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advanced_iemt_curriculum [2023/02/24 19:23] – andrewtaustinadvanced_iemt_curriculum [2023/02/27 17:41] (current) – [Module 3.5. The Great Big What If Pattern] andrewtaustin
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 =====Module 2. The Three Pillars===== =====Module 2. The Three Pillars=====
 +
 +**Themes:** //three pillars model,  state chaining, state access & state exit//
  
 Review The Three Pillars model, emphasizing the time orientation of each of the emotions on the chart. Review The Three Pillars model, emphasizing the time orientation of each of the emotions on the chart.
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   - speed of exit (some emotions end quickly, whilst others subside over comparatively long periods of time)   - speed of exit (some emotions end quickly, whilst others subside over comparatively long periods of time)
  
-Next review how some of the emotions on the chart may appear as a presenting problem, but in fact are the client's solution to the problem. Emphasise how common this is: bulimia, getting drunk or deliberate self-harm are not the person's primary problem, but in fact, are their way of //coping// with the problem, as such //they are maladaptive coping behaviours.//+{{ :rethinking-three-pillars.png?600 |}} 
 + 
 +Next, review how some of the emotions on the chart may appear as a presenting problem, but in fact are the client's solution to the problem. Emphasise how common this is: bulimia, getting drunk or deliberate self-harm are not the person's primary problem, but in fact, are their way of //coping// with the problem, as such //they are [[adapt|maladaptive coping behaviours]].//
  
 =====Module 2.5. Modelled States==== =====Module 2.5. Modelled States====
 +
 +**Themes:** //innate emotions versus learned emotions, empathic learning of problematic states and emotions//
  
 In some instances, the K-pattern is less successful than might otherwise be anticipated, and this is most common in situations where the emotional state is matched against familial behaviour, for example, angry parents often raise angry children. Similarly, depressed parents often raise depressed children.  The reasons for this occurrence are complex but one important aspect that is easily overlooked is the modelling of the parental state by the child. In some instances, the K-pattern is less successful than might otherwise be anticipated, and this is most common in situations where the emotional state is matched against familial behaviour, for example, angry parents often raise angry children. Similarly, depressed parents often raise depressed children.  The reasons for this occurrence are complex but one important aspect that is easily overlooked is the modelling of the parental state by the child.
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 The K-Pattern is used with a pivot that asks, "...and when it is the first time you can remember //someone else// feeling this feeling? Now, it may not be the first time// they// ever felt it, but it is the first time you can remember //them// feeling that feeling now" in place of the usual question. The K-Pattern is used with a pivot that asks, "...and when it is the first time you can remember //someone else// feeling this feeling? Now, it may not be the first time// they// ever felt it, but it is the first time you can remember //them// feeling that feeling now" in place of the usual question.
  
-Note: This can also be used on anthropomorphised states, such as, “The depression makes me angry” so that it would become:+**Note**: This can also be used on anthropomorphised states, such as, “The depression makes me angry” so that it would become:
  
-- And how strong is this feeling of angry? +  * And how strong is this feeling of angry? 
-- And how familiar is this feeling of angry? +  * And how familiar is this feeling of angry? 
-- And when is the first time you can remember THE DEPRESSION feeling this feeling of angry… etc?+  * And when is the first time you can remember THE DEPRESSION feeling this feeling of angry… etc?
  
-This can be referred to as an additional exercise when exploring Module 7: "The Influence of Lucas Derks work."+This can be referred to as an additional exercise when exploring **Module 7: "The Influence of Lucas Derks' work."** 
 + 
 +====Further Study==== 
 + 
 +The works of [[the_philosophy_of_alfred_adler|Alfred Adler]] 
 + 
 +The role of [[https://23nlpeople.com/mirror-neurons|mirror neurons]] in //action understanding//
  
 =====Module 3. Visual Fields===== =====Module 3. Visual Fields=====
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 Explain "The Octrants" - the spatial division of the visual fields.  Explain "The Octrants" - the spatial division of the visual fields. 
  
