EFT Advanced Practitioner Case Study Guidelines

For EFT Advanced Practitioner in Training who have completed EFT Level 3 Training. 

This manual has been written as a form of reference in order all submitted case studies comply with the EFT International regulations.

This guidance manual includes the following information and forms:

  1. Preparing a Case Study. 
  2. Information on the Case Study requirements for Practitioner and Advanced Practitioner level.
  3. Recording form for Case Studies
  4. Sample Case Studies at Advanced Practitioner Level

In case you just want to jump to the relevant section, just click on the links above.

1. PREPARING A CASE STUDIES


1.1  Background Information

The first section of your Case Study will present your client's basic background. You can include factors such as age, gender, work, health status, mental health history, drug and alcohol history, life difficulties, goals and coping skills etc.

1.2 Description of the Presenting Problem

In the next section of your case study you will describe the problem or symptoms that the client presents with. Describe any physical, emotional or sensory symptoms reported by the client. Thoughts, feelings, and perceptions related to the symptoms should also be noted.

Any screening tools (PHQ9, GAD, HAD, SUD etc) or diagnostic assessments that are used should also be described in detail and all scores reported.

Please include use of intake questionnaire and clarify the problem the client wants to resolve.

1.3 Assessment

Provide your overall impression and give the appropriate assessment. Explain how you reached your assessment, how the client’s symptoms were presented, etc.

1.4 Intervention

Explain what methods you used to bring down the SUD or understand the problem at a deeper level. For example:

FOR EFT PRACTITIONER (LEVEL 2)

  • Full EFT routine (full basic recipe)
  • Movie technique
  • Tell the story
  • Fears & phobias
  • Limiting beliefs
  • Key word
  • Use of questions
  • Telephone or Skype work
  • Working with children and teenagers
  • Surrogate working
  • Explanation of EFT and its effects
  • Observation of client state

FOR EFT PRACTITIONER (LEVEL 3)

(Level 2 skills can also be used but must integrate all the Level 3 skills)

  • Intake questionnaire
  • Flexible language
  • Questions used to get to the core issue
  • Conflict resolution using role play
  • Deeper surrogate work with inner child & conflict resolution
  • Inner child
  • Archetypes
  • Shadow work
  • Parts integration
  • Inner committee
  • Picture Tapping
  • Dream Tapping
  • Chair Tapping
  • Love and forgiveness
  • Explaining EFT
  • Reframing
  • Use of measurement tools, if any (for example, in addition to intake form, a diagnostic tool used)
  • Describe some (not all) set up phrases that were used: e.g. ‘even though’, etc.

1.5 Outcome

The outcome of the session need not necessarily be a successful one, especially as you will only be conducting a few sessions. The important factor is how you demonstrate the techniques and skills you’ve been taught and your judgement in selecting which ones to use at which times during a session.

An example of a successful outcome may be measured by achieving the client’s goal (say being able to fly on a plane) or reducing their levels of anxiety and maintaining that level when they return for their next session. An unsuccessful outcome may well be your greatest teaching moment; please describe what was learned from the session and what will be done differently in similar circumstances.’ (See Section 6 for more on this.)

1.6 Post session review

In this section write your reflections on:

  • How did I do?
  • What could I have done better?
  • What could I have used more of?
  • Where did it work well?
  • What was getting in the way and what was the reason for this?
  • What I have learned as a practitioner, about the process and about the client?

2. INFORMATION ON THE CASE STUDY REQUIREMENTS FOR PRACTITIONER AND ADVANCED PRACTITIONER LEVEL

2.1 Guidance on marking case studies

When marking a student’s case studies, a Trainer will be critically evaluating it to see if the student has grasped what has been taught during the training course(s). Trainers will check that a student has demonstrated the knowledge, skills and competences required to be certified at the relevant level.

