1. Paul Herscu ND JAHC 2010 Alexandria, Virginia

2. ◦ Help our patients with skill & confidence ◦ Be organized in our thinking and prescribing © 2010 New England School of Homeopathy. All rights reserved. www.nesh.com

3. ◦ Teach our students to perceive correctly what they are seeing and experiencing with their patients ◦ And from those perceptions, analyze and prescribe correctly ◦ Have the practice of homeopathy be more scientific, i.e. with predictable and repeatable outcomes © 2010 New England School of Homeopathy. All rights reserved. www.nesh.com

4.  Many kinds of stress  We respond to stress in predictable and patterned ways  We see manifestations of stress throughout an individual: physically, mentally emotionally © 2010 New England School of Homeopathy. All rights reserved. www.nesh.com

5.  Patients respond to stress based on their homeopathic constitutional type © 2010 New England School of Homeopathy. All rights reserved. www.nesh.com

6. By: ◦ Removing the stress ◦ Doing things that release stress ◦ Give a homeopathic remedy that shifts the way a patient responds to stress, making them less susceptible to the stress © 2010 New England School of Homeopathy. All rights reserved. www.nesh.com

7.  There are patterned ways that patients respond to stress  If you can take the case and think about it by grouping like symptoms together, you can streamline your casetaking and case analysis © 2010 New England School of Homeopathy. All rights reserved. www.nesh.com

8.  A group of symptoms that represent the same idea © 2010 New England School of Homeopathy. All rights reserved. www.nesh.com

9.  Chronic inflammation of the throat  Inflammation of the skin  Easy irritability We would put all these together as examples of inflammation © 2010 New England School of Homeopathy. All rights reserved. www.nesh.com

10.  Excessive perspiration  Chronic diarrhea  Easy quick temper with yelling All manifestations of the same issue- excess discharges © 2010 New England School of Homeopathy. All rights reserved. www.nesh.com

11.  For each symptom that you learn about, think: *What is that symptom an example of ? *Are there other examples of it in the person’s story? *Get concrete examples of each symptom, do not take anything at face value © 2010 New England School of Homeopathy. All rights reserved. www.nesh.com

12.  Chronic constipation  Can be an example of constriction  Are there other examples of constriction in the story?  Once you understand what they symptoms is an example of, ask if there are other examples in the case ◦ Perhaps asthma? ◦ Perhaps anxiety? © 2010 New England School of Homeopathy. All rights reserved. www.nesh.com

13.  i.e. that constipation might represent something else!  Perhaps it’s more an example of hardness  And in the case there are further examples of hardness  hardened glands  hard cracking skin.  meanness to others  © 2010 New England School of Homeopathy. All rights reserved. www.nesh.com

14.  Strange, rare and peculiar-crunk it or junk it?  Only pay attention to the SRP if it is part of an overall pattern in the patient © 2010 New England School of Homeopathy. All rights reserved. www.nesh.com

15.  When you correctly understand a Segment, you can start to predict what sorts of symptoms a patient might have  We will see the same patterns come through the review of systems and the physical general symptoms © 2010 New England School of Homeopathy. All rights reserved. www.nesh.com

16.  A cycle reflects how the Segments relate to one another  No symptoms happen in a vacuum, they are related  Again, all symptoms are context dependent © 2010 New England School of Homeopathy. All rights reserved. www.nesh.com

17.  It helps to look for, see and understand that relationship  When using this model, we can start to see symptoms that are opposite to the chief complaint  In this way we might have the Segment before the chief complain, the one that follows and the one that is opposite © 2010 New England School of Homeopathy. All rights reserved. www.nesh.com

18.  We can use homeopathic tools to get to the correct remedy  We repertorize on the computer- Herscu Module on RADAR  We repertorize accordingly © 2010 New England School of Homeopathy. All rights reserved. www.nesh.com

19.  We like to have 5-8 or so remedies come through the repertorization  From that place we go back to the materia medica and see what remedies come through all 5-6 Segments  When we teach materia medica, we do so through a Cycles and Segments philosophy © 2010 New England School of Homeopathy. All rights reserved. www.nesh.com

25.  www.nesh.com www.nesh.com  www.hersculaboratory.org www.hersculaboratory.org  www.hersculaboratoryflu.org © 2010 New England School of Homeopathy. All rights reserved. www.nesh.com