Speed, Concentration, and Accuracy Is a Must
Master M. M., age fourteen years, consulted me on December 5, 2007, complaining of a blocked nose, recurrent cough, and breathlessness, which was diagnosed as bronchial asthma.
(Passive case witnessing process)
D: So tell me what?s happening? Tell me everything, step by step.
P: Okay, step by step. My nose is blocked every day; that’s 100% blocked. Every day, my nose is blocked and I can’t sleep under the fan. Because of my nose being blocked, I can’t concentrate on anything, and then I use an inhaler every night. If I don’t use the inhaler in the middle of the night, I get very restless. Then, I have to get up and use the inhaler, because I start wheezing. In the night I can’t sleep, as the wheezing goes on, like coughing. I have to use an inhaler and only then do I get some rest. For the past two to three days, I have been using an inhaler. It is like that. That’s what is happening
D: What else?
P: Nothing else exactly.
D: What else is bothering you?
P: No, no. Nothing.
D: Nothing else?
P: Nothing else.
(End of passive case witnessing process)
Focus of the case: Not clear yet, so we will have to explore the subconscious areas to find the focus.
Level of experience: Emotions
Experiencing the emotions: He is in touch with himself
(Up until now, he has just been telling us the facts about his physical complaints, and he has expressed a few common emotions. But as he is not going any further, we become ACTIVE and ask the following question to take him a step higher and to understand how this physical complaint is affecting him. Here, we have become active, yet we passively listen to the patient.)
(Active case witnessing process)
D: So what's happening to you because of this problem?
P: With this problem, I can’t study properly; I always need to have a hanky in my hand. I can’t concentrate fully on my book or whatever I am studying. Many times, when I am at school or at the clinic, wheezing or anything starts. Then, for temporary relief, the nurse gives me some medicine. That’s the case. I can pay attention in class when the teacher is talking, but later on, when I come home and try to study on my own, I can’t.
(Observation: The patient is very restless.)
D: So what happens to you as a result of this problem?
P: This problem, like … (PAUSE). Nothing, actually. But this is the main reason. Sometimes, I can do my work properly, but normally it’s like this. Something or the other is bothering my … like I am sneezing, coughing or something; otherwise, I am normal. It affects my overall concentration … Because of my sneezing, I become quite restless at times, mainly when I’m playing … Especially when I am playing, I don’t feel that thing, but the moment I stop playing I feel it.
(Due to his complaints, he cannot concentrate and he becomes restless. So the next question I ask him is about this.)
(Observation: The patient is very restless and his forearms are locked.)
D: What else results from this problem?
P: Nothing actually more than this.
D: Nothing actually?
P: Nothing much.
(He is not going any further, and he again talks about his complaints. So I ask the same question again.)
D: So what is the impact of this on you?
P: The impact is … as I mentioned before, it affects my overall concentration. That’s the main impact; otherwise, nothing else. (PAUSE). My mom is after me a lot, because when I am restless she gets tense and all. That’s why I don’t sit in one place when I am restless—I keep moving around. I need to play basketball, football, or whatever. Every day, I have to go out for a while.
D: How does it feel at that moment?
P: Doesn’t feel like anything. It’s normal. But if I don’t go out, I feel a bit like … (hg: hand moving up and down on the chest). What do you say … I feel irritated if anybody comes and troubles me at that time because …
D:Describe that feeling a little bit more.
P: When I can’t control the restlessness, I get angry, I become a bit cranky, and I fidget around. (hg). Like, whatever comes, I can’t keep it in my hands. (hg: Two fists closed together). I start throwing things around. That’s very rare. Actually, that doesn’t happen.
(Here, the patient keeps talking about his actions and what he does, but we need to understand what his inner experience is.)
D: No problem. Tell me, at that moment when you are very restless, when you are not allowed to move, when you want to play football but you can't, when you are thinking about your illness, what happens inside your body?
P: That’s the thing that happens. I feel like going out, and I can’t control it. When I go out, I don’t feel it. But when I am not allowed to go out or something, I think more about it and it increases.
D: It increases? At that moment, what happens inside you?
P: Then … (Patient murmurs something.) … There is like … That’s the thing … it tends to … whatever the illness, it tends to increase due to that and …
(Now, we see that the patient often pauses and speaks in incomplete sentences. This indicates that the conscious talk is over and now the inner subconscious is ready to emerge. As well, what we see is that up until now we were asking questions in relation to him, but he was not able to talk about his feelings and move any further. So now we ask him to use his imagination and not relate to himself. (A dissociation technique).
