Vergleich Kindern with fear in Calc. + Lyc. + Nat-m. + Phos. + Puls. + Sil. + Stram.
[Paul Herscu]
While in Nat-m. this same behavior exists, it stems
from a concern and fear for the parents' safety. In Lycopodium,
the fear is that if the parent is not nearby, they themselves will not be safe.
They may need to be in the same room or at least next door to a parent,
as with Puls..
Puls. has fear of abandonment, whereas in Lyc. the fear is that something "bad" will
actually happen to them.
Happier Lyc. children wish to stay in the room
with a parent and will be quite content with that setup. Conversely, the irritable
child wants to be alone, yet is afraid. When expressed fully in the irritable
child, this fear leads to the famous symptom and keynote in the Repertory.
Mind: aversion to company yet dreads being alone.
Fear of being alone is greatly accentuated in the dark. They often do
not like to go to bed alone, wanting a parent to go along to check the area and
turn on the lights. A Lyc. baby will begin to cry as
soon as the parents turn off the lights and leave the room, just like those needing
Puls.
Some fear may be allayed by keeping a light on, but many of these
children continue to scream until they are allowed to sleep with their parents
or siblings. (having watched a scary movie, listened to a ghost story, or just
viewed the six o'clock news on television).
Phos., Puls., and Calc. are
also unusually sensitive to horrible stories and have fears in the dark.
Lyc. children may wake up with a fright and go to the
parents' bed, as do Phos., Puls.
and Stram..
Some children go to sleep more easily than described, but if they wake
up at night for any reason, such as to urinate, they may check all the beds to
make sure that the family members are each where he or she should be and that
they have not been left alone.Fear of being alone in
the dark may arise at other times as well. For instance, the child will refuse
to bring something up from the basement. The thought of going into the dark
underground, unprotected and alone, is unendurable. The fear of being alone, <
being in the dark, is a good clue to other remedies as well, such as Caus., Phos., Puls., and Stram.
In Phos., one encounters many other fears the
likes of which only an intensely active imagination can create; in Stram., this fear will be seen in a violent child.
Fear of New Things
The child may also develop a fear or aversion to new things, not due to
stubbornness, as is found in Calc., but because the fears the new thing itself.
The parent states that in new places and situations (as in the interview) and
in crowds, the child will be fearful and timid at first. Once the situation is
better understood by the child, he becomes more comfortable and is able to
interact with others more normally. In brief, anything new will be regarded
with suspicion until it can be understood. In contrast, a Calc. child 's
dislike of new things is due to slow assimilation and comprehension. Mothers
say that the Calc. children cannot be budged to start activities in a new
situation because their stubbornness prevents it.
However, when they finally understand what is going on, they join in and
often cannot be stopped! The Calc. child is obstinate and unyielding, while the
Lyc. child is
fearful and anxious. Even though similar behavior
is noted in their dislike of new things, the root causes are radically
different for each of these remedy types.
Fear of new situations may be observed in the clinic. If there are
several chairs from which to pick, the first-time Lyc.
patient will often pick the chair farthest from the doctor and will have to be
coaxed to sit any closer. The child, squirming in her seat, will neither talk
to nor establish any eye contact with the doctor. Others whisper, mumble, or
look at the parent for cues or for whole answers. Some giggle nervously before
or after every answer. Some will be very adultlike
and answer properly (if stiffly, due to nervousness), looking at the mother
only when they do not know the answer. Toddlers may sit on their mothers' laps frowning
at the doctor and screaming whenever the doctor or the mother asks a question.
During the follow-up interview some weeks later, the child knows the
doctor and what to expect and so is much friendlier and acts more comfortable all
around. At this point the practitioner may be misled to think that the remedy given
has acted, based on the changes observed in the office, but these changes will
occur even if the wrong remedy was prescribed simply because the situation is
no longer new and therefore not threatening. A good way to determine accurately
whether or not it was the remedy that caused a change in the child is to ask
the parent how the child behaved in other new situations during the interim or
in situations that previously made the child anxious. Often the fear of new
things leads to a predictable lack of initiative.
The parents state that the Lyc. child is "not
a spur-of-the-moment type of person." For example, every time the family
goes out for supper the child may order the same meal.
Parental attempts to convince the child to choose something else are
usually in vain. If forced to pick a new food, and if the food is liked (as it
often turns out to be), the new item will be added to the menu of acceptable
choices.
I am reminded of eight-year-old Roger, who was brought for treatment of
his frequent colds. Along with the rest of the symptoms was a strong fear of new
things. He would invariably cry and hide when presented with new tasks or new
choices in clothes, foods, or activities. If he had not shown all the other
fears and physical general characteristics of Lyc. such
as a fear of the dark and of being alone, right-sided sore throats, and stomachaches, I would have given the remedy Bar-c., so marked
was this behavior of hiding from new situations.
Fear of Public Failure
If one perceives why and how the child exhibits these fears, the case becomes
greatly simplified. The fear of new situations in Lyc.
is intimately bound to a prominent fear of failure.
This pattern grows more and more pronounced as such children mature into
adulthood. The exact description of what I have observed is that they fear the
decision-making process and the repercussions of any decisions made.
For the most part, the fear of failure is felt only before an upcoming
event, not during it. They anticipate that something will go wrong, something
bad will happen, or that they will be ridiculed in some way. However, once they
begin the activity, the fear diminishes and they accomplish the task with ease.
The type and degree of apprehension is second only to that found in those responding
to the remedy Sil.
These children also experience fear before an activity or event that
disappears as soon as the event begins and they find that they perform well.
Arg-n., Gels. and Phos. may
likewise greatly fear upcoming events.
It should be noted that this fear is not merely a fear of failure; rather,
it is a fear of failing in public. What the child may tell the doctor is that
she does not mind trying new things if she is alone, but does not wish to do
them in front of others (peers). This sensitivity to ridicule should be
explored carefully, as it leads the prescriber to understand the Lyc. child's personality more fully. Each constitutional
remedy type is affected by the same stresses in different ways. Compare the Lyc. child to Nat-m. and Puls.
The Nat-m. child can be destroyed emotionally by ridicule.
Nat-m. children have such strong emotions, which they try to control, that
the thought of being made fun of is itself overwhelming. They become severely
traumatized, something that will not be easily resolved once they are made fun
of. The Puls. child also has an emotional base of
existence, being also easily hurt (when the ridicule threatens to take love away
from him).
If he does not feel that this will happen, however, the Puls. child will usually resolve the situation easily. The Lyc. child is concerned about something quite different.
He does not have the strong, deep emotions of the Nat-m. and so will not
be so easily crushed emotionally. However, he is sensitive to social ranking and
will not wish
to lose status. For this reason, the Lyc. fears
new situations, people, and activities that can potentially reveal his
inadequacies. He resists new projects, new ideas, and even new games.
He fears that he will get up in front of the class, make an error, and
look foolish.
Herein lies the Lyc. fear of ridicule. Later
in life these individuals learn to bluff their way through situations such as illniss, but as youngsters, they resist putting their rank
on the line. We can conclude that in Nat-m. the criticism and
condemnation comes from within. In Puls. the fear of losing
love is the major threat felt in being made fun of. In Lyc.
the child is most concerned with how he or she is perceived within the group. As
a corollary to this concern about what others think, one finds that the Lyc. child may compromise easily, dress neatly, and
maintain a tidy appearance in general. Such behavior shows
that her energy is spent on climbing the social ladder, doing everything right
so as to secure a desirable position within the social strata.
Lyc. children are preoccupied with their looks. The
children may be sloppy in their rooms and messy in the bathroom but they groom themselves
well, always concerned about their "show."
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