Download - EFT International Glossary of Terms · The EFT International (EFTi) Glossary of Terms identifies and defines essential EFT concepts and skills used in EFT International* tapping training

*AAMET International (Trading as EFT International (EFTi), UK registered charity number 1176538)

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Glossary of Terms Update v4.2 | September 2019

TheEFTInternational(EFTi)GlossaryofTermsidentifiesanddefinesessentialEFTconceptsandskillsusedinEFTInternational*tappingtraining.ItisareferenceresourceforEFTpractitioners,trainersandstudents.Theseagreed-uponstandardsareconsideredthebackboneofsuccessfulapplicationofEFT(EmotionalFreedomTechniques).

1. EFT International Definitions

1.1 EFTInternationalMissionStatement1.2 EFT(EmotionalFreedomTechniques)1.3 Standards1.4 LearningOutcomes

2. Foundational EFT Concepts and Skills

2.1 TheStandardEFTProtocol2.2 TheSetup2.3 TheSequence2.4 Aspects2.5 GlobaltoGetSpecific2.6 IntensityLevels2.7 Measuring2.8 Testing2.9 Calibration2.10 CoreIssues2.11 SpecificPastEvents2.12 TheMovie/TelltheStoryTechnique2.13 SneakingUp2.14 TheTearlessTraumaTechnique2.15 TheBoxorContainerTechnique2.16 BodySensations2.17 TheGeneralisationEffect2.18 BorrowingBenefits2.19 EFTArtofDelivery2.20 CognitiveShifts2.21 Reframes2.22 Rapport



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2.23 Abreactions2.24 DoingYourOwnWork2.25 ChasingthePain2.26 The“ApexEffect”2.27 “ThroughMeNotByMe”2.28 “DoNotGoWhereYouDon’tBelong”2.29 Reversals2.30 Tail-Enders2.31 ThePersonalPeaceProcedure2.32 SurrogateTapping

3. EFT Extras

3.1 TheCollarboneBreathingExercise3.2 AboutOriginalEFT(TheBasicRecipeandthe9GamutProcedure)

1. EFT International Definitions

1.1 EFTInternationalMissionStatement

EFTInternational*isanot-for-profitassociationcommittedtoadvancingandupholdingthehigheststandardsforeducation,training,professionaldevelopmentandpromotionoftheskillful,creativeandethicalapplicationofEFT(EmotionalFreedomTechniques).

1.2 EFT(EmotionalFreedomTechniques)

EFT(EmotionalFreedomTechniques)isapracticalbody/mindself-helpmethod–aprocessofmindfulandintentionaltapping(gently,withfingertips)onacupuncturemeridianend-pointsonthefaceandupperbody.AnEFTinterventionutilizesthesamepathways/channelsfoundintraditionalChineseenergymedicine,whilstalsocapitalisingonourabilitytothinkaboutor"tune-in"toourproblemorissueinproactiveways.

EFTor“tapping”iseasytolearnandflexibleenoughtobeusedbyanyone.Itcanallowustotransformthewaywerespondtouncomfortablethoughts,feelings,andtroublingmemories(withpain,tensionorstress,forexample).Whetheritisusedaloneortogetherwithanexperiencedpractitioner,EFTcanbringsurprising–andlasting–relief,changetheenergywebringtoanylifesituation,andsomuchmore.

AsweexploreEFTforourselves,wecanbecomemoreawareofhowourthoughts,beliefsandemotionsaffectusphysiologically–andwecanmakechangesforthebetter.ReadmoreaboutEFThistoryonEFTInternational.org.



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1.3 Standards

InEFTInternationaltraining,theterm“Standards”referstoalltheareasofknowledgeandskilltaughtinLevel1,Level2andLevel3EFTtrainingcourses.“TrainingPoints”intheEFTLevel1andLevel2SyllabiandTrainingGuidesreferstoeachspecificareaofskill(e.g.IntroductiontoRapport,BorrowingBenefits,etc.).

1.4 LearningOutcomes

“LearningOutcomes”referstothespecificareasofknowledgeandskillthatstudentsareexpectedtohavewhentheycompleteanEFTlevel1,level2orlevel3trainingcourse.Studentsassesstheirowncompetencyinthesespecificareasduringandaftertraining.Trainersassesscompetencyduringtrainingandaspractitioner-candidatesprogressthroughtheirEFTInternationalEFTeducation.



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2. Foundational EFT Concepts and Skills

2.1 TheStandardEFTProtocol

InEFTInternational,theStandardEFTProtocolisthe“Setup”and“Sequence”oftappingpointsthatcomprisesonefullroundofEFT.ItisbasedupontheshortcuttotheoriginalEFTBasicRecipeandisdesignedtoalignwithEFTdeveloperGaryCraig’sGoldStandardEFTprotocol.

TheSetup:Speakaloud,“EventhoughIhave[thisissue],Ideeplyandcompletelyacceptmyself”(state3xwhiletappingtheSideofHandpoint).

TheSequencewithReminderPhrase:Speakaloud,“[Thisissue]”whiletappingeachpointintheSequence:TheTopofHead(TOH),Eyebrow(EB),SideofEye(SE),UnderEye(UE),UnderNose(UN),ChinPoint(CH),CollarBone(CB),andUnderArm(UA)

Trainer(s)havediscretiontointroducevariations(otherpointsorrefinements,forexample)asappropriateforthelevelbeingtaught,providedTheStandardProtocolistaughtfirstANDallvariationsandrefinementsarepulledfromtheclassicEFT“BasicRecipe”(see3.2OriginalEFT).Forexample:

• TheSetupphrasecanbespokenonly1x,perGoldStandardEFT,atthediscretionoftheTrainer(s)

• AdditionalpointslikeGamutPointortheFingerPointsmaybeadded

• TopofHead(TOH)maybetappedfirstorlast

• Additionalstrategieslikethe9GamutProcedurecanbeaddedortakenawayduringthetrainingatthediscretionofthetrainer

SampleroundofEFT:

TheSetup–TappingSideofHand(SOH):“EventhoughIhavethisheadache,Ideeplyandcompletelyacceptmyself,”Repeat3x

TheSequence–Tapping(TOH)“Thisheadache,”(EB)“Thisheadache,”(SOE)“Thisheadache,”(UE)“Thisheadache,”(UN)“Thisheadache,”(CH)“Thisheadache,”(CB)“Thisheadache,”(UA)“Thisheadache”

2.2 TheSetup(or“SetupPhrase”)

TheEFTSetupisthefirstpartoftheStandardEFTProtocol,doneatthebeginningofatappingroundtoprepareusforthechangesweseekand/ortohelpusrefocusthetappingwhenaseparateAspectarises(see2.4Aspects).Itisnotnecessarilyarequiredcomponentforeverytappinground,butishighlyrecommendedforachievingoptimalresults.

TheSetupPhraseitselfisatwo-stepprocess:



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• ThefirststepistotapontheSOH(SideofHand,originallycalledtheKCorKarateChop)Point(orrubtheSoreSpot,asoriginalteachingdescribed,outlinedintheEFTInternationalFreeEFTManual),whilespeakingaloudaphraseacknowledging/tuning-intotheenergyoftheproblem,uncomfortablefeeling,thought,challenge,orbodysensation(e.g.“EventhoughIhavethis________,”)

• Thesecondstepistocontinuetappingwhilestatinganaffirmationofself-acceptance,acknowledgmentorpositiveintention–to“balance”thenegativefocus.Thisallowssteppingbackmoreobjectivelyfromtheproblem(e.g.“…Ideeplyandcompletelyacceptmyself)

Forexample:”EventhoughIhavethispaininmyneck,Ideeplyandcompletelyacceptmyself.”

EitherpartoftheSetupPhrasecanbeflexedinstyle,languageoremphasis,baseduponontheneedsoftheEFTclient,e.g.EventhoughIhavethispaininmyneck,itfeelsbetterthanitdid5minutesago.

2.3 TheSequence(or“SequenceofTappingPoints”)

TheSequenceisthesecondpartoftheStandardEFTProtocol.Itreferstotapping8EFTmeridianendpointsinsuccession–TopofHead(TOH),Eyebrow(EB),SideofEye(SE),UnderEye(UE),UnderNose(UN),ChinPoint(CH),Collarbone(CB)andUnderArm(UA)points–whilesayingashort,specificReminderPhrase(e.g.Thisdeepblacklumpofpaininmyneck).

TheReminderPhraseistheissue-at-handfromthefirsthalfoftheSetupphrase–thewordsthatdescribethesubjectiveexperienceoftheclient(feelings,thoughts,bodysensations,etc.).ItisusedtomaintainfocusonthespecificAspecttheclienthaschosentoaddress.

2.4 Aspects

Aspectsaretheseparateparts,features,andpiecesofalarger,more“global”problemorissue.FearofFlying,forexample,isaglobal(vastandcomplex)issue,likelycomprisedofmanysmallerAspects.Inotherwords,thereareprobablyanumberofspecificfearsinvolved.

SeveralspecificAspectsofafearofflyingmightbe“afraidasIapproachtheaircraftdoor”or“thefeelingthatIcan’tbreathe”or“thesoundoftheengineswhenwetakeoff,”or“eventhinkingaboutflying!”Onceidentified,eachAspectmustbehandledseparatelyforoptimalresults(see2.5GlobaltoGetSpecific).

Aspectsmayalsoincludespecificeventsthatbroughtonthislearnedfear(e.g.Iwatchedaplanecrash,mybrothersurprisedmewithaspiderinmyface,etc.).

Theterm“activatedAspect”describesthemostintense,current,orpresentAspectatanygivenmomentinanEFTinteraction.



