eft international case study guidance manual...this manual outlines minimum eft international...

Case Study Guidance Manual Version 3.6 | April 2019

ThismanualoutlinesminimumEFTInternationalrequirementsforacceptablecasestudiesforstudentsseekingEFT(EmotionalFreedomTechniques)certification.

ItisalsodesignedtoshowTrainers(intheroleofMentors)andPractitioner-Candidatesthequalitiesthatmakeasuccessfulcasestudy,andtohighlighttheintegralpartcasestudiesplayinassessingapractitioner’scompetency.Thisguideincludes:

1. ThePurposeofCaseStudiesinEFTCertification2. MinimumCaseStudyRequirements3. HowCaseStudiesareEvaluated/Marked4. HowtoPrepareaClientCaseStudy5. HowtoPrepareAPersonalCaseStudy6. HowPersonalCaseStudiesAreEvaluated/Marked7. SampleCaseStudiesforEachLevelofTraining

1. The Purpose of Case Studies in EFT Certification

1.1 WhatAreCaseStudies?

Casestudiesaresessionstoriesthatprovideanavenuefordiscussionandassessment ofacertificationcandidate’sEFT(EmotionalFreedomTechniques)knowledge,abilityandunderstanding.Theyalsofunctionasteachingtoolsintendedtohelpcandidatesactivelynotice,reflectupon,andlearnfromthechoicesmade–andwhatoccurred–duringanEFTinteraction.

ByrecountingtheEFTinteractionorinterventionundertakenwithclients,certificationcandidates(called“Practitioner-Candidates”or,simply,“Candidates”)havetheopportunityto:

• Demonstratetheirunderstandingoftheprocess

• Developgreaterconsciousawarenessoftheirchoices

• Clearlyidentifythespecificapproachesused

• Reflectupontheintendedpurposesoftheirchosenapproaches

• Observe,moreobjectively,theirroleintheEFTinteraction

• Reflectupontheresultsofthesession,thequalityoftheirfacilitation,etc.

1.2 HowAreCaseStudiesUseful?WhenaCandidatepresentswhathappenedinanEFTinterventionfromtheirperspective,andwhytheymadethechoicestheymade,theycanmoreobjectivelyevaluateanddiscusstheircurrentlevelofcompetencytogetherwiththeirMentor.Conversely,MentorscanutilizethecasestudyprocesstoaccuratelyassessaCandidate’sskill.

CaseStudiesareopportunitiesforconstructiveengagementbetweenCandidateandMentor–onmanylevels.ForMentors,thisinteractiongivesthemtheopportunityto:

• OfferamorepersonalisedphaseoftrainingbeyondLevel1,2or3training

• EnquiredirectlyaboutthedecisionsandchoicesmadebytheCandidateduringtheirEFTinterventioninwaysthatactivelypromoteaCandidate’sprofessionalgrowthanddevelopment

• Acknowledgestrongareasofcompetencyandclearlyidentifythoseareasthatrequireimprovement

• Givehonest,directfeedbackfromtheirperspectiveandexperienceaboutwhattheyarewitnessingofaCandidate’sEFTskillsandabilities

• SharetheirprofessionalexpertiseinwaysthatencourageaCandidatetodrawnewconclusionsandexpandher/hisskills

• AssessaCandidate’slevelofcompetencyforcertificationpurposes

ForPractitioner-Candidates,reviewingcasestudiesaffordsthemtheopportunityto:

• Askquestionsandreceivefeedbackregardingspecificclientwork

• ReceiveamoreexperiencedperspectiveontheirabilitiesasfacilitatorsoftheEFTinteraction

• Reflectuponanddiscusswhattheydidwell,wheretheywerechallengedandwhattheymightdodifferentlyinthefuture

• Identify,togetherwiththeirMentor,anyareasofskillthatrequireimprovement

• Brainstormtogetherpotentialsolutionsforareasunderdiscussion

• Openlydiscusstheirchallenges,successesandpersonalexperiencesinwaysthathelpbuild,sustainandenhancetheirprofessionalcapacityasEFTpractitioners

1.3 WhatIsTheProcess?

OnceaCandidatewrites-upacasestudyorprovidesarecordingorin-persondemonstrationofanEFTsession(singlesessionClientCaseStudiesonly),theirEFTInternationalMentorreviewsitandprovidesfeedbacktotheCandidateviaemailora1-to-1discussion.Atthatpoint,theMentorwilleitheracceptthecasestudyascompleteorrequestfurtherrevision.

PleaseNote:Mentorsmayrequiremorecasestudies,revisions,1-to-1discussionsormentoringhours–providedfairnoticeisgiventotheCandidateduringtheMentoringperiod(See2.3:AllCandidates,forfurtherdetail).

2. Minimum Case Study Requirements

2.1 PractitionerCandidatesPractitioner-Candidatesarerequiredtosubmitaminimumof4CaseStudies(3ClientCaseStudiesand1PersonalCaseStudy)thatdemonstratecompetent,professionalandindividualizedapplicationoffoundationalEFT.Thefollowingrequirementscanbecompletedinanyorder,attheMentor’sdiscretion:

• OneoftheClientCaseStudiesmustbealivedemonstrationanddiscussionofafullEFTsession.Thiscanbeaccomplishedbylive,in-persondemonstration(maybeonline)andfollow-upconversationwithMentor,ORAudioORvideorecordingofsessionandfollow-upconversationwithMentor.Awrite-upofthelivesessionmayberequiredattheTrainer’sdiscretion.*EFTInternationalMentorscanprovideaRecordingConsentFormforPractitioner-Candidatestousewhenaskingtheirclientsforarecording

• TwooftheClientCaseStudiesmustbewrittenaccountsfrommultiplesessions(2minimum,4maximum)withasingleclient.EachmustdemonstrateacomprehensiveexplorationandunderstandingoftheroleofCoreIssues

• OnecasestudyisaPersonalCaseStudy–awrittenaccountofapersonalEFTexplorationthatdemonstratesathoroughexaminationofapersonalissue,andincludeshowCoreIssueswereuncoveredandhandled(60minutesminimum,withmultiplesessionsencouraged)

2.2 AdvancedPractitionerCandidatesAdvancedPractitioner-Candidatesarealsorequiredtosubmitaminimumof4CaseStudies(3ClientCaseStudiesand1PersonalCaseStudy).However,theAdvancedPractitionerstudiesmustbeofahigherstandardand:

• Demonstratenuanced,practical,creativeandadaptiveapplicationofbothfoundationalandadvancedEFT.Forexample,ifyouundertookan“InnerChild”approachduringtheEFTsession,itisessentialthatyoucommunicateadetailedunderstandingofhowfoundationalandadvancedEFTskillswereutilised

• Originatefromcomplexsessions–thoseinteractionswithclientsthatarecomplexenoughtorequireahighdegreeofdiscernment,skillandcreativefacilitationonthepartofthepractitioner

ForAdvancedPractitioner-Candidates,thefollowingrequirementscanbecompletedinanyorder,attheMentor’sdiscretion:

• OneoftheClientCaseStudiesmustbealivedemonstrationanddiscussionofafullEFTsession.Thiscanbeaccomplishedbylive,in-persondemonstration(maybeonline)andfollow-upconversationwithMentor,ORAudioORvideorecordingofsessionandfollow-upconversationwithMentor.Awrite-upofthelivesessionmayberequiredattheTrainer’sdiscretion.*EFTInternationalcanprovideaRecordingConsentFormforAdvancedPractitioner-Candidatestousewhenaskingtheirclientsforarecording

• TwooftheClientCaseStudiesmustbewrittenaccountsofmultiplesessions(2minimum,4maximum)withasingleclient.EachmustdemonstrateacomprehensiveexplorationandunderstandingoftheroleofCoreIssues

• OnecasestudyisaPersonalCaseStudy–awrittenaccountofapersonalEFTexplorationthatdemonstratesathoroughexaminationofapersonalissue,andincludeshowCoreIssueswereuncoveredandhandled(60minutesminimum,withmultiplesessionsencouraged)

2.3 AllCandidatesEachoftherequired4casestudiesmustbeaboutadifferentperson.

Whenwritingacasestudy,pleasechangeanynamesanddetailsthatmayexplicitlyorinadvertentlyidentifyyourclient.

Writtencasestudiesmustbebaseduponeither(a)notestakenduringlivesession(s),or(b)acombinationofwritten,verbalandaudio/videorecordedsessions.

Recordingsmustcarrytheclient’sfullknowledgeandconsent(seeRecordingConsentForm).

Candidatesmaybeaskedformorecasestudiesormentoringhours(withfairnoticegiventotheCandidate)iftheMentorconsidersitnecessaryfortheCandidate’sdevelopment.Theformat,levelofdetail,andrequiredfollow-up,arealwaysattheMentor’sdiscretion.

NoMentorcanguaranteeaCandidate’sautomaticadvancementtothenextrelevantlevel.IftheMentorobservesthatmorecasestudies,audiorecordings,livesessionsorsupervision/mentoringhoursareneededtofullydevelopanddemonstratetherequiredEFTskills,theCandidatemustbegivenasmuchadvancenoticeaspossible(ideallybeforetheendoftheagreed-uponSupervision/Mentoringperiod).

CaseStudiesmustbesubmittedtotheMentorwithin12monthsofattendingtherelevantleveltrainingcourse.Ifmorethan12monthshaspassedsinceastudenthasattendedtheirLevel2(orLevel3)training,theMentormayrequestthatCandidatesattendarefreshercourse.TheformofsuchtrainingwillbeattheMentor’sdiscretion,incooperationwiththeTrainer(ifdifferent).

Thesearetheminimumrequirements,butemphasisisuponquality.MentorsseektoestablishaCandidate’scompetencytopracticallyandeffectivelyapplyLevel1,Level2(and/orLevel3)EFT.

PleaseNote:Mentorscaninitiallyrequestmorethantheminimumcasestudyorcertificationrequirementsasamatterofcourse,providednoticeisgiventotheCandidatebeforethebeginningofthecertificationprocess.Whenrequestinganyadditionalrequirements,MentorsmustmakeclearthedifferencebetweenminimumEFTInternationalrequirementsandtheirowndiscretionaryrequirements.

3. How Case Studies Are Evaluated / Marked

3.1 ClientCaseStudiesBeforecertifyingaPractitioner-orAdvancedPractitioner-Candidate,aMentorcriticallyevaluateseachcasestudytoensurethataCandidatehasgraspedtheskillstaughtintherelevantcourselevel.Whilenocasestudywillnecessarilyincludeallofthefollowingcriteria,MentorswillwanttoseejusthoweffectivelyaCandidate:

• Identifiedher/hisclient’spresentingissue(s)andgoal(s)

• Handledabreactionsoroverwhelms

• Demonstratedknowledgeofwhenandhowtoaskappropriate,qualityquestions

• UnderstoodandhandledtheneedtoreducetheIntensity/SUDs/VOCLevelsthataroseduringsession(s)

• Undertookeveryopportunitytobegentleandavoidretraumatisingtheclient

• RecognisedhowandwhenaclientdisplayedaReframeorCognitiveShift

• DisplayedhowCognitiveShifts(or“ClientReframes”)wereintegrated

• UndertookappropriateopportunitiestoMeasureandTesttheirwork

• DescribetheroleofanyReversalspresentandhowyouhandledtheseAspects(i.e.secondarygain/loss,etc.).SeeEFTInternationalGlossaryofEFTTerms

• Displayedthoroughness(aswellasvariety)ofMeasuringandTestingopportunities

• ProfessionallymanagedandcontainedtheEFTprocess

• BuiltRapport,safetyandtrustwithclientsandhandledanychallengesinthisarea(projection,transference,etc.)

