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EFT Tapping for Fear of AbundanceBuilding Your Field of Dreams book

Dear EFT Community,

In this article, EFT practitioner, Alice Grange, writes about how she and another EFT practitioner worked together to clear the latter’s limiting beliefs regarding growing her business. Identifying, releasing, and reframing the core issues involved opened the way to expansion. 

-Stephanie M


By Alice Grange

I regularly do an exchange via Skype with another EFT practitioner, whom I will call "Tara." At the end of the year, Tara wanted to work on abundance issues and blocks in preparation for a fabulous new year.

After some initial conversation while tapping, touching on her financial ceiling and a feeling of “what's so special about me?” we moved to a fear she had about her ability to manage a business as big as she would like to create.

She found the concept of hiring people terrifying. What if she chose the wrong people?

She said she didn't know how to find the right people or know when might be the right time to justify hiring.

After tapping a bit more, she commented that she wanted to do it all by herself so as to have it be small enough and manageable enough, and she recognized that she was feeling significant fear in her neck and shoulders.

The identification of her limiting beliefs that she had to do everything by herself and that she had a limited skill set in certain business areas resulted in her feeling very uncomfortable and having a sense that she “didn’t want to go there,” and her whole body felt “weird.”

So we tapped on having to do everything by herself, on not knowing how to do it all, on not really wanting to do it all, on not wanting to go there, on the difficulties of growing her business if she has to do it all.

Then what came up was her core fear of hiring someone without having a guarantee that there would always be enough work for them to do, and her subsequently feeling responsible for their livelihood. 

We tapped on her fears of being responsible for food on someone else's table, her limited skill set, and the restriction she felt in her body. 

Tara said that she was okay with hiring an accountant, a bookkeeper, and already had a web designer in mind, so I then broached the possibility of hiring people on a short-term-contract basis of up to 3 months.

These people could help her set up the systems and teach her how to use them so that she would always know how to do the jobs herself.

I also suggested that if the person or people she hired for the short term turned out to be a fabulous fit, then the contract could be extended or renegotiated on an as-needed basis. 

We tapped on these new possibilities along with the idea that she could draw up some job descriptions for the things she will need to have done, things she doesn't want to do, or things she doesn’t have the necessary expertise for. She also hadn't considered that she could hire people online, that they needn't come to her office, which also resulted in a big sigh of relief.

This tapping on different possibilities for getting the support she would need resulted in a “huge shift” that felt “really nice” for Tara.

She no longer felt the burden of responsibility for another's income and survival, which had been holding her back from expanding her business, and opened her up to a number of potential ways her business could evolve. 

It is always interesting how we can fail to see the big picture, or the possibilities that there are other ways of looking at the picture or strategizing about the future, because of limiting beliefs that, when examined and tapped on, can be released, allowing for more creative problem-solving. 

Given that it is the end of the year, I introduced Tara to a wonderful exercise I learned from world-renowned life coach, motivational speaker, spiritual author, and Founder of Life Mastery Institute, Mary Morrissey, that I call the "Prosperity Plus Future Visioning Exercise."

In it, I ask my clients to pretend that it is one year from today and that we are holding a year-in-review conversation in which they tell me how happy and grateful they are to let me know of all of the wonderful changes and accomplishments of the past year.

Doing this exercise really helps to positively change one's vibration, to give oneself permission to look forward to having a great year to come.

We made a commitment to finish all of our sessions together with this exercise. I particularly look forward to it, as I have been putting it out that I want someone to do this with me, and now I have a willing, reciprocal participant!

Note: This article assumes you have a working knowledge of EFT. Newcomers can still learn from it but are advised to get our Free EFT Get Started Package or our EFT Books and EFT Trainings for a more complete understanding. For more, read our EFT Info and Disclaimer Document. Please consult physicians on all medical issues.

Target for Tapping is Crucial for Success With EFT

Dear EFT Community,

Here Stephen Carter, EFT INT-1 of Stress Solutions, LLC shares one of the mistakes that EFT practitioners can make when working with clients and the importance of having a well-defined target for tapping.

-Stephanie M


By Stephen Carter, MA, CH, EFT INT-1 Practitioner, TFT-Dx

One of the mistakes some EFT practitioners will sometimes make when working with clients or themselves is rushing through the preliminary steps of getting to the real issue or issues. They're anxious to "get tapping" to eliminate the presenting problem.