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2.5 GlobaltoGetSpecific

ApplyingEFTthoroughlytoaspecificAspectisidealforoptimalresults,yetthereisoftenaneedtostarttappingmoregenerally,broadlyor“globally”beforeweareabletogetmorespecific.ThisstrategyiscalledGlobaltoGetSpecific,andcanbeusedwhenspecificAspectsarenotyetclearorthereisaneedtoreducepresentingintensity.

Whenspecificsarenotyetclear,wemighttaponthemoreglobalfearofflying,initially,inordertoascertainwhichspecificAspectsofthe“flyingfear”arethemostintenseorcurrentlypresentfortheclient.

AsavariationofGlobaltoGetSpecific,apractitionermightbeginbytappingon,“Ihateflying…”andthenaddtheword,“because...”followedbyapause,tohelpthepersonbemoreintouchwithspecificfactors(Aspects)thatsurroundthefear.Theclient,inresponsetothe“because,”mightthensay,“…becauseI’mtrappedintherewithsomanypeople,”whichisamorespecificAspect.

Apractitionercouldthenaskwhatistheworstpartofbeing“trappedintherewithmorepeople”whichcouldleadtoevenmoreAspectsandperhapsleadtothecorebehindthefearofflying(usingtheirwordsisimportant).This“drillingdown”tothemoreandmorespecificisamorebeneficialavenueforapplyingEFT(see2.13SneakingUpor2.10CoreIssues).

GlobaltoGetSpecificcanalsobeusedasawayofgentlyapproachinganintenseproblemorissue(See2.13SneakingUp).Inotherwords,tapping“globally”canreducepresentingintensitybeforegettingmorespecific.

2.6 IntensityLevels(or“SUDS:SubjectiveUnitsofDistressScale”or“VOCScale:ValidityofCognition”)

EFTborrowstwopopularpsychologyconcepts:SUDS(SubjectiveUnitsofDistressScale)andVOC(ValidityofCognition)tohelpusascertainemotionalintensityortheperceivedstrengthofapersonallimitationorlimitingbelief.

TousetheSUDSscale,weasktheclientonascaleof0-10howintenseorchargedsomethingfeels.Thiscanbedonebefore,duringorafteraroundofEFT(e.g.“Howbadisthatheadache?”“Howpainfulisthatmemory?”“Howmuchdoesithurt?”).ItisusefulasabenchmarkforTesting,tohelpaclientrecognizetheirprogress,andmore(see2.7Measuring).

Whenaclientisaskedhowtruesomethingfeels,theyarebeingaskedfortheirVOC,orValidityofCognition,asabenchmark.VOCisintendedtomeasureemotional–orfelt–truthasopposedtologicaltruth.Formanymentalhealthprofessionals,theVOCscaleisknownasa1-7

DemonstratingtappinginIndia,2013.PhotoCourtesyRehanaWebster



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“truth”scale,butforeaseinEFTInternational,a0-10orpercentage0%(feelsnottrue)to100%(feelstrue)scaleisused.

VOCisespeciallyusefulwhenassessing(orTesting)howlimitingbeliefshavereducedasaresultoftappingonCoreIssuesorSpecificPastEvents.Forexample,ifaclientsays,“I’madisappointmenttomyfather,”apractitionermayask,“Howtruedoesthatfeelnowfromzeroto100%?”

Variationsorcombinationsoftheseprocessescanbeusedbasedonaclient’sneeds:

• AchildcanillustrateIntensityLevelsusingthespacebetweenthehands(e.g.“Ifeelthisbad”)

• Aftertappingonaspecificeventsuchas“thattimeIwashumiliatedinclass,”apractitionermayaskforaVOClevelonalimitationaclienthadmentionedearlier(toascertainwhatmighthavechanged),suchas“Ican’tstandupinfrontofpeopleandtalk”andthenuseSUDStomeasuretheintensityofapresentingissue,suchas“fearofgivingmyspeechinfrontoftheclass”

• TheVOCscalecanbeparticularlyhelpfulforthosewhohavesomedifficultyaccessingtheirfeelingsdirectly(e.g.“Youusedtheword‘devastated’todescribelifeafteryourbreakup.Howtruedoesthatwordfeelnow?”)

2.7 Measuring

MeasuringisthewayaclientorpractitionerassessesIntensityLevelsbefore,duringandaftertapping.MeasuringisideallynotlimitedtotheSUDSorVOCscale,butcantakemanyforms,e.g.usingthespacebetweenone’shands,child-friendlydescriptions,suchas“yuk,”rangeoftemperature(hotterorcooler),rangeofcolors(warmtocool),linescale,amountofdistance,identifyingwhethersomethingisS,M,L,XL,etc.,andevenasimplesenseofthingorassessmentofastateofaffairs.

ThekeytoeffectiveMeasuringistouseameasurementthatismeaningfultotheclient.Thismayincludeadescriptionofhowtheyexperienceintensityoranemotional“charge”inthebody,whethernumbersareusedornot.Metaphorandcognitiveshiftsandchangesinbodysensationsareallwaysofmeasuringchange.

MeasuringisoftenusedasabenchmarkforTestinganyremainingemotionalintensity,felttruth,etc.Itcanbeverballyreportedinacasualmanner(i.e.onemightsay,“Itfeelsabitbetter”or“itseemslighternowaswetap,”etc.).CasualMeasuringofprogressisausefuloptionwhenaclientdoesnotpositivelyrespondtoothermeasurements.

Sincetherearemanywaysofassessingprogress,nooneapproach(orwayofMeasuring)musteverbepushedonaclient.Becauseitcanreassuretheclientthatissuesaremovingandcangivepractitionersinformation,MeasuringinsomemeaningfulwayisakeyfactorinutilizingEFTsuccessfully.



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2.8 Testing

TogetherwithMeasuring,TestingisahallmarkofeffectiveEFTpractice.InEFT,wecanassessor“test”ourprogressbefore,duringorafterasessiontoseewhereweare,wherewe’vebeenandhowmuchfurtherwewishtogo.Italsohelpstheclientseeprogress(see2.26The“ApexEffect”).

Testingisdonebymeasuringandassessingprogresstowardsagoal–byaskingquestionsthathelptheclienttune-into(orotherwisevividlyimagine)thepresentingproblemorafuturepossibilityofaproblem,andbyusingSUDS,VOC,outstretchedhandsorothermethodstoascertaintheassociatedIntensityLevels(Seealso2.7Measuring).

Inthecaseofafearoftakinganelevator,forexample,wemightbeginasessionbyaskingwhattheSUDSleveliswhentheclientimaginesapproachinganelevator.IftheSUDSlevelishigh,duringorattheendofasession,wecanaskagainaboutthisparticularAspect.AnyAspectcanbe“tested”inthisway,andEFTisuniqueinthatwecantestprogressduringasession.

Calibrationoftheclient’ssubtlephysiologicalandbehavioralcuescanalsobeusedtoTestorotherwiseascertainaclient’srelationshiptotheissueathand(See2.9Calibration).Forexample,onceweaskaboutthepossibilityoftakinganelevator,wecanlookforphysiologicalcues,likeflushing,sweatingorpausingthatindicateremainingemotionalintensity.

A“real-life”test,ifpossibleandsafe,maybethemostaccuratemeasurementofthesuccessofanEFTinteraction.Inthecaseoftheelevatorphobia,theclientmighttryridinganelevator(ifthatwastheirparticularissue)orsimplyconsiderridingonethenexttimetheopportunitypresentsitself.

Wecanalsoinvitetheclienttosaywhatwouldbeasuitabletestattheoutset. Inanycase,the“test”thatmattersmosttotheclientishowheorsherespondsinamoreproductivewaytotheissueinthefuture.

2.9 Calibration

Observation,ofevenminutedetailsofaclient’sbreath,movementsandbehaviors,isacriticalskillinworkingsuccessfullywithothers.Calibration,inEFTInternational,meanstakingmeaningfulmeasurementsofthesedetailsonavarietyoflevels(see2.7Measuring).

Whenapractitionerassessesaclient’ssubtlecuesforchangesinemotionalintensityorcognitiveunderstanding(physiological,verbal,etc.),suchasbodylanguageornon-verbalcues,thisiscalledCalibrating.CalibratingclientresponsesisakeyskillinhavingEFTbeaspainlessaspossiblebygoingonlyasfastastheclientisreadytogo.

Forexample,aclientmightverballysaytheyarereadytoapproachtappingthroughaspecifictroublingmemory,butapractitioner

TappinginanEFTLevel2Class,US,2014



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calibratesforexample,thatthepersonhasotherwiseshallowbreathingandshortphrasingindicatingthatthereismoretappingtodoonperipheralAspects(see2.13SneakingUp)beforethespecifictroublingeventshouldbeaddressedmoredirectly.

2.10 CoreIssues(or“LimitingBeliefs,”“Tabletops,”“WritingsontheWall,”“Rulesweliveby,”etc.)

CoreIssuesaregeneralizedconclusionswehavedrawnaboutourselves,ourskills,abilitiesandlimitationsorlifeingeneralbaseduponourrelationshiptospecificandgenerallyadverse,andoftenearlylifeexperiences.

CoreIssuesareourbeliefsandvaluesweholdaboutothers,theworldandourselves.These“rules”oftenguideourdecisionsandactions.“I’mnotgoodenough,”“theworldisn’tsafe,”or“peopleinmyfamilydon’tgeteducated,”“it’smyroletotakecareofothers,”“richpeoplearegreedy,”areallexamplesofvariousCoreIssues.

