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EFT Practitioner Case History Guidelines

For EFT Practitioners in training  who have completed EFT Practitioner (Level 1 & 2) Training and/or Inner Child Matrix Practitioner Training / Body Vitality. 

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

This guidance manual includes the following information and forms:

  1. The purpose of case histories in EFT certification
  2. Preparing a case history 
  3. How are case histories evaluated/ marked
  4. How to prepare a personal case history
  5. Recording for case histories
  6. Sample case history at Practitioner level
  7. Template to write up the case histories

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

1. THE PURPOSE OF CASE HISTORIES IN EFT CERTIFICATION

1.1 What are case histories?

Case histories are sessions conducted as part of a certification process to become recognised as a professionally qualified Practitioner or Coach.

They provide a vehicle to discuss and assess a candidate's EFT skill and understanding, a Practitioner's ability, strengths and development needs.

Case histories also function as a teaching tool intended to help candidates actively notice, reflect upon, and learn from the choices made, and what occurred during an EFT interaction.

By recounting the EFT interaction or intervention undertaken with clients, EFT Practitioners in Training have the opportunity to:

  • Demonstrate their understanding of the process
  • Develop greater conscious awareness of their choices
  • Clearly identify the specific approaches used
  • Reflect upon the intended purposes of their chosen approaches
  • Observe more objectively their role in the EFT interaction
  • Reflect upon the results of the session, the quality of their facilitation, etc.

1.2 How are case histories useful?

When an EFT Practitioner in Training presents what happened in an EFT intervention from their perspective, and why they have made the choices, they can more objectively evaluate and discuss their current level of competency together with their Trainer and/or Supervisor. In some cases the candidate may also discuss with their appointed Senior Practitioner and/or Mentor.

Conversely, the Trainer and/or Assessor can utilise the case study process to accurately assess a candidate’s skill. These conversations are opportunities for constructive engagement to support the  student in their professional journey as an EFT Practitioner in Training.

For the Trainer and/or Assessor, the case study process gives them the opportunity to:

  • Review the EFT Practitioner in Training's skill, ability, decision making, documentation ability, and assessment of their own strengths, learnings, and development needs.
  • Learn directly about the decisions and choices made by the candidate during their EFT intervention in ways that actively promote a candidate’s professional growth and development.

Once the case histories have been reviewed, the Trainer and/or Assessor has a one to one private interaction with the EFT Practitioner in Training where they can:

  • Acknowledge strong areas of competency and clearly identify those areas that require improvement.
  • Give honest, direct feedback from their perspective and experience about what they are witnessing of a candidate’s EFT skills and abilities.
  • If needed, enquire further into their thinking, lines of questioning, providing support in the session, and the reason they performed or did not perform certain techniques. 
  • Share their professional expertise in ways that encourage a candidate to draw new conclusions and expand the skills.
  • Assess a candidate’s level of competency for certification.

Please note a candidate's ability is also assessed during the training in practice sessions (for example in the breakout room or in the practice sessions in the training room) and Supervision & Mentoring sessions.

At the Trainer's and/or Assessor's discretion a one to one interaction can be requested to have a conversation about where the Practitioner is strong, or might need more support. 

For Practitioner Candidates, reviewing a case study process which includes Supervision Mentoring gives them the opportunity to:

  • Document what they did, and the reason they did it.
  • To become aware of all the different elements of the case study from background to interventions and learnings.
  • Identify their strengths, development needs and learnings.  

During Supervision & Mentoring or an interaction initiated between the Trainer and/or Supervisor, the EFT Practitioner in Training can:

  • Ask questions and receive feedback regarding specific client work.
  • Receive a more experienced perspective on their abilities as facilitators of the EFT interaction.
  • Reflect upon and discuss what they did well, where they were challenged and what they might do differently in the future.
  • Identify, together with their Trainer and/or Supervisor, any areas of skill that require improvement.
  •  Brainstorm potential solutions for areas under discussion together.
  • Openly discuss their challenges, successes and personal experiences in ways that help build, sustain and enhance their professional capacity as EFT Practitioners.

These are usually structured during the Supervision & Mentoring hours, including a session on how to write up a case study. Additional one to one interactions might be initiated between the candidate and/or the Trainer, Supervisor and appointed Senior Practitioner/Mentor either before or after the case studies are submitted. 

