Limbic Breathing for Children With Anxiety and
Majid Ali, M.D.
(Presented on You Tube as
“Limbic Breathing for Children”)
“Dr. Ali, he complains of pain in the chest,” the
mother of a six-year-old boy told me at the first
“Does he have a cold?” I asked, looking at the
handsome boy studying my face.
“Yes, but that was some weeks ago. He also
complained of the chest problem before he had that
“Did he ever suffer from asthma?” I asked.
“Yes, but why would that cause chest pain?”
“Does he talk about chest discomfort when he seems
“Do you think he is anxious when he has chest
“No, maybe yes.” She looked puzzled.
“His pediatrician never mentioned that he has a
heart murmur, did he?”
Stress and Anxiety Among
It is a mark of our time that I recognize the
problems of stress and anxiety among children with
increasing frequency. Children are intelligent and
perceptive. When parents are stressed and anxious it
is not altogether unexpected that children will be
affected by it. But for a child to complain of chest
pain due to stress is a different matter altogether.
When first encountered by this, I was moved to share
this with others in a video article in my Science,
Health, and Healing Video Encyclopedia (available at
my YOU TUBE channel, enter “Majid Ali, M.D.” on
Children are fast learners. They are also great
copycats. When they see adults breathe out slowly
they copy it with minimal coaxing. So I recommend
Limbic Breathing for them (for details, see my DVD
entitled “Limbic Breathing” available at http://majidali.com)
Limbic Breathing for Asthma
I first thought of teaching Limbic Breathing to
children in the mid-1980s. I described my earlier
experiences in The Cortical Monkey and Healing
(1990), available at http://majidali.com) For the
general interest of readers, I reproduce here some
text from that volume.
“Sandra was only 19 months old when she learned to
control her asthma with limbic breathing. She
suffered from food allergy soon after she was born.
She developed full-blown asthma attacks before she
reached her first birthday. She was on regular doses
of theophylline (a broncho-dilator drug used for
asthma control) and required multiple additional
daily doses of another medication with an inhaler to
control asthma attacks. Like most other children
with asthma, she developed frequent infections and
had been treated with antibiotics on several
After making the diagnosis of food, mold and pollen
allergies with micro-elisa blood tests, I put her on
our allergy desensitization and nutritional
protocols. I also excluded certain food items from
her diet. As the frequency and intensity of her
asthma attacks diminished, I gradually reduced the
dose of her drugs. In 13 weeks, her asthmatic
symptoms were completely relieved. At this time, I
discontinued all drugs.
I knew that complete control of asthma without drugs
requires success in all three types of protocols of
molecular medicine (allergy, nutrition and
self-regulation). Every time I saw Sandra in our
office for an allergy injection, I tried to think of
a method for teaching Sandra auto-regulation. Every
time I drew a blank. She was obviously too young for
me to engage in a discussion of my concepts of
cortical and limbic modes. It was obvious that I
could not explain to her how her air tubes ( bronchi
) tightened to cause asthma attacks, and how she
could loosen them with auto-reg to ease her
breathing. I had to improvise.
Sandra's mother often brought her two older children
to the office. They would play with Sandra as if she
was their doll. One day I saw them hold Sandra by
her arms and lift her up with swinging movements.
That opened up a window for me.
I cannot explain to her how to attend to her
bronchi. What if I taught her how to attend to some
other part of her body that she can relate to? What
if I then taught her how to "transfer" that
awareness to her bronchi?
I recognized I could not relate to Sandra at an
intellectual level. But then that was not necessary.
Obviously her older brother and sister related to
her quite well, at a level Sandra understood well.
I called Sandra's mother to my consultation room. I
explained to her how I was going to approach the
problem of teaching Sandra auto-reg for normalizing
her breathing if asthma ever recurred. I told her to
start playing a “Limbic Game.” with Sandra and her
other two children at home. In this game, they will
stand in a circle, half stretch their arms, and hold
each others hands. Then they will raise their hands
gradually and gently breathe in for three seconds (
the breathe-in ), keep their hands up for two
seconds ( the hold period ), and then very evenly
and slowly breathe out for four to six seconds ( the
breathe-out period ). After two or three regular
breaths, they will repeat the sequence. I explained
to Sandra's mother this would help Sandra to learn
pacing for limbic breathing. It will also seed the
core idea of auto-reg in Sandra's mind.
A few weeks passed by. Sandra came down with a cold
and developed wheezing. That is when her mother and
two siblings tried my Limbic Game. Sandra dissolved
her asthma attack, for the first time without drugs.
List of Tutorials
Every Child Is
Born A Scientist
- The Best First-aid
What Is Oxygen?
Tutorial A.4 How Can People be Healthy?
What Is Life Span?
Tutorial A.6 What Is Metabolism?
Water Do in Metabolism?