-Exercise: in pairs or small groups participants identify in which octrant/s an experience or memory is located.  Their attention is then directed to different octants either by clicking fingers in that spatial location or using some other stimuli.+**Exercise:** in pairs or small groups participants identify in which octrant/s an experience or memory is located.  Their attention is then directed to different octants either by clicking fingers in that spatial location or using some other stimuli.
  
 Optionally, depending on the experience level of the group, the group can be introduced to: [[biased_competition_theory|Biased Competition Theory]] Optionally, depending on the experience level of the group, the group can be introduced to: [[biased_competition_theory|Biased Competition Theory]]
  
 {{::kinaesthetics_1_.png?400|}} {{:visual-fields.jpg?400|}} {{::kinaesthetics_1_.png?400|}} {{:visual-fields.jpg?400|}}
 +
 +====Further Reading====
 +
 +**Mapping The Mind** by Rita Carter (Hardback Edition)
 +
 +**Phantoms in the Brain: Probing the Mysteries of the Human Mind** by V S Ramachandran & Sandra Blakeslee
 +
 +**The Emotional Brain: The Mysterious Underpinnings of Emotional Life** by Joseph Ledoux
  
 =====Module 3.5. The Great Big What If Pattern===== =====Module 3.5. The Great Big What If Pattern=====
 +
 +**Themes:** //negative core states, chronicity//
  
 **Part 1.**  **Part 1.** 
-Review the What If? Patern of Chronicity. +Review the "What If" Pattern of Chronicity. 
  
 **Part 2** **Part 2**
-The “what if” exercise and structure of belief* (If A, then B, which //means// C)+The “What if” exercise and structure of belief* (If A, then B, which //means// C)
  
 *This looks like this: *This looks like this:
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 Then they are asked, “….and what does that mean about you?” Then they are asked, “….and what does that mean about you?”
  
-i.e., “So, if this goes wrong, and you get embarrassed then what does that MEAN?” (people’s default is to go into cause and effect - i.e. if this, then that. Caution against this, suggest this is more to do with something at an identity level.+i.e., “So, if this goes wrong, and you get embarrassed then what does that MEAN?” (people’s default is to go into cause and effect - i.e. if this, then that. Caution against this, it helps to suggest this is more to do with something at an identity level.
  
 For this exercise we are looking at meaning, i.e. “if this goes wrong, and then I get embarrassed, then that means I am not very good”, “If no one likes me, then I feel lonely and left out that means I’m not worthy of other people” and so on. For this exercise we are looking at meaning, i.e. “if this goes wrong, and then I get embarrassed, then that means I am not very good”, “If no one likes me, then I feel lonely and left out that means I’m not worthy of other people” and so on.
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   * **Lack of value**: "I'm not worthy."   * **Lack of value**: "I'm not worthy."
-  * **Lack of authenticity**: "I'm a fraud," I'm fake." +  * **Lack of authenticity**: "I'm a fraud," "I'm fake." 
   * **Lack of ability**: "I'm no good."   * **Lack of ability**: "I'm no good."
  
-Group discussion and feedback asking everyone and ask them for their C values. They will mostly be quite similar to each other. They then go and pair up to do the basic pattern on these C values.+Group discussion and feedback regarding everyone's C-Values. They will mostly be quite similar to each other. Participants pair up to do the K-Pattern on these C-Values.
  
-=====Module 4. PTSD: The 15 Trauma Positions=====+=====Module 4. PTSD: The 15 Trauma Kinaesthetic Positions===== 
 + 
 +**Themes:** //PTSD, perceptual positions//
  
 After an explanation of the 15 positions, the group examines a past negative experience from the first 8-10 positions to gain familiarity with them. After an explanation of the 15 positions, the group examines a past negative experience from the first 8-10 positions to gain familiarity with them.
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   * I encourage people to remember to  ”overwhelm the client with eye contact” as much as possible but acknowledge that this isn’t always so easy in an exercise when they still need to refer to their notes.    * I encourage people to remember to  ”overwhelm the client with eye contact” as much as possible but acknowledge that this isn’t always so easy in an exercise when they still need to refer to their notes. 
  
