RESEARCH

HEALING OF MAGIC continues to collaborate on several research projects around the world. If you or your Institution would be interested in conducting a research project in a specific area so that we can further document the therapeutic effectiveness of this modality, please drop our office an email.

MAGIC AND MENTAL ILLNESS

MAGIC AND ACQUIRED BRAIN INJURY

MAGIC AND CHILD PSYCHOLOGY (LUDOTHERAPY)

MAGIC AND PSYCHOSOCIAL INTERVENTION

OTHER LINKS OF INTEREST

MAGIC AND MENTAL ILLNESS

Presented December 2007 by Phoebe Sui and Ming Sui
Baptist Oi Kwan Social Service – Wan Chai, Hong Kong
International Health and Mental Health Conference – Hong Kong

Use of Magic: Creative Means for Psychosocial Rehabilitation

Introduction
The therapeutic use of magic has been applied in rehabilitation settings since 1982. With its influence and the recognition gained for its “powerful” use of magic therapy, the contemporary well-known magician and his partner, Mr. Kevin Spencer and Mrs. Cindy Spencer dedicated themselves to develop a program called “Healing of Magic”. A manual and DVD were created to educate. The concepts and rationales of magic therapy were then widely practiced in different rehabilitation settings. Numerous people with physical or psychological disabilities have experienced the benefits of performing magic tricks over the past 20 years.

Occupational therapy emphasizes on integrating purposeful activities into treatments and therapeutic training for people with disabilities, which minimize their dysfunction and improve independence afterwards. Magic fits in perfectly with the principles of OT treatments which motivate patients to actively involve in magic trainings. American Occupational Therapy Association (AOTA) recognizes “the unique use of magic as a therapeutic method of occupational therapy treatment…a therapeutic method which aids the patients by enhancing their cognitive functions, perception, neuro-muscular and motivational skills. Because of these concepts, we support the use of magic as an authentic method of achieving therapeutic goals.”

Abstract
A two-year project called “Magic 4 Us” - Magic Therapy for people with Disabilities was launched in 2005 in BOKSS subsidized by the SK Yee Fund for the Disabled. By incorporating magic into therapy sessions, the project aims to study the changes among psychosocial and motor aspects of people with mental illness after receiving magic therapy. It was assumed to improve individuals’ motor and cognitive functioning, psychosocial and motivation to engage in rehabilitation processes. As to be more evidence based practice, “Magic 4 Us” is being integrated into different rehabilitation units within BOKSS while it also undergoes the research process in investigating the therapeutic use of magic for people with mental illness.

Methodology

Professional Training
Prior to implementing magic therapy as one of the treatment modality, 30 staffs including occupational therapists, social workers and training staff were trained by Mr. Kevin Spencer regarding the rationales and the applications of using magic in rehabilitation services in December 2004.

Magic Therapy Training
Staffs who were interested in carry out magic therapy trainings in their service units were trained by a local magician and occupational therapists. Training sessions included introduction to different magic tricks, the skills required in playing those tricks and the therapeutic elements underneath. All trained staffs were responsible to carry magic therapy trainings in their service units and the group members were recruited to participate in the research study.

Inclusion Criteria
Participants were all diagnosed with mental illness majoring in schizophrenia and depression. They were mentally stable and were currently receiving our rehabilitation services within organization.

Assessment Tool
1. Purdue Pegboard was used to assess eye-hand coordination, bilateral hand function and fine motor dexterity.
2. Chinese General Self-Efficacy Scale was used to assess their perceived self-confidence.
3. Personal Well-being Index was used to assess their perceived happiness and satisfaction in general.

Data Collection
Interviews, focus group discussion and staff observation were utilized.

Results

Qualitative Outcomes

6 groups of participants with mental illness in varies service settings (n = 40) were invited to participate in the magic therapy research project. Data were then collected through 2 questionnaires, focus group interviews, oral or observational responses during or after group sessions by researchers, trainers or magicians. Results indicated highly positive impacts on both physical and psychosocial aspects which demonstrate the significance of the therapeutic use of magic as one of the new treatment alternatives for people with mental illness.

Responses from the participants include: fun to play with; easy to learn; it’s creative and innovative; feel satisfy, competent and more confidence; can be concentrated; helping to improve memory and general cognitive functioning; able to create more conversation and be brave to talk aloud and better motor functioning.