(Active with dissociation)
D: Tell me what picture comes in your mind right now when you imagine someone who is not allowed to move and is not allowed to do his activities. What picture comes to your mind?
P: As I said, in that condition I’ll try to do something or other.
(Observation: the patient starts coughing and asks for water.)
(Coughing, asking for water, etc., is defensive behaviour, which shows that we have touched his centre, thereby giving us confirmation that we are on the right track.)
P: (PAUSE). That’s the only thing. I may try to free myself and try to do something. If I can’t free myself, then I will have to be in that condition. I can’t help it. What does it feel, it is like …
D: What does “free myself” mean?
P: Means from being kind of captive, (hg) like restricted. I’ll tend to do something more than what I normally do. That’s the only thing. It has never happened to me, so I can’t assume what I would feel at that moment.
(After much persistence, we see that the patient is slowly getting in touch with his inner experience. With cases that remain on the same level, we should keep asking the same questions, until the patient comes up with the whole sensation. It is very important to persist with a patient who is at a lower level of experience.)
D: Talk about this feeling of being captive and restricted. It has not happened to you.
P: That’s it, being captured and trying to get free, (hg: clawed hand), trying to get out and do your regular things, like playing, or whatever … having fun with your friends.
D: What is captivity?
P: (PAUSE). Captivity, I just told you, like whatever happens, you are not allowed to do anything. You may be forced to do something else, also.
D: Tell me in general what you feel when captive, restricted, and not allowed to move?
P: In general? (PAUSE). I think it’s just that. I can’t think of anything in general. But in general, I feel the same as others would … like they will get … not exactly like you know …
D: So when you think of being captive, restricted, and not free, what is the first picture that comes to your mind right now? Just think about it and see what image or picture comes. Tell me whatever comes, not related to you.
P: Not related to me?
D: As if you are talking about imagination.
P: Can’t think of anything right now … the same thing. I just feel like getting rid of whatever is stopping me from doing my normal activities. I mainly want to get rid of the thing that causes me to feel captive and not allowed to move freely. I have to bear with that thing and continue.
D: So when one is captive, what does one feel?
P: (LONG PAUSE). What he feels, is like … (Incomplete sentence).
D: What picture comes in your mind when thinking about this captivity? When one is in captivity?
P: Mainly loneliness. Maybe feeling lonely—like away from somebody or something. It’s the only thing that comes to my mind right now.
(This seems to be a dead end, so we try exploring another subconscious area and see what lies there.)
(Active to find the focus in a different area)
D: Since childhood until today, what dream has had a deep impact on you that you still remember?
P: None of my dreams have had any impact on me.
D: Which one do you remember?
P: I am remembering one dream that I had when I was little. A few years back, I used to watch National Geographic … Suppose I watched a program on some animal or bird or whatever, especially birds, then the same thing would come in my dream.
D: What did you use to see?
P: I used to see … I used to assume that I am in that world of birds.
D: Tell about it.
P: In the bird world I am a bird or whatever. I am free like a bird—I am flying around. My friends would also come in the dreams.
D: So what did you see exactly?
P: I used to imagine a … see a bird flying around. That’s the main thing.
D: No problem. Just talk about this dream that you are describing to me.
P: Okay, like I was a bird, my favorite bird at that time was … (PAUSE) … I guess it was an eagle. Okay, so suppose I am an eagle and my friends were in a fight or something. I am a bird who’s attacking all those guys—they are my enemies. Supposing we are at school or wherever, I am the bird and they are my prey. I have to attack them and keep them away from me. That was my dream. I remember they are the prey and I am the bird, like that.
(The patient may just be using the eagle as an image, so we should not get fixed on the image or consider it the source, until the entire pattern unfolds. Rather, the importance should be given to words like “attack,” “enemies,” “prey,” which seem to be animalistic in nature.)
D: What exactly did you use to see? What were you doing? What were your actions in the dream?
P: That I am attacking the bird, I am attacking those guys—my prey. Then, I am attacking the prey. I am getting rid of them once and for all … no more problems between us, whatever. Getting rid of it once and for all. That is the only dream that I can remember. In one more dream I was with my mom, I think, but actually I can just remember one dream with my mom. It’s a bit of an odd dream.
D: So what dream did you see at the time?