Should there be additional Supervision & Mentoring required or support in the case study process, the Trainer and/or Supervisor will apprise the candidate of what is involved and of any charges involved. 

1.3 What is the process?

Once a candidate documents the case studies, they provide it to their Trainer in one email within 12 months from the last day of the EFT Practitioner Training (which is the last day of the EFT Practitioner Completion Day). The email, which has to be sent to certification@vitalitylivingcollege.info and india@vitalitylivingcollege.info (with an alert on WhatsApp to your VLC contact) will contain the following:  

  1. 6 sessions conducted on 2 clients (12 in total) each documented in the template format. (Each session must be up to 1 hour long and no more than 1.5 hours, with an EFT Transformation Program Intake Form completed prior to commencing sessions).
  2. 6 sessions conducted on yourself as self-help sessions in the template format. (Each session must be up to 1 hour long and no more than 1.5 hours, with an EFT Transformation Program Intake Form completed prior to commencing sessions).
  3. 50 practice sessions log on a minimum of 20 clients. (Each session must be up to 1 hour long and no more than 1.5 hours, with an EFT Transformation Program Intake Form completed prior to commencing sessions).
  4. 1 one hour video of giving a case study client session. 
  5. The filled in multiple choice examination in the template format.
  6. A 1 page write up about your personal EFT Journey from attending the initial training to submitting your case histories, including your learnings and reflections.
  7. The filled in Supervision log sheet with details of your Supervision & Mentoring hours and your Continuing professional development (CPD) log sheet with details of your CPD hours as per the Continuing Professional Development & Supervision (CPDS) Requirements.
  8. Confirmation that you will adhere to the Code of Conduct and Continuing Professional Development requirements.*
  9. The filled in assessments, development plan and checklists as detailed below:

     EFT Self Assessment Questionnaire
     Personal Development Plan
    EFT Foundational (Level 1) Training Competency Checklist
    EFT Practitioner (Level 2) Training Competency Checklist

Submissions beyond 12 months will require you to re-sit the training and complete an additional 6 hours of Supervision & Mentoring.

Once you email everything, it takes approximately 8-12 weeks to review your submission. In some cases, further work might be needed like re-taking the multiple choice, submitting another video with a transcript, or writing up another case history or re-writing sections of the case. Those who follow the exact requirements in the case history guidance manual are most successful.

You will be awarded as an Certified EFT Practitioner with accredited EFT International Master Trainer of Trainers Dr Rangana Rupavi Choudhuri (PhD) at Vitality Living College and will have the option to be independently accredited by the EFT International too.

*Annually you need to document your 6 hours of supervision in the Supervision hours log sheet and 24 hours of continuing professional development submitted in the CPD Mentoring hours log sheet

For more details, visit https://portal.vitalitylivingcollege.info/trainingprogram/eft-practitioner-training.

2. PREPARING A CASE HISTORY

2.1 Background information

The first section of your case history 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.

2.2 Description of the presenting problem

In the next section of your case history 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.

If you used any screening tools or diagnostic assessments they should also be described in detail and all scores reported. Example of diagnostic tools include:

2.3 Assessment

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

2.4 Explanation

Mention how you explained what would happen during the session. 

2.5 Desired goal or change wanted

Document what the client wants, for example a goal they want to reach or a problem they want to solve. 

2.6 Intervention

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

  • Full EFT routine (full basic recipe)
  • The Simplified EFT routine
  • The Movie Technique
  • The Tell the Story Technique
  • Fears and Phobias Technique
  • Limiting Beliefs Technique
  • Keyword Approach
  • Use of questions
  • Telephone or online work
  • Working with children and teenagers
  • Surrogate Tapping
  • Safety Tapping (for abreactions, for example Triple Point Calmer)
  • Explanation of EFT and its effects
  • Observation of the client's state
  • Describe some (not all) set up phrases that were used: for example, ‘Even though I feel anxious, I love and accept myself.’

2.7 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 that you have 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.)

2.8 Future planning

Document any thoughts you have on what you might want to explore in the next session based on what the client discussed with you or what you discussed with the clients. 