When writing a case study, students are required to demonstrate some (not necessarily all) of the following:

  • Identify the particular feeling, memory, belief or situation that is a problem for the client;
  • Agree on the goals/desired outcome;
  • Introduce any safety techniques;
  • Decide on the EFT techniques to be used;
  • Indicate what phrases you used to bring about a change in the SUD level;
  • Ability to establish boundaries;
  • Knowledge and understanding of principles, theories and techniques of EFT;
  • How you explained EFT to the client and how you initially demonstrated it to them;
  • How you isolated issues to be worked;
  • If PR was present and, if so, how it was neutralized;
  • What set-up affirmations were used and how you decided what words to use;
  • The reminder phrases that were used;
  • Which points were tapped - a full sequence or shortcuts;
  • The methods used to address the issues and why these were chosen;
  • How far the issue was resolved, and how this was assessed;
  • If partial resolution of an issue occurred, what you did next;
  • What testing methods you used;
  • Whether there were any shifts of aspect or issue;
  • Whether there were any cognitive shifts;
  • Which questions were asked to reach deeper levels of issues;
  • How affirmations were framed and reframed;

The Trainer will need to be assured that students know when and how to ask appropriate questions to reduce the SUD scale and bring about a cognitive shift, how well they have understood a client’s presenting issues and how to handle any abreactions or overwhelms. Trainers will be establishing whether students are able to build rapport with a client and how they have handled an abreaction, shifting aspects, etc.

If needed, notes should be made during the session as a reminder, or you can ask permission to record during the session and then write more notes down immediately after the session.

If you have any questions, please consult with your Trainer/Supervisor.

EFT Level 3 case studies must be of a higher standard and from complex sessions. These are the minimum requirements, but emphasis is on “quality” and not “quantity”.

Trainers will be seeking to establish your knowledge and application of advanced EFT techniques connecting the emotional or physical issue to the core issue and what techniques, questions and creative way of working was utilized to help the client in a manner that was safe, loving, compassionate and thorough.

In summary, in order to become an internationally approved Certified EFT Advanced Practitioner you need to:

1. Submit in one e-mail to your trainer your:

  • Case studies (18 in total - 3 clients 6 sessions);
  • Case study on self (6 case studies on self or with another practitioner/swap sessions);
  • Answers to the multiple choice test, practice sessions (50 in total);
  • 1 video of completing a one hour session with a client;
  • 50 practice sessions on a minimum of 20 clients;
  • A one-page review of your EFT Journey, aka Practice Review;
  • CPD & Supervision/Mentoring Record Log Sheet;
  • Confirmation that you are committed to code of conduct as well as CPD/Mentoring hours.
  • Re-attend EFT Advanced Practitioner Training as a review student/assist team before being awarded EFT Advanced Practitioner.

2. E-mail your submission within 6 months and no later than 12 months. Submissions beyond 12 months will require you to re-sit training as an assist team member or review student. On receipt of your full submission, it takes approximately 6-8 weeks to review the case studies, practice sessions and multiple choice;

3. Participate on the WhatsApp & Facebook support groups by asking questions, supporting each other and sharing learnings and insights from case study sessions;

Your practice review is one A4 page long (font 12) and can include:

  • Learning and personal development with EFT to date
  • Current EFT practice, the context and client groups with which you use EFT
  • Intentions and plans for the development of your practice - outline your plans for further learning and mentoring
  • Learning from exploring a specific theme with EFT – for example confidence, stress, anxiety, relationships

2.2 Skills that your Trainer will be looking for at Advanced Practitioner candidate level:

Example:

1. Questioning skills

  • What does that feeling remind you of?
  • Where do you feel that right now?
  • What SUDs level is it?

2. How is the Practitioner getting the information?

  • Is the client’s body language being noticed?
  • Are appropriate listening skills being used?

3. Is the Practitioner keeping the client safe by:

  • Not contaminating the client’s words
  • Utilising any safety techniques
  • Being respectful of the client in all ways
  • Being non-judgemental.
  • Being aware of anything they were triggered by during the session
  • Explaining what the client feels now is a trigger and not what is happening now.

