.  You don’t have to do anything (beyond ensuring safety).  They will create worlds, climb trees, and make their own fun.

2805_70655739737_5197931_n5.      Be Silly.

I’m not good at silly, but the children love it.  So Daddy takes over and they giggle and scare each other and tell jokes.  If you need help, share your children with an adult who knows how to have fun.

6.      Go All the Way:  Take a Year Off

Consider how you can take a Really Big Time Out.  Take a vacation.  Homeschool.  Travel.  Enjoy.

Check out these families who did it.

One Year Off: Leaving It All Behind for a Round-the-World Journey with Our Children by David Elliot Cohen

The Family Sabbatical Handbook: The Budget Guide To Living Abroad With Your Family by Elisa Bernick

Benefits of the New Time Out

There is a Sufi tale that tells of a scholar being ferried by Nasrudin across a body of water.

“Have you learned mathematics?” he asks the ferry-man.

“No,” Nasrudin replies.

“Do you understand the sciences?” he continued.

“No,” Nasrudin answered.

Next, the scholar chided Nasrudin for his ungrammatical language, and, hearing that the boat-man never went to school exclaimed, “Half of your life has been wasted!”

Shortly afterwards, Nasrudin asked him: “Did you learn to swim?”

“No, I did not,” replied the scholar.

“Well, in this case it seems all your life has been wasted.  We are sinking,” said Nasrudin.

Reading, writing, and arithmetic are useful skills.  Proficiency in sports, music, and arts can bring much enjoyment.  But over-planning and over-scheduling may produce an ignorance of how to live.

After I post this, I will go and enjoy my own time out(side).  I hope that after your read, you will too.

Want to believe this is possible but don’t?  Join me starting January 2014 and shift to joyful thinking and easier living. More information coming soon.

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Tools and Words for Reducing Anxiety in Children (Part 2: Verbal First Aid)

In the Part 1:  Changing Old Stories, I wrote about using Matrix Reimprinting to change how your child sees old events.   When old traumas continue to affect our children, Matrix Reimprinting is the tool to use.

In this post, I offer suggestions for speaking gently and minimizing the effects of trauma on the scene and in the moment.

When our children get hurt, the words we say can initiate healing or exacerbate the trauma.

Consider these three possible responses when a child falls and scrapes a knee.  (The examples for this article are taken from the outstanding book, Verbal First Aid by Judith Simon Prager, PhD and Judith Acosta, LISW, CHT.)

Response 1

“Oh, no! Look at you! You’re bleeding, oh, my poor, poor baby! Are you okay? Does it hurt a lot?”

Response 2

“You’re all right. Buck up, buddy. It’s not that bad.”

Response 3

“Oh, you’ve fallen and your knee is bleeding.  See what a good job your blood is doing cleaning out that cut.  Now you can even use your mind to stop your bleeding.  We’ll wash it off and put a bandage on, and you’ll be surprised at how fast it will start to feel better.”

What are your words teaching your child?

We cannot know definitively what a particular child will learn from each of those responses since each child is different.  Each already has a bank of experiences and his own temperament.    Here are some possible learnings:

  • Response 1 teaches the child that seeing blood is cause for alarm. His body will respond by creating chemicals that impede healing.

  • Response 2 teaches the child that his feelings are not valid and that he should not cry or express pain.

  • Response 3 teaches self-confidence and initiates the healing process.

The words we say in those first moments can set the course for both physical and emotional recovery.

When children are injured, they are particulariy susceptible to influence.

What We Think = How We Feel = How We Heal

Science has demonstrated that words, thoughts, images and memories generate an instantaneous cascade of chemicals, causing a physiological reaction within us.  This reaction is most pronounced when we are scared or in pain.  Our breathing gets faster, our hearts race, we sweat or freeze or run.

What we think can throw us into this flight-flight-freeze response – or initiate healing.  Since we cannot hold two thoughts simultaneously, presenting our children with a positive scenario can pull them out of the panic place to a place of peace.

Building Rapport:  Believability and Credibility

Using words that are honest and authentic will build credibility with our children.  We want our children to recognize the truth.

