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. Author manuscript; available in PMC: 2020 Sep 25.
Published in final edited form as: Psychol Conscious (Wash D C). 2019 Jun 13;6(3):320–328. doi: 10.1037/cns0000191

The effect of an online lecture on psychosocial cancer care providers’ attitudes about hypnosis.

Guy H Montgomery 1, James Force 1, Matthew J Dillon 1, Daniel David 2, Julie B Schnur 1
PMCID: PMC7517698  NIHMSID: NIHMS1036514  PMID: 32984428

Abstract

Hypnosis has been shown to be efficacious in the control of the symptoms and side effects of cancer and its treatment across all stages of the cancer continuum. Yet, hypnosis has generally failed to widely disseminate to clinical cancer settings, potentially due in part to provider attitudes about hypnosis. In a sample of 340 trainees (psychosocial cancer care providers), we tested the effects of a 12-minute online video hypnosis lecture on provider attitudes (using the Attitudes Toward Hypnosis Questionnaire). We hypothesized that viewing the online video would improve attitudes about hypnosis. Using a repeated measures design, total attitudes toward hypnosis improved following the lecture [F(1,339) = 321.97, p < .0001], as did all hypnosis attitude subscales. Older age and ethnicity (Latino/a) were associated with more positive attitudes across assessment points (ps < .05). Those trainees without prior hypnosis experience had the most attitude improvement (p < .05). The results support the use of a brief, online hypnosis lecture to improve cancer care provider attitudes about hypnosis, and suggest a path forward to facilitate more widespread dissemination of hypnosis to cancer care.

Keywords: Hypnosis, Attitude, Health Education, Online Learning

Introduction

Hypnosis has been defined as an agreement between a person designated as the hypnotist (e.g., health care professional) and a person designated as the client or patient to participate in a psychotherapeutic technique based on the hypnotist providing suggestions for changes in sensation, perception, cognition, affect, mood, or behavior (Montgomery et al., 2010). Hypnosis has been shown to be efficacious in controlling the symptoms and side effects of cancer and its treatment across all stages of the cancer continuum (Montgomery, Schnur, & Kravits, 2013) from diagnosis, through survivorship, and through end-of-life. For example, hypnosis interventions have alleviated pain and emotional distress associated with cancer diagnosis and surgery, nausea associated with chemotherapy, fatigue associated with radiotherapy, and hot flashes in cancer survivors (Montgomery et al., 2007; Montgomery et al., 2013; Montgomery et al., 2014). However, hypnosis has generally failed to widely disseminate to clinical cancer settings (Yeh, Schnur, & Montgomery, 2014).

Dissemination and implementation research recognizes that publishing research demonstrating the clinical efficacy of an intervention is necessary, but not sufficient, to promote widespread adoption of that intervention (Gyani, Shafran, Myles, & Rose, 2014). Another important element is for providers to hold positive attitudes about the intervention. Interventions which are viewed more positively by providers are more likely to be adopted (Stirman, Gutner, Langdon, & Graham, 2016; Kazantzis, Ford, Paganini, Dattilio, & Farchione, 2017). The extant literature on attitudes towards hypnosis has shown several ways to enhance attitudes. First, the experience of being hypnotized can improve attitudes towards the technique. For example, Green (2003) demonstrated that among undergraduate students, participation in a live hypnosis session (via the Harvard Group Scale of Hypnotic Susceptibility) enhanced the students’ attitudes towards hypnosis. Mendoza, Capafons, and Jensen (2017) found that among patients with a history of cancer, participation in a hypnosis intervention improved attitudes towards hypnosis relative to a control condition.

Second, in-person lectures (with or without experiential opportunities) can also enhance attitudes. In a study that relied exclusively on lectures to change provider attitudes towards hypnosis, Martin et al. (2010) found that a live two-hour lecture about hypnosis increased positive attitudes towards hypnosis among providers relative to a control group receiving a lecture about urology, using a non-randomized between-groups design. Other studies have employed a lecture plus experiential approach to changing attitudes towards hypnosis. Molina and Mendoza (2006) found that an eight-hour training program consisting of information about hypnosis, demonstration of hypnotic suggestions, and practice of hypnotic techniques improved attitudes towards hypnosis among a sample of (N = 80) undergraduate and graduate psychology students. Thomson (2003) reported that providers (196 professionals, predominantly nurse practitioners) had improved attitudes towards hypnosis following a 90 to 180 minute educational presentation about hypnosis, with optional participation in a hypnotic session.

