There is encouraging research which proves that aromatherapy can help with some symptoms and behaviors associated with developmental disorders or childhood stress and trauma. I am no expert in child behavior, nor qualified to offer medical advice, however, I would like to share some of what I know and have learned in my research. Evidence-based aromatherapy interventions have improved quality of life for many children and families. There is help and hope to be found.
What do we mean by “special needs?”
According to the CDC, about 1 in 6 children aged 3–17 years were reported diagnosed with a developmental disability during a study period of 2009-2017. (1) Specifically, the CDC reports that 1 in 54 children have been identified with autism (2). The term “special needs” can indicate a specific diagnosis such as autistic spectrum disorder (ASD), attention deficit disorder (ADD/ADHD), or pervasive developmental disorder (PDD), among others. Many special needs children also have sensory issues and/or other co-existing conditions. The prevalence of such disorders is significant, as is the awareness and early intervention to improve a child’s (and family’s) quality of life.
While the focus here is on special needs children, any child may have tragic life experiences, or live in an unhealthy home environment, which might include some form of trauma such as abuse, neglect or loss. A child can develop behaviors and symptoms, some in an attempt to cope with the related stress and anxiety, for which professional help may be sought.
A Collaborative Approach for Special Needs Children
A special needs child may work with a number of therapists including psychiatrist/psychologist, physical and/or occupational therapist, neurologist, applied behavior analysis (ABA) therapist, and/or other specialists. I believe it’s ideal to collaborate and coordinate as a healthcare team which includes forms of complementary and alternative medicine (CAM). The goal, of course, is to help the child and support other therapies while doing no harm. Aromatherapy can be a vital part of that mix.
Evidence-Based Aromatherapy: Improvements in Attention, Focus, Mood and Behavior
What do we mean by “evidence-based?” There are too many research studies to cite, but I will reference a couple of specific, excellent examples. These studies, and the outcomes, provide an excellent foundation for selection of essential oils, and safe methods of use.
First, let’s consider this partial list of issues and behaviors which family, teachers, caregivers, and healthcare providers have identified in children they love and serve, and may be more profound with those with special needs:
· Impaired cognitive ability including lack of focus and attention
· Difficulty self-regulating when transitioning between activities, especially transitions that require a shift in activity/energy level
· Sensory issues and sensitivities (including feeding issues)
· Extreme shyness, lack of self-esteem or confidence
· Sleeping difficulties
· Bereavement and grief
· Overly fearful behavior
· Angry, defiant or aggressive behavior
· Physical pain and discomfort (including digestive issues)
A quick note about attention/focus concerns: some children require calming and sedating essential oils to allow them to slow down and focus. In other cases, stimulating essential oils are more helpful, and so the child’s sensory needs and responses must be observed and understood.
Aromatherapy works on the body both psychologically and physiologically, and we know that essential oils very directly impact the brain. When working with children, we need to understand that children are not merely “small adults,” and each child is unique, often experiencing multiple issues simultaneously. It is best to use oils which are researched to be safe and gentle and effective, and diluted appropriately.
Inspiring Success Stories
I will share a couple of successful case studies which show how aromatherapy intervention can help with difficult behaviors and play a big part in setting up an environment for success. I spoke with UK-based clinical aromatherapist, holistic practitioner, and founder of Essentially Holistic, Anita James, about school projects she conducted between 2003-2008 at the invitation of the Derbyshire Education Authority.
In one study, James selected 18 oils known to be safe and gave children the opportunity to sample and choose aromas that made them feel happy and settled. The selection included, but was not limited to: Rosemary (Rosmarinus officinalis), Cedarwood (Cedrus atlantica), Sweet Marjoram (Origanum majorana), Bergamot (Citrus bergamia), Lemon (Citrus limon), Eucalyptus (Eucalyptus globulus), Roman Chamomile (Chamaemelum nobile), Geranium (Pelargonium graveolens), Lavender (Lavandula angustifolia), Sweet Orange (Citrus sinensis), and Frankincense (Boswellia carterii). She then took the top three choices and created a blend to diffuse in the classroom. The final blend: Sweet Orange, Lemon, and Roman Chamomile.
At the same time, a smaller group of children was selected for individual aromatherapy intervention. After weeks of observation, she worked to create blends for each child. Personal inhalers and aroma sticks were not available at that time, so blends were given for inhalation on a tissue or on clothing at the start of each day.