Contrary to what some practitioners believe, for most EFT sessions the amount of time devoted to tapping should be far less than the time spent uncovering issues to tap on. More talk time often means greater--and faster--success. Having a clear, well defined target for tapping is crucial for consistent success.

A recent example highlighting this reality involved a 66 year old female client named Janet who asked for help with anxiety and sleep problems. She hadn't had a good night's sleep in three days and felt exhausted.

She reported a gentleman who she recently rented a room in her home to turned out to be a problem tenant. He owed back rent and, despite an initial good first impression, was disrespectful and manipulative. Janet added that she was planning to give the tenant notice to leave the following day and felt highly stressed about the coming conversation.

Digging Deeper for the Real Issues

While we could have started tapping on releasing emotions around the pending conversation, my experience is that the initial problem voiced by a client is seldom the only driver of emotional distress.

As I talked more with Janet, I learned she had been in a law enforcement administration role for many years before retiring two years previously. She said,

"I should have looked further into his background. He has an arrest record and I missed it. I'm not afraid of him, but I'm angry at myself and at him. I should have done a better job."

She then added,

"He can't look me in the eyes when he talks to me. I thought he was a good person, but he's not."

In asking for a SUDs level on the anger related to herself, she said it was an 8 (0 - 10 scale). Her anger rating when thinking about the tenant's behavior and "disrespect" was a 9 and her SUDs level when thinking about the pending conversation was a 10. She said the feeling was, "all over... mostly in my head."

Choosing the Order of Issues For Release

While its often useful to start with an issue or aspect triggering the highest SUDs rating, my intuition in this case was that the primary driver of Janet's distress was the perceived lack of respect by the tenant. Our first round of tapping included:

"Even though he's disrespectful and manipulative..."

"Even though he can't look me in the eyes..."

"Even though I'm pissed..." (her description of how she felt)

Reminder phrases included:

"His lies...", "His disrespect...", "Feeling pissed..."

At the end of round one her SUDs relating to lack of respect dropped to 5, then 2 for round two, and "0" by the third round.

In turning our attention to anger towards herself, the SUDs rating had dropped to "5 or 6".

We tapped for:

"Even though I'm pissed at myself..."

"Even though I didn't investigate him like I should have..."

"Even though I made a mistake, I choose to forgive myself and let it go..."

In addition to the standard EFT protocol, we included tapping on the little finger (heart meridian point) for forgiveness and release of anger.

In two rounds we were down to a "0" for self directed anger.

In checking on the SUDs level when imagining the upcoming conversation, Janet was now down to a "4 or 5" from the original SUDs of 10.

Two rounds that included the 9 gamut sequence and floor to ceiling eye roll brought her SUDs down to "0".

In future pacing the upcoming conversation and again having her revisit all of the aspects we identified, she remained at a "0", saying, "I feel so much better. I haven't felt this good for days."

The entire session took about 20 - 25 minutes.

Follow-up

In checking with Janet three days after our session, she reported no anxiety, anger, or other debilitating feelings. She added that since the evening of our session she has slept well and is dealing with the tenant situation from a place of resolve, control, and relative ease.

"One More Question"

When working with clients, think of Peter Falk playing the role of Lt. Columbo. Simply say to your clients, "...One more question". You'll find your work is faster, deeper, and more effective.

Government EFT Practitioners Association

We are a group of EFT practitioners interested in networking, mutual education, and the promotion of EFT within governmental settings. If you are interested in being part of this group, please join the GEPA discussion group, and introduce yourself. GEPA is open to all practitioners who are past or present government employees, or who work with government employees. We look forward to hearing from you.

Terry Sparks, Chair
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Jump to GEPA discussion group

Meeting Notes: Oct 4, 2011:

Present (Click on a name to email):
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Action items:
Motion to form association of EFT practitioners who are past or present government employees. 
Proposed by Peggy Tidmore-White, seconded by Terry Sparks, adopted unanimously
Draft invitation letter, Cathy Angelica
Set date for teleconference, to be chaired by Lee Ann Rogers
Create GEPA discussion group on EFT Universe

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Note: This article assumes you have a working knowledge of EFT. Newcomers can still learn from it but are advised to get our Free EFT Get Started Package or our EFT Books and EFT Trainings for a more complete understanding. For more, read our EFT Info and Disclaimer Document.