4. Does the Practitioner notice any projections or counter transferences taking place?

5. Is the Practitioner using a variety of measurement tools (SUD, VOC etc.)?

6. Is the Practitioner fully aware of ‘aspects’?

7. Is the Practitioner moving with each aspect as it comes up but remembering to go back to the original aspect to check it’s been cleared?

8. Is the Practitioner being specific enough?

9. Is the Practitioner going with the client and their beliefs or are they putting on their own interpretations?

10. Is the Practitioner testing sufficiently to establish if the emotion has been neutralised?

11. Is the Practitioner being ‘present’ at all times in the session giving their client full connection and focus?

12. Is the Practitioner being aware of the ‘clock’ time & 10 minutes from the end mentioning there is 10 minutes left in order to prepare the client’s subconscious and avoid any new issues arising?

13. Were issues isolated?

14. How was the issue resolved?

15. If there was partial resolution, what did the Practitioner do next?

16. Were there any cognitive shifts?

17. What techniques were used (use the skills appropriate to the client session – which can vary session by session).  

For example:

  • Tell the story
  • Continuous tapping
  • Movie technique
  • Tearless trauma
  • Aspects uncovered
  • Limiting beliefs
  • Sneaking up on a problem
  • Key word approach
  • Specific questions or techniques used to get to the core issue
  • Argument tapping
  • Surrogate tapping
  • Rapport building
  • Preparing intake/consultation form
  • Explanation about EFT and its effects
  • Observation of client state
  • Use of measurement tools
  • Flexible language
  • Questions used to get to the core issue
  • Conflict resolution using role play
  • Deeper surrogate work with inner child & conflict resolution
  • Inner child
  • Archetypes
  • Shadow work
  • Parts integration
  • Inner committee
  • Picture Tapping
  • Dream Tapping
  • Chair Tapping
  • Love and forgiveness
  • Explaining EFT
  • Reframing
  • Use of measurement tools, if any (for example, in addition to intake form, a diagnostic tool used)
  • Describe some (not all) set up phrases that were used: e.g. ‘even though’, etc.

2.3 Recommended session times 

All session times should be limited to 1 hour and no more than 1 hour 30 minutes.

The first session will usually include a consultation so add approximately 20-30mins extra time for this.

2.4 Information on the Case Study requirements for Advanced Practitioner level

For Practitioner Level: Students are required to submit a minimum of 3 case studies (including one on the self) with an average of 6 x 1 hour sessions each (min 18hrs/sessions total).

For Advanced Practitioner Level: Students are required to submit a minimum of 3 case studies with an average of 6 x 1hour sessions each (minimum 18 hours/sessions total) using the intake form questionnaire, plus 6 sessions on self (through swap or practitioner sessions),50 practice sessions (where the 18 case studies can be included) and 1 Practice Review.

Notes

  • The case studies must be of a standard that demonstrates knowledge, skills and competence at the relevant Practitioner level.
  • If you have any questions around Case Studies, please contact your Trainer
  • All case studies are to be submitted to your Trainer within 12 months and within 6 months is preferable of attending the relevant training course or the date on the attendance certificate. If there are any problems in this area, first speak with your Trainer.
  • Your Trainer has the discretion to ask for these sessions to be submitted in one or more formats (ie written, recorded, filmed).
  • Written case studies should follow the format included in this Guidance.
  • The studies should demonstrate an in-depth exploration of issues and competent use of EFT techniques. One session can be on your own issues.
  • Multiple issues and physical and emotional issues may occur in the same session. It is not necessary for a session to be successful: You can sometimes learn a great deal from analysing what didn’t go so well. It is perfectly satisfactory to present a session in which you did not achieve complete resolution of the issues.

2.5 Informed Consent

Please obtain consent from the relevant person to use any written or recorded material from the session in your case study before you begin.