Third, readings may enhance attitudes. For example, Mendoza, Capafons and Espejo (2009) reported that having psychologists (members of the Spanish Psychological Association) read a monograph about hypnosis improved attitudes towards hypnosis. While important, the study conclusions are limited by the length of time between hypnosis attitude assessments (at least one month) and the exclusive sampling of psychologists, which limits generalizability to the broader range of psychosocial providers involved in cancer care.

Overall, this body of research suggests that information about hypnosis and experience with hypnosis can increase positive attitudes towards hypnosis among providers and students. However, most of the trainings were somewhat lengthy, lasting 90 minutes to 8 hours, were conducted live and in real time, and might not be feasible to implement in busy cancer care settings with often over-extended cancer care providers.

We believe that frontline clinical providers require a different approach for education about hypnosis; an approach which is brief, easy to use, self-paced, and efficacious. To address this need, our group developed an online hypnosis module as part of a larger blended learning program (see www.cbth4fatigue.com). In the hypnosis module, trainees view a twelve minute, online, video lecture about hypnosis. Consistent with the studies discussed above, as well as the broader literature suggesting that continuing professional education courses can enhance attitudes towards evidence-based interventions (Flaskerud, Lewis, & Shin, 1989; Sharp & Lipsky, 2002; Martin et al., 2010; Lim, Nakamura, Higa-McMillan, Shimabukuro, & Slavin, 2012), we were interested to determine whether the act of viewing the online video lecture was sufficient to enhance provider attitudes towards hypnosis. We hypothesized that viewing the brief online video would significantly improve provider attitudes about hypnosis. We also sought to explore potential differences in attitudes about hypnosis based on providers’ professional and demographic characteristics.

Method

Participants

In order to participate as a trainee in CBTH4Fatigue, providers had to: 1) Submit proof of licensure or licensure eligibility in their profession; 2) Indicate that they have the necessary computer programs/equipment/access to participate in E-learning; 3) Indicate that they will work clinically with cancer patients; 4) Indicate willingness to participate in the course’s three-day workshop in Manhattan, NY; and, 5) Briefly describe their interest in the course and their willingness to transfer the cognitive-behavioral therapy and hypnosis skills learned into clinical practice. Providers were excluded if they did not speak and read English, as the training was in English. This research was approved by the Icahn School of Medicine at Mount Sinai Program for the Protection of Human Subjects.

Three-hundred forty trainees took part in the study (Mage = 42.77; SD = 13.32), with 82% of the sample identifying as female, 17% as male, and 1% as other. In terms of race, 64.9% described themselves as White, 18.2% as African American, 8.1% as Asian, 3.9% as more than one race, and 4.9% as other. Fifteen percent of the sample described themselves as Latino/a. In terms of highest degree earned, 57.8% had earned a master’s degree, 35.4% a doctoral degree, 5.7% a bachelor’s degree, and 1.1% other. Regarding profession, 36.1% were psychologists, 28.9% were social workers, 7.2% were psychotherapists, 6.5% were counselors, 6.5% were nurses, and 14.8% other. In regard to theoretical orientation, 52.4% described themselves as cognitive-behavioral, 27.7% as integrative/eclectic, 4.4% as psychodynamic, 2.7% as behavioral, and 12.9% as other. The majority of the sample had no previous experience with hypnosis (71.5%).

Measures

Demographic and Professional Characteristic Questionnaire:

This face-valid set of items was used to assess self-reported: age, gender, race, ethnicity, highest degree earned, profession, theoretical orientation, and past experience using hypnosis. Classifications for race and ethnicity were based on NIH guidelines (2016), where race and ethnicity are considered separately (that is, each race can be paired with Latino/a status). Past experience using hypnosis was assessed using a face valid, dichotomous item asking, “Do you have previous personal experience with hypnosis?” Participants responded with a “yes” or “no”.

