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training [2021/09/21 10:47] – [References] andrewtaustintraining [2024/04/16 14:12] (current) – [Module 7 - Continued] andrewtaustin
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-===== Timed Agenda - typically taught in 2 consecutive days ===== 
  
-==== Modules 1-4 constitute: Emotional Engineering – Depotentiating Imprints of Emotion with IEMT ==== +===== Route to IEMT Practitioner Certification =====
-==== Modules 5-7 constitute: Identity Reimprinting – Updating Our Way of Being with IEMT ====+
  
 +{{:iemt_certification_process_-_blue.png?600|}}
 +----
 +
 +===== Part 1. Emotional Engineering – Depotentiating Imprints of Emotion with IEMT =====
  
 ---- ----
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 ====Module 1 - Introductory Concepts==== ====Module 1 - Introductory Concepts====
  
-**00.00 - 00.05 - Rule setting for the group, mobiles phones, toilets, etc.** +**00.00 - 00.05 - Rule setting for the group, mobile phones, toilets, etc.** 
-For IEMT training it is essential to "set the frame" for the training that follows. Some participants may have never attended a training before whilst others may be there for their own benefit rather than to certify as a practitioner. The rule setting establishes a professional frame, reminds everyone of confidentiality and mutual respect. Many trainees with experience in an NLP style training may be more familiar with the "edutainment" training model (recreational education) where emotional and psychological issues are mostly handled in a light-handed manner. NLP trainees are reminded that this is not an NLP training.+For IEMT training it is essential to "set the frame" for the training that follows. Some participants may have never attended training before whilst others may be there for their own benefit rather than to certify as a practitioner. The rule setting establishes a professional frame, reminds everyone of confidentiality and mutual respect. Many trainees with experience in an NLP style training may be more familiar with the "edutainment" training model (recreational education) where emotional and psychological issues are mostly handled in a light-handed manner. NLP trainees are reminded that this is not an NLP training course.
  
 **00.05 - 00.15 - Introduction to eye movements** including NLP’s eye accessing cues and the limitation of this model being only in 2 dimensions when in fact eyes move through a 3-dimensional field. **00.05 - 00.15 - Introduction to eye movements** including NLP’s eye accessing cues and the limitation of this model being only in 2 dimensions when in fact eyes move through a 3-dimensional field.
-The "eye accessing cues" model is well known to many people even outside of NLP training and we find that most trainees have accepted this model with little skepticism and understanding. It is found that pointing out that the chart is very limited by its two-dimensional scope and that "eyes accessing cues" occur in 3 dimensions invariably comes as new information even to practitioners trained to trainer level.+The "eye accessing cues" model is well known to many people even outside of NLP training and we find that most trainees have accepted this model with little scepticism and understanding. It is found that pointing out that the chart is very limited by its two-dimensional scope and that "eye accessing cues" occur in 3 dimensions invariably comes as new information even to practitioners trained to trainer level.
  
 {{ :image-5.jpg?600 |}} {{ :image-5.jpg?600 |}}
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 **00.15 - 00.30 - First introductory exercise.** In pairs, one person thinks of a situational problem, holds memory whilst the partner directs eye movements through 3 different axis lines about 6 times each way. Then swap over. **00.15 - 00.30 - First introductory exercise.** In pairs, one person thinks of a situational problem, holds memory whilst the partner directs eye movements through 3 different axis lines about 6 times each way. Then swap over.
  
-Trainers should construct their own story around historically feeling “terrible” because of what today seems a trivial issue (for example - a lunch box that was stolen in school, a fancy pencil that got spoilt etc.) This way, the trainees will connect with their own experiences and it will also show that it is not only the “big stuff” that needs to be considered for the eye movements. +Trainers should construct their own story around historically feeling “terrible” because of what today (as an adult) seems a trivial issue (for example - a lunch box that was stolen in school, a fancy pencil that got spoilt etc.) This way, the trainees will connect with their own experiences and it will also show that it is not only the “big stuff” that needs to be considered for the eye movements. 
  