• Listenedtotheirclients,reflectedtheirsubjectiveexperienceandworkedwithwhattheywerebringingtothetable

• Handledunexpectedmoments,suchastriggersandsuddenshifts

• Maintainedanon-judgmentalstance(displayedabilityto“getthemselvesoutoftheway”)duringtheEFTinteraction(i.e.theconceptof“throughme,notbyme”)

• UtilisedeffectiveandappropriateReframing

• Uncovered,handledorotherwiseacknowledgedCoreIssues*andtheirrelationshiptothepresentingissuesaswellasSpecificPastEvents

• Discernedanyneedtoreferout,recognisedareaswheretheylackedexpertiseorotherwisedemonstratedunderstandingtheconceptof“DoNotGoWhereYouDon’tBelong”

• Openedandclosedsessionsappropriately(i.e.demonstratedabilitytoendsession(s)safelyandontime,andknowledgeofwhattodowithanyextratimeattheendofthesession(moretesting,assigninghomework,ormoretappingifappropriate,etc.)

• Addressedand/oracknowledgedanyethicalconcernsorissuesthatmayhavearisen

• Communicatedampleself-reflectionabouttheprocess

*If,forexample,duringasinglesession,noCoreIssuesaroseortherewasdifficultyclearlyidentifyingorresolvingthem,theMentorwillwanttoascertainaCandidate'sunderstandingoftherelationshipbetweenwhatdidunfoldinthissessionand“gettingtothecore.”

3.2 PersonalCaseStudiesAssessmentofPersonalCaseStudieswillbefocuseduponhowthoroughlyandsuccessfullyaCandidatewasabletousetheEFTtoolboxonher/hisownbehalf.ThisisadifferentEFTskillsetthanhelpingothers,asitcanbechallengingtoaskourselvesthecuriousquestionswemighteasilyaskofsomeoneelse.

PersonalCaseStudiesaredesignedtoencouragethoroughself-explorationandself-reflectionusingEFTastheprimarytool.

AsinClientCaseStudies,MentorswillbelookingtoverifythataCandidatehassufficientlyidentifiedapersonalissue,addressedthepresentingAspects,tappedonanybodysensations,snuckup/awaywhennecessary,identifiedandhandledCoreIssues(includingSpecificPastEvents)andthoroughlyMeasuredandTestedtheresultsalongtheway.Asinanythoroughcasestudy,MentorswillbelookingforspecificwaysinwhichLevel1,Level2(and/orLevel3)EFTwasapplied.

Ateachlevelofpractice,MentorswillbeassessingCandidates’understandingofhowtheiruniquetappingexplorationspecificallyrelatestofoundationaland/oradvancedEFTskills.

4. How to Prepare a Client Case Study

4.1 TheIntakeProcess:Client’sBackgroundInformation,Etc.

Inthefirstsectionofyourcasestudy,highlightthestepsyouundertookatthebeginningofyourwork,includingtheintakeprocess.Presentyourclient'sbasicbackgroundbyincludingrelevantfactorssuchasage,gender,work,healthstatus,mentalhealthhistory,drugandalcoholhistory,lifedifficulties,copingskills,etc.,thatwillprovidecontextforthecasestudy.

4.2 ThePresentingIssue,ProblemorLimitationandAnyGoalsand/orDesiredOutcome(s)

Describethepresentingissue(s),limitation(s)orcomplaint(s)thataretheproblemfortheclient.Whatdidyourclientwantyourhelpresolving?Includethespecificgoalsyouandyourclientidentifiedandagreedupontogether.

Detailanyrapportorbridge-buildingyouemployed.Forexample,ifthissessionwasthisclient’sfirstEFTsessionorexperience,includehowyouinitiallyintroducedittothem.

Ifthiswasnotyourfirstsession,brieflynotewhereyouareintheprocess(howmanyprevioussessions,briefsummaryofwhatyoudidbefore,etc.)

4.3 TheEFTIntervention:WhatHappenedandWhy

Next,givethedetailsofyourEFTintervention.Explainwhathappenedineachofyourtappingsessions,andnotethereasoningforyourchoices.ClearlycommunicateinyourpresentationallrelevantLevel1,Level2orLevel3skillsutilised,howtheyweredeployedinyoursession(s)andhowtheclientreceivedthem.

Minimumrequirementsforthissection:

• PresenthighlightsfromtheEFTprocess,asitunfolded,step-by-step

• Clearlycommunicatethepresentingissuesyouencountered,andincludepreciselyhowyousifted,isolatedandaddressedspecific(orglobal)Aspects.Includeanyphysical,emotionalorsensorysymptomsreportedandhowtheywerehandled

• DetailhowMeasuringandTestingwereconductedthroughoutthesession(s).ExplainwhenyouMeasuredorTested–andforwhatpurpose–everystepoftheway

• Includeameaningfulselectionofthequalityquestionsyouasked,includingwhen,how,andforwhatpurposetheywereutilised

• ProvideameaningfulselectionoftheTappingBasics(EFTSetupphrasesandSequences)youchosetouse,andincludeanyrelevantdetailsabouthowtheyweregenerated.Howdidyoudecideuponwhatwordstouseateachstepintheprocess?Whatspecificsequenceofpointswasusedoverallinthetapping?

• NotewhichspecificEFTstrategiesyouemployed(SneakingUp,TheMovie/TelltheStoryTechnique,TearlessTrauma,etc.)andexplainyourreasonforchoosingaspecificapproachatagiventime

• DescribetheroleofCoreIssues*inyourEFTinteraction.Howdidyouuncover,identifyandhandlethem?Forexample,clearlycommunicateanyshiftsinAspectsthatmayhaveledtoaspecificCoreIssue(i.e.aspecificLimitingBelief,Tabletop,etc.).

• DetailwhatSpecificPastEventsarose,howtheywerehandledandhowtheyappearedtorelatetoCoreIssuesandpresentingissues.WhatMeasuringandTestingdidyoudo?Whatfoundational(oradvanced)skillsdidyouusetoinitiallyand/orultimatelyaddressthem?Ifflexibilitywasneeded,howdidyoualterthesetechniquestomeettheneedsoftheclientinthatmoment?

• SpecificallyhighlightanyCognitiveShifts(or“ClientReframes”)thatarose.Demonstratehowtheyhappenedandhowyouintegratedthemintothesession

• IllustrateyouruseofPreframingandReframing(or“PractitionerReframing”)duringtheprocess

• DescribehowIntuitionfactoredintoyourinteractionatanygiventime

• Describethequalityofrapportestablishedduringtheinteraction.Forexample,didhumorplayaroleatanytime?Ifyouhadto“getoutofyourownway”duringtheprocessatanypoint,pleaseexplain.

• Describethedegreetowhichthepresentingissuewasresolved,andincludeanynextstepsyouimaginetaking,shouldtheopportunityarisetocontinueworkingwiththisclient

• DescribetheroleofanyReversalspresentandhowyouhandledtheseAspects(i.e.secondarygain/loss,etc.).SeeEFTInternationalGlossaryofTerms

• Explainhowyouspecificallyclosedeachofthesessionsincludedinthecasestudy

• Sharewhatdirectionyougaveyourclientforanypost-sessiontapping

• IncludeanyethicalconsiderationsyoumetduringtheEFTinteractionandhowyouhandledthem

AdvancedEFTPractitioners:Pleasedemonstrateinyourcasestudyyournuanced,practical,creativeandadaptiveapplicationofbothfoundationalandadvancedEFTskills.

Forexample,ifyoudidInnerChildwork(aLevel3strategy),thoroughlypresentbothyourspecificapproachtothisandhowfoundationalskillswereintegratedduringtheprocess.

*AllcasestudiesmustillustrateanawarenessofhowCoreIssueswerespecificallyuncovered,handledand/oraddressed.Ifnonewereuncovered,iftherewasdifficultyclearlyidentifyingthem,orifnonearose–explainwhatdidoccur,indetail.EvenifnoCoreIssueswerespecificallyaddressedorresolved,candidatemustdemonstrateanunderstandingoftheminthecontextoftheEFTexploration.

4.4 Outcome

Casestudiesarelearningexercises.EachisdesignedtohighlightaCandidate’sspecificstrengths,weaknesses,understandingofEFT,andoverallcompetency;encouragepersonalandprofessionalgrowthduringthementoringprocess;andilluminateanychallengestoberemediedalongtheway.Therefore,anyoutcomecanbebeneficialforaCandidate’sdevelopment.

Inthissection,sharetheoutcomeoftheEFTintervention-fromyourperspective.A“successful”outcomemaybemeasuredbyachievingtheclient’sgoal(beingabletocomfortablyflyonaplane,forexample),orbyreducingtheirlevelofanxietyaroundaspecificissue(andevenmaintainingthatleveluntiltheirnextsession).Ifyou(oryourclient)judgedyouroutcomesuccessful,pleaseexplain.

An“unsuccessful”outcomemaywellbeyourgreatestteachingmoment,especiallyifyoudeconstructyourworkandusetheopportunitytodiscusswhatmighthavebeendonedifferentlythen,orinfuturesessions.Ifyou(oryourclient)judgedtheoutcomeunsuccessful,pleaseexplain.

4.5 Post-SessionReviewandSelf-Assessment

Inthissection,provideaself-assessmentofyourwork,bothspecificallyandoverall–inhindsight.WhiletheEFTInterventionsectionwasa“play-by-play”ofhowthesession(s)unfolded,thissectionisyouropportunitytoreflectupontheprocess,giveyourperspective,explainyourchoicesandpresentyourconclusions.

Toassistthisprocess,attheendofeachsession,giveyourselftimeforself-reflectionandjotdownsomethoughtsthatwillenableyoutorecallandwritemoredetailedsessionnotesatalatertime.

Herearesomepotentiallyhelpfulquestionstoconsider:

• HowwelldidImanageorotherwisecontaintheprocess?

• WhatwasIespeciallygoodatfacilitatinginthissession?

• WhatcouldIhavedonebetter?

• Whatcouldthesessionhaveusedmore(orless)of?

• Whattechniquesfeltuncomfortable?WhichoneswasIreluctanttouse?

• Wasanythinggettinginthewayofourrapport?Ifso,whatmayhavebeenthereasonforthis?

• HoweffectiveweremyquestionsinfacilitatingtheEFTprocess?

• WhatmightIdodifferentlynexttime?

• WhatuncomfortablefeelingswasIawareofduringthesession?HowdidIhandlethem?

• WhatdidIlearnfromthisEFTinteraction?

• DidIremembertotestthethoroughnessofmyworkduringanduponcompletionofthesession?Ifso,how?

Makeasmanynotesasyoucanduringyourcasestudysession(s)oraskpermissionifyouaregoingtorecordthesession.Ifrecording,becertaintoletyourclientsknowthepurposeoftherecording,whowillhaveaccesstoit,howtheaudiowillbestoredandwhentherecordingmightbedestroyed/erased.Youmayalsoofferalinkorcopyofthisrecordingtoyourclient.

5. How To Prepare A Personal Case Study

Howsomeonefindstheirwaytotappingforpersonalissuesisalwayshighlyindividualized.WhethertheapproachistojournaltheirPersonalPeaceProcedure(oradaptation)atsettimesseveraltimesperweek,writeandtapstreamofconsciousnessseveraltimesperday,oridentifyareasofstressinthebodyasapersonalritualbeforebedtime,etc.,anymethodsusedcanfindtheirwayintoaPersonalCaseStudy.

JustasinClientCaseStudies,PersonalCaseStudiesinvolveclearlydefininganissueorproblemtoexplore,andsharingtheresulting“tappingjourney”inadetailedwrite-upfordiscussionwiththeMentor.Thisprocessmusttakeplaceoveratleast60minutesminimum,withmultiplesessionsencouraged.

