Posts Tagged ‘EFT’
Exam Stress
Author: admin
Exam Stress
by Mel Trudgett
‘A’ is an 11 year old girl in Dorset that is regularly achieving a grade 5, which is above average, in both Maths & English. She is in the top few % of her year 6 class for her coursework in both subjects and is generally very happy and settled at school. However, during year 6 leading up to the SATs, her teachers became very concerned that she was seriously under achieving in ALL of her tests in these subjects – she was struggling to even get a grade 4 which is below average. They believed it was just a problem with nerves, but had tried talking to her about this and it had made no difference.
During tests she would panic, spend a long time answering a question that would give just one mark and then run out of time when it came to the 3 or 5 mark questions which made her panic even more. She also felt like she ‘didn’t know the answers’ which she clearly did because her coursework throughout the year was way above average.
After a simple 10 minute chat with ‘A’ about how she felt about her tests, I was able to put together a basic EFT script based around her feelings. We tapped a few rounds on her nerves, but also on her fear of failure, of hating getting low results which meant she comes last, of worrying that she might not know the answers in the test (she did!) and generally worrying that her teachers/parents/friends wouldn’t like her as much if she did badly. After each round of tapping we talked again about the emotions she was feeling and her insecurities about tests and then tapped down the intensity on each emotion that came up. All of the intensity had gone by the end of the short session. She said she felt a definite release of the worry that had been bothering her.
However, I wanted to be sure that she had a tool to use if any of these feelings came back so I advised her on a secret tapping process* that she could use during a test if the feelings of stress came back. It could be used to calm her worries and also to give herself some positive affirmations.
‘The tapping worked!’
The first day that she had a test after the tapping, she simply said that ‘the tapping worked – I was fine’. She used the discreet tapping process during the test, not to take away her stress because she didn’t have any – she said she wanted to use the tapping to improve her score!
She answered every question on the test which is something that she hasn’t managed to do for over a year and she no longer has any worries about taking the tests, including her SATs, in the future.
Mel Trudgett
EFT & Reiki Practioner, Dorset UK
www.eftforme.com
Enhancing Sports Performance: Basketball Team and A High School Gymnast
Author: admin
By Brent Thomson, PhD
I recently worked with the entire Red Wing High School Girls Basketball team (in Minnesota), using EFT to improve team performance. I met with the team for a two-hour session. At that time their record was 5 games below the 500 mark.
Historically, the girls team has struggled, usually winning anywhere from 3 to 5 games in a year. We talked about the major problems with the team members and the coaching staff, and came up with the following hit list that needed to be chopped down:
Poor free throw shooting;
poor jump shooting;
poor use of the clock;
losing focus and concentration;
poor passing;
fear of making mistakes;
consistently playing below ability level;
easily intimidated by the other team; and
easily affected by crowd noise.
We put each of these in the familiar Even though format and proceeded to tap on each one. We did three or four rounds on each issue and then talked about other issues that surfaced. What I found by doing this is that individual issues started to surface for each of the players and we were then able to isolate those and tap them down on an individual basis.
GC COMMENT: Getting to individual issues like this often spells the difference between good results and spectacular results. All athletes have their individualized beliefs, idiosyncracies and other barriers to achieving their full potential.
BRENT CONTINUES: I also found that the team really enjoyed doing the tapping as a team. A number of the players and the coaches noted a general sense of purpose, and a positive sense of team unity was a side effect of the group tapping.
Again, we kept track of the statistics as a team in terms of free throw percentage as a team before tapping, and again after tapping. Also, we kept records in terms of shooting percentages, both before tapping and after tapping.
Overall, the team has improved 87% in free throw shooting percentage since tapping. Before tapping, they were making a dismal 40 out of 100 as a team. Since applying EFT the team has played 8 games and in that 8 games they skyrocketed to a team average of 75 out of 100.
Overall shooting averages for the 8 games previous to tapping was 37 out of 100. Shooting percentage in the last 8 games since the EFT session is now 54 out of 100. Thats a 46% improvement.
Most telling, their record in the last 8 games is 6 wins with only 2 losses. One of the losses was by 3 points to a team ranked in the top five in the State of Minnesota. Earlier in the year, they were blown out by over 30 points.
Both the coaching staff and the players attribute the improvement in their performance to the addition of EFT into their training procedures. I am convinced that EFT has a significant place in training individual athletes and teams so that they can maximize their physical abilities and play with greater stamina, speed, strength, and co-ordination.
____________________
I also had the opportunity to work with, Katie Auge, the captain of her High School Gymnastic’s team in Red Wing, Minnesota (where I live). She has been struggling this year with a nagging ankle injury and has been receiving physical therapy on an ongoing basis. This has significantly affected her scoring all year as well as her overall confidence throughout the year.
Katie is a senior and her wish is to make the state gymnastics meet in the All Around Competition. Her dad called me to ask if I would work with her. I had previously worked with her last year (Junior year) on three occasions, and she really enjoyed EFT. She had never made the state tournament previously.