P: I think I was a robber or something like that and my mom was a policeman. Okay. And I do some crime or something. My mom is a policeman and she catches me. When she is putting me in jail or something, I am yelling out, “I am your son! I am your son! You can’t do this to me!”
(He gives us images of a robber and a policeman, but what he perceives in that is “catches me” and “putting me in jail.” Someone, his mom, is doing this to him.)
D: What part of the dream was most important to you?
P: When I yell to Mom, “You can’t put me in jail!" At that time, I think she tells me, “I can put you in jail because you never listen to me!”
D: So putting you in jail was the most important part of the dream, right?
P: Yeah, and her saying: (hg: the same clawed hand) “You never listen to me!”
D: How does it feel to be in jail?
P: At that moment in the dream?
P: (PAUSE). In the dream, I felt betrayed, like my mom has betrayed me, because I have been …
(We see that the same “clawed hands” hand gesture came up in different places, e.g., when the child spoke of “captivity,” with the image of the eagle, and in the dream of the police catching him. That generalizes this hand gesture; thus, the focus becomes clear. So we go active-active at this point. As well, we note that the hand gesture is appropriate to the verbal language. This suggests that the child can be directly asked to further describe this hand gesture.
(Active-Active case witnessing process)
(A] Active-Active for the whole process/pattern)
D: Describe the whole process of that eagle attacking his prey.
P: When the eagle?that is me, I am attacking the prey. I feel that this prey is not meant to be eaten, but rather is meant to be got rid of … Probably, the prey represented bad guys, my enemies, who I used to fight in school … that I don’t remember, actually. Now I might be their best friend or whatever, so my main option was to get rid of them at that time, so that no further problems would occur. It would be settled.
D: How is the bird coming and attacking the prey? What is happening? Tell me whatever is happening in your dream.
P: I feel better when I am going to catch enemies. (hg: Clawed hand). I feel better and feel relieved that I won’t be involved in any …
(Note that here we ask him about the eagle attacking the prey, but when he answers he relates it to himself. He identifies himself with the eagle.)
D: Describe only this hand gesture.
P: This hand gesture is mainly anger towards enemies (hg: clawed hands) who have troubled me over the years. I am not taken seriously. Just this, I think.
D: No problem. Just talk.
P: Okay, like I think I am angry and these are the claws with which I am going to catch the prey. (hg: Clawed hands with the action of catching the prey.)
D: How? Show me how it happens and how you are going to catch them.
P: Like supposing I am the bird of prey, the eagle, and supposing they are my prey and they are trying to run away from me. Now I have become bigger and stronger and am trying to catch them with my feet, getting rid of them once and for all.
I am full of anger that all those … from the past so many years, they have been troubling me or taunting me or whatever, so once and for all I want to get rid of them. Not in a serious way. I would also like to become their friend in future. Or, I would like to ignore them. So I am the bird of prey that goes (hg: hands gesturing from high to low) and catches it with full force and concentration that (hg: catching the prey) I shouldn’t lose or miss. With full concentration I have to catch the prey. Whatever the result may be, I have to make good of them, which means be superior to them.
(The style of the patient’s language changes here with words like “bigger and stronger,” “catch with full force and concentration,” and “superior.” He describes these words with lots of energy. So we go ahead and ask him about these words in order to bring out the whole phenomenon as completely as possible.)
(In Active-active case witnessing, we see three things happening at this point:
1) The patient’s narration flows from conscious to subconscious levels; thus, more non-human language is spontaneously expressed.
2) The patient is identifying himself with the energy pattern of the source.
3) The phenomenon of dissociation is bringing out more awareness in the patient.
These three observations prove that we are moving towards the final journey of the source.)
D: Just describe this with full force and full concentration.
P: Like how the eagle comes and catches his prey with full force and concentration. (hg: Hands gesturing from high to low with force).
(When the patient describes how the eagle comes and catches his prey, we make note of the speed and force of his words, and we observe that his speech is much faster.)
D: Full force and concentration - like this hand gesture.
P: This is like an eagle catching its prey. It will first keep an eye on the prey. (hg: Claw). If it’s exceeding its limit, it will just hook down and catch the prey with a lot of skill, so that it will not miss the target. He keeps his eye focused on that prey and catches it, and in the end … comes with full force. It comes very slowly in order to catch the prey quickly and not let it escape. It has to absolutely come with full force like that, and it has to jump on it. So, to jump on it and catch the prey will be the only good result, and you should have concentration
(hg: claw) in your mind so that you don’t get diverted anywhere; otherwise, he may miss the target, which may be quite heavy for him. That’s the thing I can imagine. I can’t remember anything else.