2.9 Post session review and learning outcomes

In this section write your reflections on:

  • What you did really well?
  • What could you do even better?
  • What would you do differently next time?
  • Overall what were your learnings?
  • What were your learnings about the process?
  • What were your learnings about yourself as an EFT Practitioner in Training?

At the end of each session:

Jot down brief notes at the end of each session which will enable you to write detailed notes later for your records and give yourself time for self-reflection.

The issue, presenting problem or what the client wants:

  • Questions asked
  • Tapping sequences used
  • Techniques used
  • How did you overcome the challenges?
  • What made you decide to do what and when?
  • What did you do well?
  • What can you do better?
  • What would you do differently next time?
  • What are your overall learnings?

3. HOW ARE CASE HISTORIES EVALUATED/ MARKED?

3.1 What the Trainer and/or Assessor is seeking in the case history write up?

Before certifying an EFT Practitioner or Advanced Practitioner in Training, a Trainer and/or an Assessor critically evaluates each case history to ensure that the student has grasped the skills taught in the relevant course level.

While no case history will necessarily include all of the following criteria, Assessors will want to see just how effectively a candidate:

  • Built rapport, safety and trust with clients and met them where they are at.
  • Established and maintained non-judgemental space (displayed an ability to “get themselves out of the way”) during the EFT interaction (i.e. the concept of “through me, not by me”).
  • Paced and lead the clients as per their energy (visual, auditory, kinaesthetic and auditory digital) and comfort levels.
  • Identified the client’s presenting problems and desired goals, what they want to explore in the session, and how is it connected to their priorities from the EFT Transformation Program Intake Form.
  • Listened to their clients, and used their words in the tapping sequences and introduced any deviations in a manner where the client can accept or reject intuitive suggestions.
  • Did not lead the client, but empowered the client to find their way organically and through a client centric facilitative approach versus a prescriptive Practitioner directed approach.
  • Calibrated the client throughout the sessions and acted accordingly to uncover the reason behind any observations and to keep the client safe.
  • Aware of the different aspects explored and what to do with shifting aspects.
  • Uncovered, handled or otherwise acknowledged core issues (If, for example, no core issue arose or there was difficulty clearly identifying or resolving them, the Assessor will want to ascertain a candidate's understanding of the relationship between what did unfold in this session and “getting to the core”) and their relationship to the presenting issues as well as specific past events.
  • Handled abreactions or overwhelms safely and gently.
  • Undertook every opportunity to be gentle and avoided retraumatising the client.
  • Demonstrated knowledge of when and how to ask appropriate and/ or quality questions.
  • Recognised how and when a client displayed a reframe or cognitive shift.
  • Utilised effective and appropriate reframing (When the SUD’s or VOC has come down, using the client’s words and asking their client, “What do you want?” and “How do you feel?”)
  • Displayed how cognitive shifts (or “client reframes”) were integrated.
  • Understood and handled the need to reduce the intensity of the SUDs and/or VOC that arose during the session.
  • Undertook appropriate opportunities to measure and test their work.
  • Displayed frequency, thoroughness (as well as variety) of measuring and testing opportunities.
  • Described the role of any reversals present and how you handled these aspects (for example, secondary gain/loss).
  • Discerned any need to refer out, recognised areas where they lacked expertise or otherwise demonstrated understanding the concept of “Do Not Go Where You Don’t Belong.”
  •  Opened and closed sessions appropriately (i.e. demonstrated ability to end session(s) safely and on time, and knowledge of what to do with any extra time at the end of the session (more testing, assigning homework, or more tapping if appropriate).
  •  Addressed and/or acknowledged any ethical concerns or issues that may have arisen.
  • Communicated ample self-reflection about the process and documented what went well, what could be better and your overall learnings.
  • Was aware of, and handled any challenges in this area (projection, transference and counter transference).

