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Unit 1 - Discovering EFT
Give a very brief welcome and say how delighted you are that you are going to teach EFT energy work which is awesome, has helped so many people already, and it's a gift to humanity.
Briefly say that you're not teaching psychology today but instead, energy work. And everyone who works with energy is an energist!
Have people turn to their neighbours (or walk around the room in small groups) and shake hands with each other, saying, “Good morning, my name is Susan Walker - and I'm an energist!”
This will quite literally break the ice (an existing energetic reality, describing the shields that exist around each participant). Take part in the exercise and shake some hands as well to break the ice between you and them and establish you're a part of the group too.
Go through the basic explanation quite quickly and smoothly.
EFT is not a miracle cure and we can't predict in advance how a client will react. We can't promise a cure but we can promise that we will do the best we can to help the client.
Have the students touch a point, massage a point and tap a point to experience the differences. Make them pay attention how it feels differently.
Take the clients through the first round of EFT. Have them pay attention to the feelings in their boy as you move them slowly through the round. At the end, ask them how they feel. (Note the shift in the whole room from before to after!)
Ask them to stand up and move their bodies, take a deep breath. “We are going to tap a practice round of EFT with a first set up, and we're going to say, “Energy!” This will improve the flow of energy through our energy bodies.
Take them through a new round of EFT. Pre-teach instructing breathing, movement to help the energy flow, and praise them for doing really well.
“Life Beyond Zero” - Keep improving the energy flow until there is a healing event.
In your manual, slide your finger along the SUE scale - can you feel where your energy levels are as you do that? (It's ok if you don't yet, we'll keep practising!)
- Take a SUE reading. Tap one round of EFT. Take a new SUE reading. Switch.
If you keep improving the flow of energy, step by step, you'll get to +10 eventually and a Healing Event has to occur.
Core Skills For Unit 1 Discovering EFT:
1. You understand that you are an energist.
2. You understand how EFT works and you can explain it clearly.
3. You understand the concept of “life beyond zero” in energy work.
4. You understand the ethical promise to prospective EFT clients.
Unit 2 - Energy Body Stress
Explain how everyone starts to think crazy thoughts when they get stressed and how stress talk doesn't make good EFT set ups. “It's really important to de-stress the client first or we'll never know what the real problem might be.”
Ask the participants to give examples of things they only think when they are highly stressed or very upset. Highlight this is only stress talk and doesn't mean they have low self esteem or that there is any truth in any of it and that energy body stress will do that to a normal person!
Do a demonstration and ask someone to tell about their problem. Take a demonstrative, lively person. Show them calm to the group first, tell them to pay attention what this client looks like, sounds like, feels like. Ask the demo person about an upsetting event, something that made them really angry, perhaps dealing with a big company recently (a safe bet!). Ask the group what signs of stress they have noticed. Make them pay attention to how the client FELT INSIDE as they were paying attention to the client. Avoid the words watch, look, observe unless you pair them up with listen and feel as well!
Really underline to the group that keeping the client stress free is super-important. Ask them what's going to happen if an already stressed client sees a spider, or tries to remember details about their child abuse. Nothing good can come of it! Make sure you underline that we don't stop the treatment to de-stress the client, but that de-stressing the client IS THE TREATMENT. Remind them that smooth energy flow is the opposite of stress, and stress is always a sign of blocked energy flow.
Demonstrate breathing, movement, positive feedback to help improve energy flow as the client taps.
Discuss how both parties were de-stressing. Discuss how it felt to tap with the client as the client was de-stressing and energy flow was improving. Discuss the concept of the EFTeam.
(at the end of Unit 2).
Core Skills For Unit 2 Energy Body Stress
1. You recognise the importance of treating energy body stress
2. You are able to recognise energy body stress in your client
3. You understand the EFTeam.
4. You understand the importance of breathing, movement and positive feedback.
Unit 3 - The EFT Story
EFT unblocks the energy body and improves energy flow. First we de-stress client and practitioner to get a better EFTeam, now we're ready to enquire into the problem.
Ask the client, “What is the problem?” and find out if you get a well formed story that makes sense, has times and dates and has a beginning, a middle and an end in that order. If not, de-stress more! Go through the signs of stress in story.
For each person, decide if you need to de-stress more or if you are ready to start work on the problem.
How did you know that was a potential set up? Direct participants to the FEELING when energy disturbances are present as well as visible and audible signs.
Ex-counsellors and psychologists have to re-learn how they process. Support them.
Get someone to tell the story of their problem. Discuss with group if they need to de-stress more first. Discuss with group what set ups they saw/felt/heard. Direct group onto the FIRST disturbance to build the stress free path into the problem.
Core Skills Unit 3 - The EFT Story
1. You understand the concept of the well formed story.
2. You understand the importance of using the client's own words.
3. You can mark out set up phrases from the client's story.
4. You understand the EFT Story Protocol.
Unit 4 - The Professional EFT Practitioner
Take the group to the big diagram on page 87. Ask them to rate themselves on the SUE scale. Have them look at the diagram while the whole group taps the set up “Professional.” Ask for changes on the SUE Scale. If you have time, repeat with “more professional” and “beautifully professional.” Task them with working with the diagram further when they get home.
