November 11, 2024 • 26 mins
Send a text to Melissa and she’ll answer it on the next episode.
Unlock the secrets of effective homeopathic treatment with our latest episode, where we break down the essential steps of case-taking in homeopathy. Ever wondered how to pinpoint the right remedy for both chronic and acute conditions? We introduce the powerful C-MELTS acronym—Chief Complaint, Modalities, Etiology, Location, Timing, and Sensation—to help you master this vital skill. By understanding these elements, you’ll gain the confidence to assess a patient's needs accurately and provide the most effective treatments. Join us as we share practical tips and real-life examples to enhance your homeopathic practice.
We also focus on acute case taking, where getting the details right can make all the difference. Learn why identifying the etiology, location, timing, and sensation of symptoms is crucial for accurate case taking. Discover how to use non-leading questions to get to the heart of a person's condition and how homeopathy stands up to other natural health practices with concrete tests like blood work and stool samples. From sore throats to congestion, we provide the insights you need to tackle acute symptoms effectively. This episode is packed with valuable knowledge to help you navigate the nuances of homeopathic treatment confidently.
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Episode Transcript
Available transcripts are automatically generated. Complete accuracy is not guaranteed.
Speaker 1 (00:00):
Welcome back to Homeopathy at Home with Melissa.
Hey, Melissa.
Speaker 2 (00:04):
Hey Brie, it's great to see you.
Speaker 1 (00:06):
It's great to be here always Tonight today, whatever
time you're listening, but we'rerecording in the evening.
This is an exciting one.
I think you guys are going tolove this.
A question I know you get allthe time, Melissa, in classes or
as we talk to people, is how totake a case.
(00:27):
Yeah, so we're going to discussthat.
Speaker 2 (00:30):
Yeah, it is a question I get a lot, like you
know, especially in classeswhere most of the classes are
focused on learning the remedies, learning the protocols,
learning you know when to usewhich remedy.
Well, you know when to usewhich remedy.
Well, you know how to use eachremedy, what potency, how often.
You know what what remedy isgood for this.
(00:53):
But the whole process startswith the case taking.
You have to take a good case tocome to a good remedy.
Speaker 1 (01:00):
Yeah Well, and you have come up with some really
good resources that you give outoften.
So you have those.
The case taking form, thefamily case record there's a
couple of different ones.
You have to help people knowwhere to start, because you were
saying before we have these ifyou don't have a protocol, or if
(01:21):
you have one or you don't havethose remedies, maybe in acute
cases that can happen often,where people are building their
stash and don't have all theprotocol remedies yet, right.
And then you have these hugemateria medica and a repertory
and they're like I don't, whatdo I do?
And I?
That was so overwhelming to mefor years starting homeopathy,
(01:45):
so this is going to be great.
Speaker 2 (01:47):
Yeah, I remember getting these books and being
like what do I even do with this?
And you know, yeah, so, solet's, let's do this is.
This is really basicinformation, but it's
information that a lot of peoplemaybe don't know, unless you've
been in my mentorship programand have actually practiced this
(02:07):
with me.
Speaker 1 (02:09):
Yeah.
Speaker 2 (02:10):
Okay.
Speaker 1 (02:10):
So let's first start with are we talking chronic or
acute first?
Speaker 2 (02:16):
Either you can use this process with either.
Speaker 1 (02:19):
Okay, and when you're doing this, are you okay?
Let's say so in a chronicpicture, I can imagine we're
going to talk about much morein-depth question for a person,
right, Like, maybe know more oftheir big picture, but acutes,
do you need to know all that?
Like their personality, theirdisposition?
Speaker 2 (02:42):
Well, it depends, so uh-oh.
So my internet's being weirdand you still hear me and see me
.
Yeah, your audio is good.
Okay, but my picture is frozenjust for a second.
Speaker 1 (02:55):
It's good now.
Speaker 2 (02:56):
Okay, okay, so, um, so I it depends actually on the
acute.
So you and I know that's a hardanswer to swallow because
you're like well, you know thisisn't helpful.
How am I going to know whenYou'll, over time, you'll get
better and better at this andyou'll learn when.
Let me just give an example.
So personality I think I wouldwant to know regular personality
(03:21):
, especially in children.
So if the child has an earacheand they're really angry and
irritable and they're crying andscreaming, I want to know, is
that normal for them?
Of course they're not cryingand screaming all day, every day
, but are they normally prettyirritable and angry, and you
know, or are they?
Is this just totally different,a different presentation of
(03:45):
their personality?
I need to know that that makesa difference.
Speaker 1 (03:49):
And maybe let's say somebody comes and is saying you
know, I want help with strepthroat.
This is their sixth time havingit this year, so maybe you
would treat that acutely butalso encourage chronic care.
Speaker 2 (04:06):
Absolutely.
Yeah, if you're havingrecurring illnesses, very often
that's actually a chroniccondition, but we can address
the acute occurrence withhomeopathy too.
Speaker 1 (04:17):
Okay.
So I remember.
I'm thinking back to when Ifirst started this and I
remember asking I think I didask you this Do you have like a
form of questions?
You just bullet point ask where, how?
If I were totally new when Iwas, I remember what you told me
, but what do we typically tellpeople?
(04:38):
Here's your baseline.
Here are some bullet points,starting points.
Speaker 2 (04:42):
Yeah, so first of all I'll start with when I was in
college I learned an acronym tohelp to do what we're getting
ready to do.
But I changed the acronymbecause I went to a London
college and they spell etiologywith an A, we spell etiology
with an E.
So I just changed it around andmade it and it took me a minute
(05:04):
, like I didn't just pop it outof my head, I had to sit there
and look at the letters and tryto spell something that actually
you could remember.
