Welcome to Hypnotherapy and Mental Disorders
Thousands of individuals are encouraged with how hypnotherapy has helped them with their mental disorder. Some areas that we specialize in are: ASD, ADHD, Schizophrenia, ODD, Social Disorder, Sexuality, Misophonia, Anger Management, Sleep Apnea, Anxiety, Phobias, Self-esteem, and other Neurological Disorders. If you are interested in a free online (ZOOM) consultation, please email me and request consultation.
For individuals with mild mental disorders, hypnotherapy may be the right choice for you! If you want more information and want to try this approach, please call or email me at the address below.
Thank you,
Dr. Clement R. Flis
Frequently Asked Questions
How can hypnotherapy help someone with a mental disorder?
Individuals with various kinds of mental disorders have been helped with hypnotherapy. We have various strategies for almost every type of mental disorder.
What do you specialize in?
We specialize in hypnotherapy for those with ASD, ADHD, Schizophrenia, ODD, Social Disorder, Sexuality, Misophonia, Anger Management, Sleep Apnea, Anxiety, Phobias, Self-esteem, and other Neurological Disorders. If your disorder was not listed please contact me by email or phone.
What are the rates of your services?
The rate is determined on case by case basis.
I want to read more about how hypnotherapy helps.
Scroll down to the book order section
Individuals with HFASD can benefit from Hypnotherapy
Over 90 percent of individuals who have undergone hypnotherapy have greatly improved their conditions. We have a unique technique of verifying this by checking blood pressure before and after the session.
The purpose of this study is to suggest that hypnotherapy will benefit those seeking to overcome their challenges associated with anxiety, fear, and lack of self-esteem. Individuals suffering with mental disorders can improve their quality of life through hypnotherapy.
An Educator’s Handbook of Student Disorders
Why can’t Johnny sit still in his seat for more than a few minutes? Why does Sam engage in ritualistic behaviors and remain detached from reality and in his own world? How can I communicate with Jane when she repeats everything I ask her? These are some of many questions that will be answered in this handbook. These are the types of questions that are being asked by educators in schools across the country.
The problem is that there is lack of understanding of student disabilities and disorders. This lack of understanding exacerbates inappropriate behavior, student meltdowns, deficient classroom management, and below average learning and progress. The purpose of this book is to improve understanding of student disabilities and disorders. With better understanding, educators will be in a better position to use appropriate strategies and routines to control student behaviors and improve student learning and progress based on scientific evidence.
Universal Design for Learning and Students with Intellectual Disabilities: A Qualitative Descriptive Study
The purpose of this qualitative descriptive study was to explore how educators describe implementation of specific components of universal design for learning for students with intellectual disabilities in inclusive classrooms in the Southwestern United States. This study was guided by Constructive Alignment Theory that is devising teaching and learning activities and assessments that directly address the proposed learning results. The questions this study addressed were: How do educators describe the process of implementing universal design for learning? How do educators describe the successes and challenges of implementing universal design for learning in inclusive classroom settings for students with intellectual disabilities? This study used a sample of 90 participants from six different high schools. From that target of 25 participants, 10 participated in a focus group and 15 participated in individual semi-structured interviews. The remaining 65 participants served as a reserve for cases of attrition. Thematic analysis provided relevant patterns and themes from the data collected during the focus group and interviews. The results of the data analysis revealed that the two most important themes were intentional planning for student variability and flexible methods and materials. The themes described by the participants were differentiated lesson plans, use of student multiple intelligences, strengths and weaknesses of students with intellectual disabilities, use of manipulatives, and lesson modifications. In conclusion, this study indicated how general and special educators were able to implement components of UDL framework in inclusive classroom settings for students of intellectual disabilities. Keywords: Universal Design for Learning (UDL), Inclusive Classrooms, Intellectual Disabilities, Differentiate, Multiple Intelligences
Publications
Flis, C. R. (2023). An Educator’s Handbook of Student Disorders (1st ed.). New York: Austin Macauley.
Flis, C. R. (2023). Individuals with HFASD can benefit from Hypnotherapy. Kindle Publishing. https://www.amazon.com/Individuals-HFASD-can-benefit-Hypnotherapy-ebook/dp/B0BYYM1Y6W.
Flis, C. R. (2023). Success rate of hypnotherapy for individuals with mental disorders and disabilities. XXX XXXXXXX, 38(1), 1-10. (PENDING)
Flis, C. R. (2020). Universal Design for Learning and Students with Intellectual Disabilities: A Qualitative Descriptive Study. 28152954 [Doctoral Dissertation, Grand Canyon University]. ProQuest Dissertations and Theses Database.