 +====Further Study====
  
-=====Optional Module: Game Theory=====+It is recommended that trainees are directed to learn more by studying Connirae Andreas' development on NLP's perceptual positions with her work, "Aligning Perceptual Positions" which is often taught alongside the Core Transformation mode. 
 + 
 +See: [[https://conniraeandreas.com/aligning-perceptual-positions/]] 
 + 
 +=====Optional Module: Game Theory & System Theory=====
  
 The Three Stage Abreaction follows the theme of zero-sum game reasoning. “//I can only feel better when you feel worse//” or “//I can only change this way, when you change that way//” - i.e. there is a transaction of emotion and predictability, my emotional losses are your gain, your emotional gains are my losses. The Three Stage Abreaction follows the theme of zero-sum game reasoning. “//I can only feel better when you feel worse//” or “//I can only change this way, when you change that way//” - i.e. there is a transaction of emotion and predictability, my emotional losses are your gain, your emotional gains are my losses.
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 There may not be a specific exercise to teach this principle, but overall the conveyance of this principle should be central to the aim of advanced practitioner training. There may not be a specific exercise to teach this principle, but overall the conveyance of this principle should be central to the aim of advanced practitioner training.
  
-=====Module 5. The Lawley-Tompkins Coin Exercise=====+Systems theory introduces open and closed systems.
  
-The coins exercise as developed by James Lawley and Penny Tompkins. For some of the more difficult family interactions revealed by the exercise, these emotional responses can be addressed with the standard K-Pattern protocol.+====Further Reading====
  
-Trainees are to be cautioned against accidentally disrespecting another's family by flippancy in attitude or inappropriate adjustments, citing the real example of one trainee removing a coin that represented a young child from the table altogether and asking, "...and how does that make you feel?" before proceeding to suggest that the emotional reaction and be addressed by the K-Pattern. The coin configurations of other participants are to be treated with a degree of reverence.+**Introducing Game Theory: A Graphic Guide** (Graphic Guides). Icon Books Ltd. Osborne, M. J., & Kreps, D. M. (2017).
  
-=====Module 6. Identity Wants and Needs Analysis=====+**The Art of Systems Thinking: Essential Skills for Creativity and Problem Solving**, by Joseph O’Connor and Ian McDermott 
 +=====Module 5. The Lawley-Tompkins Coin Exercise=====
  
-**Part 1. Primary Pronouns of I, Me, Self, You.** +**Themes:** //family dynamics, family constellations theory of [[the_philosophy_of_alfred_adler|Alfred Adler]]//
-In addition to the standard three elicitation questions, the practitioner asks, "And what does X want?" and "And what does X need?"  No eye movements need to be performed for this exercise.+
  
-**Part 2. Secondary Identity Markers** (optional) +The coins exercise as developed by James Lawley and Penny Tompkins. For some of the more difficult family interactions revealed by the exercise, these emotional responses can be addressed with the standard K-Pattern protocol.
-The same additional questions can be asked for she, him, they, etc.+
  
-=====Module 7: The Influence of Lucas Derks' Work=====+There are lots of permutations on the coin exercise, for example,
  
 +- client arrange the coins to represent your family
 +- client explains why those coins, why those locations
  
 +The practitioner then moves coins in a respectful manner to test for an emotional reaction.  Consider using the K-pattern for negative emotions that may arise.  Caution the group to be sensible, for example, if the practitioner removes a coin that is the deceased mother, the client cries, the practitioner then says, “no problem, we can remove that emotion!” - this won't end well!
  
 +Leaving the original coin display intact, the practitioner gives a second collection of coins to the client, who then arranges the coins to how they would like them to be (which may or may not be different).
 +  * client then explains why that configuration etc.
 +  * practitioner then moves this second coin display bit by bit into the original configuration, measuring for negative emotions as they do so, offers remedial IEMT patterns as emotions arise.
  