Inform them that you are learning EFT and that you will need to submit your notes for assessment to establish your competence. Reassure them of complete confidentiality at all times and that their real identity or any circumstances which might identify them will not be included.

3. RECORDING FORM FOR CASE STUDIES

RECORD OF EFT CASE STUDY SESSIONS FOR ADVANCED LEVEL

Name of EFT Student


Date of Session


Length of Session


Client ID (if applicable)


Gender


Case Study Number


Session Number


Case Study Notes 

Each session should include:

  • How you got to the core issue?
  • What techniques were used?
  • How the SUD rating changed?
  • Examples of techniques used taught at EFT Advanced Practitioner (Level 3).
  • What set up phrases, questions and tapping sequences were used?
  • What specifically made the difference during the one on one session?
  • Any testimonials or client feedback you have.
  • Most importantly, add your learning at the end; what you have learnt about yourself, the process and your client.
  • Focus on the process and what you learnt.
  • Consider yourself as a facilitator creating a space of safety, allowing non-judgemental listening and be compassionate by staying focused on the reason your client came to see you.

Background Information (about the client): Intake attached



Description of the presenting problem (the reason the client came to see you):



Assessment (your assessment):



Explanation (how you explained what would happen during the session):



Desired goal or change wanted (from your client):



Intervention (what you facilitated during the session):


Outcome (what happened at the end of the session or client feedback during or after the session, including any testimonials):


Future planning (what you would propose in your next session):



Post session review and learning outcomes (your reflections and what you learned):

4. SAMPLE CASE STUDIES AT ADVANCED PRACTITIONER LEVEL

 SAMPLE CASE STUDY 1 AT EFT ADVANCED PRACTITIONER LEVEL

Name of EFT Student

SM

Date of Session

21 July 2016

Length of Session

1 hour 10 minutes

Client id (if applicable)

Client A

Gender

Female

Case Study Number

01

Session Number

1 of 6 sessions

Background information (about the client): Refer to intake form attached (Client A).

Description of presenting problem:

Client A was feeling unsatisfied with her job but she was unable to understand whether that was because it was the job that was unfulfilling, or whether it was her lack of enthusiasm for it. Although she knew that she didn’t want to stick with the same job forever, she seemed unable to make a decision as to how much longer she wanted to continue.

Assessment:

Client A was experiencing a lot of internal conflict. On one hand, she was grateful for the job, and on the other hand, she found the work mind-numbing and boring, and it made her feel unfulfilled. A part of her wanted something more, but she was worried about letting this job go, as it was all that she had to show on her CV.

Explanation (how you explained what would happen during the session):

The client was familiar with EFT, so we began straightaway.

Desired goal or change wanted (from your client):

Client A wanted more clarity on whether it was her who was being lazy and avoiding work, or whether the job was really for her.

Intervention (what you facilitated during the session):

We began the session with Client A telling me about her work and how she felt about it. She is an editorial assistant of a scientific journal, but her actual work involved a lot of data mining and other tasks that she described as boring and mind numbing.  On one hand she was grateful for having the job, yet at the same time she found she was becoming less and less interested in the actual work. She was also annoyed at her boss, Boss B, who expected her to send in daily status reports, even when the tasks were extremely mundane at times. Despite her regular efforts to follow the instructions, she found that her efforts went unacknowledged. Besides, Boss B had expectations of her that he didn’t express, and yet wanted her to fulfill. This communication gap was causing even more frustration for Client A.

Client A found that she was no longer doing her best at her job and this made her wonder why she was doing it. She was afraid of not having anything substantial on her CV which would make her appear incompetent. The work was part-time, and required her to work 4 hours a day. Yet, a part of her wanted to do so much more. The question in her mind was ‘Is it me who’s gotten lazy?’

We did a few rounds of tapping on all the above facts.