Saying, “Everything is fine” when neither you nor your child believe it can be damaging.  Instead, state what you see and use the knowledge and wisdom you possess to uplift and support your child.

For example, if your child is seriously injured and you don’t know what to do, try this:

Take a deep breath to calm yourself.  Use a gentle tone and say, “I’m right here.  You can relax now.  Let’s figure out what we need to do next . . .”

For extensive scripts and protocols for burns, cuts, bruises, getting stitches and much more please read the book, “Verbal First Aid.”

Verbal First Aid for Non-Verbal Children

Even if your child is non-verbal, using words in the way described in this article will be helpful.  By changing how we speak, we shift our feelings.  Children will respond to our tone and energy and gain confidence.

Super-Easy Homeopathic First Aid

Like Verbal First Aid, homeopathic remedies support the body in healing itself emotionally and physically.  I always carry the remedies described in this article.  Having homeopathic remedies with me has saved the day for my family many times.  If you don’t want to buy them all, buy arnica and prepare to be amazed at the rate of healing.

Reference

Highly recommended!

Verbal First Aid: Help Your Kids Heal from Fear and Pain–and Come Out Strong

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Tools and Words for Reducing Anxiety in Children (Part 1: Changing Old Stories)

Many mothers have noted that their children are anxious.  They eat too much or too little, have trouble falling asleep or wake during the night,  cry easily and melt-down.

As parents, we want to help our children to feel better. We can teach them how to get to a calmer, more relaxed place on their own.

If you have observed that your child is very anxious, consider these questions:

1.       When did this anxiety start?

2.       What makes it better or worse?

3.       What words does my child at these times?

4.       How does she act when stressed or anxious?

If the Anxiety has an Obvious Cause or Starting Point, Use Matrix Reimprinting

Matrix Reimprinting (MR) is a method that engages imagination and problem-solving abilities in a way that changes perception of old events.  Changing perception changes our experience of everything.

Was your child embarrassed by some incident at school?  Was he in an accident?  Did she see something that scared her?

All of us are shaped by our experiences.  Believe it or not, we can change events so that our children are left with a positive (or neutral) experience of them.

How to Facilitate a Matrix Reimprinting Session for Your Child

1.      Ensure that you are calm and centered.

Take a few deep breaths. If you have strong feelings about the experience you wish to address with your child, do your own work before working with your child.

2.      Choose a peaceful, relaxed time to be with your child.

I like to tap with my children at bedtime. Reading a book or a foot massage may facilitate a transition to quiet time.

3.      Introduce what you are doing in a way that is appropriate for your child.

“I have learned a magical way to make you feel better.  Would you like to try it?”

If your child says no, respect his or her choice.  The goal is to empower our children – not to force them to do something against their wills. We can always try again at a later time if our children seem receptive or interested.

Choose one of these methods for tapping or present your child with these choices:

  • Tap gently on your child while he tells the story of what happened.  (Click on the Super-Easy Tapping Guide to learn the tapping points.)
  • Instead of tapping, touch and hold the tapping points gently while he talks.
  • Model for your child by tapping on yourself.  Encourage her to tap on herself if she is receptive.
  • Use a doll or stuffed bear to demonstrate the tapping.  Encourage your child to tap on the bear while she tells her story. You can ask, “How did bear feel when his friend pushed him?”  Let your child use her own words as she taps.

4.      Telling the Story

Begin tapping on your child and continue to tap throughout the process.

Encourage your child to close his eyes and see a picture of the incident that you suspect initiated his anxiety.  (There may be many contributing incidents. Use whichever story the child chooses to tell. You can work with other incidents at a later date.)

As he describes the scene, tell him to step into the picture and describe what he sees. What is going on with his younger self that we all the ECHO?  Is the ECHO scared? Angry? Confused?

He can then approach his ECHO, introduce himself, and offer to help him by tapping on him.

Using his imagination, your child will tap on the ECHO using simple phrases (see earlier posts) that reflect what the ECHO is feeling. For example: “Even though you’re very scared because you fell and are bleeding, you’re going to be o.k.” or “Even though it hurts, your body knows how to heal itself and you can call for help.”