 +Trainees are to be cautioned against accidentally disrespecting another's family by flippancy in attitude or inappropriate adjustments, citing the real example of one trainee removing a coin that represented a young child from the table altogether and asking, "...and how does that make you feel?" before proceeding to suggest that the emotional reaction and be addressed by the K-Pattern. The coin configurations of other participants are to be treated with a degree of reverence.
  
-For levity, i have other exercises that are useful to change the state or shift tempo, these include:+====Further Reading====
  
-- the African cups game (takes about 20 mins) +**Metaphors in Mind: Transformation through Symbolic Modelling (2000)** - This book introduces Symbolic Modelling, a technique for exploring the client's symbolic representations of their experience. It is co-authored by Lawley and Tompkins.
-- “How to Eject a Client” exercise (it’s a quickie and people LOVE this one and it often opens up for discussion about difficult clients and the traditional suicidal client question) +
-- Boxes games (can fill a afternoon with this easily)+
  
 +**Insights in Space: How to Use Clean Space to Solve Problems, Generate Ideas and Spark Creativity (2013)** - In this book, Lawley and Tompkins introduce Clean Space, a technique for exploring and working with a client's physical and mental space.
  
-I also do a number of demos too, which i tend not to do on the practitioner level.+=====Module 6. Identity Wants and Needs Analysis=====
  
-Other things that could be included:+**Part 1. Primary Pronouns of I, Me, Self, You.** 
 +In addition to the standard three elicitation questions, the practitioner asks, 
  
-- revision of the 5 patterns of chronicity +  * "And what does X lack?" 
-- introduction of 2 sub-patterns of chronicity: reactivity and passivity (in place of proactivity) and the either/or question trap (where the answer is neither - this is where the practitioner just says “yes”)+  * "And what does X want?"  
 +  * "And what does X need?"  
  
-- the “what if” exercise and structure of belief*  (If A, then B, which means C)+**Note**: No eye movements need to be performed for this exercise.
  
-*This looks like this:+**Part 2. Secondary Identity Markers** (optional) 
 +The same additional questions can be asked for she, him, they, etc., and later on, also for personifications and objectifications.
  
-- take 3-5 anxieties or concerns that manifest as “what if” questions, even if they are just spoken internally. +=====Module 7: The Influence of Lucas Derks' Work=====
- +
-i.e. “What if this goes wrong”, “what if i don’t remember what to do”, “What if no one likes me” +
- +
-For each “what if”, they are asked, “then what“ - “If i don’t remember what to do THEN I will get embarrassed. +
- +
-Then they are asked, “….and what what does that mean…?” +
- +
-i.e., “So, if this goes wrong, and you get embarrassed then what does that MEAN?”  (people’s default is to go into cause and effect - i.e. if this, then that. +
  
-For this exercise we are looking at meaning, i.e. “if this goes wrong, and then I get embarrassed, then that means I am not very good”, “If no one likes me, then I feel lonely and left out that means I’m not worthy of other people” and so on.  +**Themes:** //personification, objectification & athropomorphication of experience and state.//
  
-Please note, that in the practitioner manual, the examples given there are incorrect.+Teach the anthropomorphication of symptoms and diagnosis, “The DEPRESSION makes me unhappy”, “The ANOREXIA is ruining my relationships”, “The ANXIETY is ruining my life.” Treat them as a pronoun and use the same elicitation questions as before. See the "Manufacturing Demons" video below:
  
-If you elicit enough “what ifs”, the value C, i.e. the meaning will usually be very similar to all questions, even if they are contextually different.  Most commonly they are classic things like, “I’m worthless” I’m a fraud”, “I am not very good” “I’m fake”.+{{youtube>FK_IA9CBTHY?}}
  
-I tend to go around the room to everyone and ask them for their C values.  They will mostly be quite similar to each other.  they then go and pair up to do the basic pattern on these C values. 
  
-Advanced IEMT course - suggestions for day 2 Identity.+The same can be done for objectification (nominalisation) of symptoms and behaviour such as, “I have low self-esteem”, “I have depression”, “I have anorexia.”
  