“Even though I’m grateful for my job, I find the work boring and mind-numbing, I deeply and completely love and accept myself. Even though I’m becoming less and less interested in the actual work, and can’t seem to fulfill Boss B’s expectations, I deeply and completely love and accept myself. Even though the work is really mundane, I deeply and completely love and accept myself.”

We tapped on these with the corresponding reminder phrases.

We also tapped saying “Even though I’m no longer interested in my job, I want it for my CV, I deeply and completely love and accept myself.” This reframe landed with Client A, and she burst out laughing.

I asked her what it meant about her if she decided to give up the job.

She replied, saying that the benefits of the job were that she was getting paid and had something to show on her CV. Apart from that she was just a cog in the machine. She didn’t feel fulfilled. She was willing to go through it for maybe 6 more months, yet a part of her was tired of it. Continuing with it made her feel constrained.

We tapped on these details, and then continued with the Inner Committee process.

I asked Client A to close her eyes, and identify all the different voices inside her head, that contributed to the inner dialogue with respect to this situation. I asked her to tell me what each of the voices was saying. Based on this, I asked her to give each of the sub-personalities a name, and describe each of them (gender, appearance, etc.)

We identified 9 sub-personalities, which were as follows:

Earnest Sally

“Boss B is counting on you; you don’t want to let him down.”

This was said by Earnest Sally, a small frail little feminine sub-personality with a sweet voice. She was young and earnest.

Major ‘It’s my time’

“It’s important to look at what makes me happy.”

This was a tall male, straight-backed, firm, military-like sub-personality.

Aunty Busybody

“That’s selfish.”

Aunty Busybody was an older woman, sitting and knitting with a perpetual frown on her face. She wore rhinestone glasses, and seemed to secretly like a little bit of ‘bling’. She had a high squeaky voice, and was probably selfish herself. She was hypocritical.

Boy Scout

“You’ve committed for a year.”

This was a young boy who followed rules, and liked to do the right thing. He had neatly combed hair and brightly polished shoes.

Miss Easily Distracted

“It’s so boring!”

This was a little toddler who was crying and throwing a tantrum in the corner. She was a little girl with a frilly dress and curly hair, tied up in two ponytails.

Ms. Wistful

“I want so much more!”

This was a wistful girl, sitting at the window and looking out. She was slightly younger than Client A.

Ms. Solpa Adjust Maadi (meaning Ms. Adjust-a-little)

“It’s only 4 hours a day.”

This was said by a motherly, matronly woman, sitting quietly at the table, and taking care of everyone. She was a comfortable person, wearing an apron, and probably had goodies in her bag for everyone.

Lord Snore

“This 4 hours still makes me tired.”

This was a hypochondriac young man, sitting with a thermometer in his mouth. He sat as if he had no spine, with his hand over his head.

Ms. Hopeful & Confident

“My CV is important too.”

This was a younger version of Client A, when she was just finishing school, getting ready for college, eager to take on the world. She was busy collecting certificates and accolades. She thought she knew everything.

Once these 9 sub-personalities were identified, we began working with the first one, Earnest Sally.

1) Earnest Sally

“Boss B is counting on you; you don’t want to let him down.”

This was said by Earnest Sally, a small frail little feminine sub-personality with a sweet voice. She was young and earnest.

I asked Client A to assume the personality of Earnest Sally, and tap as her.

“Even though Boss B is counting on me and I don’t want to let him down, I deeply and completely love and accept myself.”

“Boss B is counting on me… I don’t want to let him down… My earnest nature doesn’t want me to let someone down… Not if they’re counting on me… “

I then asked Client A ‘When did you first learn that you mustn’t let someone down if they’re counting on you?’

Client A said it was when she was about 10 years old. Her classmates in school weren’t really friendly, and that made her feel bad and sad. She learned how it felt when people weren’t there for her, and so she made sure she was there for others, especially if they were counting on her.

We tapped.