So I came up with C, melts,c-m-e-l-t-s.
So if you write that down onthe left side of a piece of
paper, the acronym, and then Cis for chief complaint, m is for
(05:30):
modalities, e is for etiology,l is for location, t is for
timing and S is for sensation.
That's the information you needto get.
Speaker 1 (05:42):
Okay, so, and that order doesn't necessarily matter
specifically, you just need toget those points covered.
Speaker 2 (05:49):
That's right.
Speaker 1 (05:50):
Okay, so do we want to like practice?
What would that?
What does that mean?
Like what is a chief complaint?
Could it be more than one?
How do you prioritize theapproach to that?
Speaker 2 (06:02):
Yeah, good question.
So your chief complaint, youknow, is maybe sore throat and
but.
But there can be concomitants,which is not in that you know,
you don't have to worry too muchabout that.
You can list all of thesymptoms and you know up with
the chief.
It can be chief complaints, youknow more than one.
(06:24):
Or there can be a chiefcomplaint of sore throat and
then the concomitants are fever,weakness, dizziness, whatever
other symptoms are coming alongwith this sore throat.
Either way is fine, we'regetting the same information.
So, to keep it simple, saychief complaints, so you're
listing the.
(06:44):
That's where you just list yoursymptoms, what are they, or if
you have a diagnosis, if youhave the diagnosis of strep
throat or a whooping cough, thenyou can, that can be your chief
complaint and you know.
Then we'll get the rest of theinformation.
Speaker 1 (06:58):
Okay, you're going to say something.
Speaker 2 (07:00):
That's okay, go ahead .
Speaker 1 (07:03):
How then, let's say, those are their chief complaints
?
Maybe we should get to thisquestion later.
But how would you trackimprovement?
Like, let's say, they have asore throat.
Well, what if they're like thenext day when my throat's still
sore?
Speaker 2 (07:17):
Yeah, good question.
So you have the.
Have the person rate theirsymptoms on a scale of one to 10
.
Each of those, those chiefcomplaints.
So what do you rate your sorethroat on a scale of one to 10,
where 10 is the worst.
You write it down.
Then, what do you rate yourdizziness?
What do you rate your?
You know your weakness, yourfatigue, your, your coughing,
(07:42):
whatever.
Speaker 1 (07:44):
Have them rate each thing um, okay, so then their
scale.
And it doesn't really matterwhat that 10 is for them, right,
like maybe somebody's nine issomebody else's six that's right
, that's right some people havegotten really hung up on that
before well, I'm not dying, youknow and really overthinking
that scale.
Speaker 2 (08:05):
Yeah don't yeah, definitely don't get into
analysis, paralysis when you'rerating yourself right, but you
know.
And then there's another.
There's a chart at a can cannever remember what it's called
for kids, where they can.
You can find it online, yeah,where it's got the faces, the
smiley face to the really sad ormad face, so they can point to
(08:27):
which one they feel about eachthing.
Speaker 1 (08:29):
Yeah, that's so smart .
I don't know why I've neverused that for my kids.
I know that that's a thing, butyou know it is really funny.
Side note to this one to 10thing, my kids now will
automatically.
My throat hurts like a two orlike it was a five and now it's
a one.
They do, I don't even have toask them, and so we in our
(08:50):
family, almost daily you'll hearsomething is on a one to 10
scale.
Even if it's like this food isan eight out of 10.
Speaker 2 (08:59):
That's hilarious, I love it.
Speaker 1 (09:01):
I didn't really think about it, it's just so common.
But it is funny now because Ialways ask them, even as a
little kid, they don't.
I mean I have some of them saylike it's a two in one seven.
Speaker 2 (09:15):
Like they don't know what that means.
Speaker 1 (09:16):
My three-year-old but he does have that in his mind
to like put it, I love it, yeah,so that's where you're going to
rate it.
Speaker 2 (09:24):
So when you go to follow up, you ask them again to
rate their symptoms.
And yeah, then they'll, they'llrate it again, then that's how
you can tell if you're makingprogress.
Speaker 1 (09:36):
So then the E or a, depending on where you're from.
Oh, did we do it.
Oh M is.
Yeah, Melt M comes first.
Speaker 2 (09:47):
So modalities, yeah, so the modalities are what makes
it better and what makes itworse.
And so most people if you, ifthey're sick, and you ask them
what makes it better not most,but some people are like nothing
.
If there's anything that madeit better, I wouldn't even be
talking to you right now.
That's not the point.
The point is if you have a sorethroat, does it feel better to
(10:08):
drink a warm drink or an icecold drink?
That's really importantinformation, not that it makes
it go away.
So you might have to educatethem a little bit on what that
means.
And then, what makes it worse?
So it might, you know it couldbe the warm drink, the cold
drink, going outside, talking,coughing, breathing in cold air.
(10:29):
So the HEPR-SOLF sore throat orcough is just breathing in the
cold air as makes it worse.
So they will cover their mouthwith a scarf or something while
they talk, or a hand orsomething while they talk, or to
go outside.
They don't want to breathe inthe cold air.
(10:49):
So movement it could be.
Every time I move it gets worseor whatever.
So what makes it better, whatmakes it worse?
Your modalities write thosedown.
Speaker 1 (10:58):
I have found too.
People will say those when youdidn't even ask specifically.
That's true.
Or they'll say I really wantthis certain thing.
Or they'll say I really wantthis certain thing Is that
different.
Speaker 2 (11:17):
Saying I want hot drinks versus hot drinks makes
it feel better.
It may be so if they just, youknow, if they just say, because
that might mean that hot drinksactually make it feel better.