WritingaPersonalCaseStudyisatwo-partexercise:

• Firstly,theCandidateworksthroughtheirpresentingissue,problemorlimitationinawayandtimethatisuniquelytheirown(seefulldescriptionabove).Candidatescandotheirowntappingorworktogetherwithanotherperson.

• Next,oncethepersonaltappingprocessiscomplete,theCandidatewrites-uptheirexperienceandcommunicateshowfoundational(and/oradvanced)EFTskillswereemployed.ThisprocessisverysimilartoaClientCaseStudy–wheretheclientisyou.Thecasemustincluderelevantbackground,insightsgained,techniquesused,etc.

6. Sample Case Studies For Each Level Of Training

Pleasenote:ThesamplecasestudiesincludedbelowareexamplesofrealusesofEFTsubmittedforcasestudyreview.Theyarenotdesignedtorepresentperfectlycompletedcases.Rather,theyareexamplecasesthatmodeleffectivestartingpointsforconstructiveengagementbetweenMentorandCandidate,encouragingfurtherlearningandfine-tuningduringcasestudyreview: 6.1SamplePractitionerClientCaseStudy(SingleSession):“Jean” 6.2SamplePractitionerClientCaseStudy(MultipleSessions):“Maria”

6.3SamplePractitionerPersonalCaseStudy 6.4SampleAdvancedPractitionerClientCaseStudy(MultipleSessions):“Nas” 6.5SampleAdvancedPractitionerPersonalCaseStudy

6.1 SamplePractitionerLevelClientCaseStudy(SingleSession):“Jean”

Intake,HistoryandBackground”Jean”isinher30sandworksinretail.ShewantedtoknowifEFTcouldhelpwithherworkstress.Isaidthatwecouldgiveitatryandsee,andshewashappytodothis.Oursessionlasted1hour.

IfirstaskedJeanifshehadanyseriousmedicalconditions,wasonmedication,orhadseenapsychiatristatanypoint,andshesaidthatshehadn't.

BuildingBridgesJeandidn'tknowanythingaboutEFT,soIaskedifshehadtriedanythingelsetodealwithstresspreviously.Shesaidshe’dtriedCBT(CognitiveBehavioralTherapy)theyearbeforeonadifferentproblemthatalsoinvolvedstress.ItoldherthatEFTtalksabouttheproblem(justasinCBT),butwealsousetappingonacupressurepointsonthefaceandbody–tohelpshiftpatternsinthebodythatcomealongwithstressanddifficulties.

Jean’sPresentingIssues,AspectsandSneakingUpIstartedby“SneakingUp”,askingJeanhowshefeltjustnow,onascaleof0-10where0meantrelaxedandokay,and10meantmaximumdiscomfort.Shesaidthatshecouldn'treallysayanumber,andIencouragedhertojustgivearoughguess.Shesaidmaybesomewhereabouta6.Iaskedherwhattoldhershewasa6–wasitathought,anemotion,afeelinginherbody,somethingelse?Shesaidthatshefeltalittlebitanxious,andnotsurewhatwasgoingtohappen.Isuggestedwestartthere,andIcouldshowherwheretotap,andsheagreed.Wetapped:EvenThoughIfeelalittlebitanxious,andI'mnotsurewhat'sgoingtohappen,I'mokay(IaskedJeanifthiswastrue,wassheokay,andshesaidyes).Wedidthisshortcutround1x.

HerSUDSlevelwentdowntoa4/10;Jeansaidshefeltalittlecalmer.Iaskedherhowsheknewitwasa4andshereplied,“I’mwonderingifthiscanreallyhelp.”

ETI’mwonderingifthiscanreallyhelp,I’mokay.1xshortcutround.

HerSUDSwasnow2/10.Jeansaid,"it'sworthatry,isn'tit?"Iagreedandaskedwhattoldhershewasata2?"Mylegsareabitjittery."

ETmylegsareabitjittery,I'mok.1xshortcut.

Testing,Preframing,NewAspects,NewSetups:SUDSnow1,Jean'slegsfeltlessjitteryandshewasnowmuchcalmer,soIaskedhertotellmealittlebitabouttheworkproblem.Shestartedspeakingveryquickly,andsaidquiteabitaboutacolleagueshereallycouldn'tstand.IgentlyaskedJeantopause,andsaidthatitmightseemalittlerudethatIwasinterruptingher,butinEFT,wedidourbesttomakethingsaseasyaspossiblebystoppingoftentotapwithlittlebitsofintensity,sothatwhenwegotneartothebigbits,theyweren'tsouncomfortable.Iaskedherwoulditbeokifwejusttappedhere?Jeanagreed.HerSUDShadgoneuptoan8.Howdidsheknow?"Shejustmakesmesoangry."

ETshejustmakesmesoangry,IacceptthatI'mangry.(IcheckedwithJeanwhetherthisfeltokaytosay,andshesaidyes,butdidn'treallyseemsure,soIsuggestedwegobackto'I'mok,'andshewashappywiththat.)1xshortcutround

SUDSstillan8.Ididn'twanttogetmorespecificaboutthesituationuntilherSUDShadcomedownmore,soIaskediftherewasafeelinganywhereinherbody,orperhapsapictureinhermind'seye."Yes!Icanseeherstupid,grinningface."

ETIcanseeherstupidgrinningface,I'mokay.1xshortcut

HerSUDShaddroppedonepoint,to7.Thepicturelookedthesame,butJeansaidshedidn'tfeelquitesoangry.

ETIcanstillseeherstupidgrinningface,I'mokay.Idecidedtodoafullbasicreciperoundatthispoint,includingthe9-Gamut,toseeifithelpedtheSUDSmovealittlemore.

HerSUDShaddroppedtoa5.Jeanthoughtthe9-Gamutwasweirdandhilarious,andsaidshethoughtIwasabitmad.Iagreeditseemedprettyoddball,andsaidsometimesitcanhelptoshiftsomethingbyaddingthoseextratappingpointswiththe“weird”thinginthemiddle.

Testing,NewSetups,SpecificEvents,TearlessTrauma,TheMovieTechniqueIcouldhavecarriedonwiththepicture,andpotentiallyasked,“Whattellsyouyou'rea5?”butIthoughtasherSUDSwasrelativelylow,IdecidedtobringinTheMovieTechniqueatthispoint.

IaskedJean,ifshecouldthinkofaparticularepisodewhenthecolleaguehadmadeherangry."Oh,millions!I'vehadtoworkwithherfor5years,now."Iaskedhertopickjustoneofthem,notingthatEFTismosteffectivewhengettingspecific,andthattappingonjustoneortwoincidentscouldhaveabigeffectonhowshefeltgenerally,andwewouldn'tneedtotaponeverysingleone.

"Sheaccusedmelastweekofmakingamistake,andIdidn't,"shesaid.Iaskedherthatifthatincidentwasamoviescene,howlongwoulditbe,andcouldshegiveitatitle?Sheanswered,"Justacoupleofminutes,andit’scalled‘RottenLyingCow.’”InowaskedaboutJean'sSUDS–itwasuptoan8again.

ETIhavethisRottenLyingCowmovie,I'mok.1xshortcutround.(Usedallshortcutfromthispointon).

Jeanlaughedalot,saying,“RottenLyingCow”ateachtappingpoint,andherSUDSlevelwasnowbackdowntoa5again.Iaskedifsheimaginedshewasgoingtowatchthatmovie,didthatmakehernumbergoup?“Yes,”shesaid,“toa6.”Shereportedfeelingangry.

ETIfeelangryatthethoughtofwatchingthismovie,I'mokay.

HerSUDSlevelonthetitlewasnowa4;Iintuitivelysenseditwasoktoaskhertonarratethemoviescene.IaskedJeantoimaginetherewasascreensomewhereintheroom,andshewasgoingtopressplayinaminute,andwe’dwatchthemovie.

Iaskedhertostartthemovieatapointwhenthingswereok,anddescribewhatshewasseeingandhearingonthescreensothatIcouldimagineitformyself.Iaskedhertoletmeknowifhernumberwentupfroma4,evenslightly,andto“presspause.”Jeanstartedthemovie,andIcouldtellfromhertoneofvoicethatherintensitywasgoingup,soIstoppedherandaskedherfortheintensity–itwasa7.Iusedthedetailshe'djustmentionedtoformthenewSetupstatement:

ETshewalksinthedoor,I'mokay.

HerSUDSlevelwasnowbacktoa4.Iaskedhertorewindthemovietojustbeforethelastintensityof“shewalksinthedoor,”and“pressplay”tocontinue.

IstoppedheratvariouspointsinthemoviewhenInoticedherintensitygoup,andwetappeditbackdowntoalevel4eachtime,usingwhatevershehadjustdescribedtomaketheSetupstatement.Whenwegottothemostintensepartofthemovie,weranthatsceneafewtimes,withdifferentAspectsandintensitiesdiscoveredeachtime(“herstupidgrin,'”and“heAGREESwithher!”and“Ican'tgetmywordsoutright”),untilshecouldgothroughtheentiremovieatalevel1,throughout.

NewAspect,Testing,SneakingAway:ThenIaskedhertorunthewholemovieonceagainfromthebeginning,andanothercoupleofAspectsshowedup,sowetappedeachofthosebackdowntoa1,andranthewholemovieyetagain.Jeanwasstillata1,soIasked,“whatconvincesyouthere’sstillsomethinggivingyoualevel1?”Jeansaid,"Istillhavetoworkwithher."

ETIstillhavetoworkwithher,I'mokay.

Sayingthisoutloud,Jean’sSUDSlevelwentuptoa7.Shespontaneouslysaid,"Ican'tstandher,anditmakesworkreallystressful."Iwasawareweonlyhad5-10minutesleft.ItoldJeanthat,withonlyalittletimeleftitwouldbeunhelpfultogetintoanynewhighintensity(tobemorespecificwithoutgettingintomoredetailsaboutthesituationthatmighttaketheSUDSevenhigher),soIaskedifJeanfeltanythinginherbodyanywhere.Shesaid,"Mystomachfeelschurny."

ETmystomachfeelschurny,I'mok.

SUDSwentdowntoa2.Asweonlyhadafewminutesleft,Idecidedtodosome“SneakingAway,”andIofferedthisSetupasasuggestiontoJean:

ETthiscolleaguemakesworkreallystressful,I'vebeenabletohelphowIfeelalittlebittoday,andIknowhowtodomoreifIwantto…

Isaidsheshouldchangethattowhateverwordsfeltrightforher,butsheagreedthewordsfeltright,sowetappedaroundwiththem.

IthengaveJeanatappingpointschartwithinstructionsfortappingonanissueathome.Ileftitopenforhertocomebackforanothersession.

Self-Assessment,Self-Reflection:IfJeancameback,Icouldeitherworkthroughmoremoviesrelatingtothiscolleague,orIcouldaskifthesituationremindsherofanything,andseewhatcameuptotapinthemomentsothatwecouldexploreCoreIssuesmorethoroughly.Ichosetofocusonbuildingrapportinourfirstsessiontogether,sothatJeancouldfeelsafeandsureofmeandsureoftheprocess.

Irealizenowthatwhenwetappedwiththestatement,“Istillhavetoworkwithher,”itcauseda“googleeffect”ofherstartingtothinkofalltheproblemsinvolved,whichmadeherSUDSgoupveryquickly.I'dratherthishadn'thappenedsoclosetotheendofthesession,andwouldbemorecarefulinfuturetoavoidtappingongeneralstatementsneartheend.

6.2 SamplePractitionerLevelClientCaseStudy(MultipleSessions):Maria

CaseBackground:Thisisforaclient,Maria,whichoriginallybeganworkingwithmyproprietarynutritionanddetoxificationprogram.Aftertwoweeksofgoodresults,onestubbornsymptomremained–hives,whichshetoldmewasalongstandingissue.