I met her for one session the day of the regional meet that was to decide whether or not she would go on to the State Competition. We tapped on the following:
Even though Im afraid of falling and hurting myself on the vault;
Even though Im worried about my ankle holding up in the competition today;
Even though I have all this anxiety about performing well in front of friends and family (the meet was held at her High School in Red Wing);
Even though I have this fear of failure; and
Even though I have fears about sticking the landing on the vault.
The session was 90 minutes long. We were able to get all the aforementioned targets down to 0 (on a 0-10 intensity scale). In addition, we worked on planting an effective choice statement that would empower Katie to do her best. We decided on the following:
I choose to see myself performing in a graceful, relaxed, confident, and powerful manner in all my events today.
Katie was able to visualize this belief at a 9 level after tapping on this over a period of four rounds.
Well, Gary is always looking for statistics to indicate proof that EFT works, and I have some. I received a call on Saturday morning from a very excited Katie and her father saying she nailed the vault, and qualified for her first state competition in the All Around Competition category.
Katie says that there is no doubt that the EFT was the strategy that put her over the top. In addition, she said that her ankle did not bother her at all during the meet, and that her confidence was consistently high. She attributes this to the EFT work we did on the day of the regional meet. Think what we could have accomplished if we could have had a little more training time?
Sincerely,
Brent Thomson, Ph.D., L.P. drrelaxation@hotmail.com
Clinic Director Lifestyle Health Services
Bloomington, MN
from www.emofree.com
Pet grief, school (math) performance & cursing/anger.
Author: admin
Dear Gary:
1. I have a wonderful example of EFT with my granddaughter, Miah, who is 9-3/4 years. She will be ten in February. Miah’s father, my son, bought Miah a thoroughbred, Golden Retriever pup, 7 weeks old. On Tuesday night, just before Thanksgiving, they went together to pick up the dog. Miah has had between eight and ten dogs in her life time.
Each dog, the parents let something happen to it, either the dog “ran” away or they had to give them up for some reason. Miah lives with her Mom and at her house, she cannot have a dog of her own. So my son gives her a dog knowing he actually had no real place to keep it.
On Thanksgiving morning, my son called and said the dog was ill and in the hospital with some disease that pups get. Miah was traumatized, crying and feeling very sad. Her upset was very upsetting to me as well. I hugged her up and told her I was sorry and watched her cry. Then I thought about, EFT. I asked her how she was feeling, she said “just very afraid, my dog might die.” I asked her how afraid did she think she was feeling on a scale from one to ten. After explaining that, she said a ten. I explained EFT to her and asked if she wanted to do it to lessen her upset and fear about her dog dying. Her answer was yes. So the tapping began.
We tapped for: “Even though I have fear about my dog dying, I deeply and completely accept myself.” She started at a ten. The first round bought her to a five, second round to a two and at this point her tears had stopped and she said, “Grandma, I am not so afraid anymore.” I asked her if she wanted to be afraid at all. She said no, so we tapped another round. This time she got to a zero. She said, “Grandma, I am not afraid anymore.”
Although I do this with client, I still had surprise that again, EFT had worked so thoroughly with Miah. This is such an incredible tool.
2. I am also working with an eleven year old who cuts my grass. He was having problems doing math and had received an F in that class. He said he was angry because the kids called him names and made fun of him. He thought he knew how to do it, he said he felt afraid and scared. His school is down the street from me.
He started out at a ten with “Even though I feel angry about math, I deeply and completely accept myself.” He went to a three and then to a zero. I added some BSFF to this case and he choose a “secret word” Fearless. So we decided that every time he rounded the corner and saw my house, he would start saying his “cue” word, fearless. When he saw the school, he would say fearless and when he saw the kids at school who teased him. Definitely when it was time to do math and of course when he went to the board in front of the class.
His mother called me and told me that whatever I had “done to him” keep doing it because his entire attitude had changed and he was coming home doing his homework all by himself. When he came over, he also told me he was doing much better.
Yesterday, his mother came by my house and told me she had just left his teacher. The teacher told her, her son was doing so much better in class. She was wondering what had happened to him. His attitude was different and everyday, when it is time to do math, he starts doing something with his fingers. He told her he was working with “this lady” and this was helping him do better in math. The teacher then told him he needed to see his mother. It was good news.
His mother says she will bring his progress report by for me to see. After I see it on paper that he is improving, I am going to see his teacher and then the Principal at the school to start a small group of boys (4 to 6 boys) and see if this can happen on a larger scale. There is no telling where this will lead.
Thanks again. His mother even thanks you.
3. The third child, I worked EFT with was an unknown boy in the park who was cursing like a sailor to all the other children. I thought he had Tourettes Syndrome. Every sentence he spoke had a curse word in it although they were only playing. I waited until he was ready to leave when I call him and asked his name. He told me and I told him I noticed something very interesting about him. He asked what. I told him that I noticed that he was really a “good” curser. That he was the best curser I had ever heard before for a child his age. I told him that although I was impressed, I was also a little concerned because “usually” cursing meant that someone was a little angry.