“Even though back in school my classmates weren’t really there for me, and it made me feel bad and sad, I deeply and completely love and accept myself. Even though I knew how it felt, and then decided to be there for other people, especially if they were counting on me, I deeply and completely love and accept myself. Even though I felt bad, that was then, this is now. I now open myself to the possibility of first being there for myself, and I deeply and completely love and accept myself.”

At this point, Client A’s face relaxed and she started smiling. She looked happy. I asked her how Earnest Sally was feeling. She replied that Earnest Sally now felt that not doing the work well would, in fact, be letting Boss B down, so there was no point in staying unless she was willing to do the work well.

She said that Earnest Sally had decided to stay on only if she was willing to do the work, and was in a happier and much more settled place now.

Client A mentioned that immediately after the session, once she began her work for the day, she would have to talk to Boss B. Before, she wasn’t very eager to talk to him, but after tapping on Earnest Sally, she felt in a very good space to talk to him.

Client A looked much happier, and her body language showed more lightness. She was smiling.

The session had already lasted for over an hour, so we decided to continue with the remaining sub-personalities in the next session.

In this process, we worked with Continuous Tapping, Reframes, Flexible Language, Archetypes, Inner Committee and Sub-Personality Tapping.

Outcome (what happened at the end of the session or client feedback during or after the session, including any testimonials):

Outcome (what happened at the end of the session or client feedback during or after the session, including any testimonials):

AR looked much happier after the session. She was smiling, and there was lightness in her presence. She said she was in a better place to talk to her boss, Boss B, than she had been before.

A few hours after the session, when Client A was at work, she called me up for a few moments to tell me that Boss B had offered her a promotion. She was very happy and excited, and felt that the clearing of the energy with the first sub-personality had prepared her for the unexpected offer.

Future planning (what you would propose in your next session):

We will continue tapping on the remaining sub-personalities in the next session.

Post session review and learning outcomes (your reflections and what you learned):

 This was the first time I had worked with the Inner Committee; it was very interesting to see the varied sub-personalities that influence our thoughts and views about a given situation.

SAMPLE CASE STUDY 2 AT EFT ADVANCED PRACTITIONER LEVEL

Name of EFT Student

SM

Date of Session

04 September 2016

Length of Session

1 hour 15 minutes

Client id (if applicable)

Client K

Gender

Male

Case Study Number

03

Session Number

1 of 6 sessions

Case study notes

Each session should include:

  • How you got to the core issue
  • What techniques were used
  • How the SUD rating changed
  • What set up phrases were used, etc
  • Any testimonials you have

Background Information: Please refer to intake form attached (Client K)

Description of the presenting problem (the reason the client came to see you):

Client K had been emotionally shutdown for over a year. He knew whenever any emotions were coming up, but couldn’t feel them fully like he had been able to before. He was aware of them in a more mental way. He used to be a very emotional person before, and now that he could no longer feel his emotions fully like was able to in the past, he was anxious and afraid. He knew he was anxious or afraid because he would notice his body responding in a nervous way, but he couldn’t really feel the emotions as such. He was ill at ease. Because of the shutdown, he was unable to feel even positive emotions like happiness, and therefore felt like he was missing out on a lot. There was apparently no particular event that had triggered the shutdown.

Assessment (your assessment):

Client K was very aware of his situation, and how his body responded to the emotions going on beneath the shutdown.

Explanation (how you explained what would happen during the session):

The client was another EFT practitioner, so we began straightaway.

Desired goal or change wanted (from your client):

Client K wanted to be able to feel his emotions again and overcome the emotional shutdown.

Intervention (what you facilitated during the session):

Once Client K had explained his condition to me, I asked him how the shutdown seemed or made him “feel”. I was looking for any internal response to the shutdown, even if it was mental, and not a feeling. He said it was dry, tasteless and colourless. He also said that it made him feel like there was no meaning left anymore. I asked him where in his body he would experience it. He said he sometimes experienced it physically as tightness in his chest, as though it was a burp stuck in his chest. When he would explore it, there would be nothing there. It also made him lethargic. He said it was not peaceful. It was as if something was bugging him but he couldn’t feel it.