Sensinganemotionalconnection,IinvitedhertotryEFT;asshe’dtriedeverythingelse,shereadilyagreed.IsenthersomeinformationallinksonEFTtogetstarted,andwhenshearrivedforoursessionshewasveryoptimistic.

Goal:Relievelongstandinghivessymptoms

Session#1:PresentingIssue:Westartedbyreviewinginformationaboutherpersonallife,withaneyetowardsthepossibleemotionalunderpinningsofherskincondition.Shelistedthevariousothermethodsshe’dusedtocontrolherhives,withnosuccess.

FirstweratedthepresenthivessymptomusingaSUDSscale;sheratedthemas7,alsoaddingtheywereitchy,now,althoughtheyhadn’tbeenwhenshearrived.(Measure/PresentingAspect)

Wedidafewtappingroundstogetheronthissimpletruth,“EventhoughIhavethesehives,andtheyfeellikeanitchy7,Ideeplyandcompletelyacceptmyself.”AftertheseroundsMaria

hadahardtimegivingaSUDSrating,asshecouldseethehivesonherskin,butnolongerhadadistinctfeelingaboutthem.(Testing)

Withoutanysenseofintensityremaining,Idecidedtotapandtalkwhileaskinghertoguessatanyeventsshemightremember,aroundthetimeofthiscondition’sonset.Tappingcontinually,shewaseagerandcurioustofindoutmoreaboutanypossiblerootcausesorevents.Soonshewastappingwithwordsalongtheselines:Iamthinkingaboutmyhives…andwhentheyfirstshowedup…andsoonshepoppedup,“Ithastodowithsomethingthatcameupbetweenmeandmyhusband.”Iacknowledgedthisasshequicklydaisy-chainedontootherstatementsaroundthehives,untilwehadthislist:

Thethingthatcameupinherrelationshipwithherhusband&fearofabandonmentMymomcouldn’tloveme–feltabandonedFearofabandonmentwhenmyfatherleftherhomeat3Lackofself-worthandself-confidenceUnderstandingthataneventhadtriggeredherhivestoreturn

EFTTechniques:Movie/TelltheStoryTechnique:IfeltMariawasagreatcandidatefortheMovie/TelltheStoryTechniqueandshewaseagertotryit.Iexplainedthegroundrules,andhowtobeginbeforeintensityrises,andhowtostopandcommunicateanyotherriseshefeltalongtheway.Iexplainedthatwewouldtakeeachandeverytriggeroutoftheeventwiththistechnique,andaskedhertoratetheintensityofthescene–“onlya1or2,asithappenedsolongago.”Shebegannarratingthemoviescenebeforetheactionpeaked.Theonlyintensityshecouldfindaroseatthepartwhereherhusbandsharedhishappinessoverawomancolleaguehe’dmetatwork.Althoughsheknewtheywerenothavinganaffair,thelookonherhusband’sfaceashetalkedabouthisco-workertriggeredafearthathewouldabandonher,spikinghertoalevel10.(PresentingAspect)

BringingDownTheIntensity:Weimmediatelystartedtapping,creatingtheSetupphrase,“EventhoughI’mfeelingfear,afearthatmyhusbandmayleaveme,Ideeplyandcompletelyacceptmyself.”Oneroundbroughtthisdowntoan8.(Testing)

BeforeIcouldbringtherestoftheintensitydown,sheintuitivelygravitatedbackto“thelookonhisface”fromthemoviescene,andsoIpickedupherexactwordsaroundthisaspect:“Thelookonhisface,”and,“Helookedsohappy.”Justusingthisreminderphrasebeganbringingtheintensityleveldown,andalsoturnedupthethoughtsandmeaningithadforher:“Whatifheleavesme?’”

Together,weturnedthisinto,“EventhoughIamthinking,‘whatifheleavesme?Itwouldbetheendoftheworldifheleftme,Iwanttoacceptmyself,butitfeelshardrightnow.’”WecontinuedtotapafewroundsuntiltheSUDSdroppeddowntoa4.Quicklyshefilledinthe“link”ofherfatherhavingabandonedheratage3:“Eventhoughthisremindsmeofthetimewhenfatherleftus,leftuswithnothing…”

SeveralroundsonthisquicklybroughttheSUDSdowntoa2,andthendisappeared.Shevolunteeredthatshesawtheconnectionbetweenthatoldpanickyfearfeelingsheandhermomhadlivedthrough,andtheideaherhusband’shappinessoveranotherwomanhadtriggeredinsideher.

Testing:Checkingin,Mariasaidshefeltcalmandrelaxed,andsoweranthemoviesceneagain,findingnointensityleft.Nextwecheckedthe“A-ha’”thoughtshe’dcomeupwith;Mariawasabletosaythestatementagain,withnoobviousorreportedemotion,shesaid“itmakessense,now.”Next,wecheckedonherhives,andshesaidshecouldn’tseeanydifferenceatall.Iexplainedaboutthebody’sprocessofintegration,andencouragedhertobepatient.Webothgotsomewatertore-hydrate.

SneakingAway:Asoursessiontimewasnearinganend,Idecidednottoopenanymore“doorways,”andchosetotaponherexactwords,inabitofaglobalwaytostartSneakingAway,andclosethedoorswe’dopened.Ibeganbysimplyhavingherre-statethelastthingshe’dsaid,intoaSetupstatement:“EventhoughI’vestillgotthesehives,Istilldeeplyloveandacceptmyself.”TheacceptancestatementtriggeredhermorethanIthoughtitwould–shecouldn’teasilysaythosewords–sowetappedonthekaratechopforamomentbeforeMariaconfidedthatshedidn’treallylikeherselfverymuch,afterall.AfteraglobalroundofasimpletruthSetup,“EventhoughIdon’tacceptmyself...yet…”Icouldseeshefeltmorecomfortable.

IexplainedthatthisnewAspectmightbearsomeverygoodfruitinournextsession,andhowwecouldsafelyputawayissuesandfeelingsusingtheBoxTechnique,asawaytoacknowledgeandcontainthingsuntilwecouldworkonthemagain.Shequicklyagreed,andwasabletoprovideaverydetailedboxcontainer.Wealsoboxedanyremainingemotionsaroundherhives,andstoredbothinalockedcloset,for“safe-keeping.”

Next,Igavehersomehomework,tofindatleastonethingsheCOULDlikeaboutherself,andtotapwiththat,andwithgratitude,andbringthatexperiencebacktoournextsession.

Oursessionendedwarmly,andwemadeafollow-upappointmenttoworkontheCoreIssuewe’dfoundinherspecificevent.

Session#2:WhenMariacamebackwecheckedonwhatwasgoingoninherlifeatpresent,thenherhomework,andfinally,theitemswe’dputintotheBoxesfromSession#1.Ournewlistlookedlikethis:

NervousabouttheupcomingtriptoFloridaMybodystillcoveredinhives(butnotsoitchyanymore)Sadnessaboutmybody(hives&bigbelly)Constantlackofself-love(althoughshesaidthiswasbetter)

PresentingIssue:Removingwhatwas“intheway,”first,webegantappinguponhernervousnessabouttheupcomingtrip,abouta6SUDS,inawaywebothknewwasglobal,butaplacetostart:“EventhoughIamnervousaboutthetrip,andallthatmeanstome,Iwanttoacceptmyself.”Thiscalmedeverythingdownquicklysothatthelackofself-loveissuecame

clearlyintoview,andthegeneralnervousnesswentdowntoa1.ThisdeeperAspectwasnowabouta“constant8”and”reallybig.”

Iencouragedhertocontinuouslytapwhilewetalked,andshereportedthatshehadnoticedshewasactuallyfeelingabitbetteraboutherself,sinceourlastsession.Iencouragedhertofeelintothatthoughtandfeeling,toexpandandcelebrateit;Ishowedherhowtotapandfocusonsomethingpositive,tomagnifyit.(i.e.“I’mnoticingI’mfeelingbetteraboutmyself;thatfeelsgood.”)

Aspects:ThenIreturnedtothepresentAspectandaskedafewquestions,including‘what’sthatlike,now?’,and,‘whatotherinsightaboutthatiscomingupasyoutap?’Mariareportedafewthings,andwetappedoneachastheycameup,toseewhatdeveloped:She“wasnotlovingherself100%”andithadtodowith“Ikeepgrowing-I’mup3sizesandnothingfits,”and“sadnessaroundmybody.”TheSetupswerepredictable,suchas“EventhoughIDON’Tlovemyself100%,becauseIkeepgrowingandnothingfits…”untilshesettleduponIjustfeel“sadlikea10aboutmybody;”becauseitwassohighwesimplytappeduponhersimple,exactwords,“EventhoughIhaveallthisbodysadness,Iwanttoacceptmyself…”

TappingandTesting:Thetappingsoonpoppeduptheresultofherhomework,findingonesinglethingsheliked-surprisingly,her“greyhair,”sowebuiltthatinastheSUDSwentdowntoa6,“EventhoughIamsadaboutmybody,Ilikemygreyhair…”,bringingtheSUDSdownevenfurthertoa2.ButthenthenextAspectpoppedup,herbigbelly,whichspikedtheSUDSbackuptoa7.Ikeptrockingtheexactwordsastheychanged,includingthegreyhairasthepositiveaffirmation:“EventhoughI’msadaboutmybigbelly,Ilikemygreyhair…”andwemanagedtheintensitybackdowntoa4ofbodysadness.Iaskedafewmorequestionsaboutthecurrentsadnessfeeling,whichgaveus“bluesadnessinmychest,now”and“maybeIcanatleastlovethemusclesundermybigbelly,”whichbroughtthewholebodysadnessdowntoa1.

SneakingUp&CoreIssue:IaskedMariawhatsheguessedthesadnessmightbeabout,aswesilentlytappedtogether.Soonshesaid,“Mymom.Shedidn’treallyhaveitinhertolove,”andfinally,“Ifeltabandonedeventhen,”andtheinsight,“It’shardtoloveyourselfifyouneverfeltloveable’andfinally,“OfcourseIwouldfeelabandoned.”Marianowappearedclear-eyedandcalm,now,soIgentlytookalltherelatedinsightsandtappedgloballywith,“EventhoughIhavealltheseinsights,andnowIseehowthesefeelingsareallattached…”Wetappedseveralrounds,allowinghertodaisychainallaroundtheCoreIssueof“unlovableandabandoned,”untilshevolunteeredthatshewas“determinedtodobetterthanthatwithherowndaughter.”

Closing&SneakingAway:Oursessiontimewasagaincomingtoaclose,andsoIaskedherifshefeltcomfortablewiththeinsightsshe’dfound,checkingherintensity,whichwasasomewhat“flat,”sad1.Wetappedonthisonemoreround,untilshereportedthatshewasfeelingfine,betteraboutFlorida,and“actuallylookingforwardtobeingwithpeoplewhoreallylovedher.”

Althoughsheexhibitedlittlenoticeableintensityorcauseforworry,Ialmostfeltthe“flatness”itselfwassomethingtonote.IdecidedtoaskhertoBoxtheissue,regardlessofintensity,toputitawaysafelyasshewasleavingforherFloridatripthenextday.Wefoundanappropriate,

largerboxthanbefore,andputeverythingpresentwecouldthinkofaroundthisissueintoit,for“safe-keeping.”

Mariareportedshefeltcompletelycalmand“goodtogo.”WeagreedtomeetafterhervacationtogentlyaddresstheCoreIssuefound(aswellasthespecificeventsaroundit).Wedidabriefrundownofthesession,endingupbackatthehives,whichstilllookedaboutthesame,butfeltmuchbetter.Marialeftthesessioninagoodmood.