-**00.30 - 00.45 - Feedback from group,** leading them to discover that the following tends to happen to memory: +**00.30 - 00.45 - Feedback from the group,** leading them to discover that the following tends to happen to memory: 
   * the emotional component of the memory reduces   * the emotional component of the memory reduces
   * the visual aspect of memory reduces in focus   * the visual aspect of memory reduces in focus
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 Discover from the group: Discover from the group:
-  * who found they feel better, or derived from benefit/relief from the eye movements applied to a specific memory+  * who found that they feel better, or derived benefit/relief from the eye movements applied to a specific memory
   * who found that no change occurred   * who found that no change occurred
-  * who found it got worse in some way +  * who found that it got worse in some way 
  
-Trainers should make a note of any participant who reports a negative somatic response such as dizziness or nausea. Experience has demonstrated that these are the individuals who 1. are most likely to abreact (creating release/relief) during the exercises and 2. report afterward deriving the most personal benefit from the work.+Trainers should make a note of any participant who reports a negative somatic response such as dizziness or nausea. Experience has demonstrated that these are the individuals who 1. are most likely to abreact (creating release/relief) during the exercises and 2. report afterwards deriving the most personal benefit from the work.
  
 **00.45 - 01.15 - Neurological overview of the limbic system.** **00.45 - 01.15 - Neurological overview of the limbic system.**
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 {{ :limbic-system.png?600 |}}   {{ :limbic-system.png?600 |}}  
 Core concepts: Core concepts:
-  * distinctions and difference between visual memory and emotional/kinaesthetic memory with reference to Alzheimer's disease and senile dementia (hippocampus/amygdala).+  * distinctions and differences between visual memory and emotional/kinaesthetic memory with reference to Alzheimer's disease and senile dementia (hippocampus/amygdala)
   * emotional discrimination (amygdala)   * emotional discrimination (amygdala)
-  * "the hungers" or "drives" (hypothalamus)+  * "the Hungers" or "drives" (hypothalamus)
  
 It must be emphasised that this over-simplified description might give the impression that these are //the// functions of this neurological region, but in fact are merely a small aspect of this region's function. It must be emphasised that this over-simplified description might give the impression that these are //the// functions of this neurological region, but in fact are merely a small aspect of this region's function.
  
-**01.15 - 01.30 - Q&A and feedback from group.**  +**01.15 - 01.30 - Q&A and feedback from the group.**  
-A common request from the group is where they can learn more about the neurology. Whilst there are a very great many resources, the following books might be most suitable to trainees of IEMT:+A common request from the group is where they can learn more about neurology. Whilst there are a large number of resources, the following books might be most suitable to trainees of IEMT:
  
   * "Mapping the Mind" by Rita Carter   * "Mapping the Mind" by Rita Carter
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   * "Phantoms in the Brain" by V.S. Ramachandran.   * "Phantoms in the Brain" by V.S. Ramachandran.
   * All the writings by Oliver Sacks.   * All the writings by Oliver Sacks.
 +
 +<WRAP center round box 90%>
 +
 +==== References ====
 +
 +**Claudia Wilimzig, Karl Nielsen, "//NLP and Psychological Research: Rapport, Reframing and Eye Accessing Cues.//"** Journal of Experiential Psychotherapy vol. 20, no 3 (79) September 2017 [[https://jep.ro/images/pdf/cuprins_reviste/79_art_3.pdf]]
 +
 +**Laura Florea, Corneliu Florea, Ruxandra Vrânceanu, Constantin Vertan, "//Can Your Eyes Tell Me How You Think? A Gaze Directed Estimation of the Mental Activity.//"** [[http://alpha.imag.pub.ro/common/staff/cflorea/bmvc_NLP_2013.pdf]]
 +
 +**Nate, Susan Rigtrup, "//Eye accessing cues: A study of eye movements while retrieving internal information.//"**
 +Walden University. ProQuest Dissertations Publishing, 1999. 9958731. [[https://www.proquest.com/openview/057921c3eb33e006bd9bde521b3cd362/]]
 +
 +**Jeffrey J. Walczyk, Diana A. Griffith, Rachel Yates, Shelley R. Visconte, Byron Simoneaux, Laura L. Harris, "//LIE Detection by Inducing Cognitive Load: Eye Movements and Other Cues to the False Answers of “Witnesses” to Crimes.//"** First Published March 28, 2012 Research Article, [[https://doi.org/10.1177/0093854812437014]]
 +
 +</WRAP>
  
 ---- ----
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 Trainers are to mention Trans-Derivational Search when the mind is searching for a memory by moving the eyes all around in space.  Trainers are to mention Trans-Derivational Search when the mind is searching for a memory by moving the eyes all around in space. 
  