D: Just a bit more.
P: Okay, this may not be related to my dream, but maybe in general, how a fellow catches its prey or whatever … when the eagle or any other bird of prey will attack its prey with whatever, however much strength is left in it. Even if it’s very weak still, even if I, suppose I am the bird of prey and I am very weak, still I have to get better of the … (hg: claw) enemy. I will have to like … sort of catch it with my remaining power. Even if I am in a very bad state, still I have to go ahead with full go, with all my concentration, pounce on it with full force (hg: claw) and get the better of it.
D: “With full force” you are showing this, right? Describe “full force” and this hand gesture, this movement.
P: This movement means … I don’t exactly remember, but my enemy or friend was there … and it was something like a bird catching his prey with full skill and all that. First, it was out of concern … (hg: claw). It was like keeping a watch on it, whoever the prey may be. It must be my best friend or my enemy, whoever … And the way it swirls around and comes and picks up the prey.
(At this point, we have to understand the whole process as clearly as possible. Therefore, we ask him to again describe every component so that we can see the whole pattern, until the name of the source is clear.)
D: Describe the whole process again.
P: The eagle is swirling around the prey and the prey has noticed it, and it’s time to escape now. Whatever the prey may be, the eagle is keeping a watch on it. Finally, when the time is right, when the prey is not looking, it comes with a steep dive (hg: claw) and catches the prey with whatever skill or concentration it has; otherwise, if it misses the prey, it may hit the ground and damage itself, instead of catching the prey.
(B] Active-Active for confirmation)
D: You told me that you used to love the Discovery channel, right?
D: First, yeah. What did you like?
P: I still watch animals like lions and cheetahs, which catch deer (hg: claw). The excitement when the deer is eating grass and the cheetah suddenly stops the deer and catches it in its own way is like when in real life a person tries to catch someone from behind. Somehow, the deer is also running with great speed and the cheetah is chasing it, catching it. That’s what I like on the Discovery channel.
(The lion, cheetah, and deer are examples of what he likes to watch on the Discovery channel. He enjoys watching the process of animals and birds chasing and catching their prey.)
D: What else?
P: Something about birds, as I mentioned before.
D: What is it about birds you used to love?
P: The same thing—the bird catches its prey (hg: claw), as I have mentioned before. Like how that cheetah is catching the deer. In the same way, the eagle is catching the snake, rat, lizard, or whatever the prey may be. Those are the only two things I used to watch on the National Geographic channel.
(Here, he connects the cheetah’s “chasing and catching” preying mechanism with the eagle.)
(C] Active-Active for confirmation in another area)
D: What are your interests and hobbies?
P: I always love playing cricket. I have been playing for a long time. I play a game whenever I can. I also play basketball.
D: What do you love the most about this game?
P: It’s a fast game. It’s good exercise. You get to move around, and it helps you grow tall. Also, it helps your concentration.
D: “Helps your concentration” means?
P: It makes you think, but the thinking should be very fast, because you don’t have much time—you have to shoot quickly, as the game is not very long, only fifteen minutes.
D: A little bit more.
P: Accuracy is needed.
D: So in this game, you need accuracy, you need concentration …
P: And you need power (hg), maybe to throw the ball from a distance.
D: Talk about accuracy, concentration, speed, and power.
P: Speed is needed; otherwise, the opponent takes the ball from you. Accuracy is needed, because the basket is not very big and your hand movement should be correct.
D: A bit more about accuracy, speed, and concentration.
P: Nothing else about accuracy and speed. They are all related, because they have to be in proper combination. In order to do well, you have to have all three things.
D: Talk about it a bit more. Just explain.
P: Like a cheetah, even he requires speed to catch a deer, because the deer is so fast. Concentration is required because the cheetah has to focus. In the meantime, if he sees another deer on the side, he shouldn’t go after it, because he has decided to get this thing,
and you should have accuracy. Even if the cheetah is near the deer, he should jump on it only at a right time. If he jumps a bit too early, he may fall before it. If he jumps late, then it may turn away. In games, in cricket, the player should have speed to maintain a good run rate. Even the eagle must have speed, when it’s catching the prey. You must be quick and alert. You should have concentration and then you will get accuracy. So, accuracy is divided into concentration and speed. That’s the thing.