Attitudes Toward Hypnosis Questionnaire (ATH):

(Spanos, Brett, Menary, & Cross, 1987; Milling, 2012): This is a 14-item measure assessing both positive beliefs and misconceptions about hypnosis. Each item is measured on a 7-point scale ranging from 1 (not at all true) to 7 (very true). The measure has been shown to be reliable (α = .81) and valid (face and content validity) (Spanos et al., 1987; Milling, 2012). The measure yields a total score and three subscale scores: positive beliefs about hypnosis, beliefs about the association between hypnosis and mental stability, and fearlessness about hypnosis. In the present sample, Cronbach’s α was 0.89 at pretest and 0.85 at posttest. An example of an ATH item is, “One’s ability to be hypnotized is a sign of their creativity and inner strength.”

Procedures

Trainees were recruited to the online educational program via advertisements on listservs from professional organizations focused on psychology, behavioral medicine, social work, psychosocial oncology, nursing, and minority healthcare providers. Trainees were also recruited through advertisements and presentations at professional conferences, as well as through word of mouth. The advertisements and flyer described the purpose of the training program, as well as the fact that we were researching the efficacy of the training program.

As noted above, in the first module of the E-Learning component of the training program, provider-trainees viewed an online video lecture (12 minutes in length) defining hypnosis, dispelling misconceptions about hypnosis, and presenting research supporting hypnosis’ efficacy in cancer care. Misconceptions about hypnosis which were disputed included: 1) the effects of hypnosis are caused by the power of the hypnotist (e.g., mind control); 2) only certain kinds of people can be hypnotized; 3) one can be hypnotized to say or do something against one’s will; 4) anyone who can be hypnotized must be weak-minded; 5) I might become “stuck” in hypnosis and unable to return to normal; and, 6) hypnosis is simply relaxation. Immediately pre- and post-lecture, provider-trainees completed questionnaires, including the Attitudes Toward Hypnosis Questionnaire. For watching the video lecture and completing all required questionnaires, providers received a $10 Amazon gift card.

Analysis Plan

To address the first hypothesis, ATH scores were entered into a repeated measures analysis with two levels of the repeated factor Time (ATH scores pre- and post-lecture). In order to explore the influence of demographic and professional characteristics, we entered these variables into the repeated measures equation as main effects and interactions with Time.

Results

Overall, the brief, online video lecture significantly improved providers’ overall attitudes toward hypnosis (as measured by the total ATH score) [Mpre = 74.89, SD = 14.29; Mpost = 85.21, SD = 9.61; F(1,339) = 321.97, p < .0001; d = 0.97] as indicated by a main effect of Time. In addition, hypnosis improved attitudes as measured by each of the three attitudes subscales: positive beliefs about hypnosis [Mpre = 24.12, SD = 6.41; Mpost = 27.39, SD = 5.26; F(1,339) = 171.08, p < .0001; d = 0.72], beliefs that hypnosis is associated with mental stability [Mpre = 24.50, SD =4.12; Mpost = 26.92, SD = 2.34; F(1,339) = 149.02,p < .0001; d = 0.66], and fearlessness about hypnosis [Mpre = 26.27, SD = 6.49; Mpost = 30.91, SD = 4.41; F(1,339) = 264.39, p < .0001; d = 0.88]. For the total score and for all subscale scores, effect sizes were in the medium to large range (Cohen, 1992).

Demographic and professional characteristics were then entered together into the repeated measures statistical model on total attitudes toward hypnosis. Results revealed that in addition to the main effect of Time, there was a main effect of Age [F(1,323) = 16.55, p < .0001], a main effect of Ethnicity [F(1,323) = 7.71, p < .01], and a significant Time X Past Hypnosis Experience interaction effect [F(1,323) = 17.50, p < .0001]. With regard to Age, being older was correlated with more positive (higher) total attitude scores about hypnosis at both pretest (r = 0.32; p < .001) and posttest (r = 0.34; p < .001). With regard to Ethnicity, Latino/a trainees had significantly more positive total attitude scores about hypnosis at pretest [MLatino/a = 79.15, SD = 13.61 vs. Mnon-Latino/a = 75.08, SD = 13.77; F(1,323) = 4.80, p < .03; d = 0.30] and at posttest [MLatino/a = 89.33, SD = 7.43 vs. Mnon-Latino/a = 84.86, SD = 9.78; F(1,323) = 9.76, p < .01; d = 0.52]. With regard to Past Hypnosis Experience, Figure 1 (see below) shows the interaction. As can be seen, trainees having no previous experience with hypnosis had a greater rate of change pre- to post-lecture (Mslope = 11.96; SD = 9.75) than trainees with any previous experience with hypnosis [Mslope = 4.12; SD = 8.90); F(1,339) = 36.34, p < .0001]. There were no significant main effects or interactions associated with total attitudes toward hypnosis and race, gender, degree earned, profession, or theoretical orientation (all ps > .10).

