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Limbic Breathing for Children With Anxiety and Asthma

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 consultation.
“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 cold.”
“Did he ever suffer from asthma?” I asked.
”No.”
“Wheezing?”
“No.”
“Headaches?”
“Yes, but why would that cause chest pain?”
“Does he talk about chest discomfort when he seems overactive?”
“Yes.”
“Do you think he is anxious when he has chest discomfort?’
“No, maybe yes.” She looked puzzled.
“His pediatrician never mentioned that he has a heart murmur, did he?”
“No.”

Stress and Anxiety Among Children

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 youtube.com.)

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 occasions.

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

Tutorial A.1 Every Child Is Born A Scientist

Tutorial A.2 Our Breathe - The Best First-aid

Tutorial A.3 What Is Oxygen?

Tutorial A.4 How Can People be Healthy?

Tutorial A.5 What Is Life Span?

Tutorial A.6 What Is Metabolism?

Tutorial A.7 What Does Water Do in Metabolism?

 

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