We did a few rounds of tapping on all of these facts, and then I asked him to tell me if he was aware of how he used to feel before the shutdown.

Client K said he used to feel his emotions fully. Sometimes he would feel his emotions very strongly, and got overwhelmed by them. He had faced a lot of hurts before the shutdown, and a lot of rejection. He hadn’t been able to pursue playing music professionally as would have liked to, because he had not reached the required level of practice. He had been bullied in high school, and faced rejection from friends, which made him feel left out.

In the past, he sometimes got overwhelmed by emotions, and even had Ab reactions. When he was in college, if he got depressed while in class, his depressed feeling would be so overwhelming that he would have to get up and leave the class. He mentioned that he wouldn’t be able to do that at office, now that he was working.

We again tapped on all of these.

I sensed that there might be some benefit of the shutdown, and did the Secondary Gains procedure. I asked him the questions for this process.

Being shutdown had cost him the ability to process his past hurts, and fears of the future, and that made him sad.

In a sense it had also cost him his life, because he saw no meaning or purpose anymore. This made him blank, very uncomfortable, and he didn’t care about anything.

I asked him how things would change for the better if he could feel his emotions again. He immediately said they wouldn’t – he would be a mess.

I asked him the same question again, and this time he replied that he would be able to move forward, and do something about the way he felt.

Finally, he would also be able to feel again, and not miss out on being happy and excited.

He said he would initially feel a lot of fear and maybe even panic at feeling things strongly, and be judged for being too emotional. He was afraid he might be labeled as ‘mentally unstable’.

The benefit of the shutdown was that he didn’t feel panic anymore. He noticed the symptoms in his body sometimes, but didn’t feel the emotion.

The other benefit was that when he was in college and depressed, he couldn’t sit in class. Now he was at least able to sit at his job, without feeling the need to get up and leave.

He was afraid that if he could feel his emotions, he would be forced to work, even if he was experiencing overwhelm. The shutdown saved him from that.

Another benefit was that he wouldn’t know when he was depressed, and that would help him get through the day.

I asked Client K how he could have the benefit of the shutdown, and yet be able to feel his emotions again. He said he would need to take a break of about 4-6 months, where he would be able to work with himself to process everything. I asked him what was stopping him from doing that. He replied saying he didn’t like his profession, so it wasn’t that. However, he was in a committed relationship since 4.5 years, and might get engaged next month. That was stopping him.

I asked him how his fiancée would feel about it, if he were to take some time off for himself. He said she tried to be supportive, but tended to panic. If he quit his job, she would panic, and she was not a very nice person when she panicked.

He also had fears about being able to pay his rent and feed his family in the future.

Client K said he sometimes tended to stutter and stammer (since childhood), and now at this point he was having difficulty expressing himself freely, as the stuttering and stammering was getting a bit strong. We slowed down the pace of talking, to make it easier for him.

We tapped.

“Even though, I’m emotionally shutdown, I love and accept myself. Even though I’m shutdown, and my shutdown has kept me safe, I love and accept myself.

If I feel my emotions I might be so afraid….

Might even panic…

I couldn’t sit in class when I was depressed before…

Now I can at least work…”

Even though my shutdown has kept me safe, and I’m thankful to it for keeping me safe, I love and accept myself. Suppose somehow there was a way by which I could feel my emotions safely, without being overwhelmed and afraid of them, I would choose that now. I open myself to the possibility of feeling my emotions safely, and remaining calm, even negative emotions come up strongly.

Even though I’m worried about being shutdown, this experience of being shutdown has taught me how to function smoothly in everyday life, which I wasn’t able to do before. This experience has taught me how to function without getting overwhelmed. I’m grateful to my body and mind, for the learning it has given me through this shutdown experience.  Even though I may not have always trusted myself in the past that was then, this is now. I now choose to trust my body, and its natural intelligence, and allow it to teach me the lessons it has to teach me through this shutdown experience.

