David’s mother asked if I would help him with his reading homework.  He is 14 years old and dyslexic and receives additional help with this in school.  He read a story to me and his reading was word-perfect.  I had a hunch that he was just remembering it and not reading it at all.  With his sheepish grin he confirmed that this was the case.

We talked a bit about his dyslexia and I asked him to tell me all about it and how it made him feel in class and he told me: stupid, isolated, different, embarrassed, humiliated.  I sympathized with him and asked him if he’d like to see if I could help him.  He knew that I did something strange as I had helped an older brother with a sports injury some months before.  We tapped.

Even though I feel stupid in front of the other boys, I am a good boy.(His preferred words.

Even though I feel different from the other boys, I’m OK

Even though I feel embarrassed/humiliated at school, my Mammy and Daddy love me and I’m a good boy.

Then I asked him to look at the book and tell me what he saw on the page.  He said he didn’t see anything but squiggles.  “What do you mean squiggles.  What are they like. Where are they?”  He told me they were all over the letters and he couldn’t see the words because they were behind all the letters and the squiggles were on top of the letters.  Logical enough!  So we tapped.

Even though I just see squiggles…

Even though the words are all mixed up…

Even though the words are hiding behind the squiggles…

With only one full round on this we went back to the book and he shouted, “The squiggles are away”.  His mother just came into the room and I asked him to tell her what he just told me.  Neither of us could believe it at first.  He was delighted and then said he would be able to learn how to read now that he could see the words.

Three months later I got a card written by him saying, “Thank you for helping me with my reading.  Before, I thought I skipped lines and now I know I don’t.  Before the lines seemed to run into each other and I became confused.  It feels good to read now.  Now I will learn to enjoy reading.  It used to be hard to read and now it is getting better”.

His mother also sent me a letter saying “We were blown away with and quite mesmerized by all the glowing reports!!” (at the Parent/Teacher meeting sometime after our session).  “Four months earlier his reading age was 6/7 years, now after the tapping it is 9 years.  What you have done has certainly removed a barrier and he is a much happier child.  In the past he was reported as being easily distracted in class and at times his behaviour had been disruptive.  Every single teacher spoke about him as having matured and settled”.

One spoke of him as ‘my young Einstein’, another said he had “Become a very pleasant helpful and attentive young man.”

I spoke to him last week and his reading and writing continues to improve – so much better than before EFT.  Once again, thank you Gary Craig for all the hard work you did to give such a gift to the world.

Sincerely,

Renee McRandal, N.Ireland

taken from www.emofree.com

(Author’s name withheld for confidentiality reasons)

Two weeks ago, I attended my first ever conference on energy therapies. It included EFT and seemed to me to be the easiest one to use for anyone, including children.

I work in a school setting and have had the opportunity to use EFT with four students.

Student #1 was a second grader who was experiencing nightmares and intrusive images about an incident involving a knife. He ranked his anger as a 10 on the SUDS scale and it remained unchanged after the first round of tapping.

After the second round, it decreased to a five. It was down to a one after the third round and to a zero after the fourth. I followed up with him yesterday and his anger continues to remain at a zero. He did mention that he has had a couple of dreams where he is being chased (the earlier difficulties involved his brother). I asked if he would like to work on those, but he declined.

Student #2 is an eighth grader who has been dealing with a variety of grief issues and is acting out in class, along with having academic problems. He identified tension as his main difficulty and we were able to reduce it from an 8 to a zero after three rounds of tapping. I spoke with him yesterday and he reported that his tension remains at a zero. He reports feeling better, doing better with his behavior and having his grades improve. He shared with me that during one class, he was feeling especially frustrated and decided to tap. He tapped on his chest and his hands; he noticed a decrease in his frustration and an increase in his energy level.

Student #3, a third grader, has been struggling with his parents’ divorce. As a result of his anger, he had been taking out his aggression on his younger brother. When I met with him, his anger level was at a five. We reduced it to a zero with one round of tapping. I called his mom to explain what I had done and she asked if I could put this tapping sequence on paper, so she could help him with it at home. I met with him yesterday and the anger remains at a zero.

Student #4, an eighth grader, has dealt with a myriad of issues at home and has the propensity to rage when he gets in touch with his anger. He rated his anger yesterday at an 8. After the first round of tapping, it was decreased to a 4. After the second round, when asked to rank his anger, his only response was “I don’t know.” My sense and the sense of the other teacher in the room was that it had most likely decreased to a one or a zero and the student was unable to get in touch with that feeling. During the second round of tapping, his voice volume decreased and his whole body appeared more relaxed.

In the interest of confidentiality, I would ask that you only refer to me as a school counselor, not using my name or initials.

School Counselor

taken from www.emofree.com