EFTdeveloperGaryCraigcreatedseveralmetaphorstohelpusunderstandtheoriginandimpactofCoreIssues:

• WritingsOnOurWallsisametaphorforhoweventsinourlivescreateourbeliefsabouttheworld.Themetaphorcontinues,describinghoweachofusisbornintoa“PalaceofPossibilities,”anexpansivemansion(representingourpotential)thatwerarelyallowourselvestoenjoy,becauseofallthe“rules”we(orothers)havewrittenonourwalls–keptinplacebyournegativeself-talk,andreflectedinthequalityofourlives.EFTworksdirectlyonthiswritingornegativeself-talk

• TheTabletopMetaphor*relatestothespecificbeliefsweholdabouttheworld,ourabilitiesorourselvesasaTabletop,supportedby“legs”oflifeexperience.Inthismetaphor,theLegsonceprovidedthepersonal,learnedevidencethatsupportsourbeliefsastrue(see2.10SpecificPastEvents)*TheTabletopMetaphorisalsousefulfordescribingthepresentingor“global”issue(e.g.anxiety)asatabletopthatissupportedby“legs”ofSpecificPastEvents

InEFTterms,CoreIssuesaregenerally“global”ortoobroadtoresolvesuccessfullywithoutaddressingthespecificevents(legs)thatsupportthem(tabletops)

ExperiencedEFTpractitionersbelievethatfindingandresolvingCoreIssuesisintrinsictotheultimateeffectivenessorsuccessofanEFTintervention.

CoreIssuesareoftenimplied(i.e.subconscious)anddon’talwayseasilysurfaceclearlyduringtheEFTprocess.Forexample,alimitingbeliefsuchas,“Idon’tdeservetobehappy”canremainimplicit,hiddenorunexamined–eventhoughitmaybeatthecoreofaperson’spresentdifficulties.Duringtapping,itmayonlyarise,forexample,whenaCognitiveShifthasoccurred(i.e.theclientremarks,“Aftertappingthrough[thoseearlyevents],IfeellighterandmoreateasethanIhaveinyears.Idon’tthinkIeverfeltIdeservedtobehappy,”etc.).



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Tappingontheglobal“Idon’tdeservetobehappy”mayyieldlittleinthewayofpermanentresults(e.g.bangingonatabletop),yettappingsystematicallythroughpasteventsthatplayedaroleincreatingthatbeliefmayindeedhelpthepersonbegintoquestionandchangetheperceivedlimitationaboutherorhimself(see2.10SpecificPastEvents).

AllCoreIssuesarenotnecessarilycreatedequaleither.Some,like“peopleinmyfamilyweren’teducated,”mayrestonlarger,vasterbeliefssuchas“we’rebadpeople”or“I’mabadperson.”Ametaphorforthisphenomenoniscalled“multipletabletops.”

Ingeneral,beliefsthatspeaktoouressenceashumanbeingssuchas“I’mnotgoodenough,”“I’mbroken,”“IonlyhavevalueifItakecareofothers,”etc.,areusuallyattheheartofCoreIssues.

2.11 SpecificPastEvents(or“Legs”)

InanEFTexploration,itismoreeffectivetoaddressSpecificPastEventsbecausetheyoftendirectlysupportaclient’spresentingissue(e.g.anxiety)CoreIssue(aka“limitingbelief”),whetherornottheclientorpractitionerknowstheCoreIssue.

SpecificPastEventscanbeactualeventsinaclient’sexperienceoreventsaclienthas“madeup”thatcloselyapproximatesomethingthathappened–forthepurposesofapplyingEFTmorespecificallyandthoroughlytoapastexperience.The“legs”metaphorisonethatcanbeusedtodescribehowpasteventscreated,stronglyinfluencedand/orcontinuetosupportpresent“tabletops”.Forexample,theyareoftentheevidencethatprovesthevalidityofanunhelpful,generalizedconclusion,“limitingbelief”orCoreIssue.Theycanalsounderlieapresentingissuelike,“anxiety”.

Thequestion,“Whatdoesthisremindyouof?”isconsideredfoundationalbecauseitisanopen-endedinvitationfortheclienttoconnectwithanySpecificPastEventsthatmaybesupportingcurrentchallenges.

2.12 TheMovie/TelltheStoryTechnique*

*NotefromTrainingBoard:ThereisstillsomedisagreementwithintheEFTcommunityabouttheseparationbetweenTheMovieTechniqueandtheTelltheStoryTechnique.Hence,TrainingBoardhasendeavoredtoidentifywhereagreementcanbefoundregardingthesefoundationalapproaches.

Oursolutionistogroupthetechniquestogether,astheyoftenunfoldinterchangeablyinreal-lifeEFTpractice.FormoreinformationonthehistoryofMovie/TelltheStory,EFTInternationalrecommendstheEFTLevel1andLevel2ComprehensiveTrainingResources,Co-AuthoredbyAnnAdamsandKarinDavidson,availableforpurchaseviaEFTInternational.org.

PresentationaboutTappingforAbundance,SpringEnergyEvent,US,2013



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TheMovie/TelltheStoryTechniqueisforgentlyandthoroughlyreducingtheemotionalintensityofpasttroublingmemoriesorotherSpecificPastEvents,onecrescendoofintensity(handledasoneAspect)atatime.Thepurposeofthisapproachistodisarmthenegativeimpact,whetherknownorunknown,aspecificeventhashad,andcontinuestohave,onaperson’spresentlifeexperience.

Whethertheemphasisisonimaginingwhathappenedvisuallyasinaspecificmoviescene,describingwhatishappeningineachframeofthescenario,ORtellingalinearnarrativestoryofwhathappened,moment-by-moment,theMovie/TelltheStoryTechniqueallowsthepersontousetapping–togetherwiththeirinnersensesandimagination–togentlyengagethespecificsofapasttroublingeventandreleasethenegativeimpact,inastep-wisemanner.

IntheearlydaysofEFT,“movie”and“story”werenotclearlydifferentiated,andthevalueofamovie/storyapproachwasthatitcouldallowustocontaintheupsettingevent,workthroughitinagentleandcontrolledmanner,andslowthingsdowntorevealandclearallthecrescendosofemotionorspikesinemotionalintensity.It’stheslowingdownandtheworkingoneachcrescendo(i.e.Aspect)separatelythatallowsEFTtohaveit’simpact.

Overview

IntheMovie/TelltheStoryTechnique,webeginbychoosingaspecificeventormomentintime–somethingshortandmanageableinlength-usuallyabouttwominutesorless-withabeginning,middle,andend.Wethengivethisstoryormoviesceneanappropriatetitle(accordingtotheclient)andtaponthetitle(i.e.taproundsusingthetitleastheReminderPhrase)untilthepersoniscomfortablewiththeideaofnarratingthestoryormoviescene.

Givingthestoryormoviesceneanappropriatetitleisa“protectivedistancing”strategythatallowsustogentlyapproachandhandleanynegativeemotionalintensityfoundwithinthenarrative.TitlingminimizesthepossibilityofAbreaction(see2.22Abreaction)ormoresuffering.Anappropriatetitleisonethatdoesnot,initself,causemoreemotionalintensity,suchasacodewordoragenerictitle,suchas,“Thatdayatthebeach.”

Inpractice,therearedifferentwaysofapplyingMovie/TelltheStory,basedontheneedsoftheclient.Theclientwilleither“watchthemovie”or“tellthestory,”dependingontheirneeds,comfortlevelanduniquepointofview.Theideaistokeepthemoutofthestoryinitiallyandapplyagentleapproach.Inotherwords,tappingonthetitlecanbeusedtoeasetheclientinto“tellingthestory.”

How To Do Movie/Tell The Story

Whiletherecanbedifferentemphasisandmetaphordependinguponhowthestoryormovieisnarrated,thesameunderlyingprinciplesapply:

• Chooseashortmovieorstory,somethingyoucanpictureinyourmindthatisabouttwominutesinlength.Ifitislonger,you’llneedtomakeseveralscenes/smallermoviesorstoriesoutofitforeasierhandling.Thereshouldbeastartingpointandanendpoint.Choosethisonesceneandgiveitatitle.Measuretheintensityofthetitle



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• Taptoreducethenegativeemotionalintensityofthetitleaslowasitwillgo(downtoatleasta4ontheSUDSscale)oruntilyou/clientaretrulycomfortablewiththeideaofnarratingthestoryorwatchingthemovie

• Beginrecountingthesceneorstoryfromaplaceofnoemotionalintensity,stoppingtotapthoroughly(applyasmanyroundsofEFTasneeded)onanyrise(crescendoorincrease)innegativeemotionalintensityalongtheway.Finally,MeasureandTestforanyremainingnegativeemotionalintensitybynarratingthemovieorstoryagain

• Ifneeded,usecreativesuggestionsof“rewinding"orusinganimaginaryremotecontroltocreateanevengentlerormorethoroughfacilitation.Thescenecanalsobenarratedsilentlyforprivacy(seebelow)

Inpractice,theMovie/TelltheStoryTechniqueisnuanced–noteveryonewillfacilitateitorwalkthroughitinquitethesameway,anditisnaturaltoblend“watchingthemovie”and“tellingastory.”

Creativevariations(forthepurposesofbeinggentle,private,etc.)canincluderunningthemoviesilently,keepingthepictureimagesatadistance,imaginingthesceneunfoldinginslow-motion,runningthemovieinblackandwhite,tappingonthetitlefromadistance,etc.Inpractice,itiseasiertoassisttheclientifthemovieorstoryisnarratedaloud.