If they say I want hot drinks,that might just be a different
way of saying yes when I drink ahot drink, right?
So you just kind of clarify yeah, you're right, while they're
telling you their symptoms, theymight, you might pick up on
modalities in that and you writethose down yeah, okay, um, so
(11:40):
have that form already writtenout, so if you need to jot
around, you can do it.
Yeah, go you don't have to goin order, that's right right,
okay, so modalities makes itbetter or worse.
Speaker 1 (11:51):
And E now to the E.
Okay, yeah, e for etiology.
Speaker 2 (11:54):
Yep, etiology means the cause and we don't always
know the cause.
So it could be, you know, avirus.
It could be that they might say, you know, they caught it from
their friend at school or theycaught it from whatever, you
know, a sibling.
But it could be emotional.
So this is where I want to knowyou know, maybe they had a
(12:18):
shocking event happen and thenthey got sick right after that.
I see that.
So your emotions can make yousick, physically sick, when we,
you know, we get a shock to the,to the mental, emotional system
and, um, or you know, it couldbe a UTI after you were intimate
.
Then you got a UTI.
(12:38):
That's the etiology, was theintimacy right?
So we may or may not know theetiology, and if we don't know,
we don't have you know any idea,it's okay, we don't have, we
don't have to know it.
Speaker 1 (12:50):
So we can just go.
Symptom based is kind of whatyou're saying, whatever's
presenting.
So even stuff like travelingsometimes that can be helpful to
know Doesn't always change.
Let's say you have diarrhea,you can still take care of that
without knowing if you have aparasite or if you have food
poisoning.
So, I try.
(13:11):
Sometimes that's hard because Ican get hung up on well what.
I think that's a thing ingeneral in the natural community
, trying to find the root cause.
You hear that a lot.
Everybody wants to know whereeverything came from, and it's
not that that's not important,but we don't always need that.
Speaker 2 (13:30):
So I'm glad you brought that up.
So I just had this conversationtoday with somebody who is
brand new to homeopathy and shehad a really good question to me
.
She wanted to know well then,how do you find the root cause?
I don't, your body does, and soit's not even homeopathy that's
healing your body.
Homeopathy is stimulating yourbody to heal itself.
So your body knows what itneeds and your body knows.
(13:51):
Well, a lot of people thesedays are really hung up on
wanting to know the name of it.
They want to put it.
When they put a name to it, itmakes them feel better, and I'm
sorry about that, I really am.
I.
If I could, if I couldencourage you to change your
thinking on that, you reallycould be a lot more free.
Speaker 1 (14:11):
Because I change your thinking on that you really
could be a lot more free,because that's a really unique
thing to homeopathy, though,because even in the natural
world, um, any other practiceusually does want to know.
They want blood work or a stoolsample or a GI map or allergy
testing, and they address itthat way.
Um, the only exception I canthink of is sometimes when
people do muscle testing.
(14:31):
If that's something you do,that I think sometimes they test
that way, which is a I mean,less concrete.
I guess it's not like you have.
Speaker 2 (14:41):
Yeah, I think it can be.
Yeah, yeah, I think it can.
It's not the same as a bloodtest.
But also, then, I don't believethat all of these tests,
whether it be muscle testing orblood or hair analysis, I don't
believe that they're allabsolutely correct, always Right
.
So I don't like to leave.
Speaker 1 (15:01):
Okay, to back that up .
I agree with you because Ithink when you then you start
seeing patterns like when Italked to enough people who have
seen the same type ofpractitioners or something, and
they all have the same problemsyeah, you know, I mean I'm not
saying it's not credible, I'mjust saying it is interesting to
(15:21):
hear yeah, you start seeingthese patterns, yeah, that you
start seeing these patterns.
Yeah, like everybody can haveall the same.
Speaker 2 (15:27):
Everybody, yeah, everybody has Candida, or
everybody has yeah.
Speaker 1 (15:31):
Perfect, yeah, yeah, yeah, okay.
So we did etiology location.
Speaker 2 (15:40):
Yeah, so that's, you know, super self-explanatory.
You know sore throat is goingto be the throat and you know,
so that's.
It might not even be a questionthat you ask the person, but
you make a mental note becausewhat could make a difference is
left or right.
So if it's, you know, aleft-sided sore throat, those
are different remedies maybethan a right-sided sore throat
or the left ear, the right earor um.
(16:02):
But also you might think of ofsomething other.
Example to breathe.
But if somebody says, um, Ihave congestion, that could mean
sinuses, nose, throat, chest.
Don't just take congestion, wehave to know where don't just
(16:25):
take congestion.
Speaker 1 (16:25):
We have to know where ?
Um headaches, um, that can makea big difference.
To determine where what's the.
It doesn't matter necessarilywhat the cause is, but different
remedies can help headaches.
It can be tricky anyway.
So the more yeah I can get forheadaches is great.
Um, another one recently I onlythought of this because I just
recently talked to someone isthe cough sometime like?
The cough can feel like it's atickle in the back of your
(16:46):
throat, it can feel like it's inyour esophagus or I feel like
it's deep in your chest.
And for coughs, I have foundthat those used to be so hard
when you have little kids.
I don't know.
I mean I had little kids whoevery cough I'm like know, I
mean I had little kids who everycough I'm like I don't.
How in the world do I decide?
And I was thinking throughwhere it sounds like it's coming
(17:11):
from has helped me in choosingremedies a lot, but I can't
think of other acute situationswhere location is right.
Speaker 2 (17:19):
Yeah, okay, so location, lt, timing, timing so
you need to know when did thisstart?
Um, and let me tell you why.
So you want to know when didthis start?
And um, was it a fast or slowonset?
Those are the two aspects oftiming.