EFT Clears Blocks to Learning a New Computer Program: Aspects and Choices

Dear EFT Community,

We all have to keep learning, no matter what life stage we're at. Here EFT Master Patricia Carrington, developer of the Choices Method, describes a computer programmer's issues with learning a new programming language, and how they used EFT to uncover the deeper roots of the problem. Her approach has implications for anyone trying to learn something new and for educators of all kinds to give their students a tool that can optimize their learning.

-Dawson Church 


 By Patricia Carrington, PhD, EFT MAS-3

One of my many interests when exploring the frontiers of EFT, is to discover new ways it can be applied to education. I am convinced that EFT is capable of playing an important role in helping people of all ages to acquire new information, and I suspect it can do so easily, painlessly and with many side benefits such as an increase in confidence and self respect.

Recently I had a post on this list which dealt with the manner in which EFT can be used during the learning of a motor skill. Today I want to tell you about a different educational experience to which I have recently applied EFT: how to use EFT to master an advanced computer programming skill.

To master some of the computer languages, particularly for someone over the age of 40, can very daunting because such a person did not grow up in the computer generation. It can be quite a blow to their egos to see the children in the house handling unfamiliar computer tasks with no problem at all (even though they may never have seen these programs before!) while the adult approaches such a task with trepidation.

At age 52, "Martin" is now facing a problem with respect to mastering certain advanced computer programs. While he originally consulted me because of "career problems," it soon became evident that career per se was not his true difficulty. Martin actually loves the work he does as a website designer and he handles it extremely well. He is a highly visual person and to him this occupation is a very creative and meaningful one.

It turns out that his real problem is that he is woefully deficient in the major graphics programs necessary in order to obtain the best paying jobs as a web designer, and that he has in fact balked at learning that major graphics program (known as JAVA), although this is essential for the future of his work. Because he does not have sufficient skills in this area to appeal to prospective employers, Martin has recently had to take an interim sales job, considerably below his skills, to supplement his income. His future as a web designer has become uncertain.

When we first discussed his difficulty with JAVA, Martin was hesitant to talk about it or to remember any past difficulties with math (an important ingredient in learning JAVA. He finally did recall, however, that as a teenager he had moved to a new neighborhood and new high school where there was suddenly none of the individual attention under which he had flourished in his former school. This had, he said, resulted in his developing severe problems in algebra, although he always been very good in math before that.

To work on his math anxiety, which I supposed might lie behind his difficulties with computer programming skills, I asked him to print out some algebra problems from the Internet and bring them to our next session so we could use EFT for any difficulties he might experience when looking at them.

This seemed a good idea, but it didn't prove to be as fruitful as I had hoped. Tapping just on his math anxiety did not appear to be helping much with his difficulties with JAVA. So I then asked Martin to bring his JAVA manual to the next therapy session. We were going to face the lion in its den!

He brought the manual next time. It was a weighty volume, thick and impressive and chock full of information. When I thumbed through it, I noticed that it was written in a reasonably user-friendly fashion and I knew that Martin should be able to understand it in light of his considerable intelligence. What then was the block all about?

Martin answered this question a bit sheepishly, "The fact is that I'm bored by it. Studying JAVA is not my favorite thing to do." Then he added that the end product—what you can do with it—was exciting to him, but not the process. "I keep thinking, why am I learning it?"

For the first time we had a concrete issue to work on with respect to the JAVA problem. Martin's intensity level on a 10 point "boredom" scale (where 0 was "not bored at all" and "10" was "unbearably bored") was a "7 to 8." I sometimes vary the standard distress ratings to indicate intensity of emotions other than distress, and this was one of those times—boredom, not anxiety or distress, was the issue he was to rate.

To start off, I suggested that Martin try using the EFT Choices phrase:

"Even though I find JAVA boring, I choose to find unexpected areas of excitement and creativity in it."

I intentionally introduced the idea of creativity into the phrase about JAVA because this is one of Martin's very positive experiences.

He expressed interest in this phrase and considerable surprise about it, and proceeded to do one round of the EFT Choices Trio using it in his Setup and Reminder Phrases (for details on the Choices Method and Choices Trio, see chapter 3 of my Choices Manual).

After a single round of the Trio, Martin's boredom level had not moved; he was still a "7." But in response to my question about what had been going through his mind while he was tapping, he said, "I actually started thinking about JAVA, how I really do have in interest in making it work. I'd like to make it work. I'd have a feeling of accomplishment if I did."