-Developing on the non-zero sum theme, the idea of the exercises is to teach the trainees two main principles.  1. merely by being present, as therapist, they are part of the client’s system and 2. to teach clients how and what they contribute to their family system.  Personally, I tend not to try to teach this explicitly, but rather create exercises whereby the group discovers these things for themselves. +Summary: anthropomorphication has a life of its own, objectification needs a wheelbarrow.
- +
-- Pronoun elicitation exercises.  Same as in practitioner, but with additional questions such as, “What does ME want?”, “What does ME need?”, “What does ME lack?”  you can get creative here, as there are no specific questions, but I tend to go primarily for wants and needs. +
- +
-- teach the anthropomorphication of symptoms and diagnosis, “The DEPRESSION makes me unhappy”, “The ANOREXIA is ruining my relationships”, “The ANXIETY is ruining my life.”  Treat them as a pronoun and use the same elicitation questions as before. +
- +
-- the same can be done for objectification (nominalisation) of symptoms and behaviour such as, “I have low self esteem”, “I have depression”, “I have anorexia.” +
- +
-(anthropomorphication has a life of its own, objectification needs a wheel barrow) +
  
 You might want to familiarise yourself with Lucas Derks’ work on social panorama (www.identitypanorama.com) - you can do a simple elicitation of a family constellation (Where’s father, where’s mother, etc) and then apply the same identity questions to each of them. You might want to familiarise yourself with Lucas Derks’ work on social panorama (www.identitypanorama.com) - you can do a simple elicitation of a family constellation (Where’s father, where’s mother, etc) and then apply the same identity questions to each of them.
  
-- Remind me, where is mother? (ma, mum, mummy or whatever - there may of course be multiple aspects of the same person, i.e. there may be a “Father”, “Dad” and “Daddy”)  +  * "And where is Mother? (ma, mum, mummy or whatever - there may of course be multiple aspects of the same person, i.e. there may be a “Father”, “Dad” and “Daddy”)  
-- And how old is mother? +  * "And how old is Mother?"  
-- and what is happening around mother?+  * "And what is happening around Mother?"
  
 Expect LOTS of tears and emotion from some people. Expect LOTS of tears and emotion from some people.
  
-For a complete panorama you also include the deceased, important pets, family ghosts, non-animate family members, dependent mystical concepts such as santa claus/jesus/virgin mary or whatever is an important feature in their family constellation.  For some people “Thatcher” may have been a prominent inclusion feature of their family life, and so on. +For a complete panorama, you also include the deceased, important pets, family ghosts, non-animate family members, and dependent mystical concepts such as Santa Claus/Jesus/virgin mary or whatever is an important feature in their family constellation. For some people “Thatcher” may have been a prominent inclusion feature of their family life, and so on.
  
-For example, if i were to do a constellation I’d have to include “The Navy”, “The Stork”, “Torro” (a dog from when i was 0-4 and against whom ever subsequent dog was compared by everyone else) and “Diggles” (a guy i never met, do not know anything about, but was an ever present force in my childhood)+For example,// if I [Andrew T. Austin] were to do a constellation I’d have to include “The Navy” (both parents were in the Navy), “The Stork” and the "mulberry bush" (the story about my existence), “Torro” (a dog from when I was 0-4 and against whom every subsequent dog was compared by everyone else, or at least that is how it appeared to me [accept subjective personal biases as true in this exercise] and “Diggles” (a guy I never met, do not know anything about, but was a seemingly ever-present force in my childhood).//
  
-Depending on the group, you may also consider exploring religious or political panoramas.  For example, there are multiple versions of God - “The Lord”, “The Holy Spirit”, “God made flesh” there is the vengeful God, the forgiving God, God the creator and so on.  For Jesus there is the baby Jesus, the dead Jesus, the dying Jesus, the resurrected Jesus and so on.+Depending on the group, you may also consider exploring religious or political panoramas. For example, there are multiple versions of God - “The Lord”, “The Holy Spirit”, “God made flesh” there is the vengeful God, the forgiving God, God the creator, and so on. For Jesus, there is the baby Jesus, the dead Jesus, the dying Jesus, the resurrected Jesus, and so on.
  