In the Matrix, your child has magical powers and can bring in any resource his ECHO needs to feel better. His ECHO gets to choose. Perhaps a trusted relative, a doctor, a teacher, or an angel will come to reassure the ECHO that all is well. Sometimes, the ECHO wants an object to help him – a magic cape to protect him, a toy for comfort, a weapon to defend himself.

Encourage him to provide his ECHO with all he needs to feel better. Continue to tap on your child as he taps on or talks to his ECHO.

When the ECHO has no further requests and is satisfied that all is well, the ECHO may choose to do anything he wishes. Often, young ECHOs will want to go play.

At this point, ask your child to observe the new, happy scene.  Ask him to imagine this new picture coming in through the top of his head and filling up his body. Let him send this new picture out into the Universe.

Then, have him open his eyes. Stop tapping.

Encourage your child to notice if he  feels different. Remind him that he can always tap on himself or his ECHOs to feel better.

If you would like to experience a guided EFT/meridian taping session, please contact me.

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Nature’s 12 Magic Healers (Cell Salts 101)

Cell Salts, also called Biochemic Tissue Salts, are a great way to dip your toe into natural medicine. You don’t have to believe anything or do anything beyond putting a few pellets in your mouth to begin feeling better.

Cell salts are homeopathic preparations of the minerals that are the building blocks of our bodies. They taste sweet and dissolve almost instantly in the mouth or in water. Children love to take them. My family uses cell salts to calm downease flu symptoms, and, once, to speed the healing of broken bones.

Because cell salts are diluted and potentized, only minute biochemic amounts of the mineral salts are up-taken by cells and tissues. This enables better absorption of nutrients and fortifies and energizes living tissue. Cell salts support proper cell function to optimize health and ameliorate physical and emotional symptoms.  The effectiveness of cell salts has been proven for over two hundred years.[1],[2] 

Where are the nutrients?

After millennia of destructive farming practices, soils are denatured. Our foods do not have the nutrients necessary for optimal health. We tend to be overfed but undernourished.

For many of today’s children, the situation is complicated by self-limiting food intake and digestive disturbances. As a consequence, some children are severely affected by mineral deficiencies.[3] Deficiencies may manifest as anxiety, mood swings, digestive problems, and other signs of imbalance.

Cell Salts are Essential

Minerals are the foundation for enzyme activity in the body. They serve as catalysts in energy cycles and functions. They nourish cells to provide the foundation of a healthy body.

Cell Salts facilitate the basic functioning of cells including water balance, digestion, removing toxins, elasticity of the cells, oxygenation, nutrition, and sodium-potassium balance.

Emotional and Physical Symptoms of Cell Salt Deficiencies

An individual may be deficient in any of the cell salts. Deficiencies may be noted by signs and symptoms of the individual. The table below is a starting point for exploring uses for cell salts.

How to Use Cell Salts

Review the chart and notice if you have any symptoms of deficiency.

 

Cell Salt

 

Emotional Symptoms of Deficiency

 

Physical Symptoms of Deficiency

Calc Fluor Indecisiveness, low self-esteem Chapped skin, deficient tooth enamel
Calc Phos Mental weakness, lack of motivation Nosebleeds, late teeth, headaches in children
Calc Sulph Fatigue, laziness, worries about imaginary problems Yellow discharges, boils, open infections
Ferrum Phos Stimulation and overheating followed by dullness and listlessness First stages of fever (99-101), sore throat, nosebleeds, colds, flu
Kali Mur Irritability, apathy, homesickness, hypochondria Second stage of fever (101-103), coughing, white mucus discharges
Kali Phos Nervous tension, extreme nervousness, moodiness, anger, self-pity Nerve and sleep problems, bad breath
Kali Sulph Scary dreams, sensitivity to noises, irritability, anger Thick yellow discharges, changing symptoms
Mag Phos Sensitivity, impulsiveness Cramping and shooting pains, spasms, hiccoughs
Nat Mur Isolation, control issues, deep grief Head cold and congestion, watery discharges, sun sensitivity, cold sores
Nat Phos Depression, sleeplessness, low self-esteem Acne, blackheads, greasy or brittle hair
Nat Sulph Depression from wet weather or head injuries Swollen feet or hands, foul-smelling gas
Silicea Shyness, lack of “grit,” hypersensitivity, sensitivity to cold Light sensitivity, sweaty hands and feet
  • Select one to three cell salts that correspond with your own or your child’s most significant symptoms. If you look at the list and determine that more than three are indicated, remind yourself that that restoring balance is a journey. More is not always better.
  • Start by taking three pellets of each cell salt you selected three times per day. As symptoms improve, reduce dosing to two, and later one time per day.
  • After about a month, look at the charts again. Re-evaluate your needs and adjust your cell salt selection.

