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Corry the Monkey is done sucking his thumb.

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Copyright © 2015 by Alan Johnstone and Ierma Burger.

 

All rights reserved.

 

No part of this book may be reproduced in any form or by any electronic or mechanical means including information storage and retrieval systems, without permission in writing from the author. The only exception is by a reviewer, who may quote short excerpts in a review.

 

Alan Johnstone

Visit my blog at: www.sstonecorp.co.za

 

Table of Contents

Copyright

Preface

About the audio file

Theory: Why do children thumb suck?

Corry is done sucking his thumb!

Preface

 

*Ierma Burger *

I met Alan about two years before this book was conceptualized. Alan helped me through my own life issues.

I always had a passion for children and through our work together it became clear that I wanted to help children that also had issues to work through. To help me to fulfill my inner drive to help children, Alan suggested that I write children stories with him as mentor. When children learn positive perceptions and obtain the skills to handle issues, at a young age, they have it much easier handling issues later in life. 

*Alan Johnstone *

Much has been said about emotional quotient (EQ) and most parents have come to realise how important it is to recognise the need to assist their child’s emotional development. It is simply not enough to trust our natural parenting instincts.

How do you develop the EQ of a young child or toddler? Children learn through stories and easily associate with the characters in stories. This natural tendency provides a parent a wonderful opportunity to guide his or her child’s behaviour and feelings and teach them understandings with which to improve their EQ.

In these books different problem behaviours are used to depict techniques and skills that children can use to help themselves change their behaviour and feelings. The stories in these books have been developed to help a child help him or herself.   Along with the stories are technical notes that assist parents and educators with a deeper understanding of the technical aspects behind this type of story telling. This has been done so that the parents may tell stories of their own making to help their children with their own unique set of problems.

I suggest that a parent reads the stories to the child a few times before allowing the child to make use of the Cd. The Cd can be seen as a tool that will help the child, consciously, and subconsciously absorb the lessons within the stories. You may find that you child comes to deeply love the stories!

These books and audios are not only meant for children who have developed the problem behaviours depicted but are also meant to give all children new skills and understandings. 

This work augments a skills workshop which gives parents and educators the skills they need to help their children.

 

Professionally recorded story for you child:

For your child to benefit from this work it is important that your child can listen to it repeatedly. You may want to read it often, over and over, but this may become laborious. Therefore I have made a recording of the story for your child.

This helps your child to subconsciously learn through repetition. It is an easy way for a child to learn, especially when it’s fun. Also it saves you from having to read this bedtime story every night yourself. I suggest you read it perhaps once to your child and then play the audio in the future, when your child goes to bed.

If you are aiming to learn to tell therapeutic stories of this nature, the audio file will assist you in recognising where emphasis, pausing and changes in tonality are used to highlight suggestion to the child’s subconscious mind.

The audio file is available here:

http://alanjohnstone.bandcamp.com/track/corry-the-monkey-is-done-sucking-his-thumb

[* *]

Do you want this recorded story for your child (worth $5.00) for free?

 

Click on the link below to find out how.

I want it for free please.

 

 

Theory: Why do children thumb suck?

 

The breast feeding of a child not only offers the comfort of food but also offers the comfort of the closeness of the mother.

This mental association of sustenance and emotional comfort sets the child up for a possible sucking behaviour later if one of the two conditions is not met.

As the child progresses from breast feeding to bottle feeding the comfort offered by the closeness of the mother is often lost. In an effort to maintain this comfort the child’s subconscious mind may fixate on the physical aspect of sucking. This is an attempt to replace the mother–child connection artificially. Most parents can recognise thumb sucking as an insecure behaviour. The author suggests the above as the reason for it.

The following story is meant to facilitate the child’s inner understanding of the behaviour of sucking and the solution of autonomy and self achievement as a replacement for the loss of the connection that forms once breast feeding ends.

 

– Alan Johnstone

 

Corry is done sucking his thumb!

 

It is a beautiful Saturday morning. It’s Hillary the hippo’s birthday! She is a big and friendly hippo. She smiles a lot![_ (Story begins by offering a safe and friendly environment). _]

The mommy animals are visiting Hillary because it’s her birthday while all their children are playing together. .