-- the coins exercise (as demonstrated on the identitypanorama.com website) - you will need to go prepared with a big bag of coins, or buttons or whatever.+**Optional**: depending on the ability of the group, this module can be expanded with the exercise referred to in Module 2.5 where a pivot in the K-Pattern is used, for example: 
  
-There are lots of permutations on the coin exercise, for example, +  * "And how strong is this feeling of angry?"  
- +  * "And how familiar is this feeling of angry? " 
-- client arrange the coins to represent your family +  * "And when is the first time you can remember THE DEPRESSION feeling this feeling of angry?" 
-- client explains why those coins, why those locations+  * Etc
  
-Operator then moves coins in a respectful manner to test for emotional reaction.  Consider using basic pattern for negative emotions that may arise.  Caution the group to be sensible, for example, operator removes a coin that is the deceased mother, client cries, operator then says, “no problem, we can remove that emotion!” - this wont end well!+====Further Reading====
  
-Leaving the original coin display intact, operator gives a second collection of coins to client, who then arranges the coins to how they would like them to be (which may or may not be different). +**Social Panoramas: Changing the Unconscious Landscape with NLP and Psychotherapy (2005)** - This book introduces the concept of social panorama, a technique for understanding and influencing the unconscious mental images that people have of themselves and others.
--client then explains why that configuration etc. +
-- operator then moves this second coin display bit by bit into the original configuration, measuring for negative emotions as they do so, offers remedial IEMT patterns as emotions arise.+
  
  
-The David Grove pronoun exercise+=====Module 8. Miscellaneous=====
  
-How does my “I” connect with your “I”, your “Me”, your “self” and your “you” +These exercises/subjects are optional, and can be taught in a separate module, or used individually through the training as a mood breaker following any lengthy lecture-style presentation or following the personifications and PTSD modules.
-Same for me, self and you, and then vice versa.+
  
-Grove got people to draw on a flip chart an outline of a body, mark in the location of the pronouns, they would then demonstrate in the body, or with a wavy line or however they conceived it to be, how the connection appear or felt to be to them.  What starts to emerge are thing like, “I don’t connect with you, but I feel that you do connect with me.” +  * For larger groups and longer courses, for levity, the "African Cups Game" is a great mood changer and rapport builder and I usually hold it in reserve in case it's needed.
-“No one, nothing, connects with me, but I try to reach out to everyone else”+
  
-Grove spent 2 days doing this one principle alone.+  * “How to Eject a Client” exercise (it’s a quickie, people enjoy this one and it often opens up for discussion about difficult clients and the traditional suicidal client question). This is a review of how to end a session where the client needs to be removed for any reason, and the trainees practice the gentle removal of someone from a session. You may want to review how to handle the problems that will arise afterward, i.e. whether to refund or not refund, handling potential complaints, etc.
  
 +  * Boxes games (can fill an afternoon with this easily)
  
-Additional suggestions:+  * Introduction of 2 //sub-patterns// of chronicity: reactivity and passivity (in place of proactivity) and the either/or question trap (where the answer is neither - this is where the practitioner just says “yes”). These are not true "Patterns of Chronicity" since they do not appear to be universal, but they are indeed very common.
  
-Dream work - take aspects or feature within a dream as identities, and do the identity pattern on them, can also work on dream emotions using the kinaesthetic basic pattern+  * Dream work - take aspects or features within a dream as identities, and do the identity pattern on them, can also work on dream emotions using the kinaesthetic basic pattern, including the post-dream emotional hangover that can happen, especially in depression states.
  
-Pain, tinnitus, physical illness - both as emotional experiences and as identities.+  * Pain, tinnitus, physical illness - both as emotional experiences and as identities.
  
 +  * Phobias. See the graphic below.
  
 +{{ :iemt_for_phobia_1_.png?600 |}}
  
  
  • Last modified: 2023/02/24 19:23
  • by andrewtaustin