Thebenefitofhavingtheclientrunthemovieorstorysilentlyisthatprivacycanbemaintained.Keywordscanalsobeusedtokeepdetailsprivate(e.g.forworkingwithgroupsorintenselypersonalissueslikesexualassault).Ineverycase,practitionersmustCalibrate(2.9),Measure(2.8)andTest(2.7)effectivelytoascertainwhichapproachisthemostappropriate.

SpecifictappingstrategieslikeSneakingUp(2.12),TearlessTrauma(orGuessing,2.13),AwarenessofBodySensations(2.15),etc.,areoftennecessarycompanionstotheMovie/TelltheStoryTechnique,especiallywhenthereisaneedforanevengentlerapproach.

Training of Movie/TTS at Level 1

InEFTLevel1,TheMovie/TelltheStoryTechniqueistaughtasanintroductiontohowEFTcanbeusedtoremovethechargefromspecificpastevents.Studentsareencouragedtopracticeidentifyingashortscene(preferablywithonlyoneemotionalcrescendo),tappingonthetitleuntiltheintensityisaslowasitwillgo,thennarratingandtappingthoroughlyonanycrescendos(handledasAspects)inthescene.

InLevel1,studentslearnthevalueandsignificanceofavoidingthedetailsofthestoryuntiltheemotionalintensityofthetitleisaslowasitwillgo.Asanoption,theMovie/TelltheStorycanbenarratedsilently,whereonlythetitleandshortphrasesforthecrescendos/momentsofintensityarespokenaloud.Itisnotnecessarytospeakthenamesofthecrescendosaloud,butitismucheasierforthepractitionertofacilitatewhentheyareverbalised.



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Training of Movie/TTS at Level 2

InEFTLevel2,TheMovie/TelltheStoryTechniqueismorefullyexploredinthecontextofmeetingtheclient’sneedsforagentleandthoroughapproachtohandlingtroublingmemories.Inadditiontofurtherpracticingthethoroughnessoftheapproach,Level2studentsalsolearnhownuancedandcreativevariationsofthetechniquecanbeusedtoservetheneedsoftheclient(seeabove).

2.13 SneakingUp

InEFT,whenwetapontheperipheralAspectsofapotentiallyintenseproblemorissue(includingaSpecificPastEvent)inanefforttobegentle,weare“sneakingup.”SneakingUpisastrategyofcarefullyapproachingaproblemtominimizethelevelofpainand/orsufferingfortheclient.

SneakingUpissystemofgentleapproaches(see2.14TearlessTraumaor“Guessing”and2.15AwarenessofBodySensations)usedinEFTasneededtoreduceorminimiseemotionalintensity.Thegoalistotakethe“edgeoff”oftheintensityoftheissuebeforefurtherdiscoveryorresolutionisattempted.OneexampleofSneakingUpistotapontheperson’sexactwordsaboutproceedingfurther(e.g.“I’mafraidtogothere”)untiltheintensityisaslowasitwillgoand/orother(moreperipheral)Aspectsarise.

Conversely,“sneakingaway”iswhenweneedtostepbackfromanintenseemotionordetailwe’veencounteredinanefforttofacilitatebeingmoregentle.

2.14 TearlessTrauma(or“Guessing”)

Whenapractitionerasksaclienttoguesshowintenseaproblemorissuewouldbeiftheyweretoimagineitortune-intoitordescribeit,thisiscalledtheTearlessTraumaTechnique.TearlessTrauma,alsocalled“Guessing,”isanothergentlewayofSneakingUp.TheclientguesseswhattheIntensityLevelwouldbeiftheyweretothinkabouttheissue.

TearlessTraumaisalsoaformof“protectivedistancing”–adeliberatestrategyoftappingfromadistancetoensuregreatersafety,comfortand/ortotaketheedgeoffemotionalintensity.Itcanalsobeusedincombinationwithothergentletechniques.

Forexample,apractitionermightsay,“Ifyouweregoingtofocusonjustthetitleofthatmovie,howintensewoulditbe?”Amorenuancedvariationmightbe:“Imaginethisissueisontheothersideofthemountain.What’sthechargeonthatissue,wayoverthere?”TearlessTraumamightalsoincludethevalueof“placingthisissueinasafecontainer”ifthereismoretodo(moreintensitytoaddress),butthereisaneedforclosureattheendofasession(see2.15TheBoxTechnique).

ApoliceofficerdemonstratestappingduringSlovianianTappingDay,Slovenia,2015.PhotoCourtesyPikaRajnar



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2.15 TheBox(or“Container”)Technique

PrinciplesofprotectivedistancingaresometimestaughtinavariationknownastheBoxorContainerTechniques.In“boxing,”theeventisplacedinacontainerasdescribedbytheclientandsafelyputinanylocationtheclientselects.Boxingisavaluabledistancingtechniquethatworksespeciallywellforvisuallearners.Boxinggivestheaddedbenefitofreturningtheclienttosomecontroloverthetroublingeventormemory.

Thistypeofcontainmentcanbeofferedanytimethereisaneedtominimiseemotionalintensity.Forexample,apractitionermightsay,“Ifyouweregoingtoputthisissueinasafeplaceorcontainerfornow,whatdoesthecontainerlooklike?”or“Wherewouldyoulikethatboxtobe?”

BoxingisonewayofofferingeffectiveclosureoraputtingawayofanyremainingintensityorendinganEFTinteractionsafely.

Othermeansofclosureinclude“tappingdown”remainingintensityincreativeways,puttingtheissueinalockedcontainerintheclient’schoiceofsafeplace(bottomofocean,onMars,etc.),orfreezingtheeventinthememory.TappingontheAspectsoftheboxalsoworksasametaphorandlowersintensity(e.g.Eventhoughit’slargeandheavy,Ideeplyandcompletely…).

2.16 BodySensations

Whenapersoncandescribetheirphysiologicalawarenessofemotionalintensity(i.e.“fearinmystomach,”or“atightnessinmythroat”etc.),theclient’swordingcanbeusedasReminderPhrasesasyoutaptoreducetheintensityofthisexperience.Helpingsomeonebringawarenesstowhattheirsubjectiveexperienceislikeorfeelslikeintheirbodyisonewayofbeinggentle,andcanhelpreduceemotionalintensity,positivelyaffectsymptoms,etc.

Examplesinclude:“Thisironbarinmyshoulders,”“Thispleasantpinkfeelinginmychest,”Thisspikyblacksteelballofangerinmybelly,”“Feelslikealiquidfeelinginmyarms,”“Atonofbricksonmyshoulders”areexamplesofaperson’ssubjectiveawarenessofbodysensations.

Ifsomeonedoesnotreadilyfeelbodysensations–thismaybeasignofbeingdisconnectedfromemotions,oritmightsimplybethehallmarkofsomeonenotaccustomedtoaccessingphysiologicalinformation.Inthiscase,itmaybehelpfultoasksomeonetofeeltheirfeetonthefloororhowthechairfeelsortheirhandsontheirthighs.Askingtheclient,“Ifthepainhadashape,whatwoulditbe?”ortellingtheclientto“makeitup”isoftenhelpful,becausetheywillbedrawingontheirownexperiencetodothat.Practitionerpatienceanddiscretionisrequiredregardingtheneedtoaskfurtherortochangetheapproach.

ChasingthePaindescribestheconceptofwhenaphysiologicalsymptomappearstomovearoundthebodyandwe“chase”itbytappingonanynewAspectsofit.Forexample,ashoulderpainmaybegininthemiddleoftheback,andafterafewroundsoftapping,movedownthearm.WewouldapplyEFTtoeachAspectofthepain(see2.25ChasingthePain).



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2.17 TheGeneralisationEffect

WhenEFTisappliedtoseveralSpecificPastEventsorAspects,aninterestingandusefulphenomenonoccurs:SimilarEventsorAspectstotheoneinprocessmayalsolosetheiremotionalcharge,eventhoughtheyremainspecificallyunaddressed.

Inotherwords,skillfulEFTapplicationcancauseaGeneralisationEffectacrossmanysimilarAspects.ThisisoneexampleofwhyEFThasbeenknowntoworksowell–onedoesnotneedtoapplyEFTtoallorevenmanySpecificPastEventsorAspectstogetapositive,lastingresult.However,howmanyvarieswitheachclient,history,issue,etc.

2.18 BorrowingBenefits

BorrowingBenefitsisaphenomenonthathappenswhenweexperienceareductioninemotionalintensity(orashiftinawareness)aftertappingalongwithagroup,audio,videoorliveEFTsession–especiallywhentheclient’sissuemirrorsourown.

BorrowingBenefitsisalsoastrategy.Itinvolvessettinganintentiontoworkonourownspecificissuebeforeturningourcompletefocustowardsassistingsomeoneelsetotapthroughanunrelatedissue.Aftertapping(andspeaking)alongwiththeotherperson,weoftenfindareductionintheemotionalintensity(orashiftinourawareness)aroundourspecificconcern,evenwhenitwasnotspecificallyaddressedinthetapping.

Asastrategy,BorrowingBenefitscanbeusedformallywithagrouptohelpeachattendeeclearlyidentifyanissuetoaddressinpreparationfor‘tappingalong’withademonstration.

2.19 EFT“ArtofDelivery”

SkillfulapplicationofEFTiscalledArtofDelivery.ThetermwascoinedbyEFTdeveloperGaryCraigtodescribewhathappenswhenapersonmovesbeyonddoingEFTmechanicallyandbecomesmoreadeptatitsapplication.