EFT Case History Guidelines Summary Points

Following are the summary points for the EFT Case History Guidelines:

1. Listened to their clients

  • Reflected their subjective experience
  • Worked with what they were bringing to the table

2. Maintained a non-judgemental stance

  • “Get themselves out of the way”
  • “Through me, not by me”

3. Used their client’s specific words

  • Not leading the client
  • Not putting words in the client's mouth

4. Discerned any need to refer out

  • Recognised areas where they lacked expertise
  • Demonstrated understanding the concept of “Do Not Go Where You Don’t Belong”

5. Opened and closed sessions appropriately

  • Demonstrated an ability to end session(s) safely and on time
  • Knowledge of what to do with any extra time at the end of the session (more testing, assigning homework, or more tapping if appropriate, etc.)
  • How to close a session, if it needs more time

6. Addressed and/or acknowledged any ethical concerns or issues

7. Communicated ample self-reflection about the process

  • What you did really well?
  • What could be better?
  • Learnings

3.2 What to cover in your case history write up?

When writing up the case histories definitely explain how you:

  • Started the session and met the client where they were at;
  • Focussed on what the client wanted, and avoiding giving any advice;
  • Explained EFT and how you initially demonstrated it to your client;
  • Uncovered and explored the particular feelings, memories, beliefs or situations;
  • Decided which safety techniques to introduce when;
  • Determined the reason behind using which EFT technique when;
  • Established what questions, tapping sequences (set up phrases, reminder phrases), tapping points and reframes to used when and why;
  • Which questions were asked to explore the core issue and/or deeper levels;
  • Uncovered the different aspects and honed down on the most important;
  • Noticed cognitive shifts, shifting aspects and how the issue transformed;
  • How affirmations were framed and reframed;
  • What testing and assessment methods you used;
  • Assessed the issue and tested throughout and decided on the next approach to follow;
  • Facilitated resolution of the issue or attainment of the goal;
  • Tackled the situation, if partial resolution occurred;
  • Addressed or did not address any challenges that arose;

The EFT Master Trainer and/or Assessor 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, reframes and cognitive shifts effectively and safely.

If needed, notes can 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 EFT Trainer/Supervisor.

3.3 Skills to demonstrate in your case history write up

The following are some of the skills your Trainer and/or Assessor will be looking out for in your write up:

1. What were the questioning skills used? (using what, how, when questions and avoiding why questions). Examples of questions:

  • Where in the body do you feel the tension?
  • How does it make you feel?
  • When have you felt like this before?
  • What does that feeling remind you of?
  • Where do you feel that right now?
  • What number is it at?
  • How true is that on a scale of 1 to 10?
  • Tell me more...
  • Because...?

2. How is the Practitioner getting the information about the client?

  • Is the client’s body language being noticed?
  • Are appropriate listening skills being used?
  • How and what questions were asked?

3. Is the Practitioner keeping the client safe by:

  • Not contaminating the client’s words (sticking to what they share and using their words in the Reminder Phrases)
  • Utilising any safety techniques (Triple Point Calmer, holding the 9 Gamut)
  • Being respectful of the client in all ways
  • Being non-judgemental to the client (established a non-judgemental approach at the beginning and maintaining it throughout the session)
  • 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. Is the Practitioner using a variety of measurement tools (SUD, VOC, retelling the story, intensity levels, and psychological assessment tools)?

5. Is the Practitioner fully aware of  the 'aspects' and the 'shifting aspects'?

6. 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?

7. Is the Practitioner being specific enough (focusing on what the client wants and not deviating from it)?

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

9. Is the Practitioner testing frequently and sufficiently enough to establish if the emotion has been neutralised?

10. Is the Practitioner being 'present' at all times in the session giving the client their full attention and connecting with them?

11. Is the Practitioner being aware of the time and mentioning 10 minutes from the end that there are only 10 minutes left in order to prepare the client's subconscious and avoid any new issues arising?

3.4 Recommended session times 

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

3.5 Information on the case history requirements for Practitioner level

Students are required to submit 6 sessions on 2 clients and 6 sessions on self.

Notes

  • The case histories must be of a standard that demonstrates knowledge, skills and competence at the relevant Practitioner level.
  • Multiple issues, physical as well as emotional 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.

3.6 Informed consent

Please obtain consent from the relevant person to use any written or recorded material from the session in your case history 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.