In the garden where the animals are playing, it smells like summer. . It rained yesterday and everything is clean and fresh. Look up! The sky is a beautiful bright blue! . Granddad sun is happily shining his warm love over all the little animals. [_(Broadening imaginary involvement). _]

High in the sky there are also a few powder white baby clouds. . Look! One of the clouds looks just like a bunny rabbit! [_(Playfully involving the child’s imagination). _]

Can you see it? (Personalising it). Look how that cloud is changing . What is it becoming now? It’s becoming (pause for effect)… bigger! .

Some of the little animals are playing on a big blue and yellow jumping castle (eliciting the visual system) while others are running around and around it. .

The grass is soft and green. , and visual system (green)). As the little animals run and play they feel[_ (kinaesthetic system)_] how the cool green grass tickles their little feet. Have you felt how cool green grass tickles your feet? It’s really nice, isn’t it? .

While the little ones are playing the mommies are visiting with Hillary the hippo. [_(Building on the safe separation of the child from the parent to promote autonomy). _]

On the table, where the mommies are sitting, is a bright yellow tablecloth (eliciting visual representational system) and a big bunch of orange roses . There are also small little pink flowers and big fat red ones . There is even big round blue flowers[_ (visual representational system)_] that look like soccer balls and smell just like ice cream![_ (Crossing of representational system between visual and smell systems leading to deeper mental involvement). _]

The mommies are sitting around the table chatting while they drink tea. Their little children are happy and excited! The smallest little animals feel safe because they are close enough to hear their mommies’ voices. [_(Adding to the safely of separation for the child to promote autonomy.)   _]

The little animals know how their mommies’ voices sound . Do you know how your mommy’s voice sounds? [_(Leading question to help the child associate.) _]

The little ones that still wear nappies, drink from a bottle, suck a dummy or their thumb also want to feel big enough to play with the older ones but they also want to be close to their mommies. (Recognising the duality of being small and insecure and yet wanting to explore more mature behaviours.)

[_ ]The little animals that are playing on the jumping castle or running around feel older and safer. [_(Noting the difference and creating a want.)] They can chew food (rationalising the behaviour of sucking) and no longer need to drink out of a bottle. (First suggestion as to why the urge of sucking occurs). They don’t wear nappies anymore and they don’t suck their thumbs anymore because they know how to make themselves feel safe and happy. (Suggesting age appropriate behaviour and creating a difference between the younger unwanted behaviour and the new more mature behaviour while offering an example.)

Corry the monkey isn’t so small anymore. He can already use the toilet by himself and doesn’t even wear a nappy. Corry wishes he could play with the older animals but he still sucks his thumb. [_(The cost of still maintaining the behaviour.) _]

While Corry watches the other animals play he wonders, “Why do I still suck my thumb? When did I start doing it? Why do I do it?” (Offering introspection as a modality of change while also suggesting to the child to recognise solutions to a problem in a current environment.) While Corry is thinking about this, little Daniel begins to cry. His mommy picks him up and begins to feed him. Daniel is still a little baby and still drinks from a bottle. . Little Daniel can’t chew food yet. When Daniel finished his bottle his mommy put him back on his blanket. His tummy is full! He should go right back to sleep. . Instead Daniel starts to cry. His mommy knows he had enough food. She can’t give him anymore. So she puts his dummy in his mouth. [_(Mother’s solution to the child’s discomfort is to prolong the comfort of feeding.) _]

Little Daniel begins to suck on his dummy and stops crying. Now he looks happy and satisfied. [_(Mother’s perception.) _]

While he sucks his dummy he falls asleep. . Corry’s eyes got bigger and bigger with surprise. Then he smiled from ear to ear! “Now I know why I sucked my thumb! First I drank my mommy’s milk, then I drank from a bottle, then I sucked a dummy, and then my thumb!  (Offering a new perception and a new behaviour. Past tense. Shifting the behaviour into past tense already makes it more obsolete) But now I can chew food. So I don’t need all that other stuff anymore! [_(Conscious rationalisation for new behaviour offered.) _]

Before when I went to bed I used to suck my thumb. When I felt unsafe I sucked my thumb. Before when I felt unhappy or alone I sucked my thumb.” (Shifting the behaviour into past tense.)

