Evaluating the Efficacy of Online Hypnosis: Modern Approaches to Longstanding Hypnosis Practices

Whereas hypnosis has traditionally been experienced within an intimate one-on-one, face-to-face environment, hypnosis practitioners have recently shifted towards online delivery modes, especially following the onset of COVID-19. This raises important theoretical, methodological, and empirical questions about hypnosis, as it might be the case that the simplification of online hypnosis protocols can lead to spontaneous reductions in hypnotic responding.

To address this concern, we conducted a series of studies aimed at answering the following questions: (1) How might critical interpersonal factors such as rapport and expectations impact hypnotizability in an online environment; (2) Do online hypnotizability scores compare to established offline norms; (3) Can online hypnotizability screenings be fully automated; and (4) Can participants experience the classical suggestion effect within an online context (i.e., subjective experiences accompanying a given suggestion that a behavioral response is (a) actually occurring, and (b) it is occurring by itself). These studies involved a diverse array of methodological approaches, including online versions of the Sussex-Waterloo Scale of Hypnotizability (SWASH) and the Experiential Analysis Technique, in which participants view video recordings of themselves responding to hypnotic suggestions. Based on our results, we argue for the effectiveness and practical utility of online hypnosis scales as a viable alternative to replace traditional lab-based screenings.

After attending this intermediate-level program, participants will be able to:

• Identify and evaluate key differences in online hypnotizability measures, enabling clinicians to reliably select screening methods that align with their methodological goals.
• Recognize fundamental gaps between research findings and clinical applications, equipping participants with the tools to include theory-driven approaches within their practice.
• Understand critical risks and benefits associated with online hypnotizability assessments.

This program meets APA’s continuing education STANDARD 1.3: Program content focuses on topics related to psychological practice, education, or research other than application of psychological assessment and/or intervention methods that are supported by contemporary scholarship grounded in established research procedures.

This program meets APA’s continuing education GOAL 2: Program will enable psychologists to keep pace with the most current scientific evidence regarding assessment, prevention, intervention, and/or education, as well as important relevant legal, statutory, leadership, or regulatory issues.

General Admission: $65.00

SCEH Members: $55.00

Students: $15.00*

(Please email [email protected] for coupon code)

Refund Policy: 100% of tuition is refundable up to 48 hours before the program. Within 48 hours of the program, and at any point in Homestudy format, tuition is nonrefundable.

Spencer Arbige, PhD Candidate

Spencer Arbige is a PhD candidate in his final year at Macquarie University’s School of Psychological Sciences. He is studying under the supervision of Dr Vince Polito, Prof Amanda Barnier, and external supervisor Prof Zoltan Dienes. He also holds a Master of Research in Cognitive Science from Macquarie University. His research focuses on hypnosis techniques applied within an online environment, especially in relation to the subjective experiences of participants. This includes understanding how the emergence of complex interpersonal relationships (such as rapport and expectations) between individuals and a hypnotist might impact hypnotic responding in online settings, and how these experiences might differ from traditional face-to-face hypnosis. Spencer was recently awarded a postgraduate research grant to present his findings internationally at the annual Association for the Scientific Study of Consciousness Conference in Tokyo and across a series of lab visits in the UK. Spencer is actively dedicated to improving the credibility and acceptability of psychological research through his commitment to open science practices, such as preregistration and making his data sets and materials, including analysis codes, readily available online.

Apelian, C. (2022). French norms for the online Sussex-Waterloo Scale of Hypnotizability. International Journal of Clinical and Experimental Hypnosis, 70(4), 350-358. https://doi.org/10.1080/00207144.2022.2124377

Kittle, J., Zhao, E., Stimpson, K., Weng, Y., & Spiegel, D. (2021). Testing hypnotizability by phone: Development and validation of the remote Hypnotic Induction Profile (rHIP). International Journal of Clinical and Experimental Hypnosis, 69(1), 94-111. https://doi.org/10.1080/00207144.2021.1827937

McKernan, L. C., & Walsh, E. G. (2023). Enhancing connections between clinicians and research in hypnosis practice: Strategies for practice and training. International Journal of Clinical and Experimental Hypnosis, 71(2), 127-138. https://doi.org/10.1080/00207144.2023.2185528

Palfi, B., Moga, G., Lush, P., Scott, R. B., & Dienes, Z. (2020). Can hypnotic suggestibility be measured online?. Psychological Research, 84, 1460-1471. https://doi.org/10.1007/s00426-019-01162-w

Palsson, O. S., Kekecs, Z., De Benedittis, G., Moss, D., Elkins, G. R., Terhune, D. B., … & Whorwell, P. J. (2023). Current practices, experiences, and views in clinical hypnosis: Findings of an international survey. International Journal of Clinical and Experimental Hypnosis, 71(2), 92-114.
https://doi.org/10.1080/00207144.2023.2183862

Rosendahl, J., Alldredge, C. T., & Haddenhorst, A. (2024). Meta-analytic evidence on the efficacy of hypnosis for mental and somatic health issues: a 20-year perspective. Frontiers in psychology, 14, 1330238. https://doi.org/10.3389/fpsyg.2023.1330238

Target Audience: Hypnosis practitioners, mental health practitioners, health care practitioners, researchers, University instructors, students.

Psychologists. This program, when attended in its entirety, is available for 1.5 continuing education credits. The Chicago School of Professional Psychology is approved by the American Psychological Association to sponsor continuing education for psychologists. The Chicago School of Professional Psychology maintains responsibility for this program and its content. The Chicago School of Professional Psychology is committed to accessibility and non-discrimination in its continuing education activities. The Chicago School of Professional Psychology is also committed to conducting all activities in conformity with the American Psychological Association’s Ethical Principles for Psychologists. Participants are asked to be aware of the need for privacy and confidentiality throughout the program. If program content becomes stressful, participants are encouraged to process these feelings during discussion periods. 

Counselors/Clinical Counselors. This program, when attended in its entirety, is available for 1.5 hours of continuing education. The Chicago School of Professional Psychology is licensed by the Illinois Department of Financial and Professional Regulation (IDFPR) to provide continuing education programming for counselors and clinical counselors. License Number: 197.000159

Social Workers. This program, when attended in its entirety, is available for 1.5 hours of continuing education. The Chicago School of Professional Psychology is licensed by the Illinois Department of Financial and Professional Regulation (IDFPR) to provide continuing education programming for social workers. License Number: 159.001036

MFTs, LPCCs, and LCSWs. Course meets the qualifications for 1.5 hours of continuing education credit for MFTs, LPCCs, and/or LCSWs as required by the California Board of Behavioral Sciences. If you are licensed outside of California please check with your local licensing agency to to determine if they will accept these CEUs. The Chicago School of Professional Psychology is approved by the California Board of Behavioral Sciences (BBS) to offer continuing education programming for MFTs, LPCCs, LEPs, and/or LCSWs. The Chicago School of Professional Psychology is an accredited or approved postsecondary institution that meets the requirements set forth in Sections 4980.54(f)(1), 4989.34, 4996.22(d)(1), or 4999.76(d) of the Code.

Non-Psychologists. Most licensing boards accept Continuing Education Credits sponsored by the American Psychological Association but non-psychologists are recommended to consult with their specific state-licensing board to ensure that APA-sponsored CE is acceptable.

*Participants must attend 100% of the program in order to obtain a Certificate of Attendance.

If participants have special needs, we will attempt to accommodate them. Please address questions, concerns and any complaints to [email protected]. There is no commercial support for this program nor are there any relationships between the CE Sponsor, presenting organization, presenter, program content, research, grants, or other funding that could reasonably be construed as conflicts of interest.