4. HOW TO PREPARE A PERSONAL CASE HISTORY WRITE UP

4.1 How to write up a personal or self-help case history

How someone finds their way to tapping for personal issues is always highly individualised. Whether the approach is to:

  • Journal their Personal Peace Procedure (or adaptation) at set times several times per week
  • Write and tap the stream of consciousness several times per day
  • Identify the areas of stress in the body as a personal ritual before bedtime
  • Personalised methods used can find their way into a personal case study

Just as in client case histories, personal case histories involve:

  • Clearly defining an issue or problem to explore, and sharing the resulting “tapping journey”
  • Working with yourself in hour long sessions and no more than 1 hour 30 minutes. 
  • Once the personal tapping process is complete, the candidate writes-up their experience and communicates how the EFT skills were employed. This process is very similar to a client case history, where the client is you. 

The case history needs to include a write up for each section:

  • Background information (about the client)
  • 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)

4.2 Assessment of personal case histories

Assessment of personal case histories will be focused upon how thoroughly and successfully the EFT Practitioner in Training was able to use the EFT toolbox on her/his own behalf. 

This is a different EFT skillset than helping others, as it can be challenging to ask yourself the curious questions, you might easily ask of someone else. You can also read this article which provides some tips and pointers on how to conduct your self case studies. 

Personal case histories are designed to encourage thorough self-exploration and self-reflection using EFT as the primary tool.

As in client case histories, Trainers and/or Assessors will be looking to verify that the EFT Practitioner in Training:

  • Has sufficiently identified a personal issue
  • Addressed the presenting aspects
  • Tapped on any body sensations, snuck up/away when necessary
  • Identified and handled core issues (including specific past events)
  • Thoroughly measured and tested the results along the way

As in any thorough case history, Trainers and/or Assessors will be looking for specific ways in which Level 1, Level 2 (and/or Level 3) EFT was applied.

5. RECORDING FOR CASE HISTORIES

5.1 The template for recording EFT Case History Sessions for EFT Practitioner Level

Name of EFT Student


Date of Session


Length of Session


Client id (if applicable)


Gender


Case History Number


Session Number


Case History Notes 

Each session should include:

  • How did you get to the core issue?
  • What techniques were used?
  • How did the Subjective Units of Distress (SUDs) rating change?
  • Examples of techniques used include skills taught at EFT Practitioner (Level 1 & 2).
  • 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.

1. Background Information (about the client): Intake attached


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


3. Assessment (your assessment):


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


5. Desired goal or change wanted (from your client):


6. Intervention (what you facilitated during the session):


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


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



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

Template for recording EFT Case History sessions  

6. SAMPLE CASE HISTORY AT PRACTITIONER LEVEL

Name of EFT Student

Ann Smith

Date of Session

16 May 2013

Length of Session

1 hour

Client id (if applicable)

GR

Gender

Female

Case History Number

1

Session Number

5/6

Background information: Refer to intake form attached.

Description of presenting problem:

GR sent an email asking for an appointment. In her email she said: “I am suffering from the loss of my mum, she died very suddenly in January at only 64 years of age. She was everything to me as I’ve been a single parent for 10 years. I can’t get over it. She helped me through my divorce and has continually helped me with the bringing up of my children, who are now 14 and 11. She played a major role in my life. I now find myself very alone.

I also worry about my dad and how he is coping. He comes to see me often and most of the time he keeps on talking about how lonely he is.”

Assessment:

When GR came for her first appointment, she was very calm. We talked for a while about her relationship with her mother and her father.

I noted that GR had additional issues apart from the ones mentioned in her e-mail. These included:

  • Resentment that GR’s father was so selfish about his loneliness and doesn’t appear concerned with how much GR misses her mother
  • Feelings of guilt that GR couldn’t help her father
  • A weight problem
  • GR feels lonely even when she is with friends
  • Low self-esteem

Desired Goal or Change Wanted

GR wanted to:

  • Lower stress/distress
  • Improve her low self-esteem
  • Enhance and modify her current coping strategies

Explanation

I explained to her I was an EFT student and that I would need her permission to use her case history for my Trainer, but that her personal details would remain confidential. I explained briefly that EFT was like acupuncture but without needles and that it can reduce emotional intensity of a bad memory simply by tapping. I talked about the effects of EFT (tingling, lightheaded, wanting to yawn etc.) and to stop me if she felt too overwhelmed. I told her to correct me if I used any words that didn’t fit with her truths. I showed her the tapping points on myself and asked if it was OK for me to tap on her.

I also explained that in each session we would focus based on what GR wanted and that a number of sessions may be needed to work on all the different areas.