-It is essential to point out that it is okay for feelings to not have a specific name or diagnostic category. Many emotions are experienced in the body that do not have an easy label. It is for the person to feel the feeling and hence, the first two questions are targeted at that (mapping the feeling on a scale of 1 to 10 and its familiarity). It is not necessary for the "client" to give a lengthy description or history of the emotion/feeling. This eases the next step, the person’s access to the memory and it is where the eye movements work.  +It is essential to point out that it is okay for feelings to not have a specific name or diagnostic category. Many emotions are experienced in the body that does not have an easy label. It is for the person to feel the feeling and hence, the first two questions are targeted at that (mapping the feeling on a scale of 1 to 10 and its familiarity). It is not necessary for the "client" to give a lengthy description or history of the emotion/feeling. This eases the next step, the person’s access to the memory and it is where the eye movements work.  
  
 Trainees are instructed to direct their clients in the training exercises to “how does that feel?” when someone presents either a thought, an outcome as behaviour (for example, procrastination), or a physical pain. Then follows the Kinaesthetic Pattern algorithm.  Trainees are instructed to direct their clients in the training exercises to “how does that feel?” when someone presents either a thought, an outcome as behaviour (for example, procrastination), or a physical pain. Then follows the Kinaesthetic Pattern algorithm. 
  
  
-**00.15 - 00.20 - Direction is given to the group on how to deliver the hand movements “professionally”** when directing the client’s eye movements. Posture, position relative to the "client", movement of the arm and levels of eye contact are referenced.+**00.15 - 00.20 - Direction is given to the group on how to deliver the hand movements “professionally”** when directing the client’s eye movements. Posture, position relative to the "client", movement of the arm, and levels of eye contact are referenced.
  
 The trainees are instructed: The trainees are instructed:
  
-  * The speed of movement is to be kept consistent; neither too fast, nor too slow+  * The speed of movement is to be kept consistent, neither too fast, nor too slow
   * The eyes of the "client" are taken all the way to the periphery    * The eyes of the "client" are taken all the way to the periphery 
   * The client's head is to be kept still   * The client's head is to be kept still
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 To the question, “… and how has the feeling changed?”, after the response, if required (ask, “do you want to bring it down further?), the entire formula can be repeated again, starting from, “on a scale of 1 to 10, how strong…”.  To the question, “… and how has the feeling changed?”, after the response, if required (ask, “do you want to bring it down further?), the entire formula can be repeated again, starting from, “on a scale of 1 to 10, how strong…”. 
  
-Trainees are told that people are either taught how to feel or they learn how to feel. For example: guilt and shame are taught; anxiety and panic are learned. +Trainees are told that people are either taught how to feel or learn how to feel. For example, guilt and shame are taught; anxiety and panic are learned. 
  
 **00.45-1.00 - Feedback and Q&A** **00.45-1.00 - Feedback and Q&A**
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 ---- ----
  
 +<WRAP center round box 90%>
 ==== References ==== ==== References ====
 +
 +**Barry A. Tanner "//Validity of Global Physical and Emotional SUDS.//"** Applied Psychophysiology and Biofeedback volume 37, pages 31–34 (2012) [[https://link.springer.com/article/10.1007%2Fs10484-011-9174-x]]
 +
 +"//The data supports SUDS as global measures of both physical and emotional discomfort.//"
 +
 +**Nikki Kiyimba, Michelle O’Reilly, "//The clinical use of Subjective Units of Distress scales (SUDs) in child mental health assessments: A thematic evaluation.//"** [[https://core.ac.uk/download/pdf/151305816.pdf]]
 +
 +"Miscommunication as a theme highlighted the need for clarity when using SUDs with
 +children and young people."
  