EFTInternationaldefinesArtofDeliverymorespecificallyintermsofLevel2andLevel3learningoutcomes:InEFTInternational’sview,skillfulEFTabilityisprimarilydevelopedafterastudentcompletestherelevantlevelofstudyandembarksonajourneyofpractice–ideallyunderthetutelageofanEFTInternationalMentor.

Inotherwords,wemaylearnthemechanicsofEFTintheclassroom(andbeginputtingthemintopractice),butArtofDeliveryisbuiltonthequalityandconsistencyofourpractice,combinedwithadditionaltraining,encounteringarangeofreal-worldpeopleandissues.

TappingtogetherwithanEFTclient,UK,2016.PhotoCourtesyRanjanaAppoo



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Intheseterms,Level2ArtofDeliveryisdefined(perPractitionerCertification)as“competent,professionalandindividualizedapplicationoffoundationalEFT.”Level3ArtofDeliveryincludesthisdefinition,andexpandsit(perAdvancedPractitionerCertification)toinclude:“nuanced,practical,creativeandadaptiveapplicationoffoundationalandadvancedEFT”.

2.20 CognitiveShifts(or“ClientReframes”)

CognitiveShiftsor“ClientReframes,”arewhenaclientbeginstoseetheirissueinadifferentwayorinadifferentcontext,andtheseusuallyaftertappingthoroughlyonAspectsoraftersystematicallyaddressingCoreIssuesandSpecificPastEvents.

CognitiveShiftscanbeincorporatedintoEFTbyreplacingtheacceptanceportionoftheSetupwiththeclient’sownwords(e.g.“EventhoughIhavethisproblem,I’mrealizingittrulywasn’tmyfault”)orutilisingthosewordsintheSequence(i.e.TopofHead:“Thisproblem,”Eyebrow:“Thisproblem,”SideoftheEye:“I’mrealizingittrulywasn’tmyfault,”UnderEye:“Thisproblemwasn’tmyfault,”etc.).

Sometimes,anEFTpractitionercaninvitetheclienttoofferherorhisownReframe.Forexample,apractitionermightinviteaclienttosay,“thetruthis…”andtheclientwillrespondbysayingsomethingakinto,“Thetruthis…Ididn’tknowwhatIdidn’tknow,becauseIwasonly5yearsold.”Inthisexample,thereisacognitiveshift(“Ididn’tknowwhatIdidn’tknow,”butalsoarealization,“becauseIwasonly5yearsold,”thatreframesthesituation.Thischangeinperspectivewasinvitedbythepractitioner,butarosefromtheclientinhisorherownwords.

2.21 Reframes(or“PractitionerReframes”)

InEFT,ReframingiswhenanEFTpractitionerofferswordstohelpaclientseetheirissue,currentsituation,pastsituation,etc.,inadifferentwayandincorporatesthemintothetappingprocess.Reframescanbeparticularlyusefulwhentheclientindicatesreadinessforachangeinperspectiveafteranissuehasbeenbroughtdowntoalowerintensitylevel(3orless).

Tobeworksuccessfully,Reframeshavetoland–theymustacceptedor“picked-up”bytheclient.TomaximizetheprobabilitythataReframewillbeamatchfortheclient,itmustbewelltimed,appropriateandmindfulofRapport(2.22).

Greatcaremustbeexercisedwhenofferingaclientanyopportunitytoconsideranideathathasnotcomedirectlyfromher/him,anditisimportanttopaycloseattentiontowhetherornottheclientisreadytoreceivethenewidea.Whenindoubt,apractitionershouldask(e.g."Isthatright?"or“Iusedmywordsthere,notyours.Whatwasitliketosaythosewords?”or“Isthattrueforyou?Howwouldyouchangethosewordstobetrueforyou?”)

How to Reframe

WhenReframing,apractitionereitherreplacestheacceptanceportionoftheSetupwithanoffertoseethesituationdifferently(e.g.“EventhoughIhavethisproblem,thatwasthenandthisisnow”)orincorporatesthatofferintotheSequence(e.g.TopofHead:“Ihavethisproblem,”Eyebrow:“butthatwasthen,andthisisnow…”etc.).



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Theterm“RamblingReframe”wascoinedbyGaryCraigtodescribewhenapractitionerimprovisesincorporatingvariousReframesthroughouttheSequence,(i.e.TopofHead:“thatwasthenandthisisnow”Eyebrow:“I’llnevergetoverthis.”SideofEye:“Andyoucan’tmakeme.”UnderEye:“Iwanttogetoverthis,”UnderNose:“butapartofmedoesandapartofmedoesn’t,”etc.).

HumorousorexaggeratedReframesliketheexampleabovecanbeusefulaslongascarefulconsiderationisgiventoRapportandtiming.Hereisanexampleofahumorous,exaggeratedReframethatlandedsuccessfullybecauseCoreIssuesandSpecificPastEventshadbeenthoroughlyaddressedandthetimingwasright(i.e.theclienthadindicatedreadinesstomakelightofthesituation):“EventhoughIlearnedinhighschoolnevertotrustarelationship,I’mgoingtokeepbelievingrelationshipadvicefromasixteen-year-old,becausesixteen-year-oldsknoweverythingthereistoknowaboutrelationships.”TimingiscrucialbecauseaReframecanonlytrulylandwhentheclientisreadytoreceiveit–usuallyaftercarefulandthoroughEFThasbeendonefirst.

SomeReframeslandwithaclient,andothersdonot.InmanycasesthereisnoharmdoneofferingaReframethatdoesn’twork,asthepractitionercanreturntoreflectingtheclient’sownwordsandincorporatinghis/herReframesintothetapping.Intheworst-casescenario,thewrongReframe(atthewrongtime)oranover-abundanceofReframingcanactuallydamageRapport.Thisisusuallybecausethepractitionerhasanagendaandisnolongerlisteningtotheneedsandsubjectiveexperienceoftheclient.

EFTInternationalrecommendsReframesbeusedsparingly,withparticularemphasisonusingtheclient’sownReframeswheneverpossible(see2.20CognitiveShifts).Ifthereisanover-abundanceofReframing,apractitionershouldquestionwhetheropportunitiesarebeingmissedtoworkwithwhattheclientisbringingtothetable.

FormoreinformationaboutReframing,seetheEFTLevel2ComprehensiveTrainingResourcebyAnnAdamsandKarinDavidson–availableforpurchasefromEFTInternationalInternational.org/eft-resources.

2.22 Rapport

Rapportisthequalityoftheconnectionbetweenpractitionerandclient(ormentorandmentee).

Ingeneral,Rapportinvolvesbeingintunewiththeotherperson,andCalibration(2.9)ishowwestayinRapportwiththem–byobserving,payingattention,andadjustingtotheircues.Aqualityofrelationshipmustbenurturedwithourclients,comprisedofcarefullistening,closeobservation,sensitivity,andmindfulnessofourroleintheEFTinteraction.Withoutit,Rapportcannotbeestablishedorwilleasily“break.”

Rapportcanthrivewhentheclientfeelsunderstoodandtruststhatthepractitionerisontheirsideatanygivenmoment.WhenthereisstrongRapport,practitionershavewidelatitudetotryvariedapproaches,makeappropriateoffers(Reframes),andapproachallareasoftheinteractionwithgreatersympathy,understandingandhumor.



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Itcannotbeoverstated:ThesuccessofanEFTinteractionrestsonhavingandmaintainingarobust,healthyandconsideredRapport,anditisinthebestinterestsofallinvolvedtomaintain(orsometimes,regain)Rapportbybehavingethicallyandprofessionally–withgreatcareandconsiderationfortherelationshipandthequalityoftheconnection–atalltimes.

MoreinformationonRapportinEFTcanbefoundintheEFTInternationalSupervisionandMentoringHandbook(comingsoon),theEFTInternationalLevel1andLevel2TrainingGuides,TheEFTInternationalCaseStudyGuidanceManualandAnnAdam’sandKarinDavidson’sLevel1andLevel2ComprehensiveTrainingResources(availableonEFTInternationalInternational.org).

2.23 Abreactions

InEFTparlance,Abreactionsarenormalbutintenseemotionalreactions–whenaclientishijackedbystrongemotionorsimplyovercomewithemotion.Theseoftendisplayasamarkedincreaseinnegativeemotionalintensity(uncontrolledsobbing,disconnectingfromemotions,etc.).ThechanceofhavinganAbreactioncanbeminimised,orpotentiallyavoided,bymindful,careful,andgentleapplicationoffoundational(Level1andLevel2)EFTskills,especiallyRapport,andtheGentleTechniques.

SometimesAbreactions(orstrongemotions)occurdespiteourbestefforts,andinvolvemoreintensitythantheclientorpractitionercansafelyandconfidentlyhandle(see2.28DoNotGoWhereYouDon’tBelong).Whenanabreactionhappens,despiteallourcautiousness,weneedtostaycalmandkeepontappinguntiltheemotionalintensityhasbeenneutralised.

Also,insomecaseswheretheclientsaysorotherwiseindicatestheyare“checkingout,”forexample,ahigherskillsetormentalhealthexperiencemayberequiredtosafelyassisttheclient.Whenindoubt,practitionersarerequiredtoreferouttomoreexperiencedpractitionersspecificallytrainedtohandlesuchcircumstances.

2.24 DoingYourOwnWork

WhenweapplyEFTtoourselvesregularlyandconsistently,wenotonlyfeelbetter,butalsoremovepossibleobstaclesandtriggersthatcanhinderourdeliveryofqualityEFTtoclients.

Bytappingsuccessfullyonourownbehalf(fortheissues,triggersorchallengesthatariseprofessionallywithclientsandinterpersonallywithfriends,family,etc.),wedevelopandmaintaincongruencebetweenwhatwesayweareabletodoandwhatweareactuallyabletodo.

