Quantum-Touch and ADD and ADHD

A Brief Introduction to Quantum-Touch

Quantum-Touch is a method of energy healing (natural healing) that uses life-force energy (known as chi in Chinese and prana in Sanskrit) to facilitate healing. All healing is self healing (i.e. no one can acutally "heal" someone else). We can assist other people heal with the healing process; everyone has the innate ability to help ourselves and others.

The Quantum-Touch techniques teach us how to focus and amplify life-force energy by combining various breathing and body awareness exercises. By working with life-force energy, we use the principles of resonance and entrainment to facilitate healing. The practitioner learns to raise his or her vibration and create a high level of energy. If that energy field is placed around an area of pain, stress, inflammation, or disease, that part of the body will entrain to the higher frequency and allow ones own biological intelligence to do whatever healing it deems necessary.

Everything vibrates. When two things vibrate at different frequencies, there is a tendency for the vibrations to come together. Most often, the slower vibration will rise to match the faster frequency. There are many kinds of examples of entrainment: over time, similarly tuned electric oscillators will match frequencies and women who share a dormitory, over months they will often start menstruating at the same time. We also see the principle to entrainment at work in a social setting - where everyone will start to entrain to a similar mood at a party!

When you learn to direct the life-force energy, the possibilities are truly extraordinary; our love has more impact than we can imagine.


Learn More! Free Online Lecture

  • Unique insights into enengy healing and working with the chakras.
  • How "healing" works: the principles of resonance and entrainment
  • Healing Stories


Using Quantum-Touch with ADD and ADHD

by Kjol Lahti
Certified Quantum-Touch Practitioner and Instructor

Using Quantum-Touch has been shown to be effective in improving ADD and ADHD clients. My research involved 8 students; all of them were in the 6th-8th grade. All 8 of them were boys. The Quantum-Touch sessions started as a 30-minute session for 2 sessions and then 2 sessions of 45 minutes, each session was 7 days apart. Parents, doctors and educational professionals referred the students to me.

My background: Im an instructor of this technique, along with having previous research published on the following injuries and illnesses: Fibromyalgia, Frozen Shoulder and Alzheimer's disease.

When trying to set a baseline of the ADD and ADHD it was the personal responses of the boys to their inability to focus on subjects that did not interest them, what they felt was hard about focusing or being hyperactive. Also how long did they think they could stay focused on a task or subject. Also parental input along with teachers reports of their behavior in class.

I used both the basic Quantum-Touch techniques and the advanced technique of Core Transformation during each session. During the sessions, my energy level is quite high and clients will comment about how warm/hot my hands get during a session.

Sessions 1 and 2

Each session started off with the client laying on their back on my massage table. I placed my hands on their head and started the technique. I would move my hands to different parts of the head during the session as I felt was needed. Within 10-15 minutes of the first session each client was sleeping, which is a normal reaction to the session.

What I had the clients do was to go home and start to do their homework and see how much longer they felt they could focus on that task, I had the parents be in a place to watch and time them to see how long they could focus on each task. I also had the parents talk to the teachers so they could give the parents and me the feed back needed to see if this was helping them or not.

The results that I got back after the 1st and 2nd 30 minute session is that the students noticed they could focus for what they thought was forever before starting to lose focus, the parents timing them found they could focus for an average of 15-20 minutes. One student only being able to focus for 10 minutes and another was able to focus for 25 minutes. This was right after they came home from each of the two sessions.

The teachers noted in the 1st two sessions was they were seeing was a slight improvement in their hyperactivity and slight improvement in their ability to stay at the task at hand during class time.

Sessions 3 and 4

These session were increased to 45 minutes per session. The reason I did not start with 45 minutes is the parents did not think their child could lay still on the table for 45 minutes. As I noted above the clients did fall asleep early in the session and would stay asleep most or all of the time. The techniques used and the placement of the hands remained the same, but the length of time increased.

The results of sessions 3 & 4 were the parents noticed that their child could focus on homework for 25-45 minutes before needing a break. That they thought their child was getting a better grasp of the material they were studing and that they were bring home better grades on tests and papers from the schools.

The teachers were the ones that noticed the biggest difference in the clients. Some of the comments I received from teachers about my clients were I knew he was smart, but now I have it in black and white proof in the form of tests that he is smart , he is hardly disturbing the class with his comments about off-subject comments he is keeping his hands to himself a lot more now .

What I loved most was that the kids themselves would come up and say things like I knew I was smart, but you helped me show it or ˜my parents arent on my back anymore about how I behave Now when it is time to do homework, I can focus longer even it is a subject I dont like and my person favorite comment when Im enjoying something I could get lost in it for hours even before meeting you, but now I can focus long enough to get my studies done so I can have more time to do what I really want to do

And that is the key is being able to help someone with ADD and/or ADHD to be able to survive and thrive in school and life.

Many famous and successful people have suffered from ADD and/or ADHD:
Richard Branson, Alexander Grahman Bell, Terry Bradshaw, Jim Carrey, Albert Einstein, was 4 years old before he could speak and 7 years old before he could write. Thomas Edison was told by his teachers he was too stupid to learn anything. Benjamin Franklin. Abraham Lincoln, entered the Black Hawk War a captain and came out a private, to just name a few. Louis Pasteur was rated as mediocre in chemistry when he attended the Royal College. Winston Churchhill failed the 6th grade.