Reflection:Iwould’velikedthissessiontomovealittlefasterintotheabandonmentissue(CoreIssue)wefound,butIremindedmyselftogoatherpace(GettingMyselfOutofTheWay).IactuallyfeltIhadtobeextragentlewithher,andbeextramindfultoremembertoallowhertaketheleadwiththerealizations,connectionsandinsightsshewashaving.Understandablythereweresomanycomplexemotionsand“evidence”forheraroundthis,justfromthe2sessionswehad,thatIfeltlikealotmoreworkwasneededuntanglingonefromanother.ItoccurredtomeImighthavetriedsomedifferentkindsofmeasurement,especiallyaroundareaswherethingsappearedemotionally“flat,”butIsuspectedshewasexhibitingakindofdissociationasacopingstrategytohandleexcessintensityaroundthedeeper,moreuncomfortable“core”stuff(i.e.abandonment).

Iwonderiftheremightbeanopportunitynexttimetoaskaboutthedissociation,andpotentiallyhelpherbecomeawareofthis.PerhapstherewillbeanopportunitywhereIcanhelpherunderstandherissuesmoreclearlywithsomemappingofthe“tablesandlegs”inthevariousboxeswe’vemade–thenexttimeshereturnstoworkwithme.Regardless,I’llfollowherleadandseewhereitgoes!

6.3 SamplePersonalCaseStudyatPractitionerLevel

PersonalHistory/PresentingDetails:Afewmonthsago,thefeelingthatapartofmewantedtoofferEFTtoclientsinmysessionsincreasinglybotheredme,butanotherpartofmewasholdingbackforsomereason.

WheneverIwasawareofholdingbackfromofferingEFT,I’dtrytogetmyselftospeakup,butInoticedthatthemoreIjudgedandpressuredmyselftodoit,themoreIheldback.(PresentingIssue)Shameandself-judgmentfollowed,accompaniedbyasenseoffailure.(3Aspects)

Ihadbeendoingalotofself-tappingthe8monthsprioronvariousissuesandevents–oldandnew–anddecidedtotacklethis“holdingback”issuehead-on,sothatIcouldeasilyintegrateEFT(Goal).AsIsatwithit,Idecidedtostartthetappingwithmyself-judgment(SpecificAspect),asitfeltasiftheself-judgmentwasverymuchinthewayofmyfiguringoutjustwhatwasbehindmyholdingback.Theself-judgmentwasalmostlikeabullyofsorts,gettinginthe

wayofmyaccessingothermorevulnerableparts.Irateditsintensityatabouta7(SUDS).

(SetupStatement):Ibeganwith:

“EventhoughIfeellikeafailurenotofferingEFTinthatsession...”EventhoughIjudgemyselfforholdingbackofferingEFTtoclients...EventhoughIhaveapartofmethatisjudgingmyselffornotbeingmoreeffectivewithclientsbyofferingEFTmorefrequently...Eventhoughapartofmeisfeelingalotofself-judgmentthatI’mholdingbackfromofferingEFTinsession”ThenItappedtheSequenceofpointswith:“JudgmentfornotofferingEFTmorefrequently.Self-judgmentthatI’mholdingbackfromofferingEFT.Partofmethat’sjudgingmyselffornotofferingEFTtoclientsmorefrequently...”(ReminderPhrases)Istoppedandcheckedtheintensity.Myself-judgmenthadgonefroma7toa2.(Testing)NowIrealizedthat’swhat’sholdingmebackisthatapartofmethatisfearful(NewAspect).IaskedmyselfwhatthefearisaboutandwhereIamholdingitinmybody:Chestandjaw/cheekbones–tight,constrictedfeeling(Detectivework,revealingnewAspectsoftheFear).Itfeelsveryintenseandveryglobal,aroundan8or9(SUDS).EventhoughIhaveapartofmethatisfearfulaboutofferingEFTtoclients,andIdon’tknowwhatthatpartfears...(NewSetupStatement)ThepartthatisFearfulofofferingEFTtoclients...NotsurewhythatpartissoFearful....Tight,constrictedFearfeelinginmyjaw,cheekbonesandchest.(ReminderPhrasesfor1stSequence)Istoppedtonoticeanychanges:Fearwentdownfroman8/9toa6(Testing/SUDS).NowIcanclarifythefearalittlebetter:Fearofcriticism,fearofclient's’anger,fearoffailure,fearofhurtingclientsduetothatfailure.(4FearAspects)Iaskmyselfquestionsagain(moredetectivework):“WheredoIholdthefearinmybody,now?There’sstilltightnessinmyjaw/cheekbones,chestandIalsonoticeconstrictioninmygroin/rootchakraareaataboutan8.(Test/SUDS:newFearAspect)AstherearesomanyaspectstothisFear,Idecidetoseparatethemoutabit,andfirstfocusfirstonfearofcriticismandangerIamfeelingthemoststrongly.(NewSetupStatement):“EventhoughIhaveapartofmethatfearscriticismorangerfromclientsforofferingEFTinsession...”Idon’tgetfarbeforegettinganimageofacrouchedfigure,asiffearfulofreceivingablowofsomekind.IspontaneouslyexpanduponmywordsasItap(ReminderPhrases):“Fearfulofangerandcriticism...fearfulofreceivingablowfromclientsfor

offeringEFT...partofmefearfulandcrouchedlowinasemi-fetalposition...fearfulofanattack...”Ido2Sequenceroundsontheabovephrases,andnowIseethattheimageisoneofayoungchild,fearfulofanattack...ofdoingsomethingwrong,ofmakingamistake.I’mnoticingthatalltheFearsidentifiedareconnected.“EventhoughIhaveapartofme,curledupinaball,fearfulofmakingamistakeanddoingsomethingwrong...”(NewSetupStatement)(ReminderPhrases):“Fearfulofdoingsomethingwrong...youngchildcroucheddown,fearfulofmakingamistake...fearfulofanattack...frozenwithfear...doesn’tdareactforfearofmakingamistake...”AsitfeelsveryintensenowIdo4sequenceroundsontheabove,andthefearreducesfromaroundan8toa4.Jaw/cheekbonetensionsremain,andareata4,asisthegroin/rootchakraarea.Chestisnolongerconstricted.(Testing)Iidentifyabelief,“IfIofferEFTtoclients,Iriskfailing,beingattackedorcriticized.”Howtruedoesthebelieffeel?“An‘8’.”(CoreLimitingBelief/VOC)(Moredetectivework)Whatdoesthisremindmeof?Mymothergettingupsetwithmeasakidandyellingatme.(Inoticedtheintensityrisewiththis...soImusthavehitpaydirt...)Iaskedmyself,“Areanymemoriescomingup?”(SpecificEvents:)ImmediatelyamemoryofmymotheryellingatmeforovercookingthebroccoliatThanksgiving,whenIwasaroundage20andhomefromcollege.Theimageofmymotheryellingatmeisveryclear,asismyangeratherfordoingso;Iremembernotspeakingtohertherestoftheevening,leavingthatnightanddrivingimmediatelybacktocollege.Intensityarounda6.(Testing/SUDS)(NewSetupStatements)EventhoughIhavethisimageofMomyellingatmeforovercookingthebroccoliatThanksgiving...EventhoughIamstillsoangryatMomforyellingatme...Shehadnorighttoyellatme,Iwasonlytryingtohelp...EventhoughwhenIthinkaboutthatmemoryIamstillangryatMomforyellingatmeandspoilingThanksgiving...(ReminderPhrases):Momyellingatme...Shehadnorighttoyellatme,Iwasonlytryingtohelp...AngryatMomforyellingatmeandspoilingThanksgiving....AsIamclosinginontheendofround1,Igetanimageofmyselfdrivingbacktocollege,feelingveryangry,sadandaloneandIgoonfora2ndround,addinginthethesewords:

(newreminderphrases):Drivingbacktoschoolthatnight...Soangry,sadandalone...AsIamclosinginonround2,Igetasenseoffeelingsadformymother.(NewAspect)Idon’tstoptodoanewset-up,Ijustkeepgoingforanumberofroundswiththefollowingreminders,asfeelingsandrealizationssurface:(ContinuousTapping)“MomwastiredofcarryingtheburdenofdoingThanksgivingallalone.Ididn’thelpoutenough.Icouldhavedonemore.Iwasstilltoomuchofachild,andtooself-involvedtorealizesheneededmorehelp,andMomwasunabletoaskformorehelp.Icouldhavedonemorethanthebroccoli,butIdidthebestthatIcould.Iwasakidandnotparticularlyhappyatcollege,andwaslookingforwardtocominghomeandbeingtakencareofoverThanksgivingbreak.Iwasfocusedonhavingmyneedsmet,andMomjustdidn’thavetheenergytodoanymorethanshedid.Yes,sheyelledatme,butitwasoutofexhaustion.Shedidthebestshecould,andIdidthebestIcould.”(CognitiveShifts)Afterabout4roundsoftapping,Ifeeltheintensityfade.(Testing)Iaskifthereareanymorememoriescomingup?Nothingspecific,butjustidentifyingthatonememorybringsbacklivingwithmymother,whowasoftenveryanxiousandstressedout.(2moreSpecificAspects)AsIamrememberingallofthis,Ifeelmyjawandgroin/rootchakratightenupagain,toabouta4.Irealizethatthisisfartoovastanareatoaddressatthisonesitting,soIdecidetodoageneraltappingontheissuetobringdowntheintensity.(NewSetupStatement:)EventhoughIalwaysfeltlikeIwaswalkingoneggshellsaroundMomwhenIwasgrowingup...EventhoughIwasalwaysonguardwithMom,waitingforhertogetangryatmeforsomething...EventhoughIdidn’talwaysfeelsafearoundMomforfearofdoingsomethingwrong,somethingthatwouldmakeherangry,fearofhercriticism...(6NewAspects)ReminderPhrases:AlwayswalkingoneggshellswithMom...alwaysonguardwithMom...waitingforhertoyellatmeforsomething...didn’talwaysfeelsafewithMom...fearedhergettingangryatmeandcriticizingme...couldn’talwaysanticipatethenextattack...Idid2roundsontheabove,andidentifiedfeelingoverwhelmed(NewAspect)atthethoughtofneedingto,atsomepoint,addresstheimpactofmymother’semotionalreactivityonmylife;it’squicklyuptoaboutan8.(Testing/SUDS)BecauseIfelttheoverwhelmescalatingquickly,Idecidedtodoaveryslow,mindful“TouchandBreathe”onallofthepointswhileIimaginedmyfearfulpartenteringintomy“safeplace”(createdinothertappingsessions)andbeingcaredforbymycaretaking,compassionateSelf.Ididthisforseveralminutes,finishingbyplacingmyhandsonmyheartandslow,deepbreathing(learnedthatfroma“MindfulSelf-Compassion”workshopthatIattendedlastyear).(Tappingvariation)Icheckedbackinontheintensityoftheoriginallimitingbelief,“IfIofferEFTtoclients,Iriskfailing,beingattackedorcriticized.”Itwasnowarounda“3”.(Testing/SUDS)