Even though the shutdown has been a friend that kept me safe from feeling my emotions, I now choose to safely feel my emotions, and release the shutdown with gratitude. I release the shutdown… It’s safe for me to release the shutdown… I safely release any attachment I might unconsciously have to this shutdown… I am safe anyway…”

By the end of this process, Client K was looking a lot more relaxed. He had had a frown of anxiety and his facial expression was worried when we started. By now it was much more relaxed.

I checked with him about how he was feeling. He said although the shutdown was still there, its quality had shifted. It no longer was dry, tasteless or colourless.

Since Client K was having difficulty in speaking freely, I decided to shift focus to the stammering.

Client K had had this problem since childhood. He tended to stutter or stammer more when he was around judgmental people. When asked when was the first time he remembered stammering, he said that he was around 8 years old. He was having difficulty speaking freely, and his father had said “Who will hire you when you grow up if you speak like that?”

Client K said he had already worked with that particular incident and processed it. However, as a child, the slightest things he wanted to do were not only judged but also had bad repercussions. He was scolded a lot by his father, who was his idol. He gave the example of a time when he was cleaning a video tape, and his father asked him to go to bed. Client K asked him to let him finish, and was trying to finish cleaning the tape, but his father got angry, and threw the tape. This was behavior he experienced throughout his childhood. He was skinny, and small, and used to feel condemned. He couldn’t defend himself, and used to feel helpless. He would also feel guilty, like it was his fault, and that he was a condemnable person.

We switched to the Inner Child process. I asked Client K to invite the younger Client K to sit beside him. Client K wasn’t very comfortable imagining something outside himself, so we did a slight variation. I asked him to step into the body of the younger Client K, and to surrogate tap for the younger Client K.

“Even though Appa (Appa was how he called his father) always scolds me a lot, I love and accept myself. Even though I admire him a lot, he scolds me for little things, and I feel guilty, as if it’s all my fault, and I’m a condemnable person. I’m so small and skinny, and can’t defend myself.  Even though I feel so helpless, I love and accept myself.

It’s all my fault…

I guilty…

I’m a condemnable person…

I’m so helpless…

Even though I feel guilty, and feel like a condemnable person, suppose somehow I could love myself anyway, I would choose that now. I’m open to the possibility of loving myself, irrespective of whether I am small, skinny, helpless or at fault. Even though it might even be something I’m unfamiliar with, I choose to love myself unconditionally, no matter what my faults are, and no matter my limitations. I choose to love my limitations as a part of me. I love the part of me that feels helpless, the part of me that judges me for feeling helpless. I love and accept all parts of me.

(Top if the head) It’s safe to love. I’m worth love.”

We repeated the last line affirmation on all the tapping points, and brought the session to a conclusion.

Client K was looking far more open, and he was smiling. He said that he had had a backache since some time. The pain was reduced to less than half by the end of the session. He was also speaking more easily towards the final process.

In this process, we worked with Continuous Tapping, Flexible Language, Secondary Gain, Inner Child with Surrogate Tapping, and Reframes.

Outcome (what happened at the end of the session or client feedback during or after the session, including any testimonials):

By the end of the session, Client K was no longer worried about the emotional shutdown. He said its quality had shifted in a more positive way. Since we had also worked on self-love for the Inner Child, there was more lightness about his presence.

Future planning (what you would propose in your next session):

Continue working on the emotional shutdown, and if the stammering comes up again, on that too. Will also explore the Inner Child process to heal younger memories, if required

Post session review and learning outcomes (your reflections and what you learned):

This was the first time I was doing a process for someone who was unable to feel his emotions, and was yet aware of being affected by them. I was unable to use the regular process of identifying where the emotion was felt in the body and identifying the SUDs. The Secondary Gain process was very helpful in this case. It was a great learning session, and taught me a lot.

>