Um, you want, okay.
(17:40):
So somebody comes up to you atchurch and says, what have you
got for a cough?
Um, you know, and you, you'relike, okay, I can help.
And you, you start, you startasking questions and and, um, we
, we address acute conditionsdifferently than we address
chronic conditions.
So we want to know how longhave you had this cough?
(18:03):
It could even be a headache, itcould be, it could even be a
sore throat.
I mean, these days, all thesenormally very acute things could
become chronic.
So if he's had this cough forfour or five, six weeks and
you're trying to address itacutely, then you're not.
You're going to get nowhere.
You're going to use 85different remedies and nothing's
(18:24):
going to happen, because onceit becomes chronic, you have to
give the remedy more time to act.
You don't change the remedy toooften and and I go through all
of those really you know thosedetails in the mentorship
program and the coaching calls.
But those are the two aspects.
You want to know when did itstart?
(18:45):
And well, even if it was justthree weeks ago so three weeks
ago is still acute, but it mighttake a little bit longer
because it's been around longerand then the you know, was it a
fast or slow onset?
So we've got slow onsetremedies like Gelsimium and
we've got fast onset remedieslike Belladonna and Aconite, you
(19:09):
know.
And so, um, those are the twoaspects of timing, that's it.
Speaker 1 (19:13):
Okay.
So what about things like thetime of day, let's say with a
cough or something?
Um, does that fall under timingor modality or does that matter
as much for an acute?
Speaker 2 (19:26):
Yeah.
So if it's worse at, you know,from four to 8 PM, then that's
going to be a modality.
So if the yeah, I think itwould be under modalities yeah.
Speaker 1 (19:38):
Okay, okay, so for timing, that's timing sensation.
Okay, okay, so for timing,that's timing sensation.
Speaker 2 (19:43):
Sensation.
So, without asking leadingquestions, try your best.
Sometimes I still have to do it.
But you're going to ask whatdoes it feel like?
Describe your headache, andsometimes they have a really
(20:05):
hard time and they just can'tdescribe it.
And so you give them a fewideas that are maybe different
and see if they can.
They can pick one, but you know, the sensation can be sharp or
shooting, or throbbing orstabbing, or it feels like I'm
swallowing glass.
It feels like a stick is pokingin my, it feels like a fish
bone is in my throat.
You know, whatever they candescribe, fishbone is in my
throat, whatever they candescribe.
And so you want to try to getthem to describe it in their own
(20:26):
words.
And then don't change it, don'tsay oh, she probably means
Because these weird words couldbe in the Materia Medica and we
use them.
Speaker 1 (20:38):
Yeah, I tell a lot of people that when they're like I
think they feel silly aboutwhat they want to say, to
explain it and I'll tell them we, those words are probably
perfect.
Yeah, whatever you're about tosay, it is not going to sound
weird to me.
Yep, um, because they are.
You'll read some weird stuff.
Speaker 2 (20:57):
That's, that's good, that's good.
Speaker 1 (21:01):
So that'samelt?
Yeah, you can use thatchronically too.
Speaker 2 (21:07):
You can, yep, and you should, yes, and so.
So we in in my mentorshipprogram, we do these coaching
calls and I don't you know, I'mnot going to say a day in time
because that could change, youknow later so but we do weekly
(21:28):
coaching calls.
Where we, you can, we canpractice this.
I actually teach once per monthin these coaching calls.
I teach very specifics on acuteconditions and how to address
those using C-MELTS, and wepractice, we do a practice case
and you can bring your ownpersonal questions.
(21:48):
And so those monthly callsright now, at the time of this
recording covers, one isheadaches, one is GI
disturbances, sinusitis,headaches.
(22:09):
One is gi disturbances,sinusitis, cold, cough, flu,
sore throats, oh, and then oneis just acute case taking in
general.
So we spend a whole hour and ahalf, two hours where I teach
you acute.
This right here was condensed,right and just a piece of that.
But I really teach deeply onhow to choose the remedy, how,
how to know when to switch, Idon't know when to keep going,
and all that in those.
So, um, in the show notes hereyou'll find the um, a link to go
(22:33):
and check that out.
The mentorship program you canjoin anytime.
Um, I do have sales throughoutthe year, but, um, but you can
just jump in anytime you want to, and um, and then you can.
You know, like if you were tosign up today, you could come to
this week's call so you couldget started right away.
Speaker 1 (22:54):
So this was focused on taking the case, not um.
Now here's the specifics ofmoving forward.
All of those things I think areit's not a quick podcast answer
and not because we're trying tolike withhold, but it is a lot,
it can be really involved andthere's a lot of remedies.
So that is what you practice inthe mentorship program and even
(23:20):
in gateway classes that you doand other courses you teach.
You go over a lot of thoseideas, get group discussion
often in those, so lots of waysto learn, yeah, but I love those
mentorship calls because youget to interact with other
people and share your thoughts,your ideas.
Speaker 2 (23:39):
And there's no limit to the questions you ask.
So in gateway I tell you I'mnot taking personal cases here.
We're not going to, you know,we're not going to talk about
anything but homeopathy.
And my coaching calls wide open, no limit.
What do you want?
What do you need?
Yeah, and I keep those groupssmall.
So, um, so, yes, come, comejoin us in the coaching calls.
(24:00):
Come join us in the coachingcalls.
They're really fun Most of thetime and it's six months of
calls, six months, and so you, alot of people will renew at the
end of the six months becausethey've enjoyed it so much.
And it's we become like afamily where we we all, you know
pray for each other and laughtogether and cry together and
(24:20):
all the things so sweet you know, pray for each other and laugh
together and cry together andall the things so sweet, yeah,
yeah, so yeah, that's right.