Ithendecidedtodoaroundon:EventhoughIstillhavesomeremainingbeliefthatifIofferEFTtoclients,thenIriskfailing,beingattackedorcriticized....(NewSetupStatementandSelf-AffirmationStatement:)“IamchoosingtoreleasethebeliefthatofferingEFTtoclientsopensmeuptofailure,criticismoranger--itsroots,originsandallthatitmeansanddoestome.(Isaidthis3timeswhiletappingontheKCpoint.Ialsochosetoaddthisaffirmationand‘positive’froma2008TouchandBreatheworkshop,asmyAspectSUDSwasverylowaftertheworkI’djustdone.)IdidoneroundofTAB(TouchandBreathe),holdingandbreathingonthesequenceofpointswhilekeepingsilentlyfocuseduponthebelief.(Noreminderphrase.)Beliefdroppedtoa“1”.(Testing/VOC)Iaskedmyself,whatpositivebeliefwouldIliketohaveinplaceofthenegativeone?(Testing,originalsessionGoal)Idecidedon:“IcanofferEFTtoclients,knowingthatIwillbeabletohandlewhateveranger,criticismorsenseoffailuremayresult.”Beliefwasarounda“6”.(Testing/VOC)MySetupStatementwas:EventhoughIdon’tcompletelybelievethatIcanofferEFTtoclientsandbeabletohandlewhateveranger,criticismorsenseoffailuremayresultyet,Ideeplyandcompletelyacceptmyself.”(3times,followedbytheself-affirmation:)“IamchoosingtoreleaseanythingthatisblockingmefrombelievingthatIcanhandlewhateveranger,criticismorsenseoffailurethatmayresultbyofferingclientsEFT—itsroots,origins,andallthatitmeansanddoestome.”Idid2roundsofTAB(TouchandBreathe)oneachpoint,whilesilentlyfocuseduponthenewbelief.(IdidnotuseaReminderPhrase.)Mybeliefincreasedtoa“10”.Icheckinwithmyselftoseewhat’scomingup.(Testing/VOC/MoreDetectiveWork)Ifeelcalmerandclearer:IfclientsgetangryorcriticizemeforofferingthemEFT,thenthat’stheirprotectorreacting.Itwouldhavenothingtodowithme.If,andwhenthathappens,I’llfigureouthowtodealwithit.(CognitiveShifts)(Testing:)Howismyfearoffailure?Better.Ineedtobeabletomake“mistakes”inordertogetbetteratEFT.Imaynotlikeit,butIhavetobeabletoallowmyselftotaketherisksand“fail”inordertogrow.(CognitiveShifts)Icheckinwiththatlittlegirlwhowasrolledinaball,fearinganger,criticismandattack:She’sinhersafeplace,stretchedoutbythefirepit,feelingverycozy,warmandsafe.(MoreDetectiveWork.Testing)Satisfied,Iendedmysessions.

BecauseoftheHolidays,itwas2monthsbeforeIrememberedtocheckinonmywork.(PresentingIssue).IfoundthatIcouldn’tevenremembermyissueorgoal!IamawareofaddingmoreEFTworkintomypracticeoverthesepast2months,notonlyofferingitmorefrequently,buteasily.IalsonoticedthatevenwhenIdidn’tofferEFTthatIwasfallingintomyoldpatternofself-criticismanddoubt,butgoingwiththeflowmore,andusingmy“lapses”asanopportunitytorefocusmywork,goingforward.TherearecertainlytimeswhenIneedtotappost-session(toneutralizenegativeemotionssuchasirritationwiththeclient,criticismtowardsmyself,etc.),butthosetimesarefewerandfartherbetween,andIdon’tfeelasintenseand“dugin”.InjustafewroundsIcanfeelcalmerandclearer.Withinthesessionsthemselves,IcanseethatI’mmorerelaxed,evenwhenI’mnotsurewheretofocusthetapping.Thisisareallypleasantchange!(CognitiveShifts)WhenI’vebeeninthosesituationslately,Ihavefoundmyselflaughingaboutit,andtellingclients,“I’mnotsurewheretostart,let’sjustjumpinwithsomeofthethingsyou’vetoldmesofar.”Wejusttapforafewrounds,andvoila!atrailheademerges,andwesimplyfollowthatthread.Sessionsinwhichclientsseemnottoberesonatingwiththetappingforonereasonoranother(they’reveryquietandnothavingmanypositivethingstosayaboutit,theyseemirritatedbyit,theyseemhesitanttodoit,etc.),areflowingbetter,aswell.(NoticingAspects)Ratherthanallowingmy“catastrophizing”parttotakethelead(“Ohmygoshthisisgoingterribly!Ishouldbedoingbetter!Theclienthatesthis!Theyhateme!I’msuchafailureatthis!),I’mstayingcalmer(“Thisisok.I’llfigureitout.”),whichinturn,helpsmetapintomyintuitionandidentifythenextstep.Doesitalwayswork?No,butthingsaredefinitelycalmerandflowingmuchbetter.Ratherthanfallingbackintomyownruminativepattern,Istaycalmandcurious.(CognitiveShifts)MyEFTself-session2monthsago,combinedwiththesupportofmymentor’sprogramhaveenabledmetooffermoreEFTsessionstoclients,whichinturn,hasgivenmemoreexperienceandmoreconfidence,whichthenleadstomeofferevenmoreEFTsessions!(Self-Assessment)

6.4 SampleClientCaseStudyatAdvancedPractitionerLevel:“Nas”

PresentingIssue(s):Extremeanxietywhenstudying,inabilitytoconcentrate,perfectionism,fearofstudying

Goal(s):Tobeabletostudywithmorefocusandease,toenjoystudyingenoughtodoitcomfortablyforseveralhoursatatime.

CaseHistory&Background: “Nas”isa21year-oldSouthAfricanofIndiandescent,andtheyoungestoffoursiblings.Hecametoaddressthe“extremeanxiety”hehaswhenstudyingforhiscollegeentranceexams,somuchso

thatit“preventsmefromstudyingandconcentrating.”Hefilled-outanintakesheetwhereinheoutlinedtheseconcerns,andreportedthatheisneitherunderadoctor’scarenoronanymedication.

Intake/FirstSession: Sincewehadnotdoneaninitialintroductorycalltogether,Iusedthefirst1/2hour(ofour2-hourSkypesession)todiscusshisissuesandoutlinehisgoalsforourtimetogether.

Nasfeltsomethingwas“blockinghisintelligence,”andthatwhilehewasabletotapandgethisintensitydownattimesand“getlessanxious,”hefelttherewere“coreissues”(hiswords)hewasnotabletoaddressonhisown.Healsosaidthatifhedoesn’tgetintouniversity,“everyoneinmyfamilywillbedisappointed.”Additionally,hebelievedwhenitcametostudying,thathewas“doingitwrong,”andwas“scaredofenjoying”studying.Nasevenstatedhisdesireto“enjoystudyingmore”and“bemorefocused.”Healsosaidhefelthe“hadtobeperfect.”

PresentingIssues,Aspects,BodyAwarenessSincehisanxietywasclearlyhigh(hewasdoinglotsofsighingandwasclearlyagitated),andthereweresomanyAspectstoconsider(andthusmanypotentialhealingdoorways),Iaskedhimifhefeltanyanxietyinhisbodywhentalkingabouttheseissues.Heindicatedhisjawwastighteningabit,andhisbreathwasconstricted.WedidseveralEFTrounds(Setup3xandoneSequence)onthesephysiologicalsymptomstohelpcalmhimdown.Aswewentalong,hedidindicatethatsayingthebalancingphrase“...Ideeplyandcompletely”workedforhim:

“EventhoughIhavethisanxiety,myjawistighteningandmybreathisconstricted,Ideeplyandcompletelyacceptmyself…”

Afterseveralrounds,hispresentingintensitygotdowntoabouta3,butdespitedoingafewmorerounds,itwouldnotgoanylower.SincehehadopenedthedoortotheideaofCoreIssues,Iaskedwhenwasthefirsttimeherememberedhavingtroublestudying.Hesaid(andIwastakingnotes),“Whenmyeldestbrotherleft,noonewastheretohelpme.”Iaskedhimhowoldhewasatthattime,andhesaiditwasabout8yearsold.Hesaidthiswaswhenstudyingbecamedifficult.

ASpecificEventWetappedonallthespecificAspectshecouldrememberfromthistime.WeMeasuredeachoneandTestedbeforemovingontothenext.Ididmybesttoreflecthiswordsexactlyandtodoseveralroundsoneachone.Itriedtoseeifhecouldmakeastoryoutofthistimeinhislife,buthedidalotofShiftingAspects,soIdecidedtojustfollowandtaponeachintensepiece,one-at-a-time:

RoundOne(example):ETIhavethis“leavingsadness”…ReminderPhrase:“Leavingsadness”

SubsequentRounds:ETshewastheonlyonewhoprotectedmefrommybrothers…

MoreAspects:ETIfeltsohelplessaftermybrotherleft…

ThereweremanyAspectstothisinteractionwithhisolderbrotherandhimleaving.Atonepoint,hecriedquiteabitatthesadnessoverlosinghisbrother’ssupport(wetappedonthis).AnotherintenseAspectwasthefearofbeingbulliedbyhistworemainingbrothers(wetappedonthis,aswell).

ACoreIssueWhiletappingthrougheachoftheseintenseAspects,hedidsayhefelt“worthless,”andIsensedthiswasaprettyimportantCoreIssue(tabletop)forhim.Ialsofeltthereweremorecornerstosweepoutonthisstory/timeofhisbrotherleaving,butalsothatthisstorywasjustthetipoftheiceberg.Unfortunately,therewasnotimetoaddressmuchmoreinourremainingtimeduringthissession.Ialsofeltlikeourinteractionwaslayingagoodfoundationofrapportbetweenus.

Iaskedhimif“feelingworthless”wasnewforhimtoacknowledge,andhesaidyes,sowetappedseveralroundsonthis(globaltabletop),thenwedidseveralroundsonhisanticipationofanxietywhenstudying(stillglobal).Hesaidhefeltbetterathavingacknowledgedallhisfeelingsabouthisbrotherleaving,andheindicatedthatthewholeeventitselfdidnotcarrymuchofachargeanymore.

ClosingtheFirstSessionTheendofthesessioncamequickly,andIwasonlyabletotestonhisfeelingsofanxiety,whichwereatabout3.Hesaidhewascalmer(lessanxious),butthathewantedanothersessionASAP,andIcouldtellwehadonlyscratchedthesurface.Wescheduledoneforthreedayslater.Igavehimhomeworktocontinuetotaponanyanxiety/confusionhewasexperiencingwhilestudyingandtonoticewhatwasdifferent.HesaidhewasOKdoingthat,andwaslookingforwardtoseeingifhefeltbetterstudying.

SecondSession/PresentingIssues: Atthebeginningofoursecondsessionafewdayslater,Ichecked-inonhisawarenessofhisprogress:IaskedhimifhethoughttheEFTwedidbeforewashelpful.Hesaidhestillhadtroublestudyingandhisanxietylevelwasquitehigh.Inotherwords,ourfirstsessiondidn’tseemtohavehelpedmuch!Thiswassomewhatdisappointingtome,butnotsurprising,giventhecomplexityofhisissues(Note:Ididnotallowmybriefflashofdisappointmenttogetthebetterofmeorinterferewiththesession).

Forexample,IsensedthatwehadonlyjusttouchedupontherealCoreIssuesaroundhisfearoffailure–feelingsofworthlessness,lowself-esteem,etc.AsIlistenedtohimsharethathewasstillhavingahardtime,IwonderedprivatelyifIneededtobeevenmorepresenttohisexactwords–andseewhathappenedfromthere.

First,Iaskedhimtomeasure“Ifeelworthless,”(usingpartsandpercentageslanguage).Hesaidthat50%ofhimfeltthatway.Ialsoaskedifhefelt“notgoodenough”andhesaidyesandthatabout40%ofhimfeltthatway.Isenseditwashigher,butIdidnotwanttopush!

Wethentappedonhis“anxietyinhischestandthroat,”whichshiftedto“myeyesareburning”…Afteratime,hesharedthatfeltfearaboutstudying,soIincludedthisemotioninthetapping,“EventhoughIhavethisfearinmystomach…”and“fear,burninginmythroat.”I

wasmindfultotapthrougheachAspectand“ChasethePain”(hisawarenessofthesymptomsastheintensitymovedaroundhisbody).Wefinishedupthispartofthesessionwhenheindicatedhispresentinganxietyandsymptoms“feltmuchbetter”andeachonewasa3orbelow.