I asked if he was angry. He told me YEA, he was angry with everybody. He said all the people. When I questioned him further about this, he said that people “hit” him. Now I knew I only had a few minutes with him and I did not question who hit him. I asked if he liked the way he felt when he felt so angry. He said no, not all the time. I asked if he would like to learn how to only be angry when he wanted to and not all the time. He said yes.
So to make this quick, I told him to tell me just how angry he was on a scale from one to ten. He said he was a ten (in a loud voice). I told him what we were going to do and asked again if he would like to do this. He said yes. So we began to tap for: “Even though I feel real angry, I deeply and completely accept myself.” He went from a ten to a five and to a two. I asked him if he would to not be angry at all and he told me he wanted to be angry “a little.” He then looked up and saw his bus coming. He told me he had to leave and catch his bus. From this angry kid that I didn’t even know, I got some smiles at what a great curser he was. He did talk to me briefly about having a “bunch” of names and he didn’t really know his last name or he never really said it. He said his father had a lot of names too. A parent in the park told me that she was afraid to say anything to the kids (he was eleven) and thought that I was out of my mind for doing so.
I know that had I had the time to work with this child, more couldn’t have happened. I generally never think I want to work with children, however, EFT is fun and I really enjoy teaching them how to do it.
Thanks again and again.
Linda Compton
taken from www.emofree.com
EFT for Trauma in Elementary School
Author: admin
By Monica Broadfoot Johnson, M.Ed
Dear Gary,
I would like to share a success that I had regarding an elementary school boy. I work in an elementary school as a counselor and have been using EFT for 2 years now. I also know that many people believe that school counselors usually do ‘bandaid’ work, and that the real work goes to real therapists. I work at a school in a poverty area, and the parents do not take their kids to therapy. So here is my story. Jake (not his real name) had a father who committed suicide the summer before I started seeing him in a grief group and he was doing pretty well. However, one day there was a knock on my door and Jake and his friend were standing there. Jake’s friend had brought him to me because there had been an accident on the basketball court. Another boy had been hit with something and was knocked out. The boy had a bad cut on his head and while lying on the court, blood was pooling around his head. So Jake was brought to me and looked as if he were ready to pass out. He began telling me what had happened on the court and how it reminded him of his dad lying on the street with the blood pooling around his head. I tapped on him while he was telling me this because he appeared to be in shock. Not only was the picture of his dad putting him into a re-grieving state, but another aspect arose. During his dad’s death, the police officer had picked up Jake, put his head into the officer’s neck, told him not to look, and walked with him away from the situation. And, of course, being a little boy, he looked. So here is the aspect of not doing what he was told to do, and then seeing the horror. I tapped on him for about 10 minutes. I just let him keep talking while I used the basic recipe. I also added and had him repeat this psychological reversal statement with forgiveness added. Even though I didn’t listen to the police officer, I’m still a survivor; I’m just a kid and I am a survivor … I forgive myself for just being a kid and looking when he told me not to. Even though an adult probably couldn’t handle it, I’m just a kid and I forgive me … I am a survivor. Then he went back to class and made it through the day. I don’t know how we would have gotten through this without EFT. Pre-EFT, any trauma lasted so much longer. Thank you Gary for developing this wonderful technique.
Monica B. Johnson, M.Ed.
taken from www.emofree.com
EFT With Wayward Students
Author: TappyBear
Four wayward, disruptive, aggressive, “not-interested-in-learning” students with a “last reprieve” undertook a three-week program to address their problematic behavior. Desperate for a solution to this growing problem within the school, the Resource Teacher-Learning and Behavior, of Pukekohe High School in New Zealand and the Principal invited EP specialist Wayne Thompson to implement an EFT-based program, as everything else the school had tried had no impact.
The program’s focus was to give students tools to manage their negative emotions, so no matter what problems arose, they would be able to choose better behaviors. The students’ initial attitude was a challenge. They were resistant and thought the “tapping” technique was too weird!
Wayne used a four-step process that began by building rapport with the students using NLP matching and pacing techniques and then continued with identifying the disruptive patterns in their use of language, swearing, fidgeting, talking out of turn, rocking on their seats, etc. Next, Wayne encouraged their disruptive patterns, which allowed him to then interrupt these negative patterns. Lastly, he facilitated new positive patterns through role-play.
During the three week period, Wayne’s main focus was to make sure that the students learned how to use EFT and apply it to challenging situations as they arose in the present and to also apply EFT to negative events from the past. Every day the program commenced with the students doing the EFT routine together to reinforce learning the technique.
Weeks after the program finished, staff noticed huge shifts in the students’ behavior. The Principal has asked for a follow-up program, and news of its success reached another local school.
Rehana Webster BSc
www.behaviourchanges.com/