Observational or informal conversation feedbacks gathered from researchers, trainers or magicians include: improve fine motor dexterity; more motivated, active and participate constantly in group sessions; more presentable either in performance or communication ability; increase self-confidence and self-esteem; express happiness most of the time during group session.

Quantitative Outcomes

1. Personal Wellbeing Index

Data were analyzed by one-tailed paired-samples t-test using SPSS (Table 1) for the general personal wellbeing with t(27)=-1.873, p<0.05; the value obtained for the question regarding interpersonal relationship was t(27)=-2.527, p<0.05; and the value obtained for the question regarding integration into the society was t(27)=-2.217, p<0.05. All results were significant indicating a significant increase in the above items after training.

Table 1: Comparison on scores of the Personal Well-being Index before and after training

2. Purdue Pegboard

Data were analyzed by one-tailed paired-samples t-test (Table 2) for the Purdue Pegboard. Among 4 items, 3 of them were significant post assessments. In left hand, t(23)=-2.541, p<0.05. In right hand, t(23)=-2.598, p<0.05. The results for both hands assemble was t(23)=-4.454, p<0.01. All results were significant indicating a significant increase after training.

Table 2: Comparison on scores of the Purdue Pegboard before and after training

Results in the General Self-efficacy Scale, significance was found in Question 8 (about the capability in identifying multiple solutions to a problem) only with t(28)=1.864, p<0.05, analyzed by one-tail paired-samples t-test, indicating an increase after training.

Discussion

Watching magic shows is always an enjoyable and pleasurable amusement while performing magic tricks; on the other hand, it can also establish and receive enormous internal rewards.

The responses given by the participants and staff highlighted the significant improvements on several aspects on psychosocial, cognitive and motor functioning.

Regarding the psychosocial aspects, they were favorably motivated to commit in group sessions with good attendance compared with other psychosocial groups. Also, they experienced great fun and happiness during the group sessions due to easy learning, creativeness and innovation brought by playing magic tricks. Their self-esteem / confidence or contents / topics of conversations were therefore being enhanced.

Regarding the cognitive aspects, although they were unable to indicate the areas of improvement precisely, the majorities illustrated that their memory or concentration / attention were greatly improved and were able to think “faster” and more logical e.g. cause and effect.

Regarding the motor aspects, their motor functioning, especially the fine motor dexterity, and eye-hand co-ordination were improved remarkably as constant practice were required.

On account of the above advantages, the majority of the participants showed great interest in taking advanced training group as moving towards the performance level, becoming a trainer or performer in the Magic Therapy Committee organized by our organization.

Implication

Ongoing research should be carried out in investigating and proving the long-term effects of using magic as therapy for people with mental illness. Aiming to look forward to the evidence-based practice in using magic as one of the treatment modalities in enhancing one’s intrinsic motivation to participate in treatment sessions, increase self-esteem or confidence, improve social or communication skills, as well as to promote psychosocial wellbeing. Moreover, further research on using magic as therapy for different diversity of populations e.g. elderly is encouraged.

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MAGIC AND ACQUIRED BRAIN INJURY

DO YOU BELIEVE IN MAGIC?

Presented June 15, 2007 by Evan Kwong
Canadian Association of Physical Medicine and Rehabilitation
2007 Annual Scientific Meeting – Abstract submission

Evan H. Kwong MSc
Faculty of Medicine, University of Toronto, Toronto, Ontario, Canada

Nora Cullen MD, MSc, FRCPC
Faculty of Medicine, University of Toronto, Toronto, Ontario, Canada
Toronto Rehabilitation Institute, Toronto, Ontario, Canada

Objective: To evaluate a pilot program involving teaching magic tricks to Acquired Brain Injury (ABI) patients undergoing rehabilitation at the Toronto Rehabilitation Institute (TRI).

Method: From June 2006 to January 2007, simple magic tricks (from the Healing of Magic manual) were taught to inpatients at the TRI Acquired Brain Injury unit. Over this study period, a total of 11 inpatients were recruited to participate in questionnaires and interviews before and after the intervention (learning magic tricks). To evaluate effects on quality of life, self-esteem, and mood, study participants were asked to complete the EuroQol EQ-5D Health Questionnaire, the Rosenberg Self-Esteem Scale, and the Rand 36-Item Short Form Health Survey Instrument (SF-36). Study participants were also interviewed to evaluate the program qualitatively.