(It is amazing to see here that he connects all the images—the cheetah, cricket, and the eagle—to describe accuracy, speed and concentration. In all these images, the centre remains the same, which shows that this is definitely the centre of the patient also.)
D: I didn't understand. Explain again.
P: It is the same case with the eagle when it’s seeing its prey from a height. At that time, it only has to concentrate on the prey. It has to see the prey’s movements. Then, while going, it has to have speed—it has to have immense speed. The prey is moving around, so the eagle has to have concentration, then accuracy, otherwise … The prey may be very small, and since the eagle is coming from a great height, it has to land exactly on the prey and catch it with full force. If the eagle doesn’t have concentration, he will miss the prey, and he may bang into the ground and die. It is the same with games—in basketball, you have to have speed and accuracy. Supposing all the opponents are dull and not concentrating on the game, you have to be quick and put the ball in the basket; otherwise, if you are slow, your opponent may be alert and can stop you. You have to be in the game to pass, as I mentioned before, and you need accuracy to shoot from a distance into the basket. For that, he needs some practice. That’s all.
D: You told me an equation—divide by something?
P: No. You can draw a small chart on paper. First, write concentration; then, put an arrow: accuracy; and then one more arrow: speed. Both speed and concentration point the arrow towards accuracy. If you have concentration, you can be accurate. If your mind is not diverted, you can be accurate and catch the prey. You should also have speed. For accuracy, you should not be slow; you should not be very fast, either; otherwise, you will miss the target and hit the ground. You should be at a good speed, a very good speed—quite fast—only then will you have accuracy. So, the equation is speed and concentration and accuracy.
D: Explain it to me again.
P: I will have to draw it. This is accuracy, this is concentration and speed. I first take concentration into it … and here is accuracy. I can show it on paper?
P: This is accuracy and here you have concentration. Now I am talking to you, so I can’t feel about the thing; I am into it, so …
(This is awareness.)
P: Yeah, that’s what I am telling you, this is all related. These three (accuracy, speed, and concentration) are related to the eagle and to the talk about prey and all. The things I used to watch on the Discovery channel—the animals, the cheetah hunting—are also related. These three (accuracy, speed, and concentration) are needed in my hobbies—playing cricket and basketball; otherwise, the game will go to wrong. You can develop it if you … You require a bit of practice for this. It will come over a period of time.
(He himself has connected everything. While talking about sports and other topics, he has identified his points of discussion with how the eagle catches its prey. From this, you know that the image of the eagle that he uses is the right source.)
(D] Active-Active in another area)
D: What do you want to become?
P: A fighter pilot. Flying. Also a flying pilot.
D: What is it about a fighter pilot that you love the most?
P: The way he flies his plane, the speed he flies at, and the skill he has. I love the speed of the plane and his concentration on things. The pilot has to concentrate in flying the plane; otherwise, it may crash. He has to look at the systems to see if everything is right. If he sees the enemy, then he has to have accuracy to shoot the missile at the object or at the other plane. That’s why I would like to be a fighter pilot, just as my grandfather was in the army. He was Major of the …
D: A bit more about this fighter pilot.
P: Not necessarily a fighter pilot, but at least something in the armed forces, because I am very good at shooting. When I go to my farm, I sometimes shoot many things. I go with my gun to shoot small birds or, at least, I fire at a glass bottle from a distance. I am very accurate in that. Accuracy, because you need concentration to shoot, as well as speed. Before the bird flies away, you must hide in a place and then shoot; otherwise, if you come out suddenly, the bird will fly away. If you come out too late … you can’t wait for that, as the birds will fly away. You should be at a good speed and shoot. That’s the thing … I liked a movie a lot … the movie’s name was Top Gun.
D: So what is it about Top Gun that you like the most?
P: The same thing—adventure. The movie is about a fighter pilot and how he becomes one of the best fliers in the world.
D: Which scene do you like the most?
P: I like many scenes, because many incidents are there in which he is flying at top speed.
D: Which scene do you like the most?
P: The one in which he does the stunts.
D: Tell about this scene.
P: They are practicing in a training school. There are five guys and five planes, and they have to chase each other in the air very skillfully and do full stunts. They go full speed and suddenly—with great force—they stop. Stopping and going down like that, it is as if the
plane is crashing. (hg: Hand going out with full speed and going down). At the final moment, the plane takes off. I like those stunts. The main mission takes place when they are practicing; they have to chase each other and lock the missile.