That's what I wanted to say isthat case management, case
taking is pretty easy, but thenit's the case management where
it gets tricky, and that's whatI can't teach in a podcast.
Speaker 1 (24:37):
So and the support is important that I feel like
that's that kind of evolves allthe time, that changes based on
the person.
So having people to bouncethings off of is really, really
helpful.
Thank you so much.
Thank you Loved that.
That was wonderful.
I'm hoping that's reallyhelpful to all of you guys
(24:57):
listening.
Speaker 2 (24:58):
Yep, I hope you all have a great night and we'll see
you next time.
Welcome back to Homeopathy at Home with Melissa.
Hey, Melissa.
Speaker 2 (00:04):
Hey Brie, it's great to see you.
Speaker 1 (00:06):
It's great to be here always Tonight today, whatever
time you're listening, but we'rerecording in the evening.
This is an exciting one.
I think you guys are going tolove this.
A question I know you get allthe time, Melissa, in classes or
as we talk to people, is how totake a case.
(00:27):
Yeah, so we're going to discussthat.
Speaker 2 (00:30):
Yeah, it is a question I get a lot, like you
know, especially in classeswhere most of the classes are
focused on learning the remedies, learning the protocols,
learning you know when to usewhich remedy.
Well, you know when to usewhich remedy.
Well, you know how to use eachremedy, what potency, how often.
You know what what remedy isgood for this.
(00:53):
But the whole process startswith the case taking.
You have to take a good case tocome to a good remedy.
Speaker 1 (01:00):
Yeah Well, and you have come up with some really
good resources that you give outoften.
So you have those.
The case taking form, thefamily case record there's a
couple of different ones.
You have to help people knowwhere to start, because you were
saying before we have these ifyou don't have a protocol, or if
(01:21):
you have one or you don't havethose remedies, maybe in acute
cases that can happen often,where people are building their
stash and don't have all theprotocol remedies yet, right.
And then you have these hugemateria medica and a repertory
and they're like I don't, whatdo I do?
And I?
That was so overwhelming to mefor years starting homeopathy,
(01:45):
so this is going to be great.
Speaker 2 (01:47):
Yeah, I remember getting these books and being
like what do I even do with this?
And you know, yeah, so, solet's, let's do this is.
This is really basicinformation, but it's
information that a lot of peoplemaybe don't know, unless you've
been in my mentorship programand have actually practiced this
(02:07):
with me.
Speaker 1 (02:09):
Yeah.
Speaker 2 (02:10):
Okay.
Speaker 1 (02:10):
So let's first start with are we talking chronic or
acute first?
Speaker 2 (02:16):
Either you can use this process with either.
Speaker 1 (02:19):
Okay, and when you're doing this, are you okay?
Let's say so in a chronicpicture, I can imagine we're
going to talk about much morein-depth question for a person,
right, Like, maybe know more oftheir big picture, but acutes,
do you need to know all that?
Like their personality, theirdisposition?
Speaker 2 (02:42):
Well, it depends, so uh-oh.
So my internet's being weirdand you still hear me and see me
.
Yeah, your audio is good.
Okay, but my picture is frozenjust for a second.
Speaker 1 (02:55):
It's good now.
Speaker 2 (02:56):
Okay, okay, so, um, so I it depends actually on the
acute.
So you and I know that's a hardanswer to swallow because
you're like well, you know thisisn't helpful.
How am I going to know whenYou'll, over time, you'll get
better and better at this andyou'll learn when.
Let me just give an example.
So personality I think I wouldwant to know regular personality
(03:21):
, especially in children.
So if the child has an earacheand they're really angry and
irritable and they're crying andscreaming, I want to know, is
that normal for them?
Of course they're not cryingand screaming all day, every day
, but are they normally prettyirritable and angry, and you
know, or are they?
Is this just totally different,a different presentation of
(03:45):
their personality?
I need to know that that makesa difference.
Speaker 1 (03:49):
And maybe let's say somebody comes and is saying you
know, I want help with strepthroat.
This is their sixth time havingit this year, so maybe you
would treat that acutely butalso encourage chronic care.
Speaker 2 (04:06):
Absolutely.
Yeah, if you're havingrecurring illnesses, very often
that's actually a chroniccondition, but we can address
the acute occurrence withhomeopathy too.
Speaker 1 (04:17):
Okay.
So I remember.
I'm thinking back to when Ifirst started this and I
remember asking I think I didask you this Do you have like a
form of questions?
You just bullet point ask where, how?
If I were totally new when Iwas, I remember what you told me
, but what do we typically tellpeople?
(04:38):
Here's your baseline.
Here are some bullet points,starting points.
Speaker 2 (04:42):
Yeah, so first of all I'll start with when I was in
college I learned an acronym tohelp to do what we're getting
ready to do.
But I changed the acronymbecause I went to a London
college and they spell etiologywith an A, we spell etiology
with an E.
So I just changed it around andmade it and it took me a minute
(05:04):
, like I didn't just pop it outof my head, I had to sit there
and look at the letters and tryto spell something that actually
you could remember.
So I came up with C, melts,c-m-e-l-t-s.
So if you write that down onthe left side of a piece of
paper, the acronym, and then Cis for chief complaint, m is for
(05:30):
modalities, e is for etiology,l is for location, t is for
timing and S is for sensation.
That's the information you needto get.
Speaker 1 (05:42):
Okay, so, and that order doesn't necessarily matter
specifically, you just need toget those points covered.
Speaker 2 (05:49):
That's right.
Speaker 1 (05:50):
Okay, so do we want to like practice?
What would that?
What does that mean?
Like what is a chief complaint?