 **Lycia D. de Voogd, Jonathan W. Kanen, David A. Neville, Karin Roelofs, Guillén Fernández and Erno J. Hermans "//Eye-Movement Intervention Enhances Extinction via Amygdala Deactivation//".** Journal of Neuroscience 3rd October 2018, 38 (40) 8694-8706; DOI: [[https://doi.org/10.1523/JNEUROSCI.0703-18.2018]] **Lycia D. de Voogd, Jonathan W. Kanen, David A. Neville, Karin Roelofs, Guillén Fernández and Erno J. Hermans "//Eye-Movement Intervention Enhances Extinction via Amygdala Deactivation//".** Journal of Neuroscience 3rd October 2018, 38 (40) 8694-8706; DOI: [[https://doi.org/10.1523/JNEUROSCI.0703-18.2018]]
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 "//...the unpleasant scenes elicited stronger responses than pleasant scenes. The ERP results did not support parafoveal emotional processing, although the eye movement results suggested faster attention capture by emotional stimuli. Our findings, thus, suggested that emotional processing depends on overt attentional resources engaged in the processing of emotional content. The results also indicate that brain responses to emotional images can be analyzed time-locked to eye movement events, although the response amplitudes were larger during serial presentation.//" "//...the unpleasant scenes elicited stronger responses than pleasant scenes. The ERP results did not support parafoveal emotional processing, although the eye movement results suggested faster attention capture by emotional stimuli. Our findings, thus, suggested that emotional processing depends on overt attentional resources engaged in the processing of emotional content. The results also indicate that brain responses to emotional images can be analyzed time-locked to eye movement events, although the response amplitudes were larger during serial presentation.//"
 +
 +**Arnold M. Ludwig, MD; Frank Farrelly, ACSW, "The Code of Chronicity."** December 1966, Arch Gen Psychiatry. 1966;15(6):562-568. doi:10.1001/archpsyc.1966.01730180002002 [[https://www.provocativetherapy.com/the-code-of-chronicity/]]
 +
 +"//This code of behaviour represents not only the acceptance of socially deviant group values but specifically prohibits a member of the group from consorting with members of other groups, especially those representing 'authority'.//" 
  
  
 +</WRAP>
 ---- ----
 **//1 - 1.5 hour break//** **//1 - 1.5 hour break//**
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 ==== Module 3 - Post Traumatic Stress Disorder ==== ==== Module 3 - Post Traumatic Stress Disorder ====
  
-**00.00 - 00.30 - The structure of PTSD and identification of “The Lynchpin” including Q&A from group.**+**00.00 - 00.30 - The structure of PTSD and identification of “The Lynchpin” including Q&A from the group.**
  
-Trainers should emphasise the existence of PTSD, highlighting the definition and impact, with a diagnostic structure by which it is defined. It is essential to distinguish something that is perceived, or someone is simply calling PTSD versus clinically diagnosed PTSD with symptoms meeting the diagnostic criteria set out in the //Diagnostic and Statistical Manual of Mental Disorders (DSM5)//.  It is seen to be helpful to give examples of how PTSD came into current terminology and how to begin with, it was mostly deemed present only in war veterans, refugees, and victims of torture. +Trainers should emphasise the existence of PTSD, highlighting the definition and impact, with a diagnostic structure by which it is defined. It is essential to distinguish something that is perceived, or someone is simply calling PTSD versus clinically diagnosed PTSD with symptoms meeting the diagnostic criteria set out in the //Diagnostic and Statistical Manual of Mental Disorders (DSM5)//.  It is seen to be helpful to give examples of how PTSD came into current terminology and how, to begin with, it was mostly deemed present only in war veterans, refugees, and victims of torture. 
  
-The two Patterns of Chronicity, “Three-Stage Abreaction” and “Being at Effect rather than at Cause”, are brought up again when discussing the common need on the part of those who develop PSTD to 1. go back to being the person they were before the trauma ("I want my life back") and the expectation from others to understand their suffering (often demonstrated by the creation of an awareness campaign, another "foundation" or charity, writing a book about the experiences and so on. +The two Patterns of Chronicity, “Three-Stage Abreaction” and “Being at Effect rather than at Cause”, are brought up again when discussing the common need on the part of those who develop PTSD to 1. go back to being the person they were before the trauma ("I want my life back") and the expectation from others to understand their suffering (often demonstrated by the creation of an awareness campaign, another "foundation" or charity, writing a book about the experiences and so on. 
  
 Proposing the existence of "the lynchpin", trainers should give a lot of stories and examples while explaining “the lynchpin” diagram. Trainers essentially point out that we can only work with the experiences of the client who is present and not the other person, people, or other extrinsic factors that may have been involved contributing to the trauma.  Proposing the existence of "the lynchpin", trainers should give a lot of stories and examples while explaining “the lynchpin” diagram. Trainers essentially point out that we can only work with the experiences of the client who is present and not the other person, people, or other extrinsic factors that may have been involved contributing to the trauma. 
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 {{ :lynchpin.jpg?700 |}} {{ :lynchpin.jpg?700 |}}
  
-The lynchpin is defined as a normal personality trait that prior to the trauma was unremarkable but has since been reframed by the traumatic experience to be a primary causative factor. Thus any context or experience in which this trait exists is likely to be a trigger for "flashback" experiences.+The lynchpin is defined as a normal personality trait that before the trauma was unremarkable but has since been reframed by the traumatic experience to be a primary causative factor. Thus any context or experience in which this trait exists is likely to be a trigger for "flashback" experiences.
  