AReturntoPresentingIssues,thenaCoreIssue AturningpointcameinoursessionwhenIaskedhimwhenwasthefirsttimeherememberedfeelingdistractedandconfusedwhilestudying.Wasitaroundthetimehisbrotherleftorbefore?

Hesaid“before,”butashestartedtellingmeaboutbeingsixyearsold,hesharedthathismind“wasdistracted”now,andthathewasnotabletofocusonthesession.

Ifeltthisadmissionwasahugerevelation,largelybecausethisisthesamething–akinddissociation–thatappearedtobehappeningwhenhestudies.Healsosharedthathewasworriedandscaredthattappingwouldnothelphim.Icheckedmyintuitivehit(aboutthisbeingperhapshismostpresentformofanxiety)byaskinghimifhewasexperiencingnowwhathefeelslikewhenhe’sstudying.Hesaidyes,soIofferedsomestructuredtappingtospecificallyaddressthis“distraction.”

Wetappedon,“mymindisdistracted”forseveralrounds.Soonafter,hesaid,“Iamstupid,”(CoreIssue/tabletop)andbegantocry.Wetappedseveralroundsuntilhisintensitysubsidedandhesaidhefeltbetter(emotionalupset/intensityata2).Ifinallyfeltasifwewerefinally“followingthetrail”togetherorganically.Itseemedtomethathewasactuallybeingverypresenttohimselfinawayhehadnotallowedbefore.Ialsofeltthathewasfinallyadmittingalltheself-judgmenthehas-perhapsforthefirsttime.Isensedthiswasabigshiftforhimtoadmitthistohimself-andtosomeoneelse.

InnerChildWork,GettingMoreSpecific&CognitiveShiftsIthenaskedhimhowfarbackinhislifehefeltstupidorbelievedhewasstupid.Hesaiditwasbeforehisbrotherleft,whenhewas8yearsold.ThispromptedafloodofintenseAspectsfromthattimeinhislife.Ihadhimtapthrougheachone,includinghisverystrong“Iamstupid,”(whichwasa10),whicheventuallyopenedupto,“Iwantedtoimpressthem”and“Ididn’tbelieveinmyself.”

Inaneffortgetmorespecific,Iaskedhimtopicturehimselfasthat8-year-oldchildhehadseen(thinkingavisualapproachwouldhelpusmoreeasilyget-andstay-specific).Heindicatedhewasabletodothiseasily.Iaskedhimhowhefeltaboutthisyoungperson.Afterseveralmoments,hesaid,“Iamstupid.”Wetappedseveralroundsonthis(limiting)beliefabouthim,whichseemedalmostlikearevelationtohim.Theintensitythenreduced(afterabout3fullrounds)andhiswordschangedto,“Iamtoosensitive.”Wethentappedonthisforseveralroundsuntilheindicateditfeltlesstrue(usingVOCscale)andhistoneofvoiceseemedlighter.Ifeltwewerenowtappingintosomeofhisearliestexperiencesofjudginghimself. Attimes,IfounditdifficulttocontaineachAspect(sowecouldtapeachonedown),butIsensedthattryingtohavehimdoTelltheStoryonaspecificeventwasnotthebestapproach

here.Inotherwords,hewasnotopentocontainingthistoaspecificevent,evenwhenImadeafewsuggestions/offerstodoso.

AfterwetappedonthemostintenseAspects,Itestedeachofthem,especially“Iamstupid,”“heisstupid,”and“Iamtoosensitive”(aCognitiveShift).Heindicatedanothershift,tocompassion,atonepointwhenhesaidhefeltsorryfortheboy.Wetappedonthat,too:“EventhoughIfeelsorryforhim…he’stoosensitive”andfollowedupwithseveralsequencesof“Ifeelsorryforhim…he’stoosensitive…”

Oncewehadtappedandsignificantlyreducedtheintensityofthesefeelingsaboutthechildandwhatthechildwasexperiencing(manyintenseAspectsthatwerecomingupasIhelpedhimbepresenttothischild),hevolunteered(withoutanypromptingfromme)aclearCognitiveShiftinhisawareness:Hesaidthatwhenhegetsoverwhelmedwhenstudying,hecan“justbesilentandnotlethisfamily/brothersgettohim.”Hesaidhedoesn’thaveto“actstupid.”Healsosaidhebelievedthathecouldstudymoreeasilygoingforward.Healsosaiditfeltverygoodtoacknowledgethathe“didnotbelieveinhimself”backthen(justlikenow),whichwaswhyhe“didstupidthings”andallowedhisbrotherstobullyhim.Thisallcamepouringout,withalmostnopromptingfromme!

Isensedthatmorecornerswerelefttosweepout,(pastspecificeventsthatsupporthislimitingbeliefsabouthimself,forexample),butwewereshortontimenow,andhedidappeartobemakingconnectionsbetweenthenotbelievinginhimself(akahischangingbelief“Iamstupid”)andtheanxietyaroundstudying.

Measuring,TestingandClosingWhenIaskedhowtrue“Idon’tbelieveinmyself”feltnow,hesaiditwasa3and“I’mworthless”and“I’mstupid”waslessthanthat.WhenItestedandaskedhimwhatelsecouldbedifferentgoingforward,(beyondnolonger“havingtoactstupid”),hesaidhisfamilywouldnothelphimpayformoresessionsatthistime,butthathefeltdifferentlyaboutstudying,saying,“theyarejustexams,”and“IamOK.I’mgoingtobeOK.”

Atthispoint,Ifeltwehaddoneourbestinthetimewehadtogether. Forhomework,Isuggestedhecontinuetotapwhenhegetsanxiousordistractedbyfocusingonthebodysensations,andthentaponanyself-judgmenthestillhas(“Iamstupid”)thatcomesupuntilhefeelsbetter.Hesaidhecoulddothateasily.

Iaskedhimagainwhatcouldbedifferentforhimgoingforward.Hesaidhefeltthathewouldnotjudgehimselfasmuchwhenhegetsconfused-thatit’sjust“somethingmyminddoes.”WhenIaskedhimwhathemeantbythat,hesaidhehadmoreunderstandingofwhyhisminddoesthatandhowhisanxietywasrelatedtooldfeelingsof“I’mnotgoodenough.”

Weendedthesessionsoonafterthis,andheindicatedthathewasactuallylookingforwardtoenjoyingstudying.Hereiterated,withasmileandobservablesenseofrelief,“I’mgoingtobeok.”

Self-AssessmentInretrospect,IthinkImayhavefacilitatedthejumptospecificpasteventsabitsooninthefirst

session,beforeallhispresentingintensitycouldbemorefullyexplored/reducedandwecouldgettheremoreorganically(bylettingthetappingdothework).

However,eventhoughhowIfacilitatedmaynothavebeenthebestrouteinretrospect,itdidseemliketherightthingtodoatthetime,givenourrapportandwhathewaswillingtoshare,etc.IhavelearnedfromthisinteractiontobeevenmorecarefultomorefullyholdspaceforpresentingintenseAspectsbeforenecessarilymakinganoffertoexploreapastevent.IthinkrecognisingandtappingontheCoreIssue(i.e.hislimitingbelief“Iamstupid”)andtheInnerChildapproachtogettingtospecificevents/timesinlifewaspivotaltotheultimatesuccessoftheintervention.

WhileIsense,ifweweretocontinue,thatmorethoroughnesswouldbebeneficial,Nasseemedgenuinelyexcitedtostudywithoutsomuchanxiety(whichwasabigshiftfromtheclosingofourprevioussession).

6.5 SamplePersonalCaseStudyatAdvancedPractitionerLevel

Background:I’vehavehadadesiretowritesongsandexpressmyselfmusicallyforsometime,yet,forsomereason,havebeenunabletomakethetime.Infact,musicalexpressionhasalwaysfeltlikework,andI’vecometoknowinrecentyearsthatifanythingfeelslikework,it’sprobablybettertofocusonsomethingthatfeelsbetter.PrevioustothesefewsessionsI’llshare,Ihadtappedonthisissueinanumberofmeaningfulways,butitwasonlyinthislastfewweeksofpersonalsessionsthatsomethingshiftedsignificantly.Iattributethisbreakthroughtoanewfoundreadinessforchange,andanever-growingwillingnesstodowhateverittooktolookhonestlyatuncomfortableareasofmyearlyyearsthathadpreviouslybeenhiddenaway.

Severalsignificantpresent-dayeventshelpedfacilitatethisbyintensifyingthefeelingsinvolved(andhelpingbringthemintomyawareness),namelytheuniquecircumstancesaroundmyfather’sillness.

PresentingIssue/Limitation:Notabletowriteorplaymusic/enjoyapersonal,artisticpractice.IntensityLevel:8Goal:Toenjoysingingandtowritemoreeffortlesslyandconsistently,anddevelopaneveryday,consistentpersonalartisticpractice

I’veneverdescribedmyselfasanartist,andI’mwellawareI’vehadacomplicatedrelationshiptothatidentifyovermylife.I’vecertainlytappedonanumberofdifferentspecificissuestoaddressmymajorartisticconflicts,namelywantingtobeaprofessionalartistwhilstsimultaneouslyjudgingmyabilitytodoso,etc.There’sbeenresistance.There’sbeenPsychologicalReversal.Therehasbeenfearofsuccess,fearoffailureandeverythingin

between–alltappedonatvarioustimes,withlittlepermanentorevensatisfactorysuccess.IthinkIwasblockedtoeventappingonthiseffectivelyorallowingotherstohelpme.

Recently,however,I’vesetsomeintentionsaroundwantingtodevelopatrueartisticpractice,tothepointwhereI’vesaidoutloudthatIwanttohaveasmuchfunwritingandperformingmusicasIdopracticingEFT.

So,thinkingIhadtotakesomeaction(otherthantapping,forreasonsthatmightbecomeclear),Istartedworkingwithawritingcoachinanattempttobreakthroughmycreativeblock.Duringourseveralsessionstogether,shekindlyinstructedmetowriteaninventoryofallthesongsIhadbeenworkingonoverthepastyears-fragmentsandideas,titles,melodies,etc.Thisinventorywentprettysmoothlyatfirst,anditwasfuntobeginputtingallthesongtitlesintoonelist.ItturnsoutIhadat75songs/songfragmentsandcounting.

AndthenIstopped.InEFTterms,Iwasbecomingawareofadizzyingnumberof“yes,buts…”aroundfinishingmyinventory.IalsonoticedIwasextremelyreluctanttotaponthem.Inretrospect,Ifeltquitehopelessthattappingwoulddoanygood.Previoustothismyministrationswithtappingbuddiesormyselfhadlargelyonlyhadapalliativeeffect.I’mawarethatsuperficialtappingcanbepitfallformanypractitioners,andInowrealizeIwasavoidinggettingtothecoreofthisissue.Atthetime,however,Icouldn’tquiteputmyfingerontheideathatIwasavoidinganythingatall.

AmonthlaterIwenttraveling,andmycoachandIsubsequentlyputoursessions“onhold.”Iwassecretlyrelieved.Ididnotwanttofinishtheinventory,anddoingtheworkthatIhaddonewithherhadnotnecessarilymadewritingmusicanyeasier-itwasstilltoouncomfortable.Plus,Inowhadthedispleasureofcarryingtheaddedself-judgmentandshamethatworkingwithmycoachhadfailed.Therewasalsoaperformanceaspect(i.e.fearofputtingmyselfoutthere)thatwasapartofthisstoryinsomeway,anddespitemylackofprogress,Iwassittingwiththisawareness.

Uponmyreturn,Iconsideredmykeyboardupstairs–howlonelyitmustfeel.Iwas,afterall,willfullyignoringit.AndIwasstillpayingforit–asithadbeenquiteaninvestmentforme.Likemanypeople,Ithoughtmakingasizablefinancialinvestmentinaninstrumentwouldautomaticallyhelpmeto“kickstart”myartisticpractice.Wrong!