Corry’s eyes got bigger and bigger with surprise. Then he smiled from ear to ear! “Now I know why I sucked my thumb! First I drank my mommy’s milk, then I drank from a bottle, then I sucked a dummy, and then my thumb! [_(Offering a new perception and a new behaviour. Past tense. Shifting the behaviour into past tense already makes it more obsolete.) _]

But now I can chew food. So I don’t need all that other stuff anymore! (Conscious rationalisation for new behaviour offered) Before when I went to bed I used to suck my thumb. When I felt unsafe I sucked my thumb. Before when I felt unhappy or alone I sucked my thumb.” [_(Shifting the behaviour into past tense.) _]

Corry sits and thinks about this for a while. Then Corry said to himself, “You are now done with sucking your thumb! [_(2rd person direct suggestion.) _]

“Yes!” “I am done with sucking my thumb![_ (1st person direct suggestion.) _]

Because if I am hungry I can chew real food!

Then Corry said to himself “Every day you get bigger and you are done with sucking your thumb! Every day you get bigger and you are done with sucking your thumb! Every day you get bigger and you are done with sucking your thumb!” (Compounding of 2rd person suggestion) And then Corry realised something. Each time he said it he felt better and better.

Each time he said it he felt safer and safer. Each time he said it he felt bigger and bigger. Each time he said it he felt really good about himself. [_(Implied suggestion (a causes b): because he repeats positive suggestion to himself he has the benefits described.) _]

“Now I have learnt another thing! I know how to make myself feel safe and happy too!” [_(Conscious ratification of previous suggestion.) _]

While Corry is thinking about this his thumb begins to get closer and closer and closer and closer to his mouth. [_(Setting up for behaviour recognition.) _]

Then Corry saw his thumb and began to laugh and laugh and laugh (Developing post hypnotic response to behaviour) And said to himself, “Each time that your thumb goes up to your mouth you will see it and your thumb will stop and it will be so funny you will laugh and laugh and laugh!”

Then he said it to himself a few more times ““Each time that my thumb goes up to my mouth I will see it and my thumb will stop and it will be so funny I will laugh and laugh and laugh! (Future pacing new behaviour and compounding suggestion for post hypnotic response.) Corry looks down at his thumb and begins to laugh. He laughs and laughs and laughs! [_(Post hypnotic response.) _]

Corry’s mommy sees and hears how Corry is laughing. “What is making you laugh so much my little monkey?” she asks. “I am done with sucking my thumb mommy!” Says Corry proudly. “And I also know how to make myself feel safer and bigger and happier!” (Conscious ratification of new behaviour) _]“Wow Corry! You are really growing up now!” says Corry’s Mommy, “It’s only big monkeys that know how to make themselves feel safer and bigger and happier! I am so very, very proud of you!” Corry looks at his mommy and can really see that she means it. [_(Conscious ratification of new behaviour from an authoritative figure in the child’s life and the reward of parental recognition.)

A little later in the day the little animals are still playing together. They are sitting in a big circle on the soft green grass playing “you’re it”. Its sooo funny!  Just hear how they are laughing! (Eliciting the audio and visual imagination of the child and involving the child imagination on a personal level.)

Corry is also playing with them. He doesn’t feel too small anymore because he is done sucking his thumb! (Describing another reward for the new behaviour.)

 

_The next part of the story helps a girl to relate to the story, gives a deeper scope to the behaviour of sucking and compounds on the suggestions previously offered. It also offers an older sibling the view that it’s right to help a younger sibling. _

Corry looks up and sees Suzy standing a little way away. She is a small and cute little girl monkey. (Eliciting visual imagination) “Why isn’t she playing with us?” Corry wonders to himself. Corry goes to her and asks, “Why aren’t you playing with us Suzy?” “It’s so much fun! Come with me.” He starts to pull her to the circle. Suzy looks at him with her big blue sad eyes. “Oh Corry! I really, really want to play with but I can’t because I am too small!” . Suzy you aren’t too small!” says Corry, “Look at Benny the piggy’s sister Clara. She is much smaller than you and she is playing with. Come play with us please?”

“But look Corry;” said Suzy, “Clara doesn’t suck the tip of her blanket anymore. See?” Clara shows Corry the wet tip of her blanket. “I do it when I feel unsafe or unhappy or when I am sleepy.” [_(It’s not the size of the child that excludes, it’s the behaviour.) _]

Corry begins to smile. At first Suzy thinks Corry is going to tease her but then Corry says, “Suzy, I can help you! I used to suck my thumb and I also felt too small to play with the others but I found out why and also how to help myself feel bigger and safer.” (Past tense.)