-A common question that emerges is regarding the difference between PTSD and cPTSD. It is also not uncommon for trainees to ask, "what if I don’t have a trauma?"+A common question that emerges is regarding what is the difference between PTSD and cPTSD. It is also not uncommon for trainees to ask, "what if I don’t have a trauma?"
  
 **00.30 - 00.45 - Exercise in pairs in reducing “The Lynchpin” via eye movements.** **00.30 - 00.45 - Exercise in pairs in reducing “The Lynchpin” via eye movements.**
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 **00.45 - 00.50 - Feedback from exercise.** **00.45 - 00.50 - Feedback from exercise.**
  
-Trainees report feeling blank, neutral or a slight positive feeling after the exercise. Few also report a sudden change in perspective and a sense of age progression. +Trainees report feeling blank, neutral, lighter, or experiencing a more positive feeling after the exercise. Few also report a sudden change in perspective and a sense of age progression. 
  
 **00.50 - 01.10 - Time predication in memory.** Explanation of the edit points of memory (every episodic memory has precise edit points for where it starts and where it stops). **00.50 - 01.10 - Time predication in memory.** Explanation of the edit points of memory (every episodic memory has precise edit points for where it starts and where it stops).
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 In this section, trainees are guided by the trainer to experiment by changing the beginning and the endpoint of the memory and report back their experiences.  In this section, trainees are guided by the trainer to experiment by changing the beginning and the endpoint of the memory and report back their experiences. 
  
-They are advised to add time to their memory and seeing the impact of it on their emotional charge with respect to that event. +They are advised to add time to their memory and then notice the impact of it on their emotional charge with respect to that event. 
  
 **01.20 - 01.30 - Feedback from exercise and Q&A on any aspect of this module.** **01.20 - 01.30 - Feedback from exercise and Q&A on any aspect of this module.**
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 Importance is placed on giving an explanation of “the lynchpin” diagram with examples in order to facilitate the identification of the lynchpin by the subject.  Importance is placed on giving an explanation of “the lynchpin” diagram with examples in order to facilitate the identification of the lynchpin by the subject. 
  
-Trainers are also recommended to highlight the process for exploring the “living dead metaphor” through timeline and taking the subject through it a couple of times (and at times, a lot more number of times), recognising that it may not be easy for them. +Trainers are also recommended to highlight the process for exploring the “living dead metaphor” through the subject's timeline and taking the subject through it a couple of times (and at times, a large number of times), recognising that it may not be easy for them. 
  
 ---- ----
  
 +<WRAP center round box 90%>
 ==== References ==== ==== References ====
  
 +**Ad de Jonghab, Robert Ernst, Lisa Marquesce & Hellen Hornsveld, "//The impact of eye movements and tones on disturbing memories involving PTSD and other mental disorders//."** Journal of Behavior Therapy and Experimental Psychiatry Volume 44, Issue 4, December 2013, Pages 477-483
  
-**Ad de Jonghab, Robert Ernst, Lisa Marquesce & Hellen Hornsveld,** "//The impact of eye movements and tones on disturbing memories involving PTSD and other mental disorders//." Journal of Behavior Therapy and Experimental Psychiatry Volume 44, Issue 4, December 2013, Pages 477-483+**Robert Tym, Paul Beaumont & T. Lioulios, 2009 "//Two Persisting Pathophysiological Visual Phenomena Following Psychological Trauma and Their Elimination With Rapid Eye Movements: A Possible Refinement of Construct PTSD and Its Visual State Marker//."**  Traumatology, 15(3), 23–33. [[https://doi.org/10.1177/1534765609335521]]
  
-"//Eye movements were found to be more effective in diminishing the emotionality of the memory than ‘recall only’. There was a trend showing that tones were less effective than eye movements, but more effective than ‘recall only’. The majority of patients (64%) preferred tones to continue with. The effects of taxing working memory on disturbing memories did not differ between PTSD patients and those diagnosed with other conditions//."+**Alastair L Barrowcliff PhD, Nicola S Gray MSc, PhD, Tom CA Freeman PhD & Malcolm J MacCulloch MD, "//Eye-movements reduce the vividness, emotional valence and electrodermal arousal associated with negative autobiographical memories//"** The Journal of Forensic Psychiatry & Psychology  
 +Volume 15, 2004 - Issue 2, Pages 325-345
  