D: Okay, anything else you want to say about yourself?
P: Nothing else.
(E] Active-Active to connect the chief complaint with the energy pattern)
D: When you spoke about your captivity and feeling restricted and not free, how does that feel?
P: (LONG PAUSE). It’s about the same thing. Like when a parrot, or any other animal, is kept in a cage in a pet store, it may be thinking about his family and friends who are flying in the sky or out in the open air, and I am stuck here in the shop. It will try to get out and if it can’t, it will be lying there helplessly. I am talking in general. Ha! Not me.
(This sudden denial proves that this is the centre of the case. Thus, the whole process again gets connected to the chief complaint.)
(Journey towards Awareness)
D: How are you feeling now after talking so much?
P: Better. Whatever I told you about myself will get better.
D: How is your cold right now?
P: A bit better now, because I am involved in talking to you, so a bit better. Otherwise, if I was sitting out there, I would be just blowing my nose, holding my head, or coughing. Now I am talking to you, so I am not thinking about it. I am thinking about what I am talking.
(This is what we call the first awareness through the case witnessing process.)
Understanding of the Case
Out of place, out of order words
The passive case witnessing process:
In the passive case witnessing process, the patient was only telling us local facts and a few common emotions, for example, that he couldn’t concentrate on anything and that he got restless, but he didn’t go any further. We had to become active early on in this case, so as to find the focus.
Active case witnessing process:
- I can’t concentrate fully.
- It affects my concentration overall.
- I become quite restless.
- I feel a bit (hg: hand moving up and down on the chest) irritated, if anybody comes and troubles me at that time (hg: two fists closed together).
- The child fidgets around. (hg).
- Many pauses and incomplete sentences started coming up.
When the child was asked to talk in relation to himself, he was unable to go further; therefore, we tried to dissociate him.
Active with dissociation:
- Captive and restricted (hg: claw)
- Being captured and trying to get free (hg: claw)
- Not allowed to do anything
- Loneliness—away from somebody or something
When describing his chief complaint, the child repeated the following words: captivity, restriction, not free, captured, and stopped from doing the normal things. However, even when the dissociation technique was being used, the patient could not go any deeper.
Thus, we began exploring a subconscious area of dreams to first find the focus and then explore the whole process/ pattern.
Active in the area of dreams:
- I am a bird—free, flying. I am an eagle
- Attacking all my enemies
- I am the bird and they are my prey
- I am attacking the prey
- Getting rid of them once and for all
- Mom catches me and puts me in jail (hg: claw)
- She is always after me
- I felt betrayed. My mom has betrayed me
The same hand gesture of clawed hands was observed in different areas, i.e., when the child spoke of captivity, in the image of eagle, and in his dream with his mother. This generalized the hand gesture and made the focus crystal clear. As well, the hand gesture was appropriate to the verbal language. At this juncture, we went Active-active to explore the whole pattern.
Active-Active for whole process/pattern:
- When the eagle … that is me …
- These are the claws with which I am going to catch the prey. (hg: Claw)
- I am the bird, the eagle, they are my prey, I have become bigger and stronger, trying to catch them with my feet, with full force and concentration (hg: coming from up to down with force)
- I … just as an eagle keeps an eye on its prey (hg: claw) and then catches the prey using a lot of skill … the eagle comes with full force and concentration … and never misses the target
(Here, he identifies with the eagle.)
We then went Active-Active for confirmation in other subconscious areas: watching the discovery channel, interests and hobbies, and his future ambition.
Active-Active for confirmation:
- The deer is running with great speed, the cheetah is chasing the prey and catches it.
- In the same way that the cheetah catches the deer, the eagle catches the snake, rat, or lizard.
We observed “chasing, catching the prey” being accompanied by the same, appropriate, hand gesture.
- I like basketball. You need to have the proper combination of accuracy, speed, concentration, and power in playing this game.
- The cheetah, eagle, cricket, and basket ball all require accuracy, concentration, and speed.
- Fighter pilot requires speed, skill, and concentration; otherwise, the plane may crash.
- The fighter pilots chase each other in the air skillfully and do full stunts. They go full speed and suddenly—with great force—they stop. Stopping and going down like that, it as if the plane is crashing. (hg: Hand going out with full speed and going down). At the final moment, the plane takes off.
Active-Active to connect chief complaint with the pattern:
- A parrot is kept in a cage. I am stuck here in the cage in the shop.