Results: Of the 11 study participants, 5 completed both the pre- and post-intervention questionnaires while 9 completed both interviews. Study participants learned magic tricks over 2-4 weeks. The mean EQ VAS health status scores increased from 70.5±19 to 75±15, albeit non-significantly (p=0.20). Changes in mean scores of the Rosenberg Self-Esteem Scale were also non-significant (22.8±3.8 to 25.8±5.0, p=0.20). Of the eight SF-36 scales, only the “Energy/Fatigue” scale significantly increased from 61±8 to 74±10 (p=0.02). The two scales related to mood showed non-significant changes: “Role limitations due to emotional problems” (60±37 to 87±30, p=0.09) and “Emotional well-being” (81±11 to 89±5, p=0.09). Two underlying themes for initial interest in the program were “attending a fun and social activity” and “learning magic to show others.” Three main themes identified from the post-intervention interviews: “interesting activity”, “challenging due to decreased function”, and “increased self-esteem when successful.”

Conclusion: Incorporating a program of teaching simple magic tricks to patients undergoing rehabilitation may be an effective adjunct to their regular rehabilitation program. The pilot program at TRI may be improved by using the suggestions provided by the study participants and by increasing the number of patients involved.

Click for larger photo

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MAGIC AND CHILD PSYCHOLOGY

EXPLORING LUDOTHERAPY AND MAGIC TRICKS

“Show me how you play; I’ll tell you how you feel.”
Project Coordinator: Dr. Mario Occhipinti, Center of Infant Psychology in collaboration
with University of Rome, Italy

Ludotherapy is a form of psychotherapy for children that uses play situations for diagnosis or treatment.

OBJECTIVE: To evaluate the effectiveness of teaching magic tricks to young patients as a method of play therapy (ludotherapy) as a means of diffusing anxiety in pre and post-operative treatments.

METHOD: In a separate study, Italian researchers discovered that approximately 60% of all children suffer from anxiety prior to minor surgery.

High levels of anxiety prior to surgery lead to higher risks of complications following surgeries in children.

In the study, researchers compared pre-surgery anxiety levels in 40 children aged 5 to 12 who were about to have minor surgery. Half of the children had a clown or magician along with a parent while waiting for surgery and during the delivery of anesthesia. The other half had only a parent and medical staff present.

The results shows that the children who had a clown or magician present until they fell asleep experienced significantly less pre-surgery anxiety and, consequently, required less anesthesia.

(SOURCES: Vagnoli, L. Pediatrics, October 2005; vol 116: pp e563-e567. News release, American Academy of Pediatrics.)

Building on this study, psychologists, social workers and volunteer magicians (in collaboration with IBM Ring 204 in Rome) were integrated into pediatric units of several hospitals in Italy to advance both psychological support and play therapy activities with children preparing for treatment.

When possible, employees and volunteers met with children at home prior to the hospital stay so that when the child arrived at the unit, they saw a familiar face.

CONCLUSIONS: This has been an ongoing program since December 2005. This therapy method, when integrated with conventional medical treatment, provides psychological support for young patients and their parents in pediatric units as it enhances and reaffirms the basic concepts of Gelotogy – the psychological and physiological study of laughter and its effects on the human body.

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MAGIC AND PSYCHOSOCIAL INTERVENTION

MAGIC ARTS COUNSELING
The Tricks of Illusion as Intervention

David M. Levin, Therapist
Inner Harbour Hospital, GA

(edited for clarity by Kevin Spencer)

Introduction

“Magic arts” or “magic therapy” counseling is defined as a nontraditional, experiential curriculum utilized for promoting student growth. In an effort to systematically explore its benefits, several educational factors and key elements of magic arts counseling are defined. This study examined the use of a six-week magic arts small group counseling module with pre-adolescent boys. The study compared measures of self-esteem and subsequent behavioral outcome measures for students receiving the magic arts sessions described.

Setting

The setting is an intensive-level experiential residential psychiatric hospital for severely emotionally disturbed youth 6 to 18 years of age. Admission to the school program requires the diagnosis of at least one Axis 1 diagnosis and each student is prescribed psychotropic medication(s). The entire student population is classified as special education.

Objective

To evaluate the potential benefits of learning magic tricks for both academic and personal/social development in a variety of classroom settings or programs.

Method

The Rosenberg Self-Esteem Scale (RSE, Rosenberg, 1989) was used to evaluate the effectiveness of the “magic therapy” program on participants.