-**Robert Tym, Paul Beaumont & T. Lioulios**, 2009 "//Two Persisting Pathophysiological Visual Phenomena Following Psychological Trauma and Their Elimination With Rapid Eye Movements: A Possible Refinement of Construct PTSD and Its Visual State Marker//."  Traumatology, 15(3), 23–33. [[https://doi.org/10.1177/1534765609335521]]+**David P. G. van den Berg, MSc; Paul A. J. M. de Bont, MSc; Berber M. van der Vleugel, MSc; et al "//Prolonged Exposure vs Eye Movement Desensitization and Reprocessing vs Waiting List for Posttraumatic Stress Disorder in Patients With a Psychotic Disorder - A Randomized Clinical Trial.//"** JAMA Psychiatry. 2015;72(3):259-267. doi:10.1001/jamapsychiatry.2014.2637 [[https://jamanetwork.com/journals/jamapsychiatry/fullarticle/2091663]]
  
-**Alastair L Barrowcliff PhD, Nicola S Gray MSc, PhD, Tom CA Freeman PhD & Malcolm J MacCulloch MD**, "//Eye-movements reduce the vividness, emotional valence and electrodermal arousal associated with negative autobiographical memories//" The Journal of Forensic Psychiatry & Psychology  +**Dr. Jackie Andrade, David Kavanagh, Alan Baddeley, "//Eye-movements and visual imagery: A working memory approach to the treatment of post-traumatic stress disorder.//"** First published: 12 July 2011, [[https://doi.org/10.1111/j.2044-8260.1997.tb01408.x]] The British Journal of Clinical Psychology. 
-Volume 15, 2004 - Issue 2, Pages 325-345+ 
 +**Christopher William Lee, Pim Cuijpers, "//A meta-analysis of the contribution of eye movements in processing emotional memories.//"** School of Psychology, Murdoch University, South St., Murdoch WA 6150, Australia,  
 +Department of Clinical Psychology and EMGO Institute for Health and Care Research, VU University and VU University Medical Center Amsterdam, The Netherlands. [[https://doi.org/10.1016/j.jbtep.2012.11.001]] 
 + 
 +**Ruth E. Propper, Stephen D. Christman, "//Interhemispheric Interaction and Saccadic Horizontal Eye Movements. Implications for Episodic Memory, EMDR, and PTSD.//"** Journal of EMDR Practice and Research, Volume 2, Number 4, 2008 [[https://connect.springerpub.com/content/sgremdr%3A%3A%3A2%3A%3A%3A4%3A%3A%3A269.full.pdf]] 
 + 
 + 
 +</WRAP>
  
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 There are two ways this can be taught, neither has an advantage over the other. There are two ways this can be taught, neither has an advantage over the other.
  
- (i). Upon each axis deviation the eye movements are continued until there exists no further deviation in that axis  + (i). Upon each axis deviation, the eye movements are continued until there exists no further deviation in that axis upon which the eyes are directed to move through a different axis.
- upon which the eye are directed to move through a different axis.+
  
  (ii). the axis through which the eyes are moved is changed upon each axis-deviation.  (ii). the axis through which the eyes are moved is changed upon each axis-deviation.
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 {{ :guilt_shame_regret_remorse_1_.png?600 |}} {{ :guilt_shame_regret_remorse_1_.png?600 |}}
  
-In this section is it advised that trainers can cover any of the other 5 Patterns of Chronicity that haven’t already been referenced. +In this section, it is advised that trainers can cover any of the other 5 Patterns of Chronicity that haven’t already been referenced. 
  
 The group is set to repeat the Complex pattern with the same partner if the work is incomplete, or with a new partner where desired. The group is set to repeat the Complex pattern with the same partner if the work is incomplete, or with a new partner where desired.
  
 +<WRAP center round box 90%>
 +==== References ====
 +
 +**Boyns, D.; Luery, S., "//Negative Emotional Energy: A Theory of the “Dark-Side” of Interaction Ritual Chains.//"** Soc. Sci. 2015, 4, 148-170. [[https://doi.org/10.3390/socsci4010148]]
 +
 +**Drew, P., & Wootton, A. (Eds.). (1988). "//Erving Goffman: Exploring the interaction order.//"** Polity Press; Northeastern University Press.
 +
 +**Harry F. Harlow, Clara E. Mears, "//Chapter 6 - EMOTIONAL SEQUENCES AND CONSEQUENCES.//"** Editor(s): Robert Plutchik, Henry Kellerman, Emotions in Early Development, Academic Press, 1983, Pages 171-197, ISBN 9780125587020,
 +[[https://doi.org/10.1016/B978-0-12-558702-0.50012-1]]
 +
 +**Pascual-Leone, A., & Kramer, U. (2019). "//How clients 'change emotion with emotion': Sequences in emotional processing and their clinical implications.//"** In L. S. Greenberg & R. N. Goldman (Eds.), Clinical handbook of emotion-focused therapy (pp. 147–170). American Psychological Association. [[https://doi.org/10.1037/0000112-007]]
 +
 +</WRAP>
  