So far, so good, but there was still much to do. After he did another round of the Choices Trio, I asked him to pick up the manual again, look at its cover, and rate how boring the book looked to him now. His rating was now down to a "5 to 6" and he said, "I don't feel the cringe anymore."

For the next round, he made a slight change in the wording, one which brought it into a more active tense. The new phrase he used was:

"Even though I find JAVA boring, I choose to find the excitement and creativity in it."

Notice how this phrase has become a more definite statement—he now believes that there actually are areas of "excitement and creativity" there to find!

Another round of the Choices Trio, and his boredom score had come down to a "4 to 5," but he told me that he had just realized "something else": JAVA was intimidating to him.

We had hit upon a new aspect! Just how intimidating did he find it to be on the intensity scale? "About a 6," he answered.

We could have just continued tapping on the general category of "intimidation," and slowly but surely the intimidation would probably have lessened. But something prompted me to suggest to Martin that he interact directly with the book and the real challenge it presented, at this point. I had a feeling that the intimidation he was experiencing might be linked to some deficiencies in his ability to process the information in the book.

My instructions to him were to open the book and read any sentence that caught his attention. He was to read it to himself and then tell me how he felt as he read it.

His answer came easily. There were, he said, two unfamiliar terms in there—"int" and the word "float" used in a way specific to JAVA. made him very uncomfortable. His distress rating when looking at those terms was a "9."

Perhaps Martin had not been able to read technical material easily because he may never have learned how to properly handle unfamiliar terms? The next Setup Phrase we constructed directly targeted this problem. It was:

"Even though I find unfamiliar terms intimidating, I choose to know that I can find their meaning, and things will become clear."

I had suggested the latter Choice to him because I didn't think that Martin himself would have thought of it; it was simply not in his experience to be able to find the meaning of terms, and therefore this Choice was aimed at supplying some educational guidance.

Martin confirmed that he would never have thought of such a phrase but that he found the idea "interesting."

With one round of the Choices Trio using this Reminder Phrase, his "intimidation" score was down to a "5." After another round it was down to "3." Now, reading the same sentence again as a test, he spontaneously commented:

"Now when I look at it, in my head I'm thinking, 'I don't know this but I can look it up.'" Martin was now beginning to make a mental connection between "not knowing" and being able to "look it up," an essential step if one is to successfully navigate technical courses.

After still one more round of the Trio, when Martin looked at the same sentence it actually looked to him "pretty good"—no longer intimidating. His "intimidation" score was now down to a "1 to 2."

Then, as so often happens when people have come way down in their intensity ratings, creative solutions to his own dilemma began to pop into Martin's mind.

"I've got an idea!" he said. "I can write down the terms as I come to them, and then look up the definitions and write these out, and have a list of them in front of me as I read. I never thought of that before! I really think my worry is way down."

The therapy session was now over, but Martin lingered to talk about how he could use a knowledge of JAVA to make more exciting websites. I could tell from the way he looked, acted, and spoke that he was on his way to adopting a new approach to doing this.

Will Martin's resistance simply melt away and he turn to embracing graphics programs eagerly after this tapping session? I greatly doubt it. A lasting change is usually not easy to achieve with a long-standing habit where extensive self re-education is required. My guess is that there will be still other aspects to address with regard to this problem. and that each one of them can be a major step for Martin in enhancing his approach to life and his confidence in himself, as well as his approach to JAVA. I may, in fact, report on some of the future episodes in its treatment if I think they might be of particular interest to this readership.

My main reason for telling you about Martin's experience has been to share with you my conviction that EFT can be used excitingly to further the educational process. It can, I suspect, be used to fashion a new approach to any familiar bogged-down task, serving to remove the emotional blocks to that task, while simultaneously installing a "positive cognition" (a new positive way of thinking) about the issue. This is an unbeatable combination.

If EFT can do this as well as I suspect it can, then it could be used in many forms of education by simultaneously removing the block to learning on the one hand, and installing a desired educational skill on the other.

I hope that you who are teachers, parents, counselors, or anyone else imparting educational skills to others (or learning them yourself), will try using EFT to facilitate this process. I suggest you try it with all kinds of different educational experiences; in this sense, you will be "trying it on everything" that is educational in nature.

If you do so, I would greatly appreciate you letting me know how you fare with this, so that I can perhaps share your experience with others. We have a great deal to learn about the untapped potentials of EFT and we can help each other greatly in this process.

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