- It will try to get out. If I can’t get out, I’ll be lying there helplessly.
When we went back to his chief complaint, the whole process/phenomenon got connected beautifully, thus completing the circle.
- I am talking in general. Ha! Not me.
This sudden denial left us with no doubt that this was the centre of the case.
What is the centre/essence of the case?
- Captive and restricted
- Chasing and catching the prey
- Eagle (identification with it)
- Appropriate hand gesture of “clawed hands” and “hand going down with full force and speed”
- Captive and restricted
- Attacking all my enemies
- I am attacking the prey
- Mom catches me and puts me in jail
- I felt betrayed. My mom has betrayed me
- Identification with the eagle
- Examples of animals like the cheetah, lion, parrot, and eagle
- Describing the whole attack and defense mechanism of one particular animal
- Talk of prey and predator
- Theme of superior and inferior
- Theme of attack and defense
- Theme of weak and strong
This clearly points to the Animal Kingdom.
- Captive and restricted
- Examples of the parrot and eagle
- The whole mechanism of the bird flying and chasing its prey
This indicates: Aves (Birds).
- (hg: Clawed hand)
- Prey of a bird
- A predator bird (a bird of prey)
This clearly points towards Raptors.
Haliaeetus leucocephalus. (Common name: Bald Eagle).
(Total identification with the source).
The potency given was 200, single dose.
Rubrics of „Haliaeetus leucocephalus? (Bald Eagle) proving by Jeremy Sherr:
Delusions, imaginations: animals, of: birds: sees.
DELUSIONS, IMAGINATIONS: ANIMALS, OF: BIRDS: SEES: EAGLES.
Delusions, imaginations: floating in air.
Delusions, imaginations: flying: he or she is.
Dreams: prisoner: being taken a.
He clasps the crag with crooked hands;
Close to the sun in lonely lands,
Ringed with the azure world, he stands.
The wrinkled sea beneath him crawls;
He watches from his mountain walls,
And like a thunderbolt he falls.
Lord Alfred Tennyson
More about raptors:
- Raptors possess exceptional visual powers superior to other animals. They have specific modifications that maximise visual acuity, such as binocular vision, in order to judge depth and distance to the prey. Binocular vision is due to the forward placement of their eyes. The extremely sharp detection of their prey is also due to a high density of visual receptors. These visual features give the eagle the accuracy it needs to swoop down and catch its prey.
- Raptors have powerful feet with sharp pointed claws called talons, which they use to catch and kill their prey.
- Raptors have powerful feet with sharp pointed claws called talons with which the prey is acquired. Raptors have a strong hooked beak that can tear apart the prey already dead from the impact of the talons. This technique is in contrast with other birds who acquire their food by using their beak and not their talons.
- The raptors can see eight times better than man and have an exceptional ability to judge the distance.
Haliaeetus leucocephalus (Bald Eagle) proving by Jeremy Sherr.
Vultur gryphus (Condor) proving by Rimmlers and Schulzs
Falco peregrinus (Falcon peregrine) proving by Misha Norland, School of Homoeopathy.
After fifteen days of treatment, the child’s nose had completely stopped being runny in the mornings. As well, he had no asthma attacks and no experience of breathlessness during this period. Therefore, he did not require his inhaler. His mental concentration for his studies had marginally improved. In general, his energy was much better, as he now participated in sports without tiring easily. He was therefore given Placebo.
After three months of treatment on the physical plane, his asthma and breathlessness got completely better. On the mental plane, his concentration had considerably improved. He was now more settled and not distracted by trifles. On the energy plane, his stamina had greatly improved, as he could participate in many sports. He said that there was a sixty percent improvement in all aspects. He was, therefore, given Placebo.
After six months of treatment, his asthma and breathlessness had completely disappeared. Overall, his physical health had improved. Mentally, his restlessness had decreased and his concentration in his studies was significantly enhanced. When asked about his anger, he said that now he could control his temper and stay calm without overreacting. He didn’t have any dreams during this period. He no longer experienced the “captive” and “restricted” feeling. When asked about speed, accuracy, and concentration, he replied that they were very much there and helped him in his sports. Thus, we could see this energy was being used in a constructive way in his life. Overall, his energy and stamina had tremendously improved, and he had become more active. He was therefore given Placebo.
His treatment continued for six more months. During that time, he received four doses of the remedy, while at other times he was on Placebo. Now, when he occasionally falls ill, he receives a dose of the medicine.
The case ends.