“Corry!” Do you really know how?” asks Suzy, “Will you please help me? Please, please, please!” she asks while jumping up and down in excitement. (Setting up a want for change and ratifying the change as already have occurred for Corry.)

“I will!” says Corry. “You are my sister and I must help you if I can! Come with me.” Corry takes her hand and walks with her to where the mommies are sitting. [_(Offers an older sibling the view that it’s right to help a younger sibling.) _]

“Just wait a little bit Suzy.” Says Corry. “It’s almost time!” “Look there at baby Daniel and his mommy. Daniel will soon wake up and then you will see what happens!”

While Corry and Suzy wait, little Daniel wakes up and begins to cry. Baby monkeys grow quickly and eat often. His mommy picks him up and gives him his bottle to drink. Daniel is a little baby and he is still too small to chew food. (Implied suggestion: Giving reason for sucking behaviour.)

Suzy watches Daniel as he drinks, she hears how it makes him feel better. He sucks to get the milk out of the bottle. (Giving reason for sucking behaviour: Primary level) She can see how the sucking makes him feel better. (Giving reason for sucking behaviour: Secondary level) Once Daniel finished the bottle his mommy put him back on his blanket. His tummy is full. He will probably sleep soon again. But just like the last time he begins to cry again.

“Can you see what’s happening?” Corry asks Suzie “Look what happens next.” (Setting up anticipation for the new understanding) This time his mommy picks him up and looks if his nappy is wet.[_ (Implying the mother doesn’t know the reason for the baby’s crying.) _]

Daniel stops crying because he is sitting close to his mommy.[_ (Offering the reason for the baby’s crying: Wants to be with the mother. This sets up a further reason for being able to let go of the sucking behaviour. The baby cannot speak to tell the mother what it wants so it cries. The child who can already speak has no need to revert to a sucking behaviour when feeling insecure as he or she can do something about it.) _]

His mommy starts to bounce him on her leg and Daniel begins to laugh. It’s very funny when babies laugh and soon everyone is laughing with Daniel the baby monkey. (Leading the child’s auditory imagination) Daniel’s mommy’s tea is getting cold, (reason for mother shifting attention from the baby to something else: Setting up for the new learning) so she puts him back onto his blanket so she can finish her tea.

Suzy can see that Daniel still wants to sit with his mommy and will soon start crying again. Just before he starts crying his mommy puts his blue blanket over him.

Daniel’s little monkey hands (relating behaviour to small babies) grab for the blanket and pull it to his mouth. Soon Daniel is sucking on the blanket and stops crying. As he continues to suck on the blanket he falls asleep.

 

Suzy looks up at Corry. “Corry I understand! That’s why I suck my blanket! First I sucked to get my mommies milk, then I sucked to get the milk in the bottle, and mommy also gave me a dummy to suck and then I sucked my blanket. I don’t have to do that anymore because I can already chew food. [_(Relating behaviour to small babies.) _]

But how will I make myself feel happy and how will I fall asleep if I don’t suck my blanket?” (Dealing with parts of behaviour which have value (secondary gain) to the child which may prevent the child from changing the behaviour) Corry thought about this for a moment and then said to Suzy, “Suzy you are bigger now and older and you are done with sucking on your blanket. Say it to yourself and see how good it makes you feel when you do.” [_(2rd person direct suggestion and implied suggestion. A causes B. because she is older she no longer needs to pacify herself by sucking to fall asleep.) _]

Then Suzy said, “I am bigger now and older and I am done with sucking my blanket! I can walk and play and talk and chew my food. If I get scared or feel alone I can tell mommy or go sit by her!” (Implied suggestion. A causes B. because she is older she no longer need to pacify herself by sucking to fall asleep.)

“Yes!” said Corry, “Now you understand! Yippy!” Corry and Suzy hold each others hands and begin to dance around and around while Suzy sings “I am done with sucking my blanket! I am done with sucking my blanket! Because I can chew my own food!

Every day I am bigger and older and I am done with sucking my blanket!! Every day I am bigger and older and I am done with sucking my blanket! [_(Compounding of 1st person direct suggestion and implied suggestion. A causes B. because she is older and bigger (something that occurs minute by minute) she no longer needs to pacify herself by her sucking behaviour to fall asleep.) _]

And then Suzy realised something. Each time she said it she felt better and better! Each time she said it she felt a little stronger and stronger!  Each time she said it she felt better about herself!  (Post hypnotic suggestion: implying a reward for positive self suggestion.)