Talk briefly about how it starts with marketing to help clients who need us find their way to us; booking the person in, having a venue that is clean and supportive, taking records, de-stressing, the treatment, time keeping so there is time for home treatment exercises and a final round of EFT to sparkle up everyone before they go. There is then the check backs, staying in touch with the client and collecting and publishing case stories. Talk about client confidentiality. From there you can go to the real difference is that a professional EFT practitioner takes responsibility for the client and their experiences from marketing to long term check backs. This is reasonably boring but has to be gone through elegantly and as quickly as possible to keep time for the fun exercises.
In Silent EFT mode, no set up, no instructions, one partner leads the other by varying the tapping speed, how long they spend on a point, and when and how they breathe. Second partner copies as best they can, then switch. Take quick feedback on that.
Tell students to say, “I am an energy healer and I have healing hands.” Do a round of EFT on “healing hands.” so they can feel what it feels like when energy flows in your hands. Tell them to use the command, “Healing Hands!” in their mind if they want to step into energy healer mode.
Get one person out up front and show how you a) clean your hands, b) step into energy healer mode; c) hold the client's hand, d) tap/float, e) gentle squeeze and let go. Follow the instructions from Exercise Tapping On A Client, Page 95, to the letter in your demo. Tell the demo client to breathe and praise them too.
Focus on the student's experiences on how it felt for client and practitioner. This is an important and foundational 6th sense exercise.
Unit 4: The Professional EFT Practitioner
This concludes Part 1 of this 3 Part Training.
End the session with a group EFT session designed to have them feel good, energized, positive and looking forward to the rest of the program.
Unit 5 - EFT = Extremely Focused Treatment
Briefly go through the idea that problems in the energy system come from an event, and that every problem has its corresponding event in the energy system. Explain the differences between a genesis event and an echo event and the importance of dealing with one event at a time.
Partners to work with each other to find one specific echo event to represent “the problem in action” from a global recurring echoing problem that seems to be “the story of my life.”
Partners to discover what was going on in the energy body at the time of the event they discovered in the session before.
Explain how the energy body stores information that is expressed as feelings and sensations. That we don't distinguish between false memories, real memories or imagination - as long as the client feels it, it's real.
Using real feelings and simple descriptions of real feelings as the set up and how they evolve as the feedback from one round to the next.
Partners to treat a “secret the person still feels bad about in their body” without talking about anything other than the body sensations. Do two rounds at least to notice how the body sensations evolve. If there's time, let them finish the treatment.
Core Skills Unit 5: EFT = Extremely Focused Treatments
Unit 6 - Working With Aspects
The energy body can only show different states sequentially (one after the other). There is never a parts conflict. People don't have parts, they have aspects. I is only ever now, the rest are aspects.
Identification with the past aspect in high trauma situations is called an abreaction and useless to treat the problem. Talking about aspects controls even extreme memories and keeps the EFTeam in charge. You learn more about the aspect when you review the energy body memories from that perspective.
Explain proxy tapping briefly.
Find an aspect that was upset (can be close to now, doesn't have to be way back in the past). Tell the story of what happened to the aspect, pay attention to precision, then proxy tap the aspect.
Explain how you can tap other people's aspects but be specific, i.e. not Peter but Angry Peter, or Specific Peter.
Everything has aspects through time. They can also never be in the same place at the same time. If the client presents a problem that reminds you of a tangled ball of string, sort it through time.
Ask the participants to think of a future aspect who will have to do or experience something stressful. Tap a round of EFT for the aspect and ask them how they feel now.
Core Skills Unit 6: Working With Aspects
Unit 7 - Emotions
Explain emotions and energy briefly
Take the group through the questions on Page 143. Ask them to tune in to the emotions on each question, then have them all say together, “It's only energy.” Discuss how that felt.
Go through that section briefly and point out how if we just deal with structural energy work, reasons for not healing evaporate - “of course you need to heal that thing in your chest that's causing you pain! If that was a bullet wound, you would never hesitate for a second!”
Partners to take turns stating a problem, then helping each other elicit “how they feel about that” and formulate a set up that would start the EFT treatment process right.
Explain about the sixth sense and the language of the energy body.
Lead the group in a silent EFT session without set up and make them focus on the different sensations they can feel all over their bodies when they do the H&S protocol. Encourage/direct them to really become very sensitive to the many tiny sensations.
Explain how these subtle sensations turn into what we call emotions and then into psychosomatic pain. Make sure they understand it's only one system.
Briefly discuss physical pain, residual pain, chronic pain and phantom pain. Use the EFT body protocol for all of them. If there is time do a demonstration with someone who still suffers from residual pain (after an operation or accident which is physically healed).
Lead a group tap for “My Sixth Sense” at the end.