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 ---- ----
  
 +===== Part 2. Identity Reimprinting – Updating Our Way of Being with IEMT =====
  
 ==== Module 5 - Introduction to the IEMT Identity Pattern  ==== ==== Module 5 - Introduction to the IEMT Identity Pattern  ====
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 //In regions where progressive "identity politics" has become prevalent, it may be necessary to differentiate this work from that of "identity politics" or simply dismiss any perceived connection and relationship.// //In regions where progressive "identity politics" has become prevalent, it may be necessary to differentiate this work from that of "identity politics" or simply dismiss any perceived connection and relationship.//
  
-Identity is introduced by implying its existence, origin and fixed yet dynamic nature. Essentially, it is pointed towards the understanding of the ways of the being. A hint towards management of change being the prerogative of the individual is introduced even in the otherwise immovable identity. +Identity is introduced by implying its existence, origin, and fixed yet dynamic nature. Essentially, it is pointed towards the understanding of the ways of the being. A hint towards management of change being the prerogative of the individual is introduced even in the otherwise immovable identity. 
  
 Attention is brought to the linguistic structures of these simple pronouns in a way that is different in everyday conversations.  The focus is on hearing these pronouns in short sentences to get the awareness of how they operate differently, both in language and experience. Hence, providing enough examples of each pronoun is imperative for the understanding of the trainees. Attention is brought to the linguistic structures of these simple pronouns in a way that is different in everyday conversations.  The focus is on hearing these pronouns in short sentences to get the awareness of how they operate differently, both in language and experience. Hence, providing enough examples of each pronoun is imperative for the understanding of the trainees.
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 Once complete, participants swap over roles. Once complete, participants swap over roles.
 +
 +<WRAP center round box 90%>
 +==== References ====
 +
 +**C. W. Van Staden, K. W. M. Fulford, "//Changes in Semantic Uses of First Person Pronouns as Possible Linguistic Markers of Recovery in Psychotherapy.//"** [[https://doi.org/10.1080/j.1440-1614.2004.01339.x]] Australian & New Zealand Journal of Psychiatry, Volume: 38 issue: 4, page(s): 226-232, Issue published: April 1, 2004
 +
 +**Priest, Alan (2013), "//You and I listening to me: towards an understanding of the significance of personal pronoun usage in psychotherapy.//"** Other thesis, Middlesex University and the Metanoia Institute. 
 +
 +**Demiray, Ç.K., Gençöz, T., "//Linguistic Reflections on Psychotherapy: Change in Usage of The First Person Pronoun in Information Structure Positions.//"** J Psycholinguist Res 47, 959–973 (2018). [[https://doi.org/10.1007/s10936-018-9569-4]]
 +
 +**Carey, A. L., Brucks, M. S., Küfner, A. C. P., Holtzman, N. S., große Deters, F., Back, M. D., Donnellan, M. B., Pennebaker, J. W., & Mehl, M. R. (2015). "//Narcissism and the use of personal pronouns revisited.//"** Journal of Personality and Social Psychology, 109(3), e1–e15. [[https://doi.org/10.1037/pspp0000029]]
 +</WRAP>
 +
 ---- ----
 **//15-20 minute break with refreshment//** **//15-20 minute break with refreshment//**
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-==== Module 6 - Development of The IEMT Identity Pattern ====+ ==== Module 6 - Development of The IEMT Identity Pattern ====
  
-**00.00 - 00.15 - Feedback from previous exercise with Q&A about the exercise.**+**00.00 - 00.15 - Feedback from the previous exercise with Q&A about the exercise.**
  
 Feedback from the group usually entails a subtle change in feeling, being blank relative to the previous problem, or feeling extremely positive. Reactions and confusion at the inability to hold the problem structure in place are commonly reported through experiencing the Identity Pattern.  Feedback from the group usually entails a subtle change in feeling, being blank relative to the previous problem, or feeling extremely positive. Reactions and confusion at the inability to hold the problem structure in place are commonly reported through experiencing the Identity Pattern. 
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 In case no axis deviation is observed along the direction, it is advisable to change the axis and come back to the previous one later. In case no axis deviation is observed along the direction, it is advisable to change the axis and come back to the previous one later.
  
