9. The Learning Experience

This lesson on teaching fasting to clients is intended as a learning experience for practitioners, a growing. Its intent is to open up avenues of thinking which can then be translated into methods to be used in the instruction of newcomers to fasting.

As our students have no doubt observed, we have not tried to hide the fact that, at times and with seriously-ill and/or highly-medicated or neurotic individuals, the fasting experience can be quite trying. This you should know.

It is our belief that everything we teach should be firmly rooted and have its bases in physiological, biological and anatomical truths and that the more the practitioner knows about the mysteries of and the many possible experiences and/or problems possible while fasting, the better prepared s/he will be to teach clients about this important healing aid.

There are several aspects to be considered in teaching our clients about fasting. In order, these are:

1. First orientation
   
2. Personal needs of each client
   
3. Personal adjustments that may be required as the client considers the possibility of his/her resorting to a fast
1. Overcoming fear
2. Overcoming anxiety and the loneliness of the fast itself
3. Making necessary economic adjustments
4. The obtaining of comfort while fasting
1. Physical
2. Emotional
4. Due consideration of past indiscretions and the extent of the existing physical decay as they may influence:
   1. Length of fast—the determining factors
   2. Intensity,  extensiveness, and possible frequency of healing crises while  fasting,  as well as kind of symptoms

Each of these subjects has been addressed in some degree, many in an oblique manner as revealed in the several case studies of fasting clients.

9.1 Be Prepared

In teaching clients about fasting, it is well to be prepared. It is our feeling that our students are better prepared in this respect than students in any other healing discipline. However, we follow with some basic guidelines for students to consider as they work with their clients.

1. Be prepared. Know your subject and have some very definite points you wish your clients to consider at this time in learning about Natural Hygiene's principles and practices.
   
2. Cultivate a listening ear. Hear what your client's specific concerns are, not what you may think they are. Identify them as emotional? Economic? Real? Or fancied?
   
3. Be explicit in explanations. Don't hem and haw about or evade answering questions. Be open and direct, not evasive. If you don't know, say so but be sure you attempt to find the answer and then communicate your answer to your client.
   
4. Encourage your clients to ask questions about fasting and related subjects. They may reveal hidden fears and anxieties which can be cleared up at the onset of the learning session. Questions may also provide a grand opportunity for the practitioner to suggest certain reading materials to the client. His interest in a particular subject can then be enlarged and addressed.
   
5. Don't cover too much at any one session. Decide on specific aspects of fasting you wish to cover and then try to "remain on target." For example, a series of discussions might well address the following topics «and in the order given:
1. What is fasting? How does it differ from starvation? Historical background and some of the reasons why people have fasted in the past, and also in the present.
2. Why should a person fast? What is meant when we say that the mind is in control?
3. Who should fast? Dr. Buchinger's list and our own list of other reasons for fasting may be a good place to start.
4. A follow-up of "c" with various case studies to be considered at the session and then taken home by the client for re-reading.
5. Where are suitable fasting facilities to be found? How much does it cost? Type of facilities, what to expect, etc. All information given should be as specific as possible.
6. Healing crises while fasting. What happens within the body?