Core Skills Unit 7: Working With Emotions
Unit 8 - Energy Body Events
Briefly explain the concept of energy body events and point out that there is not just trauma but also Guiding Stars and other types of events.
Ask the participants to consider they're in an airplane which is about to crash. What are your life events that flash through you? Ask them to consider how many of them were trauma events and how many were Guiding Stars, respectively.
Explain how Guiding Stars are essential in the formation of relationships, addictions, compulsions, fetishes and philias and in general all things and people that human beings can “cling on to for dear life.”
Have the group call out examples of problems that are not caused by trauma but by Guiding Stars instead.
Explain how any energy body event that echoes is an unfinished event and needs to be evolved so the echoes stop. Explain how that is the same structure for all events, including trauma and Guiding Star.
Explain how the echo contains the information from the original event precisely and how we can track back from an echo to what must have been there, simply by taking notice of what is happening now. Point out the specificity of the 6th sense memories, feeling in your body if something is right or wrong (the 350 shades of red).
Use a problem now where the genesis event is unknown. Question by comparison the details of the problem until it becomes very clear what must have been there to create this problem. Find a set up for the aspect who had the original event.
Briefly talk about raising Hero Energy in the EFTeam when you save an aspect by evolving them out of the place they were stuck.
Is what you did with your client amongst the memories that will flash through them as the airplane is about to crash ...?
Unit 8: Energy Body Events
This concludes Part II of III.
Unit 9: Changing The Mind
Everyone thinks stupid stuff when they are stressed! Those are not limiting beliefs, just indications that a person is very stressed. De-stress them first to make sure you are really working with a limiting belief or intrapersonal “truth about the world.”
Explain how events cause metacomments which are the beliefs and which are the most exact set ups we can make in words. Explain trigger, event, metacomment sequence.
Discover the reality of trigger, event, metacomment by analysing a limiting belief which is known. Tap the first round of EFT on the metacomment. Check how emotions and metacomments change after the treatment.
Briefly explain how an ill-defined word can cause “crazy beliefs” and give some examples. Set an exercise or get some people up on the stage who will explain what they mean when they use the word, “change.” The whole group then taps a round of EFT for “change” all together.
Pick a belief you would like to hold. Tap on it to increase energy flow at which point the belief is the truth.
Unit 9: Changing The Mind
Unit 10 - Energetic Relationships
Briefly explain the concept of energetic entities and the relationships people have with them.
Group to call out different examples of entities people can have relationships with.
Explain how when we ask, “How do you feel about this NOW?” you get great set ups.
Work on a bad relationship with a company. Localise the entity in the person's energy field. Ask them how they feel about the entity. Tap to improve energy flow between person now and the entity.
Explain how when people come together in groups, the group entity is born. When the group entity is happy and every member has a good relationship with the group entity, the group works the best it can.
Co-create a group entity with the group. Tap to make the entity happy. Really ramp up the energy flow until the group *is* happy!
Core Skills Unit 10: Energetic Relationships
Unit 11 - Autogenic Realities
Conscious thought on one side, incomprehensible pure energy data from the energy mind on the other, the autogenic world in the middle where both meet. Stress de-stabilises the autogenic world and causes crazy metaphors and hallucinations of demons as well as nightmares.
Remember a happy childhood memory about an aspect who had a wonderful time. Classic Game: establish the time of day etc. and then ask the student what they can hear, see, feel, taste, scent and sense (how it makes them feel inside). Explain how this is to create a stable autogenic habitat. including details about the aspect. Walk around in the habitat and pay attention to the aspect. Stop time as an example how to do this with a client, then move it on again by asking, “And what happens next?”
Group to call out examples of what they learned which they didn't know or had not remembered before. Ask them how they felt about the aspect, what their energetic relationship to the aspect was.
Explain how a metaphor comes from a complete autogenic habitat and how we can unfold a habitat from a metaphor using the Classic Game with the aspect inside. Please highlight that we don't interpret or analyse the story, we play the story straight.
Partners to elicit a common saying or metaphor, establish the habitat with the aspect inside, then tap to help the aspect and evolve the story.
Explain the merits of using “if your problem was a place, what kind of place would it be?” for problems that have so many aspects, you could be tapping forever. If you have time, add a top down exercise for people to try it out for themselves.
Core Skills For Unit 11: Working In The Autogenic Universe
Unit 12 - EFT Master Practitioner
What you need to do for certification, clerical matters, supervision arrangements. Keep this BRIEF. Refer them to printed materials, don't let this hold up or disrupt your training.
You can do this in many different ways depending on your group. Trust your intuition to find a format that makes them happy and reminds them how much they've learned.
Get the group's agreement on these definitions and tell them that to strive to be that best we can with each and every client is what makes a master practitioner, not a piece of paper.
Let the group create a client entity together, then tap their relationship with the client entity until they feel they can love the client entity.
Tell them to try and love their clients in your own words and end with any speech, meditation, activity of your choice. Think fireworks at the end of the party - make it energy rich and wonderful for the participants and for yourself.
Core Skill For Unit 12