Figure 1.

Figure 1.

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Mean total attitude towards hypnosis (ATH) score by past experience with hypnosis. HE- = no past experience with hypnosis, HE+ = past experience with hypnosis.

We then explored the potential influence of demographic and professional characteristics on the three attitude subscales. Each is discussed in turn. Regarding the positive beliefs subscale, there were main effects of: Age, such that greater age was associated with more positive beliefs across both assessment points [F(1,323) = 7.16, p < .01], and Ethnicity [F(1,323) = 6.07, p < .01], such that identifying as Latino/a was associated with more positive beliefs. Also, we found a Time X Past Hypnosis Experience interaction effect [F(1,323) = 4.54, p < .04], such that trainees having no previous experience with hypnosis had a greater rate of change in positive beliefs from pre- to post-lecture (Mslope = 3.69; SD = 4.45) than trainees having previous experience with hypnosis [Mslope = 1.57; SD = 4.54); F(1,339) = 11.64, p < .001] (see Figure 2). No other effects were found (all ps > .05).

Figure 2.

Figure 2.

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Mean positive beleifs about hypnosis subscale score by past experience with hypnosis. HE- = no past experience with hypnosis, HE+ = past experience with hypnosis.

Regarding the mental stability subscale, there was a main effect of Age, such that greater age was associated with more positive beliefs across both assessment points [F(1,323) = 12.32, p < .001]. There was also a Time X Past Hypnosis Experience interaction effect [F(1,323) = 4.86, p < .03], such that trainees having no previous experience with hypnosis had a greater rate of change in mental stability scores from pre- to post-lecture (Mslope = 2.62; SD = 3.64) than trainees having previous experience with hypnosis [Mslope = 0.96; SD = 2.99); F(1,339) = 11.91, p < .001] (see Figure 3). No other effects were found (all ps > .05).

Figure 3.

Figure 3.

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Mean mental stability subscale score by past experience with hypnosis. HE- = no past experience with hypnosis, HE+ = past experience with hypnosis.

Regarding the fearlessness about hypnosis subscale, there were main effects of: Age, such that greater age was associated with more fearlessness across both assessment points [F(1,323) = 12.99, p < .001], and Ethnicity [F(1,323) = 6.03, p < .02], such that identifying as Latino/a was associated with more fearlessness. Also, a Time X Past Hypnosis Experience interaction effect was found [F(1,323) = 20.60, p < .0001], such that trainees having no previous experience with hypnosis had a greater rate of change in positive beliefs from pre- to post-lecture (Mslope = 5.68; SD = 5.04) than trainees with previous experience with hypnosis [Mslope = 1.76; SD = 3.71); F(1,339) = 35.75, p < .0001] (see Figure 4). No other effects were found (all ps > .05).

Figure 4.

Figure 4.

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Mean fearlessness subscale score by past experience with hypnosis. HE- = no past experience with hypnosis, HE+ = past experience with hypnosis.

Discussion

Hypnosis has often been referred to as “the good kid with a bad reputation” (Montgomery, 2009). Hypnosis has demonstrated efficacy across a number of health settings, including helping patients to manage the taxing, and often grueling symptoms and side-effects associated with cancer and its treatment. And yet, it continues to be plagued by myths and misconceptions, often perpetuated by popular entertainment, such as crime shows, horror movies, etc. And perhaps as a consequence, it is one of the least used complementary medicine techniques (Barnes, Powell-Griner, McFann, & Nahin, 2004; Tindle, Davis, Phillips, & Eisenberg, 2005). To encourage providers to incorporate hypnosis more routinely into their clinical practice requires as an initial step; improving their attitudes towards the technique (Jette et al., 2003; Aarons, 2004; Dawes et al., 2005; Bridges, Bierema, & Valentine, 2007; Salbach, Jaglal, Korner-Bitensky, Rappolt, & Davis, 2007).

