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EFT for Educational Use

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EFT for Learning Challenges

By Dr. Patricia Carrington

�Gary Craig's Introduction:

EFT Master, Dr. Patricia Carrington, recently wrote about "Martin" and his success with EFT in overcoming a difficulty in learning a technical subject.� It was a marvelous story and one that set a clear example for handling learning challenges of all kinds.

As you will see below, this positive result held up nicely.� However, it was confined to learning through books and other means OUTSIDE THE CLASSROOM.� As fate would have it, Martin subsequently enrolled in an advanced technical class and immediately developed an uncontrollable urge to sleep.� The cause for this wasn't apparent until Dr. Carrington masterfully discovered another aspect, namely, Martin's response to his new teacher's phrase, "You're on your own."� This, of course, became an ideal candidate for EFT.� I�m sure You will appreciate Dr. Carrington's handling of this issue.

This is an important case because it illustrates so nicely the importance of persistence and skill.� EFT, as we all know, often produces superb results even when the tapping is done mechanically without any "art of delivery."� However, when mechanical tapping "fails" I think it inappropriate to conclude that "EFT doesn't work."� It is more likely that the practitioner needs to be more artful.� Dr. Carrington's article illustrates this nicely.

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Those of you who read my article about Martin, the Web designer who overcame a block to learning an essential computer language, JAVA, by using EFT, will be interested to hear what is happening with him now.�� Even if you didn't read this article, however, you may well be interested in hearing how we handled the next obstacle that came up for him in his saga of computer training.�

Martin's original EFT session on this issue consisted of him using his JAVA textbook to work with me on identifying specific learning blocks that prevented him from going forward with a study program in this area.� With the help of EFT, Martin not only identified his blocks to learning JAVA, but was able to change his attitude about learning additional computer skills in a significant manner.

Now, from having formerly been postponing any plans whatsoever to learn needed computer programming skills, Martin has grown to have real enthusiasm and interest about learning these skills.� Also, instead of looking upon learning programming skills as somehow "beneath a pure Web designer", he is now fully open to this learning.

An example of this is what happened when I recently asked him to bring in his JAVA textbook to a session again. When he arrived, he was able to open it at virtually any spot and fully and easily understand what was printed there.� He was also able to check on anything he did not understand.� In short, he had made excellent progress with respect to the learning which he outlined for himself.

However, he now faced a new challenge.� On his own initiative (not at his wife's suggestion, although I am sure she was pleased about this) Martin had recently signed up for night school in an intensive course in advanced computer science.� The course teaches the programming language ASP, which Martin expects will advance his career considerably.

Because he had been resisting going back to school for such a long time, and for good measure, Martin scheduled an appointment with me to take place immediately after the first class meeting.

When he arrived for this appointment, Martin was of two minds.� He found the teacher definitely competent, the textbook clear and not too difficult to comprehend and he was actually looking forward to mastering this new computer language.� However, during the class itself he had suddenly become extremely sleepy� not just a little bit sleepy, but so overwhelmed by fatigue that he could barely hold his head up making it near impossible for him to concentrate.� What had happened? Martin was understandably concerned.

True, it had been hot in the room and he had not had enough sleep the night before, but there was something about the suddenness of the sleepiness and its intensity that made Martin suspicious.� He did not understand this and wanted to look into it.

The way we tackled this problem confirms something that many of you may know but that I cannot repeat often enough � and that is the value of searching for hidden aspects of a problem and tapping on them one by one until the original difficulty finally disappears. It also shows the value of being able to meet the client where they are, so to speak, and not push ahead against odds until those odds themselves are first handled with the EFT.��

Martin didn't have a clue as to what his strange sleepiness in class was all about and could think of no reason for it. In response to my questions, all he could remember about the class was that it seemed to him as though there had been something " vaguely intimidating" about it, but he had no idea what that was.

Actually, the feeling of intimidation didn't seem to have much, if anything, to do with the actual class, which Martin had so looked forward to. Therefore, to try to get at this "unknown" quality (an example of Backing Up in EFT), Martin formulated the following set-up phrase:

"Even though there was something vaguely intimidating about the class, I choose to see this class as a very NEW and stimulating experience."

He included the word "new" at my request because I suspected that some old patterns from Martin's childhood might be replaying themselves here.� Could it be that what had happened when he switched schools as a boy when his family moved to a new city �� a traumatic experience for Martin �� was the culprit here?�� We were about to find out.

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