To take cell salts, shake three tablets into the cap of the vial. Tip the cap into your mouth without touching the mouth. Allow the tablets to dissolve.

Cell salts work best when taken in a clean mouth. Do not eat, drink or brush teeth fifteen minutes before or after taking cell salts.

Taking cell salts is a great way to begin exploring the natural health sciences. Combinations of cell salts or other homeopathic or supportive remedies may be needed to fully resolvesymptoms. Contact a professional for optimal results through individualized, comprehensive treatment.

Cell salts may be purchased at most health food stores or from 800homeopathy.com.  (Request the catalogue from 800homeopathy. It is full of useful information.)


[1] Boericke & Dewey: The Twelve Tissue Remedies of Shussler Comprising of The Theory, Therapeutic Application, Materia Medica & a Complete Repertory of Tissue Remedies (Homeopathicallly and Bio-Chemically Considered).  6th Ed. B. Jain Publishers PVT. LTD.  New Delhi, 2006.

[2] David R. Card: Facial Diagnosis of Cell Salt Deficiencies: A User’s Guide. Hohm Press.  Prescott, Arizona, 2005.

[3] E. Cornish (1998) “A Balanced Approach Towards Healthy Eating in Autism.”  Journal of Human Nutrition and Dietetics, 11: 501-509.

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When Your Child Won’t Eat

The process of eating is extremely challenging for many individuals with autism and sensory integration disorder. Seventy-five percent of children diagnosed with ASDs have limited food preferences. Approximately half of the autism population in one study was hypersensitive to textures and lumps in food.[1]

Termed resistant eaters, individuals with underlying oral-motor delays[2] or sensory integration dysfunction[3]severely limit their food selections, sometimes to as few as three foods. Resistant eaters often select foods that have similar traits, such as being white, having similar textures or being easy to chew. Autistic children often choose only the foods that are  harmful to them:  processed wheat products (pasta, bread, crackers), sugary foods, and milk products. Other resistant eaters limit themselves to foods that are pureed.

Our Story

One of my children had severe oral sensitivity challenges and was a resistant eater.  Daniel literally could not eat many foods.

As a baby, he was not interested in food when I first offered it to him. I waited and tried again. He was still not interested.  Eventually, he began eating very small amounts of pureed foods.  When it was time to transition to real foods, he could not make the change. He would eat mac and cheese and  pizza, but vegetables, fruit and meat where completely unpalatable to him. He would choke and gag at the sight of food.

Today, he eats almost everything. We never did occupational therapy, feeding therapy or any other traditional therapies. He made the transition to eating a healthy and varied diet slowly.  His body and process were supported with homeopathic remedies and a huge change in perspective for his parents.

Juicing to Improve Oral Defensiveness

A significant shift occurred when I began juicing. When fruits and vegetables are juiced, the fiber is removed and the nutrients are immediately absorbed and assimilated into the body. (It is important to consume fiber for optimal digestion. Drinking freshly juiced produce is a step leading to healthy eating.)

Every morning, on an empty stomach, Daniel (and the whole family) drank freshly juiced fruit and vegetables. My juice of choice was pineapple and celery, made in my Jack Lalanne juicer. This juice is sweet and palatable. Use more pineapple at first to make if very sweet.

Pineapple is an excellent source of the protein-digesting enzyme bromelain. Celery is high in organic sodium which most people are severely lacking. Sodium that is available in celery is soluble and organic (living), and is essential for the body. Every cell in our body is constantly bathed in a salt solution, and if the salt level is not in balance, dehydration occurs.