We were pleased to note that pre-lecture, providers already had quite positive attitudes about hypnosis. The mean levels of attitudes reported here for providers appear to be more positive than those previously reported for students who had never before been hypnotized, both in the US and abroad (Green, Page, Rasekhy, Johnson, & Bernhardt, 2006). Of course, the present sample was a self-selected sample of providers who voluntarily applied for and participated in hypnosis training, and therefore an overall high level of enthusiasm is to be expected. Future research should assess a broader swath of providers and their attitudes towards the use of hypnosis in general, and hypnosis for cancer care specifically. Other studies (e.g., (Martin et al., 2010)) have included samples which contained multiple provider types, however, with far lengthier lectures (2 hours in length) than the 12-minute online lecture used here.

Consistent with our hypothesis, we found that exposure to our brief video lecture enhanced attitudes towards hypnosis among psychosocial care providers. In fact, based on Cohen’s criteria, there was a large effect of the lecture on overall attitudes about hypnosis, as well as moderate to large effects on each specific attitude subtype: positive beliefs about hypnosis (moderate effect size), beliefs that hypnosis is associated with mental stability (moderate effect size), and fearlessness about hypnosis (large effect size).

With regard to the influence of demographic and professional characteristics, three variables were associated with attitudes about hypnosis: age, ethnicity, and previous experience with hypnosis. Older trainees and Latino/a trainees had more positive attitudes about hypnosis both before and after the video lecture. Trainees without prior experience with hypnosis were more responsive to the lecture when compared to those with prior hypnosis experience. That is, their attitudes towards hypnosis improved more, likely because those without prior hypnosis experience had more to learn. No other demographic or professional characteristics were associated with attitudes about hypnosis. This overall lack of demographic influences on attitudes are consistent with those reported by Green, Page, Rasekhy, Johnson and Bernhardt (2003; 2006), who also did not find relations between gender and attitudes about hypnosis in a student sample.

Limitations of the present study include the use of professionals with an interest in hypnosis as the sample under study. Effects on attitudes towards hypnosis may be different in professionals without any expressed interests in the technique, and the generalizability of the online video’s effects needs to be established in a non-self-selected sample. Second, we could have used a lengthier scale to assess attitudes towards hypnosis which could have provided more in-depth information on attitudes. For example, the Valencia Scale on Attitudes and Beliefs toward Hypnosis (Capafons, Espejo, & Mendoza, 2008) contains 37 items (as opposed to the 14 item scale used here) and has been used with professional trainees in the past (Martin et al., 2010). In future hypnosis training research, use of the Valencia Scale may provide additional information on the online video lecture’s ability to change attitudes about hypnosis among health care professionals. Third, we chose a within-subjects design to assess the impact of our 12-minute online video on attitudes towards hypnosis, as the video was offered as part of a training program. Future research should consider a between-subjects design in order to better attribute causality. Fourth, we do not know how stable the change in attitudes about hypnosis is over time. Future research may wish to establish the persistence of the effect.

Overall, the results showing a change in attitudes amongst providers following an online hypnosis lecture are consistent with existing studies showing that exposing participants to hypnosis content can improve attitudes about hypnosis (McConkey, 1986; Green, 2003; Thomson, 2003; Capafons et al., 2005; Capafons et al., 2006; Molina & Mendoza, 2006; Mendoza et al., 2009; Martin et al., 2010; Mendoza et al., 2017). The online approach tested here has the advantage of being consistent with the current trend towards E-Learning approaches to continuing professional education, of being quite brief, and of not requiring a set appointment time or a “live” trainer. The online lecture approach is easily scalable to large groups of providers (e.g., staff meetings, grand rounds, distance learning). However, future research needs to explore: 1) how efficacious is the lecture among providers who have not self-selected for hypnosis training; 2) how efficacious is the lecture among healthcare providers who are not psychosocial care providers (e.g., surgeons, anesthesiologists, dentists, radiology technicians); 3) the potential cultural underpinnings of the ethnic differences found here, and whether culturally tailored online videos would further enhance attitude change. More studies are needed to investigate the interaction between culture, ethnicity, and attitudes about hypnosis; and, 4) whether a patient-oriented online lecture could similarly enhance patient attitudes towards hypnosis (e.g., if it were viewed prior to patients beginning a hypnosis intervention).

Acknowledgments

This research was support by NIH grant # R25 CA193098. The content is solely the responsibility of the authors and does not necessarily represent the official views of the National Cancer Institute or the National Institutes of Health.

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