Could it be more than one?
How do you prioritize theapproach to that?
Speaker 2 (06:02):
Yeah, good question.
So your chief complaint, youknow, is maybe sore throat and
but.
But there can be concomitants,which is not in that you know,
you don't have to worry too muchabout that.
You can list all of thesymptoms and you know up with
the chief.
It can be chief complaints, youknow more than one.
(06:24):
Or there can be a chiefcomplaint of sore throat and
then the concomitants are fever,weakness, dizziness, whatever
other symptoms are coming alongwith this sore throat.
Either way is fine, we'regetting the same information.
So, to keep it simple, saychief complaints, so you're
listing the.
(06:44):
That's where you just list yoursymptoms, what are they, or if
you have a diagnosis, if youhave the diagnosis of strep
throat or a whooping cough, thenyou can, that can be your chief
complaint and you know.
Then we'll get the rest of theinformation.
Speaker 1 (06:58):
Okay, you're going to say something.
Speaker 2 (07:00):
That's okay, go ahead .
Speaker 1 (07:03):
How then, let's say, those are their chief complaints
?
Maybe we should get to thisquestion later.
But how would you trackimprovement?
Like, let's say, they have asore throat.
Well, what if they're like thenext day when my throat's still
sore?
Speaker 2 (07:17):
Yeah, good question.
So you have the.
Have the person rate theirsymptoms on a scale of one to 10
.
Each of those, those chiefcomplaints.
So what do you rate your sorethroat on a scale of one to 10,
where 10 is the worst.
You write it down.
Then, what do you rate yourdizziness?
What do you rate your?
You know your weakness, yourfatigue, your, your coughing,
(07:42):
whatever.
Speaker 1 (07:44):
Have them rate each thing um, okay, so then their
scale.
And it doesn't really matterwhat that 10 is for them, right,
like maybe somebody's nine issomebody else's six that's right
, that's right some people havegotten really hung up on that
before well, I'm not dying, youknow and really overthinking
that scale.
Speaker 2 (08:05):
Yeah don't yeah, definitely don't get into
analysis, paralysis when you'rerating yourself right, but you
know.
And then there's another.
There's a chart at a can cannever remember what it's called
for kids, where they can.
You can find it online, yeah,where it's got the faces, the
smiley face to the really sad ormad face, so they can point to
(08:27):
which one they feel about eachthing.
Speaker 1 (08:29):
Yeah, that's so smart .
I don't know why I've neverused that for my kids.
I know that that's a thing, butyou know it is really funny.
Side note to this one to 10thing, my kids now will
automatically.
My throat hurts like a two orlike it was a five and now it's
a one.
They do, I don't even have toask them, and so we in our
(08:50):
family, almost daily you'll hearsomething is on a one to 10
scale.
Even if it's like this food isan eight out of 10.
Speaker 2 (08:59):
That's hilarious, I love it.
Speaker 1 (09:01):
I didn't really think about it, it's just so common.
But it is funny now because Ialways ask them, even as a
little kid, they don't.
I mean I have some of them saylike it's a two in one seven.
Speaker 2 (09:15):
Like they don't know what that means.
Speaker 1 (09:16):
My three-year-old but he does have that in his mind
to like put it, I love it, yeah,so that's where you're going to
rate it.
Speaker 2 (09:24):
So when you go to follow up, you ask them again to
rate their symptoms.
And yeah, then they'll, they'llrate it again, then that's how
you can tell if you're makingprogress.
Speaker 1 (09:36):
So then the E or a, depending on where you're from.
Oh, did we do it.
Oh M is.
Yeah, Melt M comes first.
Speaker 2 (09:47):
So modalities, yeah, so the modalities are what makes
it better and what makes itworse.
And so most people if you, ifthey're sick, and you ask them
what makes it better not most,but some people are like nothing
.
If there's anything that madeit better, I wouldn't even be
talking to you right now.
That's not the point.
The point is if you have a sorethroat, does it feel better to
(10:08):
drink a warm drink or an icecold drink?
That's really importantinformation, not that it makes
it go away.
So you might have to educatethem a little bit on what that
means.
And then, what makes it worse?
So it might, you know it couldbe the warm drink, the cold
drink, going outside, talking,coughing, breathing in cold air.
(10:29):
So the HEPR-SOLF sore throat orcough is just breathing in the
cold air as makes it worse.
So they will cover their mouthwith a scarf or something while
they talk, or a hand orsomething while they talk, or to
go outside.
They don't want to breathe inthe cold air.
(10:49):
So movement it could be.
Every time I move it gets worseor whatever.
So what makes it better, whatmakes it worse?
Your modalities write thosedown.
Speaker 1 (10:58):
I have found too.
People will say those when youdidn't even ask specifically.
That's true.
Or they'll say I really wantthis certain thing.
Or they'll say I really wantthis certain thing Is that
different.
Speaker 2 (11:17):
Saying I want hot drinks versus hot drinks makes
it feel better.
It may be so if they just, youknow, if they just say, because
that might mean that hot drinksactually make it feel better.
If they say I want hot drinks,that might just be a different
way of saying yes when I drink ahot drink, right?
So you just kind of clarify yeah, you're right, while they're
telling you their symptoms, theymight, you might pick up on
modalities in that and you writethose down yeah, okay, um, so
(11:40):
have that form already writtenout, so if you need to jot
around, you can do it.
Yeah, go you don't have to goin order, that's right right,
okay, so modalities makes itbetter or worse.
Speaker 1 (11:51):
And E now to the E.
Okay, yeah, e for etiology.
Speaker 2 (11:54):
Yep, etiology means the cause and we don't always
know the cause.
So it could be, you know, avirus.