Participants

Within the setting described, a population of six pre-adolescent boys was utilized for this study. Diagnoses of students comprised in the study included: Depressive Disorder Not Otherwise Specified, Oppositional Defiant Disorder (ODD), Conduct Disorder, Intermittent Explosive Disorder, Attention Deficit Hyperactivity Disorder (ADHD) or Attention Deficit Disorder (ADD), Bipolar Disorder, Post-Traumatic Stress Disorder (PTSD), and Schizoaffective Disorder. Common psychosocial stressors included a history of physical and/or sexual abuse, poor family functioning and/or termination of parental rights, legal issues, and substance abuse.

Procedure

The six students utilized were divided into two groups of three and three respectively. Each group met six times; once a week for one-hour sessions.

A pre-post test assessment was used to evaluate the effectiveness of the program for participating students. Each group took the RSE (Rosenberg, 1989) before and after the magic therapy small group counseling module. The measure of self-esteem was chosen as a construct that could be clearly measured and that would directly relate to the key elements of empowering the child and self-esteem.

In addition to the RSE, student’s behavior progress was tracked by direct care staff or classroom assistants using direct observation recording. Staff documented behavioral observations every 8 hours on student flow sheets. According to Inner Harbour program policy, staff records a boundary violation after each time a student has clear difficulty keeping limbs to themselves, engaging in horseplay, or bringing up information about other students without permission or in an inappropriate context.

These measures were chosen as two clear measurable indicators of students’ behaviors in the school milieu. Student totals for each behavioral indicator were collected at the beginning of the first session and again at the end of the last session.

Results

The results of the RSE pre-test indicated a wide range of responses among the six participating students. The RSE post-test results indicated gains in self-esteem when compared to the initial assessment. Students improved on eight (8) of the ten (10) scale items. Behavior Tracking also indicated significant improvement.

ROSENBERG SELF-ESTEEM SCALE

Question 1 (I am satisfied with myself) produced a change in mean response from 1.5 to 1.17, a .33 change in the direction that indicated students were more satisfied with themselves after the intervention.

Question 2 (At times I think I am no good at all) produced a .5 decrease toward agreement with the negative statement with a mean of 3.0 in pre-test and 2.5 at the end of the module. The results of this statement may have been more positive but students may have confused their responses to the statement by responding in agreement versus disagreement with negative language.

Questions 3, 6, 8 and 10 (I feel I have a number of good qualities; I certainly feel useless at times; I wish I could have more respect for myself; and I take a positive attitude toward myself) demonstrated gains consistent with improved self-esteem.

Question 4 (I am able to do things as well as most other people) seemed to demonstrate no difference in the aggregate mean.

Questions 5 and 7 (I feel I do not have much to be proud of and I feel that I’m a person of worth) demonstrated identical gains and positive changes.

Question 9 (All in all, I am inclined to think I am a failure) demonstrated the largest improvement in measure of self-esteem. The initial response of 2.83 increased to 3.5 upon post-test, a mean change of .67 in the direction of increase disagreement with the statement.

BEHAVIOR TRACKING

The tracking behavior progress measure indicated significant positive gains on every measure. Behavior measures in pre-intervention demonstrated 120 total boundary violations for the six students, a mean of 20 violations per student. In addition, students’ misbehaviors and safety required a total of 82 “time-outs,” a mean of 13.67 per student.

In post-intervention evaluations, only 42 total boundary violations were recorded, with a mean of 7 per student. In addition, only 31 “time outs” were recorded, with a mean of 5.17 per student. These totals indicate a 65% decrease in interpersonal boundary violations and a 62% decrease in the requirement of staff intervening with behavior disciplines.

Conclusions

The “magic arts” or “magic therapy” counseling experience appears to successfully employ several educational factors and promote key elements critical for personal/social development and related student growth. Despite several limitations of the research, the overall outcome of the investigation suggests a clear benefit of using “magic arts” or “magic therapy” with students in this population.

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RELATED LINKS

The UPliftment Programme
Debbie M. Fisher – Certified Hand Specialist
Inner Harbour Hospital
Magic Camp
LaBaccheta Magicia – Rome, Italy
Project Magic
Project Magic Austria
Project Magic Croatia

SOME LINKS ON HEALING OF MAGIC

International Brotherhood of Magicians
CBS Saturday Early Show
REHAB TODAY
TD Monthly

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