Results were observable within days and staff reported the following:
· children came into school each day settled down in less time, less anxious, and with less chatter
· children settled to a task better, didn’t get as distracted and stayed on task longer
· children were happier, more relaxed, and calmer in the classroom with fewer power struggles
Another successful program was conducted in 2012 by Registered Aromatherapist and Swiss Reflex Therapist Lora Cantele, author of The Complete Aromatherapy and Essential Oils Handbook for Everyday Wellness and owner of Enhancements Aromatherapy LLC. Essential oils were used with children at Marklund Children’s Home in Bloomingdale, Illinois. Children were receiving weekly massages with unscented lotion, occupational and physical therapies, music therapy and sometimes pet therapy. Aromatherapy was introduced two months after the initial program began.
Essential oil blends were created specifically for each child and used in their individual massage lotion at a dilution of 0.8%. Children received weekly massages, and daily hand massages, five days each week. In some cases, a roller ball bottle blend was also used, applied to the child’s clavicle twice daily. For children experiencing anxiety and interrupted sleep patterns, a bedside diffuser was used to facilitate restful sleep. Aroma sticks were also used before focused activities to gain attention.
Positive outcomes included statistically significant reduction in crying, anxiety, and increased relaxation, range of motion, and periods of “wakeful happiness.” The relaxing effects of massage also lasted 50% longer.
Cantele suggests a variety of essential oils for their ability to regulate mood and alleviate a variety of symptoms. These include (but are not limited to) Bergamot (Citrus bergamia), Clary Sage (Salvia sclarea), Frankincense (Boswellia carterii), Lavender (Lavandula angustifolia), Lemon (Citrus limon), Sweet Marjoram (Origanum majorana), Petitgrain (Citrus aurantium var. amara fol.), Sweet Orange (Citrus sinensis), Vetiver (Vetiveria zizanioides), Ylang Ylang (Cananga odorata), Cedarwood (Cedrus atlantica), Sandalwood (Santalum album), Basil (Ocimum basilicum), Geranium (Pelargonium graveolens), Melissa (Melissa officinalis), Grapefruit (Citrus paradisi), and Rosemary (Rosmarinus officinalis). Again, engaging the child in the selection of oils helps promote compliance and consistent use.
Methods of use for every child; every environment
There are a variety of ways to administer aromatherapy, and it’s important to take into consideration a child’s preferences, individual sensory issues, special guidelines, and permissions required. Here are a few ways aromatherapy has been used successfully with children:
· Inhalation: personal inhalers (aroma sticks) are portable and convenient, and can be used discreetly as-needed
· “Positive play”: essential oils incorporated into play-dough or bubble solution
· Massage: If the child doesn’t mind being touched, this can be calming and relaxing, or stimulating when made into a playful game. A hand massage is quick and convenient during the day, while a back or foot massage may work well at night. Note: essential oil must be diluted in a carrier, and at a low dilution, generally 1-3%.
· Diffusion: ideal for a classroom, at home in the work area, bedside to promote restful sleep at night, or early morning to promote a positive mood at the start of the day
Single Aromas or Blends?
Single aromas and blends can both be used, and there are pros and cons to each. Single oils are sometimes avoided because an individual may have an established negative association between a specific aroma and a particular negative experience or memory. Thankfully, very young children generally have few, if any, preconceived notions about aroma, and few negative life experiences associated with specific smells. Introducing aromatherapy at a young age can lay a wonderful foundation for appreciation of all aromas and create positive connections.
Final Thoughts
Aromatherapy can be very rewarding, and yet challenging, especially when working with special needs children. But, in my opinion, it’s well worth the effort. The opportunity to support and promote healing in a more holistic and natural way, and the opportunity to teach effective self-care and coping strategies, allows an individual to take some control and ownership of their health. I also think it’s wise to teach children, starting at a very young age, to be more aware of their health, wellness, and emotions, and how they can care for themselves.
This only scratches the surface of a fascinating topic, and I can only hope that this short read will inspire some parents, caregivers, educators and healthcare professionals to consider the promise and potential of aromatherapy as part of a broader plan of care for children who needs a little extra support to live a happier, healthier life.
Resources
Cantele L. (2020). Approaching Aromatherapeutic Treatment in Children with Autism Spectrum Disorder (ASD) and Pervasive Developmental Disorder-Not Otherwise Specified (PDD-NOS). International Journal of Professional Holistic Aromatherapy (IJPHA)
James, A. (2010). Aromatherapy in the classroom. In Essence (nternational Federation of Professional Aromatherapists (IFPA)
James, A. (2016). Back to School. In Essence (nternational Federation of Professional Aromatherapists (IFPA)
James, A. (2016). The Adventures of “Smell Woman.” In Essence (nternational Federation of Professional Aromatherapists (IFPA)
Photo credit: Ketut Subiyato from Pexels
Comments