It could be that they might say, you know, they caught it from
their friend at school or theycaught it from whatever, you
know, a sibling.
But it could be emotional.
So this is where I want to knowyou know, maybe they had a
(12:18):
shocking event happen and thenthey got sick right after that.
I see that.
So your emotions can make yousick, physically sick, when we,
you know, we get a shock to the,to the mental, emotional system
and, um, or you know, it couldbe a UTI after you were intimate
.
Then you got a UTI.
(12:38):
That's the etiology, was theintimacy right?
So we may or may not know theetiology, and if we don't know,
we don't have you know any idea,it's okay, we don't have, we
don't have to know it.
Speaker 1 (12:50):
So we can just go.
Symptom based is kind of whatyou're saying, whatever's
presenting.
So even stuff like travelingsometimes that can be helpful to
know Doesn't always change.
Let's say you have diarrhea,you can still take care of that
without knowing if you have aparasite or if you have food
poisoning.
So, I try.
(13:11):
Sometimes that's hard because Ican get hung up on well what.
I think that's a thing ingeneral in the natural community
, trying to find the root cause.
You hear that a lot.
Everybody wants to know whereeverything came from, and it's
not that that's not important,but we don't always need that.
Speaker 2 (13:30):
So I'm glad you brought that up.
So I just had this conversationtoday with somebody who is
brand new to homeopathy and shehad a really good question to me
.
She wanted to know well then,how do you find the root cause?
I don't, your body does, and soit's not even homeopathy that's
healing your body.
Homeopathy is stimulating yourbody to heal itself.
So your body knows what itneeds and your body knows.
(13:51):
Well, a lot of people thesedays are really hung up on
wanting to know the name of it.
They want to put it.
When they put a name to it, itmakes them feel better, and I'm
sorry about that, I really am.
I.
If I could, if I couldencourage you to change your
thinking on that, you reallycould be a lot more free.
Speaker 1 (14:11):
Because I change your thinking on that you really
could be a lot more free,because that's a really unique
thing to homeopathy, though,because even in the natural
world, um, any other practiceusually does want to know.
They want blood work or a stoolsample or a GI map or allergy
testing, and they address itthat way.
Um, the only exception I canthink of is sometimes when
people do muscle testing.
(14:31):
If that's something you do,that I think sometimes they test
that way, which is a I mean,less concrete.
I guess it's not like you have.
Speaker 2 (14:41):
Yeah, I think it can be.
Yeah, yeah, I think it can.
It's not the same as a bloodtest.
But also, then, I don't believethat all of these tests,
whether it be muscle testing orblood or hair analysis, I don't
believe that they're allabsolutely correct, always Right
.
So I don't like to leave.
Speaker 1 (15:01):
Okay, to back that up .
I agree with you because Ithink when you then you start
seeing patterns like when Italked to enough people who have
seen the same type ofpractitioners or something, and
they all have the same problemsyeah, you know, I mean I'm not
saying it's not credible, I'mjust saying it is interesting to
(15:21):
hear yeah, you start seeingthese patterns, yeah, that you
start seeing these patterns.
Yeah, like everybody can haveall the same.
Speaker 2 (15:27):
Everybody, yeah, everybody has Candida, or
everybody has yeah.
Speaker 1 (15:31):
Perfect, yeah, yeah, yeah, okay.
So we did etiology location.
Speaker 2 (15:40):
Yeah, so that's, you know, super self-explanatory.
You know sore throat is goingto be the throat and you know,
so that's.
It might not even be a questionthat you ask the person, but
you make a mental note becausewhat could make a difference is
left or right.
So if it's, you know, aleft-sided sore throat, those
are different remedies maybethan a right-sided sore throat
or the left ear, the right earor um.
(16:02):
But also you might think of ofsomething other.
Example to breathe.
But if somebody says, um, Ihave congestion, that could mean
sinuses, nose, throat, chest.
Don't just take congestion, wehave to know where don't just
(16:25):
take congestion.
Speaker 1 (16:25):
We have to know where ?
Um headaches, um, that can makea big difference.
To determine where what's the.
It doesn't matter necessarilywhat the cause is, but different
remedies can help headaches.
It can be tricky anyway.
So the more yeah I can get forheadaches is great.
Um, another one recently I onlythought of this because I just
recently talked to someone isthe cough sometime like?
The cough can feel like it's atickle in the back of your
(16:46):
throat, it can feel like it's inyour esophagus or I feel like
it's deep in your chest.
And for coughs, I have foundthat those used to be so hard
when you have little kids.
I don't know.
I mean I had little kids whoevery cough I'm like know, I
mean I had little kids who everycough I'm like I don't.
How in the world do I decide?
And I was thinking throughwhere it sounds like it's coming
(17:11):
from has helped me in choosingremedies a lot, but I can't
think of other acute situationswhere location is right.
Speaker 2 (17:19):
Yeah, okay, so location, lt, timing, timing so
you need to know when did thisstart?
Um, and let me tell you why.
So you want to know when didthis start?
And um, was it a fast or slowonset?
Those are the two aspects oftiming.
Um, you want, okay.
(17:40):
So somebody comes up to you atchurch and says, what have you
got for a cough?
Um, you know, and you, you'relike, okay, I can help.
And you, you start, you startasking questions and and, um, we
, we address acute conditionsdifferently than we address
chronic conditions.
So we want to know how longhave you had this cough?
(18:03):
It could even be a headache, itcould be, it could even be a
sore throat.
I mean, these days, all thesenormally very acute things could
become chronic.
So if he's had this cough forfour or five, six weeks and
you're trying to address itacutely, then you're not.
You're going to get nowhere.