Soon after beginning this routine, Daniel began eating healthy, unprocessed foods, including steak and broccoli.  (Yes.  I was shocked!)

Pureeing for Nutrients

Before he got to this point, I pureed everything in a Vitamix — a very high-power blender essential for making the super-smooth foods orally sensitive children demand. I mixed the pureed meal that the family was eating with gluten-free pancake mix and an egg and fried it into a pancake. He ate these pancakes for a few years. I made extra pancakes and sent them to school for his lunch.

Lentil soup pancakes. Beet and chicken pancakes. Carrot and steak pancakes. Everything went in the blender and was served with a large side of mayonaisse.

These days, Daniel occasionally gags at the site of a new or strange food, but is willing to try almost anything. He has discovered that he may like what he tries — and also that we will not force him to eat even another bite if he does not like the food.

Solutions for Resistant Eaters

Contrary to children who are called picky, resistant eaters may starve themselves, jeopardizing health and growth.[4] For these children, foods must be made palatable in some way that does not destroy nutritional value.

One of the best methods for encouraging healthy eating is education. Learning where food comes from can begin by gardening and growing fruits or vegetables. When shopping together, children can be encouraged to choose a new fruit or vegetable, look up where it grows, what part of the plant it comes from, and its nutritional and therapeutic benefits. Then, the new produce may be prepared and tasted.

Children should be repeatedly offered a variety of health-building foods. Ten or more exposures to a new food may be needed to get used to eating it. Some children may be willing to eat raw fruit and vegetables. Others will eat them cooked to a particular degree. Favorite condiments may make trying a new food a possibility. Children can find eating a whole fruit or vegetable daunting. Cutting fruits and vegetables into small pieces and dipping into sauces may make them palatable.

It is essential to accommodate children who have sensory integration and oral defensiveness issues. For children who balk and gag at the sight of vegetables or other necessary foods, the foods must be disguised or blended into acceptable foods. Any food may be pureed to a consistency as smooth as necessary.

If applesauce consistency is tolerated, pureed fruits and vegetables may be offered.  Pureed vegetables may be added to mashed potatoes, hidden in spaghetti sauce or in meatballs, mixed with pancake mix and egg and fried or baked as a pancake or patty.  Pureed fruit may be mixed into oatmeal or served as a smoothie, pudding, or ice cream.

For autistic children who understand language, teaching children how marketing works and the advantages of healthy foods gives them tools to make educated decisions in food selection. Children who do not possess adequate language for such communication need gentle and loving exposure to new foods.

For resistant eaters with physical or neurological obstacles to eating the foods necessary for healing and balance, the above tactics will likely be ineffective. Remedying mealtime dilemmas will involve a comprehensive plan and a significant commitment from parents and caregivers. Parents and caregivers must reconsider their assumptions and begin where the child is. Working with occupational therapists toward improving oral tolerance is important. Professional homeopathic treatment may yield critical support.  Ultimately, proper nutrition that leads to true healing will make it easier for the resistant child to consume a wider variety of textures and flavors.

EFT and Homeopathy for Resistant Eaters

EFT and homeopathic treatment address underlying issues of orally sensitive children.  These safe and natural methods bring forth the wisdom of the body and support self-healing.

War & Peas

Jo Cormack

If you are worried about your child’s picky eating, War & Peas has the answers you need. Therapist Jo Cormack turns conventional parenting techniques on their head, introducing readers to EAF (emotionally aware feeding). This is not a book about what to feed children, but how.


[1] Mayers and Calhoun, “Symptoms of Autism in Young Children and Corresondence with the DSM.”  Infants and Young Children, 1999, v. 12.

[2] Oral-motor skills include the functions of sucking, biting, crunching, chewing and licking.

[3] Sensory integration dysfunction occurs when the brain cannot efficiently process the sensory information coming from the body or from the environment, causing the person with SID to experience difficulties responding in an adaptive way to everyday sensations that other people hardly notice.

[4] Ernsperger, Lori, Just Take a Bite:   Easy, Effective Answers to Food Aversions and Eating Challenges.Arlinton, Texas:  Future Horizons, Inc.  2004.

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