Proactivelyhandling“ourownstuff,”whethertappingonourown,ortogetherwithatappingbuddy,orwithanEFTpractitioner,wesignificantlyincreaseourlevelofawarenessandcan

AnEFTInternationalTrainerdemonstratestappinginanEFTLevel1class,US,2014



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morenaturallyandeasilybefullypresent,accuratelyassesseachsituation,beobjective,non-judgmental,andfreeofourownagenda,inadditiontootherpositivebenefits.

EFTmasterycomes,inpart,fromongoingqualityself-workanddiligent,consistent,and,moreoftenthannot,creativeday-to-dayapplicationandexperienceoffoundationalEFTskillsandstrategies(see2.30ThePersonalPeaceProcedure).Effectiveongoingmentoringwithamoreexperiencedpractitioneralsoplaysaroleinourabilitytoseeourabilities(andourselves)moreclearly.

2.25 ChasingThePain

ChasingthePainistheprocessofidentifyingandthenfollowingaphysicalsensationasitmaymoveorchangewithinthebody.WorkingwiththebodysensationsisoneofthemostcommonapproachesofusingEFT(See2.16BodySensations).ChasingthePaincanalsobeanappropriatelygentleapproachandmayhelpSneakUponaproblem(see2.13SneakingUp).

Asthenameimplies,one“chases”thephysicalsensation-whethermerelyaphysicalsensation,discomfortoranactualpain–whereveritmovesorhoweveritchanges.

Patientlyanddiligently“chasing”thepainaroundthebodywilloftenleadtothediscoveryand/orreleaseofanunderlyingemotionor“contributing”emotionalissue.

HelpfulHint:Tappingwithspecificdescriptionsforphysicalsensationsofanykindisbetterthanusingmoregeneral(i.e.global)statements.Usingtherelatedmedicalterms,whentheyareknown,canalsobeuseful.Asarule,theclient’sowndescriptorsforthesensationarebest.

How to Chase the Pain

• Getasspecificaspossiblewiththedescriptionofthatphysicalsensation…whereexactly,howbig,howdeep,howwide,sharp,dull,tingling,tight,etc.

• Asktheclient(eveniftheclientisyou)toratethatphysicalsensationfrom0-10

• UsetheStandardEFTProtocolonthephysicalsensationuntiliteithergoesawayorchangesquality/location(e.g.“EventhoughIhavethistensioninmyneck…”)

• Ifitchangesqualityorlocation,getanewdescription,anewintensityrating,andstartanewtappingprocessuntilitgoesawayorchangesagain

• Continuereleasingallthevariousversionsofthepainuntilthereisnothingtoreportorthesensationis“aslowasitwillgo”

• Finally,checkontheintensityleveloftheunderlyingemotionalissue/eventand,chancesare,therewillbesignificantimprovement.Ifnot,lookforotheranglesoftheissue/eventtoaddress…



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2.26 The“ApexEffect”

TheApexEffectwasatermcoinedbyRogerCallahantodescribethecognitivedissonanceofchange.InEFT,changeshappensoquicklyandtappingcanbesoforeigntoone’sexistingbeliefsthatresultsreceivedinthesessioncanbeattributedtoalmostanythingbutthetapping.Thiscouldmanifestasdenialorreluctancetoseeingtheoriginalseverityoftheproblem,orattributingittoothercausesoreffortstomanagetheproblem.

TheexistenceoftheApexEffectisanotherreasonfordoingrigorousandthoroughTesting,andthetakingofnotes,todemonstratethebeforeandaftereffectsoftapping.

2.27 “ThroughMe,NotByMe”

“ThroughMe,NotByMe”wasatermcoinedbyEFTdeveloperGaryCraig.Whenwearefullypresentwithaclient,abletoletgoofhavinganagendaofourown,andworkwithwhattheclientisbringingtothetable–wecanbetterallowtheprocesstoworkthroughus,asopposedtobyus.ThisconceptisaremindertopractitionerstotrusttheEFTprocessandletthetappingdothework.

2.28 “DoNotGoWhereYouDon’tBelong”

LearningtouseEFTdoesnotnecessarilyqualifyanyonetoworkwithspecificgroupsofpeopletheyarenototherwisequalifiedtoassist.Forexample,ifsomeonehasaseriouspsychiatriccondition,includingaddictiondisorders,EFTmayonlybesafeforthemiftheyareworkingwithsomeonewhohasbothEFTANDapsychiatricorclinicalpsychologyqualification.

Itisanotherreasonthatweneedtogetathoroughhistorywithclientsandthisincludes,besidesaskingthemtheirstory,askingaboutmedicalconditionsandrecenttreatmentsandpsychiatricdiagnosesandprescriptions.Wealsoneedtobeonthealertforsymptomsofconditionsandanythingelsetheydonotdisclose.

Inexperiencedpractitionersshouldnotconsiderworkingwithpeoplewithserioustraumahistories,untilorunlesstheyhavedoneadditionaltraininginsettingasafeframeworkinwhichtoembedtheirEFTworkwithsuchclients,anduntiltheyhavebuiltuptheirEFTexpertisethroughexperience.

Itisalsoessentialthatwedonot,eveninadvertently,encourageanyonetouseEFTforphysicalconditionsinsteadofconventionalmedicalassessmentandtreatment.EFTcan,however,beanextremelyhelpfulcomplementaryresourceinmanymedicalsituations.Forexample,someonemaydecidetohavechemotherapyforcancerandEFTfortheirfeelingsabouthavingcancerandforsideeffectsofthechemotherapy.

IfweareindoubtaboutEFT’ssuitabilityforsomeoneintheirpresentphysical/psychologicalhealthwecan,withtheirpermission,askforinputfromtheirdoctororconsultantbothfortheirprotectionandforourown.Wecanalsoreferout,forexample,tosomeonewithanappropriatementalhealthqualification.



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How Do We Know?

Howdoesapractitionerknowifs/heshouldworkwithsomeone,orwhethers/heshouldreferthatpersontosomeoneelse?Oneofthebiggestissueshereisthatwedon'tknowwhatwedon'tknow*.

Oneissuehereiscapacitytocopewithintensity–boththeclient'scapacityandthepractitioner’scapacity.Intermsoftheclient,therearevariousfactorsthatsuggestasmallercapacityforcopingwithintensitymaybemorelikely,suchasininstancesofchronicabuseandchildhoodtrauma,severephysicalhealthconditions,orseverementalhealthconditions.

However,therecanbeclientswithnodiagnosesofconditions,ormemoryoftrauma,whostillhaveaverylowcapacityforcopingwithintensity,andlikewise,clientswithahistoryoftraumaorseverementalorphysicalhealthconditionswhohaveahighcapacityforcopingwithintensity.

Itisthereforeimportantto:

• Checkforgeneralindicatingfactorsoflowcapacity,and

• Check-inwiththeclientabouther/hispersonalcapacity.Forexample,apractitionercanaskwhataclientdoestofeelbetteriftheyfeelveryangryorupset.Apractitionercanaskhowittendstoaffectthemwhentheyexperiencestrongemotions.Apractitionercanaskwhatkindofsupporttheyhavearoundthem.Fromthis,apractitionercangaugeagreatdealabouttheclient'scapacityforcopingwithintensity.Iftheydon'ttendtocopewithitwell,thenpractitionersmustconsidertheirowncapacityformanagingwhatmaycomeup

Thepractitioner’sowncapacityisoftenmuchhardertogauge,asitrequiresahighdegreeofself-awarenessandacceptanceofone’sownlimits.Firstly,iftheclienthasadiagnosisofsevereorcomplextrauma,howmuchdoesthepractitionerknowaboutthisarea,andhowmighttheclientbeaffectedifsomethingistoomuchforworkingwiththem?

Secondly,whatisthepractitioner’scapacityformanaging,holdingandcalminghighintensityinanotherpersonwithoutbeingadverselyaffected?Ifthehonestanswertoeitherorbothofthesequestionsis,“Idon'tknow,”or“I'mnotsure,”thenthepractitionerneedstoconsiderwhethers/hebelongswiththisclient.Mentoringcanhelppractitionersdeveloptheirownresilienceandcapacitytomanage,holdorcalmhighintensity.

*Muchinformationcanberevealedinathoroughintakeorinformationform.

2.29 Reversals(or“PsychologicalReversal”)

PsychologicalReversal(alsocalled“PR”)wasatermintroducedinthetimeofRogerCallahantodescribeanyconflict(orblock)intheperson’senergysystemORsubconsciousresistancethatmayimpedethetappingprocess.Originally,theSetupPhrasewasdesignedtocorrectforthis“blockage”andallowfortemporaryenergyflowcorrectionbytappingonaspecificmeridianpoint.Forexample,tappingontheSideofHandpointandcontrasting“EventhoughIhavethis



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problemorissue”,withtheaffirmative,“Ideeplyandcompletelyacceptmyself,”wasdesignedtoallowEFTtobeeffective,eveninthepresenceofPsychologicalReversal.

Theterm“Reversal”specificallyreferencedtheconceptofapolarityreversalor“batteriesinbackwards”metaphor,includingformsoftoxicityintheenvironmentthatcan/coulddefeattheEFTprocess.

Reversals as Separate Aspects

Inrecentyears,itisgenerallyacceptedamongexperiencedEFTprofessionals(includingEFTdeveloperGaryCraig)that“reversals”arebestidentifiedandhandledasseparateAspects.