You're going to use 85different remedies and nothing's
(18:24):
going to happen, because onceit becomes chronic, you have to
give the remedy more time to act.
You don't change the remedy toooften and and I go through all
of those really you know thosedetails in the mentorship
program and the coaching calls.
But those are the two aspects.
You want to know when did itstart?
(18:45):
And well, even if it was justthree weeks ago so three weeks
ago is still acute, but it mighttake a little bit longer
because it's been around longerand then the you know, was it a
fast or slow onset?
So we've got slow onsetremedies like Gelsimium and
we've got fast onset remedieslike Belladonna and Aconite, you
(19:09):
know.
And so, um, those are the twoaspects of timing, that's it.
Speaker 1 (19:13):
Okay.
So what about things like thetime of day, let's say with a
cough or something?
Um, does that fall under timingor modality or does that matter
as much for an acute?
Speaker 2 (19:26):
Yeah.
So if it's worse at, you know,from four to 8 PM, then that's
going to be a modality.
So if the yeah, I think itwould be under modalities yeah.
Speaker 1 (19:38):
Okay, okay, so for timing, that's timing sensation.
Okay, okay, so for timing,that's timing sensation.
Speaker 2 (19:43):
Sensation.
So, without asking leadingquestions, try your best.
Sometimes I still have to do it.
But you're going to ask whatdoes it feel like?
Describe your headache, andsometimes they have a really
(20:05):
hard time and they just can'tdescribe it.
And so you give them a fewideas that are maybe different
and see if they can.
They can pick one, but you know, the sensation can be sharp or
shooting, or throbbing orstabbing, or it feels like I'm
swallowing glass.
It feels like a stick is pokingin my, it feels like a fish
bone is in my throat.
You know, whatever they candescribe, fishbone is in my
throat, whatever they candescribe.
And so you want to try to getthem to describe it in their own
(20:26):
words.
And then don't change it, don'tsay oh, she probably means
Because these weird words couldbe in the Materia Medica and we
use them.
Speaker 1 (20:38):
Yeah, I tell a lot of people that when they're like I
think they feel silly aboutwhat they want to say, to
explain it and I'll tell them we, those words are probably
perfect.
Yeah, whatever you're about tosay, it is not going to sound
weird to me.
Yep, um, because they are.
You'll read some weird stuff.
Speaker 2 (20:57):
That's, that's good, that's good.
Speaker 1 (21:01):
So that'samelt?
Yeah, you can use thatchronically too.
Speaker 2 (21:07):
You can, yep, and you should, yes, and so.
So we in in my mentorshipprogram, we do these coaching
calls and I don't you know, I'mnot going to say a day in time
because that could change, youknow later so but we do weekly
(21:28):
coaching calls.
Where we, you can, we canpractice this.
I actually teach once per monthin these coaching calls.
I teach very specifics on acuteconditions and how to address
those using C-MELTS, and wepractice, we do a practice case
and you can bring your ownpersonal questions.
(21:48):
And so those monthly callsright now, at the time of this
recording covers, one isheadaches, one is GI
disturbances, sinusitis,headaches.
(22:09):
One is gi disturbances,sinusitis, cold, cough, flu,
sore throats, oh, and then oneis just acute case taking in
general.
So we spend a whole hour and ahalf, two hours where I teach
you acute.
This right here was condensed,right and just a piece of that.
But I really teach deeply onhow to choose the remedy, how,
how to know when to switch, Idon't know when to keep going,
and all that in those.
So, um, in the show notes hereyou'll find the um, a link to go
(22:33):
and check that out.
The mentorship program you canjoin anytime.
Um, I do have sales throughoutthe year, but, um, but you can
just jump in anytime you want to, and um, and then you can.
You know, like if you were tosign up today, you could come to
this week's call so you couldget started right away.
Speaker 1 (22:54):
So this was focused on taking the case, not um.
Now here's the specifics ofmoving forward.
All of those things I think areit's not a quick podcast answer
and not because we're trying tolike withhold, but it is a lot,
it can be really involved andthere's a lot of remedies.
So that is what you practice inthe mentorship program and even
(23:20):
in gateway classes that you doand other courses you teach.
You go over a lot of thoseideas, get group discussion
often in those, so lots of waysto learn, yeah, but I love those
mentorship calls because youget to interact with other
people and share your thoughts,your ideas.
Speaker 2 (23:39):
And there's no limit to the questions you ask.
So in gateway I tell you I'mnot taking personal cases here.
We're not going to, you know,we're not going to talk about
anything but homeopathy.
And my coaching calls wide open, no limit.
What do you want?
What do you need?
Yeah, and I keep those groupssmall.
So, um, so, yes, come, comejoin us in the coaching calls.
(24:00):
Come join us in the coachingcalls.
They're really fun Most of thetime and it's six months of
calls, six months, and so you, alot of people will renew at the
end of the six months becausethey've enjoyed it so much.
And it's we become like afamily where we we all, you know
pray for each other and laughtogether and cry together and
(24:20):
all the things so sweet you know, pray for each other and laugh
together and cry together andall the things so sweet, yeah,
yeah, so yeah, that's right.
That's what I wanted to say isthat case management, case
taking is pretty easy, but thenit's the case management where
it gets tricky, and that's whatI can't teach in a podcast.
Speaker 1 (24:37):
So and the support is important that I feel like
that's that kind of evolves allthe time, that changes based on
the person.
So having people to bouncethings off of is really, really
helpful.
Thank you so much.
Thank you Loved that.
That was wonderful.
I'm hoping that's reallyhelpful to all of you guys
(24:57):
listening.
Speaker 2 (24:58):
Yep, I hope you all have a great night and we'll see
you next time.
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