AHealingDoorway:Amonthorsolater,myfatherwasinhospital,andIflewacrossthecountrytoassistwithhiscare.Thisparticularplace,thishospitalwherehewasbeingtreated,wasintheverytownwhereIhadspentmanyformativemonthsasateenager.Interestingly,butperhapsnotsurprisingly,anumberofcognitiveandsensorymemoriesarosewhileIwasthere.

Theclimateinthattown,ingeneral,wasverydryandextremelyhotandsunny–whichmadeiteasyformybraintorecallthefeelingofmyteenageyears.Thecombinationofthattown,myhistorythere,thesevereweather,oldfamilydynamicsandspendingtimewithsomehigh-schoolacquaintancesprovedtobeanextremelypotentsensorybrewthatservedtobringbackanumberofvisceralmemoriesofascaredandmelancholicyouth.Islowlybecameespecially

awarethatsomeverydarkemotionswereattachedtothesememoriesaswell,particularlyshame.

EarlySessions:Raw(intense)shameandsadness.ThisiswhatIwasfeelingthen.Inretrospect,thinkingthatImightlosemyfatheratanymoment,seeingmymother’spain,witnessingmybrothers’worryandmyown–allconspiredtointensifymyfeelings.

Atfirst,Ididn’ttaponthefeelingsofshameorsadnessdirectly.Isimplyallowedmyselftofeelthem.Then,atsomepoint,whilstdrivingbymyself,myinnerEFTpractitionerkickedin,andIrememberedIcouldallowthefeelingsofshameandsadnesstoconnectmewithspecific,long-buried(and,inhindsight,minimized)memoriesfromearlylife–andtaponthem.Ican’trememberhowItappedatfirst,whetheritwascontinuouslyorabsent-mindedlyorintentionally,butitwasn’tlongbeforeIstartedtorememberspecific,previouslyhiddenmomentsfromgrammarschool:

TherewasthetimeIblankedout(dissociated)whenleadingtheband,themomentofhumiliationofgettingan“undeserved”award,thatchoircontestwhereIwasstilldrunkfromthenightbefore,thehorrible“kissbythefire”thathadleftmefeelinghumiliated…Interestingthatthesewereall“performance-based”memories–yet,Iwasnotquiteawareofthisatthetime!

Itappedconsistentlyoneachthesemomentsastheycameintomyawareness.Sometimes,ifIwasbusy,Imadeaconsciousnotetotaponthemlater.Somewereclearlyspecific,painfulmomentsand,somerequiredagameof“Let’sPretend,”whereIhadtomakeupascenario(astoryormoviethatdidn’tactuallyhappen)andtaponeachmomentofintensityinthescenario.Inretrospect,almostallofeventshadaverylowintensityatfirst,butoncetappingstarted,theyintensified–asiftheyhadbeenrudelyawakenedfromadeepsleep.

HereareexamplesofsomeofthespecificmemoriesIaddressedandtherising(andrising)andthenfallingintensitylevelsofeachone.IaddressedeachAspectfaithfully,untiltheemotionalintensitieswere0oratleasta2orless.SometimesIusedaSetupphrase.AtothertimesIjusttappedafewSequencesw/ReminderPhrases.SomeoftheseeventshadAspectsoftheirown,andItappedontheseaswell:

Eventhoughshegavemethataward,itwasundeserved,everyonegotone,etc.Undeservedaward4/6/EventhoughIstillseethis“undeservedaward”,it’sstilla3…Undeservedaward3/0(CognitiveShift:Ididdeservethat!)Leadingthebandthatday-justgoingthroughthemotions4/8/0Aninteractionwithagirlfriend6/4/0Shesaidwhatshesaid:6/8/4/2/0Unabletohelp,didn’tunderstandwhy6/3/0Hiscommentaboutherbody:6/3/0Pretendedshewasmygirlfriend:3/6/0AshamedBenjudgedmyperformance,toldSiobhanIwaspretending:8/4/

EventhoughIwasashamedImadeupthatdream…7/5/3/0AshamedseeingBenonthebus5/0AshamedILiedtoElise5/0

Howhadthesespecific,tiny,stabbingshamemomentsnotcomeupbeforeinyearsofEFTpractice,especiallyduringmyongoingPersonalPeaceprocess?Inhindsight,I’msureIconvincedmyselfsomewherealongthelinethatthesethingswerenobigdeal.AtnotimedidIthinkthesemightactuallybetablelegsholdingupsomeratherlargetabletops–conclusionsaboutmethatI’dacceptedastrue.

AskingforHelp:Duringthistime,arecenteventwhereIwas“shamedandblamed”absolutelyrequiredmetoenlistthehelpofanexperiencedpractitionerfriend.OurEFTsessionwasmostbeneficialinthatsheprovidedwitnesstomyfeelingsofshamearoundthisextraordinaryandquitedevastatingevent–whichhelpedmeacknowledgeandtapthroughtheshame.Unfortunately,Ididnottakenotesduringthisprocess,butoverallitilluminatedhowshamewasverypresentforme,andthusaclear“emotionaldoorway”formetoaddresssomeofmyCoreIssues.AswereducedshameoneachAspectoftheevent,aconnectiontowhatIcall“mymother’soldshamingstrategy”cameup.Perhapsnotcoincidentally,shehappenedtobesharingahotelroomwithmeatthatmoment!Ilettheawarenessofthissimmerinmysubconscious,sincewedidnottouchuponanyearlyspecificeventsinthissession.

MorePersonalTapping:Whilebusyhelpingfamily,Itappedwithafewclientsandbuddies(allofwhom,notcoincidently,hadshameissuestoaddress).Itwasduringthisweekthatsomefamily-relatedshamewasverypresent.AgainImadetimetonoticeanyspecificpastevents:

Ashamedofmyfamilyinthecar6/0Ashamedofmyhaircut4/6/0Theshamewhenmybrotherwontheaward7/3(nofurthermovement,until…)MoreAspects:Ashamedofmybehavior,Icouldn’tbehappyforhim7/4/1(CognitiveShift:Iwasfeelingashamed,Iwasn’tnecessarilyabadperson)Ashamedofhisenthusiasmandreturnhome4/7/2/0Ashamedtoshineinfrontofdad,hesaid,“yuck,whocaresaboutthat”3/7/1(CognitiveShift:Mydad’srelationshiptohisownself-judgmentishuge)

Almostasifoncueinastringof“thisisyourlife”events,myactualpre-schoolteacher,whoIhadn’tseeninyears,visitedmyfather’sbedsidewhileIhappenedtobethere(!),givingme(surprise!)furtheropportunitytotaponearlymemories.Thesewerechargedandsignificant,andIsavoredtappingonthemlater:

Sadness,thebarndooronthefarmwhereIusedtoplay“dressup”3/8/2/0Theslidingdoorhandles,etc.Visualandvisceral,tappingonthesemomentsandinnervisualspromptedagreatdealofphysiologicalmovement(tearingup,yawning)whenItappedonthem.Thistimeinlife(age3)

representedmyfreedomtobemyself,tobeinnature,tocrossgenderlines–afreedomI’dneverhaveagainuntiladulthood.Itappedandjustletthisawarenesssimmer.Therewasnoshamearoundtheseeventsandassociations,butinsteadadeepmelancholy,whichIappreciated–asifforthefirsttime.

Duringthistime,Ialsohadtheopportunitytotapwithmydadonsomeofhisissuesaroundfeelingpowerlessandafraid.Thiswassignificantformeinmanyways,andIknowthisinteractioncontributedtotheresolutionofsomeoftheshame,sadnessandlossthatwaspresentformeatthistime.

Results:Almostimmediatelyuponinitiatingthisprocess,mysingingfeltmarkedlydifferent.IstartedtonoticethatwhenIwouldsinginthecar,Ifeltfreerandfreer–likeIwaslettinggoofsomethingthathadbeenweighingmedown.Ifeltamucheasierconnectionbetweenmychestvoiceandheadvoice(lownotesandhighnotes),andsingingdidn’tfeelasmuchlike“trying,”ashadinthepast.Itwasactuallystartingtobefun…

Ievenwenttokaraoke(whichIwouldhaveavoidedliketheplague,previously)andsangasongformybrother,whichIdon’tthinkIeverwouldhavedoneinthepast.Ievensangformymother(earlierthatevening),whichwasalsosomewhatoutofcharacter.Itfelteasy–necessary.ButIdidn’tquiterealizetheimpactmyprocesswashavingonmyartisticpracticejustyet.MoreTapping:AsIcontinuedtoallowfeelingsofshameandsadnesstounlockandreleasethepast,Inoticedsomedistinctearliermemoriesthatwereclearlyspecifictomymusicalexpression(age10),andthattherewasadistinctfeelingoflossassociatedwiththistime–almostasifIhadlostbeliefinmyselfthen:EventhoughIsangwithheadphonesinfrontofthecircleofkids3/8…(MoreSpecificAspects)TheythoughtIwasstupid8/4/2/0(CognitiveShift:Iputmyselfoutthere!)EventhoughIsangasecondtime3/8/2HowhumiliatedIfeltafterwards…3/8/2/0(Testing:0chargewhenItookmyselfthroughamovieofthiswholememory)Outcome:WhenIreturnedhome,Iwasachangedperson–andIfeltit.ThedayafterIgotback,IfoundmyselfgoingtothepianoandwritingsomearrangementstosongsI’dsetasideyearsbefore.Iactuallycaughtmyselfdoingit,almostunconsciously,andwonderedaloud,“Whatisgoingonwithme?”

Laterthateveningitwasthesame–moremusic,andthenightafterthat,stillmoremusic–andsinging!Itsuddenlyfeltpossible,andquitenaturaltopractice–likeitwastheveryfirsttimeI’deverreallydoneit.Iactuallywantedtobeinfrontofthekeyboard,andmisseditwhenIwasn’t.Ifeltunburdened.Isthiswhatagenuineartisticpracticefeelslike?Weekslater,Istillfeelchanged,asifeverywordthatcomesoutofmymouth–singingorotherwise,couldpotentiallybemyown.Verystrange,andverygratifying.I’mstilldoingmusicorvocalpracticeatleast2hourseverydaywithnoneofthepreviousresistance.Whileitfeelsnewandodd–andsomewhatuncomfortable–it’sdefinitelyrealandlasting.Self-Assessment:Uponreflection,theshame,sadnessandsenseoflosswasthe“feelingbridge”thatconnectedmetothecoreofthisblock.Eachhidden,minimizedmemoryfromgrammarschool;eachperformance-relatedandself-esteem-relatedinjurywasasmall,damagingtablelegsupportingalimitingconclusion(tabletop)thataffectedmyabilitytoputmyselfforwardartistically.Maybesomeofthesetabletopswere“performanceishumiliating”or“it’snotsafetobeme”or“Ihavetopullmypunches”–allbeliefsthatfeelwaylesstruenow,buthaduntilrecentlysabotagedmyartisticendeavors.TheApexEffectisquitepresentformerightnow–inthatIcannotrecallpreciselywhicheventswerethemostpivotal(orhowpreciselyIfeltbeforethetapping).AllIknownowisthatthewholeprocesshasbeenveryprofoundandtheresultsfeellikearevelation.

PresentingIssue/Limitation:Notabletowriteorplaymusic/enjoyapersonal,artisticpractice.Howtrueitfeltbeforetapping(VOCscale):8Aftertapping:2or3Goal:Toenjoysingingandtowritemoreeffortlesslyandconsistently,anddevelopaneveryday,consistentpersonalartisticpractice.

Iamenjoyingsinging100%moreasaresultofthetapping,andIamslowly,butsurely,developingamoreconsistent,dailyartisticpractice,whichincludeswriting.Iprobablyspendatleastanhouradayengagedinmusicalpractice–writing,playingorsinging.

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