[_ _]Thank you, thank you thank you Corry!” said Suzy. Corry has a big smile on his face. “And do you know what else Suzy?” asked Corry. [_(Setting up anticipation for the new understanding.)  _]

“Each time your blanket goes to your mouth you will see it and it will stop and its going to be so funny that you will laugh and laugh and laugh! Say it to yourself!” [_(2rd person direct suggestion: Shifting subconscious behaviour to conscious behaviour.) _]

Corry and Suzy begin to dance around and around again while Suzy sings again and again, “Every time my blanket goes toward my mouth I will see it and it will stop and I will laugh and laugh! Every time my blanket goes toward my mouth I will see it and it will stop and I will laugh and laugh!

Every time my blanket goes toward my mouth I will see it and it will stop and I will laugh and laugh!”[_ (Compounding 1st person suggestion.) _]

They are tired from the singing and dancing and sit down on the soft, cool green grass.

Suzy sees their mommy is walking towards them. She runs to her mommy. “Mommy, mommy I learned something big today!”[_ (Past tense: Learning has already taken place)._]  “That’s very good! What did you learn my darling?” her mommy asked.

I learned why I suck my blanket and now I am done with sucking my blanket! I also learned how to make myself feel safer and bigger and happier! “ [_(Ratification of new learning in present.)  _]

“Wow Suzy! You are really growing up now! It’s only big monkeys that know how to make themselves feel safer and bigger and happier! I am so very, very proud of you!” Suzy looks at her mommy and can really see that she means it. [_ (Conscious ratification of new behaviour from an authority figure in the child’s life and the reward of parental recognition.) _]

Corry and Suzy run to where the other animals are playing, sit down next to each other and join in. [_(Describing another reward for the new behaviour: Getting to play with the bigger children now.) _]

 

The End.

 

This story is the second of a set of books that offer skills to parents with young children. Audio files of these stories are available for download so that your child can listen to the story enough to internalise the concepts offered. Please check my blog for more details or if you wish to contact me.

[* *]

[* *]

Professionally recorded story for you child:

For your child to benefit from this work it is important that your child can listen to it repeatedly. You may want to read it often, over and over, but this may become laborious. Therefore I have made a recording of the story for your child.

This helps your child to subconsciously learn through repetition. It is an easy way for a child to learn, especially when it’s fun. Also it saves you from having to read this bedtime story every night yourself. I suggest you read it perhaps once to your child and then play the audio in the future, when your child goes to bed.

If you are aiming to learn to tell therapeutic stories of this nature, the audio file will assist you in recognising where emphasis, pausing and changes in tonality are used to highlight suggestion to the child’s subconscious mind.

The audio file is available here:

http://alanjohnstone.bandcamp.com/track/corry-the-monkey-is-done-sucking-his-thumb

 

Do you want this recorded story for your child (worth $5.00) for free?

 

Click on the link below to find out how.

I want it for free please.

[* *]

[*These ebooks are also available: *]

Positive Parental Communication. (A book that offers advanced communication skills with regard to getting children to obey and comply in a positive manner. The four stories in this series of books are examples where the skills in this book have been used.)

[* *]

Corry the monkey is done sucking his thumb. (Helping children overcome thumb sucking.)

Timmy the kittens bed stays dry. (Helping children overcome bed wetting.)

Bonny teaches Corry how to fall asleep. (Teaches children a technique to enjoy falling asleep.)

Benny the lion learns it’s not his fault. (Helps children cope when parents are in conflict.)

 

 

 

 

 


Corry the Monkey is done sucking his thumb.

Corry the monkey wants to play with the older animals but he still sucks his thumb! This story helps children to stop thumb sucking by assisting the child to subconsciously accept behavioural change as he or she listens to a story. Children learn through stories and easily associate with the characters in stories. This natural tendency provides a parent a wonderful opportunity to guide his or her child’s behaviour and feelings and teach them understandings with which to improve their EQ. In the ebook, notes are provided which teach parents, educators and play therapists the valuable skills of story telling. The notes are interspersed in the story and explain why certain words and ideas are offered in the story.

  • ISBN: 9781311095732
  • Author: Alan Johnstone
  • Published: 2016-05-28 22:05:20
  • Words: 4475
Corry the Monkey is done sucking his thumb. Corry the Monkey is done sucking his thumb.