Intervention

We then discussed her issues, and I asked GR which of those issues she would like me to help her with today. She felt that she would like to work on the death of her mother, and her resentment and guilt with her father.

I suggested using the “Movie Technique” for the events. The movie lasted a whole day, she said, but I asked her how many “Big Emotion” scenes there were, and she said 3. These scenes lasted only a few minutes each. So I said we would concentrate on these short scenes.

At that point she was becoming emotional, and I could see she was going to cry. I guessed her SUD level was in the region of 8. So I tapped her Karate Chop point and told her to say: “Even though I’m overwhelmed with emotion right now...I want to remain calm.”

Then I tapped on the sequence (no fingers or gamut) saying “this emotional overwhelm,” “I’m so overwhelmed just thinking of it,” “I feel so emotional.”

GR then started to relate the first scene in the movie. What happened was when GR’s mother complained she was tired, GR was short with her. The first emotional crescendo happened as GR said, “She said she felt tired.” I could see her breathing had become rapid and her face was flushed.

GR said her SUDS level was 9. I tapped on the KC, “she said she felt tired, but this is just a memory.”

Tapped on the sequence for approximately two rounds saying, “she said she felt tired” but the SUD was not going down.

I asked her where she felt this in her body, and she said it was in her chest; that felt it was tight. So I tapped the KC, “I have this tightness in my chest saying those words,” “she said she felt tired.”

Sequence: “Tightness in chest at those words.” I asked her to focus on the word “tightness,” but the SUD was not going down much.

I decided to reintroduce a set up phrase as the SUD was not going down. “Even though Mum collapsed in the street, and it gave me a fright, and I didn’t know what to do, I deeply and completely love and accept myself, and I forgive myself and anyone else that might have contributed to this, and even though I feel I should have known, and I feel responsible for her death because I didn’t pay enough attention when she said she was tired, I know that I am only human and I can’t know everything, and she has said she was tired many times before and how was I to know the difference this time.” (I probably said a whole lot more, but I can’t remember exactly what I said because it’s difficult to remember it all).

We then tapped 2 rounds on “She collapsed in the street” SUD's to zero. Then I asked her to say a number of things so that I could check that I had got rid of all the emotional intensity.

I got her to repeat the following phrases and rate how true they were:

  • “I feel guilty about mum’s death” - not true
  • “It was my fault she died” - not true
  • “I could have saved her” - well, maybe...
  • So we tapped on “I could have saved her.”

I asked her to repeat it again, she said. “Perhaps I could have saved her, but I will never know.” She seemed unconcerned so I left it at that. At that point I asked if she wanted to continue, but she said she felt so much better and there was no tightness in her chest, so we turned to her thoughts about her father.

She explained to me how he was, feeling lonely, crying, etc. and the way he never seemed concerned about HER feelings.

I decided to tap on the whole thing. SUDS 8. So I did a long rambling setup with her, tapping on the KC point the whole time. “Even though I feel guilty that I resent my father for his behaviour, and I think I shouldn’t feel like this, I accept myself, deeply and completely, and I love myself too...“I can’t remember what else I put in the setup, but I moved her towards the thought that her father was acting in the only way he knew how, the forgiveness of herself, and the forgiveness of her father.

We tapped on “Feeling guilty about dad.” SUDS went to 3. Tapped on “Remaining guilt about dad.” She said that she didn’t feel at all guilty (and looked surprised!). At that time, our hour was up, and she had to go because she had to pick up her son. I gave her a sheet with the EFT tapping points on for her to practice on.

Outcome

At the end of the session GR reported that she felt a big weight had been lifted. I asked her to revisit the memories and her feelings of guilt. She reported these were not bothering her anymore.

Future planning

None necessary. We booked another appointment for a week’s time. On Thursday I received this email: “Thank you so much for Thursday night, I truly felt better as the evening went on. Next day I got this message, "I didn’t know why I bothered you."

"A couple of times when I've spoken to my Dad since Thursday night, I have found myself getting a little upset but by the time the conversation finished I was in a relaxed state.”

Post session review 

I realised I need to keep more focused as GR does tend to switch aspects quite quickly. I will remember with other clients to watch the time in future and bring the session to a close by ending with a nice positive round of tapping. I learned to be present for the client and take it step by step.

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