Therefore,EFTInternationaldefinesReversalsasaspecificgroupofAspectsthatcannegativelyaffecttheEFTprocess.Thesecanbeconsciousorsubconsciousandincludesecondarygains,resistance,conflictingbeliefsorprotectivepartsthatstandinthewayofprogress.WhenEFTprogressissloworstalled(i.e.IntensityLevelsarenotdropping,emotionalintensityisreturningwithfrequencyorpresentingissuesarenotchangingmeasurably),Reversals(i.e.hiddenAspects)areoftenpresent.

Examples of Reversals

Reversalscanbethethoughtsandfearsaboutwhatmighthappenifweweretoletgooftheproblemorachievethesuccesswesaywewant.Conversely,ifapartofusperceivesabenefitfromkeepingtheproblem,theReversal,onceidentified,canbeaddressedusingEFT.

Reversalscanalsoincludetheself-judgingthoughtsthatpreventusfromeitherallowingthechangesweseekorallowingustosuccessfullyusetappingtoaddresstheproblem.

Forexample,apersonmightfeelquitestuckinpatternsofbehaviorthataredetrimentaltothemlike“Ican’tsayno.”NotonlyisthisquiteasignificantconclusionorAspectonit’sown,thepersonmighthaveself-judgingthoughtsabout“Ican’tsayno”thataremorepresent(moreintense)like,“I’msoashamedofmyinabilitytosayno.”ThisAspectlikelyrequiresattentionbefore“Ican’tsayno,”canbemeaningfullyresolved.

Inanotherexample,aftertappingforsometimewithlittleornochangetoa“3”IntensityLevelonthespecificAspect,“smallandinsignificantaroundmysister,”anexplicitReversalmightariseintheformof,“Heckno,I’mnotlettinggooffeelingsmallandinsignificant!Thatwouldletmysisteroffthehookforwhatshedid!”Inthiscase,“I’mnotlettinggo…”isanexplicitReversalthataroseaftertapping.ThismoreintenseAspectnowlikelyrequiresgentleandthoroughattentionwithEFT(see2.10CoreIssues).

Identifying Reversals

Reversalscanrequireakeeneyetospot.BecausetheymightbeoperatingunderthesurfaceofanEFTinteraction,theywillrequiregentle,curiousandskillfulquestioningonthepartofthepractitionertobringthemintomoreconsciousawareness.



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Forexample,apractitionermightask,“Havetherebeenanyunexpectedbenefitsofhavingthisproblemorissue?”Thisquestion,inturn,mighthelptheclientseethattheremightbesomeveryspecificreasonsfortheirsituation,andprofferfruitfulavenuesor“healingdoorways”fortapping.

SomecommonReversalstaketheformofspecificinnerconflicts,suchas

• Don’twanttobefreeofanissue

• Don’tknowwhoIam(identity)withouttheissue

• Notsafetobefreeofanissue

• Lackofpermissiontobefreeofanissue

• Notdeservingtobefreeofanissue

• Somepartsdon’twanttobefreeofanissue

• Somepartsrelevanttoreleasingtheissuearesomehowisolatedfromotherparts

• Don’tknowhowtoconnecttoancestorswithouttheissue

• AbeliefthatlettinggomakeswhathappenedOK–ortheperpetratorwill“getawaywithit”

• Lackofself-acceptanceandself-love

• Self-judgment(includingnotbeingOK,somethingspecificaboutnotbeingOK,notbeingOKwithnotbeingOK,etc.)

SomestartingpointsforeffectivelyhandlingReversals:

• Wanting:"EventhoughIdon’twanttobefreeof…”

• Parts:"Eventhoughsomeparts/layers/levelsordimensions/times/phasesofmedonotwishtobefree…"

• Identity:"EventhoughIdon’tknowwhoIam(orwhoI’llbe)whenIamfreeof…"

• Safety:"Eventhoughitisnotsafetobefreeof…"

• Permission:"EventhoughIdon’thavepermissiontobefreeof…"

• Deserving:"EventhoughIdon’tdeservetobefree…"

• Isolation:"Eventhoughsomepartsofmerelevanttobeingfreeof(x)donothaveaccesstothishealing,Igrantthisaccessnowbecause…"

• Ancestors:"EventhoughIwon’tknowhowtoconnecttomyancestorswhenIamfreeof…"

• BeingOK:"Eventhoughitfeelslikelettinggoof(x)feelslikeIammakingitOK,IcanchoosetoknowitisnotOK,andstillletgo,because…"

• Acceptance:“EventhoughIhavethisproblem…”



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Sometimes,whenpeoplearenotawareofanyblockingbelief,dissentingpart,orotherrelevantissue,itcanbehelpfultouseaformula,whichcoverspossibilitiesbutdoesnotprovokeresistancesuchas:

• Possibility:"Eventhoughitispossiblethatapartofme…“Thisapproachcanhelpcoveralllikelybases…

TherearealsoEFTstrategiesdesignedtophysicallycorrectforReversals:InoriginalEFT,theSetupwasconsideredacorrectionforPsychologicalReversal.TheCollarboneBreathingExercise(see3.1CollarboneBreathing)wasanothersuchstrategy.

ItisworthnotingthatReversalswilloftenariseorganically(i.e.aftertappingsystematicallywithallpresentingAspects)whentheclienthasaclearreadinesstorecogniseandhandlethem.ManyofthemareindeedCoreIssuesintheirownright,eachrequiringagentle,skillful,andthoroughapproach.Remember,sometimesEFTsuccessismeasuredinmillimetersratherthanthe“5-minutemiracles”foundontheInternet.

2.30 Tail-Enders

AphrasefromEFTdeveloperGaryCraig,Tail-Endersreferstothenatural“Yes,but…”negativeself-talkthatliesbeneathourstatedgoalsofhelpingourselves.Thisisacommonself-sabotageencounteredwhenattemptingtomakemeaningfulchange,andanexcellentwayoffindingthehiddenobjectionspreventingusfromdoingso.

BeginningwithastatedgoalandlisteningfortheimmediateTail-EndertoincorporateintoTappingareusefulwaystobeginuncoveringlimitingbeliefstochange.Bypayingcloseattentiontothe“Yes,but…”statementsthatarise,thetruereasonsforkeepingtheunwantedbehaviororsituationinplacecanoftenbeuncovered.MoreexamplesofTail-EnderscanbefoundintheEFTInternationalFreeEFTManual,availablefromtheEFTInternationalInternational.orgwebsite.

2.31 ThePersonalPeaceProcedure

ThePersonalPeaceProcedureisausefulmethodforaddressingone’sownissueswithEFT.Itinvolvesmakingalistofallthespecificscenesoreventsyoucanrememberandmethodicallyworkingthroughthelist.

Thereisnorecommendedwaytoorderthememories.Theycanbechronological,groupedinthemes,orrandom,aslongassafetyismaintainedbystartingwithmemoriesthatdon’tevokehighemotion(aswhenlearningEFT).

Memoriescanbeaddressedinanyorderyouchoose(e.g.bystartingdownthelistorworkingonthemostintenseortheleastintenseonesfirst,etc.).Theideaistoaddresseachissueinthegentlestwaypossible,justasyouwouldwithaclient.



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ItisnotunusualwhenworkingsolotofindthatyouprefertheassistanceofanotherEFTpractitioner.Itcanbeveryhelpfultoutilisetheenergyandobjectivityofanothertohelpusresolvesomechallengingissues–particularlyregardingearlyandrepetitivechildhoodtrauma.

ThePersonalPeaceProcedureisasystematicwaytodoEFTforourownself-care.Itisaprerequisitebeforewestarttoworkprofessionallywithothers,andawaytodealwithissuesthatariseinourlivesandworkthereafter.

Theprocedureinvolvesworkingthroughalltherecallednegativememories–oneatatime–untilneutralized(untiltheintensityiszerooraslowasitwillgo).Typicallyworkingononememorywillbringanotherintoawareness.Whenitdoes,addittothelist(butcompleteworkononespecificmemoryatatime).

A“negative”memoryinthiscontextisamemorywerememberashavingbeennegative,whethertheemotionattachedcurrentlyfeelsintenseornot.Oftenwhenwebegintotaponmemories,whichseemtohaveaSUDslevelofzero,tappingliftstherepressionoftheemotionandweexperienceit,andthenworkthroughit.Adetailed“howto”guidetothePersonalPeaceProcedurecanbefoundintheEFTInternationalFreeEFTManual,availablefromaametinternational.org.

2.32 SurrogateTapping

SurrogateTappingistappingonbehalfofanotherperson,animal,orevenayoungerself.Sometimesitisevenusedtotaponbehalfofthedeceasedorsomeoneunconscious.

SurrogateTappingstartswithfirstdealingwithyourownfeelingsabouttheperson’sissueorbehavior.AusefulmindsettobringtoSurrogateTapping(justasthereisforclientsessions)isto“getyourselfoutoftheway.”Inotherwords,ifyouareattachedtoaparticularoutcome,orhavenotyetattendedtoanyfears,distressorotherfeelingsyoumayhaveaboutthesituation,thisiswhereyoubegin.

AswithanyEFTsession,whenweachieveofclarityorstillness,wehavebetteraccesstoourintuitionandunderstandingabouttheneedsandfeelingsofothers.

TherearethreewayswecanapproachSurrogateTapping:

• ThirdPerson:“Eventhoughheorshe….”Examples:“Eventhoughmydaughterisreallyworriedandstressedaboutheruniversityfinalsnextweek,Iloveandaccepther”“Eventhoughmyex-husbandhasnotsentthecheckfortwomonths…Iloveandaccepthim”(Note:andifthisisnotcongruent,itisgreatinformationforyoutogoanddosomemoreworkforyoufirstandtocheckforagendas,suchas:Iamstillangryatmyex)



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• SecondPerson:“Eventhoughyou…”Examples:“Eventhoughyouarereallyworriedandstressedaboutyourtestnextweek,Ideeplyandcompletelyloveyounomatterwhatgradesyouget““Eventhoughyouarebehindonthesepayments,Isendyouloveandsupport”

• FirstPerson:“Tappingas_____,eventhoughI…”Examples:“Tappingasmydaughter,eventhoughIamreallystressedandworriedaboutmyexams,Ideeplyandcompletelyloveandacceptmyself”“EventhoughIammyex,andtappingas(John)whatIamfeelingis(----)(hard,angry,lonely)andIstillacceptmyselfwiththesedifficultfeelings”

SurrogateTappingallowsaprofoundopportunitytostepintoanother’sshoes,andyoumaybesurprisedbywhatyoufeelmovedtosaynext.

HereisasuggestedmapforSurrogateTapping:

• Workonyourownissuesandfeelings(worry,anger,distress,controlling,thinkingyouareright,etc.)aroundhowyouwanttosupporttheotherperson.Ifyourgoalistosendloveandsupport,seetheotherpersonwell,helpthembemorepresenttothemselvesorsomeotherhelpfulintention–youneedtoclearyourownagendaorneedtofixthesituation

• Choosebetweenwhetheryouwillusethethirdperson(s/he),secondperson(you),orfirstperson(I)standpointsasyoutaponbehalfofthispersonoranimal.Thereisnorightway,justthewaythatfeelsbetteratthatmoment

• Whenonestandpointfeelscomplete,noticeifitfeelsrighttogotoanother.Ifso,doso

• Onceyouhavetappedwitheachofthestandpoints,weinviteyoutopauseandnoticeanyfeelings,sensationsorthoughtsthatarearising.Youmaybecomeveryintuitiveabouttheexperienceoftheotherperson/animalthroughSurrogateTapping

Forthoroughness,EFTInternationalrecommendsexploringtheabove“3,2,1”process(thirdperson,secondperson,firstperson)eachtimeyoudoSurrogateTappingwork

Ifyoudouseonlythirdand/orsecondperson,considertheneedforanyfurtherstepstoclosethesessionappropriately(e.g.bytappingthroughyourpointswhilethankingthatperson,etc.).

Ifyoudouseonlyfirstperson,consideranyfurtherneedforclosure(e.g.tappingthroughthepointstostepbackintoyourownenergy,etc.).Forexample:

“Iamnot______(name)anymore,Iammyself(name)andsteppingbackinto my ownenergynow.”

Alternatingphrasescanbeused(e.g.“Iamnot______anymore.Istepbackintome,”etc.).



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Aswithany“distancehealing”method,questionsofpermissiondoarise.Somepeopleprefertogetexpress,verbalpermission.OthersseeSurrogateTappingasatypeofprayerforwhichkindorcompassionateintentionissufficient.Insomemethodspeopleaskthe“higherself”oftheotherpersonforpermission.Itisyourpersonaldecisionhowyouofferyourhelpfulintention.

Again,SurrogateTappingisnottoimposeourdesiresonanother.Itisanofferingoflove,attentionandintentionforanother’shighestgood–ontheirownterms.



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3. EFT Extras

3.1 CollarboneBreathingExercise

CollarboneBreathingwasfirstintroducedbyRogerCallahanandadoptedinitiallybyGaryCraig.Itisrarelyused,butisausefulandpowerfultooltohaveontheshelfwhenEFTstopsbeingeffective.CollarboneBreathingisnotincludedintheEFTInternationalLevel1,2or3syllabiorlearningoutcomes,butitcanstillbeusefultotrywhenallelsefails.

Thecollarbonepointsforthisareslightlybelow,approximatelyaninch(2-3cms),andtotheside,approximatelyaninch(2-3cms),ofthenotchinyourcollarbone.

Theexercisehasfivebreathingstages:

• Breathenormally.Takehalfabreathinandholditforatleastseventaps

• Breatheindeeply,andholditforaboutseventaps.Lethalfthebreathoutandholditforatleastseventaps.Lettherestoutandholdthatforatleastseventaps

• Breathenormally.Touchoneofthecollarbonepointswiththepadsoftwofingersandthentapthegamutpoint(see3.2)onthebackofthathandatleastseventimesasyougothroughallthebreathingstagesabove.Thenmoveacrosstotheothersideanddothesameagain

• Bendthosetwofingersandtouchthecollarbonepointwiththeknuckleswhileyoutapthegamutpoint(see3.2)andgothroughthefivebreathingstages.Repeatthesameontheotherside

• Changehandsandrepeattheprocess

Duringthisexercisedonotletyourelbowstouchthesidesofyourbodyorletanypartofyourhandotherthanthetwofingerpadsorknucklestouchyourbody.

3.2 AboutOriginalEFT*

TheoriginalversionofEFTastaughtbyEFTdeveloperGaryCraigincludedtwopartsthatarenotalwaysusedinthemorecommonshorterversions.Theyaredetailedbelow.Thetwoadditionalpartsarecalled:

TappingonFingerPoints

Addingthe9Gamutprocedure(usingtheGamutPoint)

Bothoftheseproceduresareusefulandcanaddsomeextrapowertotheprocessattimes.Theycanalsobeusedflexibly.ManyexperiencedPractitioners,AdvancedPractitionersandTrainersincorporatetheseelementsintheirEFTpracticefromtimetotime.

Onceyouarefamiliarwithit,youcanalwaysaddthefingerpointsorthe9-gamutprocedureinyourtappingwheneveryouwish.



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The Original EFT Basic Recipe

1. Focusonthenegativeemotionandassessitsintensityonascaleof0-10.

2. PerformtheSetup:WhiletappingontheSideofHandpointorrubbingtheSoreSpot,repeatthefollowingthreetimes:EventhoughIhavethis[uncomfortableemotion],Ideeplyandcompletelyacceptmyself.

TapthroughtheOriginalSequencewhilestatingtheReminderPhrasewitheachpoint:Eyebrow,SideofEye,UnderEye,UnderNose,Chin,CollarboneandUndertheArm.(IntheOriginalSequence,TopofHeadwasnotused.)

This[uncomfortableemotion]

NowtaptheFingerPoints.Foreachfinger,tapatthebaseofthenailonthesideofthefingerthatistowardsthebody,startingwiththeThumb,IndexFinger,MiddleFinger,BabyFinger(youskiptheRingFinger,becausethesamemeridianistappedwhenyoutapontheGamutPoint).

The 9 Gamut Procedure

TheGamutPointisontheBackoftheHandbetweentheknuckles,atthebaseoftheringandbabyfingers(seetheEFTInternationalFreeIntroductoryEFTManualforillustrations).

Forthe9GamutProcedure(calledthisbecausethereare9steps),youcontinuouslytapontheGamutPointwhileperformingthefollowing9steps:

Closeyoureyes Openyoureyes Eyesharddowntotheright(headstaysstill) Eyesharddowntotheleft(headstaysstill) Rolltheeyes360°inonedirection Rolltheeyes360°intheotherdirection Humabarofatune(suchas“Row,Row,Row,YourBoat”or“Happy Birthday”) Count,1-2-3-4-5 Humthebarofthetuneagain

ReturntotheOriginalSequenceandtapthroughallthepointsagain,statingtheReminderPhraseateachpoint:

EyebrowPoint(EB),This[uncomfortableemotion] SideofEye(SE),This[uncomfortableemotion]…etc.

ThisisthecompleteOriginalEFTBasicRecipe(nowcalled“TheFullBasicRecipe”).



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HelpfulHint:“Row,Row,Row,YourBoat”and“HappyBirthday”aremerelysuggestions.Wefindthatwhatyoustartwithtendstoimprint-sochooseyourtunewithcare.Itshouldbesimpleandbrief,and,eitheremotionallyneutralorpositivelymeaningfulforyou.

Onetrainerhadamusicianclientwhochosethefirsttwobarsofamelodyfromhisfavoritecomposer,FranzLiszt.

More About the 9 Gamut Procedure

The9GamutProcedurehasbeencalledtheBrainBalancer.Theeyemovements,humming(rightbrain)andcounting(leftbrain)helptoengagetherightandleftsidesofthebrain.ItwasapartoftheoriginalEFTBasicRecipe,butinEFThistory,GaryCraigstoppedusingitroutinelyaround1998whenherealizedthatheusuallygotexcellentresultswithoutit.

Manypractitionersstillfinditquiteuseful.The9GamutProceduregenerallycreatesapleasantfeelinganditcanalsohelploosenthingsup–sometimesbyaddinganeededdoseofhumortoasession–especiallywhenworkingwithaproblemthatispersistent.

IntermsofthelargerfieldofEnergyPsychology,the9GamutProcedureisakintoapopularmodalitycalledEMDR(EyeMovementDesensitizationReprogramming),createdbyDr.FrancineShapiro.

AmajorfeatureofEMDRisstimulatingrightandleftbrainhemispheresthrougheyemovements.EMDRisahighlyevidence-basedmethodologyandisacceptedasastandardtraumatreatmentinmanycountries.

*AdaptedfortheEFTiGlossaryofTermsfromtheEFTInternationalFreeIntroductoryTappingManual(whichalsoincludesillustrations),availablefromEFTInternational.org.

Download - EFT International Glossary of Terms · The EFT International (EFTi) Glossary of Terms identifies and defines essential EFT concepts and skills used in EFT International* tapping training

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