-**00.30 - 00.45 - Exercise in pairs of the Identity Pattern (Complex Form).**+**00.30 - 00.45 - Exercise in pairs of the Identity Pattern.**
  
 The setting up of the exercise of the Complex Form of the Identity Pattern involves checking for axis deviation and calibrating it as eyes are moved in accordance with the movement of the fingers.  The setting up of the exercise of the Complex Form of the Identity Pattern involves checking for axis deviation and calibrating it as eyes are moved in accordance with the movement of the fingers. 
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 **00.45 - 00.55 - Feedback from exercise and Q&A** **00.45 - 00.55 - Feedback from exercise and Q&A**
  
-Calibrating the eye movements to the axis deviation becomes easier with observation and awareness. A shift is experienced by most participants that feels different to what it was before the exercise. +Calibrating the eye movements to the axis deviation becomes easier with observation and awareness. 
  
 Trainees are taught to work with the feelings first, followed by the identity, introducing that change interventions are either remedial or generative.  Trainees are taught to work with the feelings first, followed by the identity, introducing that change interventions are either remedial or generative. 
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 Relationship with other people is explored in this section. Interaction with the world leads us to see other people as either responsible or instrumental in our behaviour and way of being.   Relationship with other people is explored in this section. Interaction with the world leads us to see other people as either responsible or instrumental in our behaviour and way of being.  
  
-The distinction of comfort/discomfort is brought attention to when talking about these markers in everyday language.  +Trainers are also instructed to point out the role of positions, job titles, nicknames, etc. while discussing this section. Being a mix of default (inherent) and design (dynamic), these different roles and names do bring in dissonance in the internal ecosystem of the individual. 
- +
-Trainers are also instructed to point out the role of positions, job titles, nicknames etc. while discussing this section. Being a mix of default (inherent) and design (dynamic), these different roles and names do bring in dissonance in the internal ecosystem of the individual. +
  
 The understanding of the trainees is enhanced by giving examples and helping the group break down a complex sentence that has multiple pronouns. The understanding of the trainees is enhanced by giving examples and helping the group break down a complex sentence that has multiple pronouns.
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 In pairs, trainees are encouraged to explore a sentence with multiple pronouns and deconstruct it to move through various identity markers that present themselves in the sentence. The eye movements and calibrating the axis deviation remain the same as per the Identity Pattern.  In pairs, trainees are encouraged to explore a sentence with multiple pronouns and deconstruct it to move through various identity markers that present themselves in the sentence. The eye movements and calibrating the axis deviation remain the same as per the Identity Pattern. 
 +
 +<WRAP center round box 90%>
 +==== References ====
 +
 +**Singer, J.A., Blagov, P., Berry, M. and Oost, K.M. (2013), "//Self-Defining Memories, Scripts, and the Life Story: Narrative Identity in Personality and Psychotherapy//".** Journal of Personality, 81: 569-582. [[https://doi.org/10.1111/jopy.12005]] 
 +
 +**Andrei Novac, Margaret C. Tuttle & Barton J. Blinder (2019), "//Identity Narrative and Its Role in Biological Survival: Implications for Child and Adolescent Psychotherapy.//"** Journal of Infant, Child, and Adolescent Psychotherapy, 18:2, 155-184, DOI: 10.1080/15289168.2019.1583053 [[https://www.tandfonline.com/doi/full/10.1080/15289168.2019.1583053]]
 +
 +**Mark Schechter, Benjamin Herbstman, Elsa Ronningstam & Mark J. Goldblatt (2018), "//Emerging Adults, Identity Development, and Suicidality: Implications for Psychoanalytic Psychotherapy.//"** The Psychoanalytic Study of the Child, 71:1, 20-39, DOI: 10.1080/00797308.2017.1415596 [[https://www.tandfonline.com/doi/abs/10.1080/00797308.2017.1415596]]
 +
 +
 +</WRAP>
  
  
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 In groups of 3-4, a person is to get into a negative state through demonstration of the body language and posture and then is commented by the other people on the body movements and not the person, using taboo subjects. After 10-15 minutes, it is rotated to the other person and is complete when each one has experienced accessing the negative state and being commented on it by the other people in the group.  In groups of 3-4, a person is to get into a negative state through demonstration of the body language and posture and then is commented by the other people on the body movements and not the person, using taboo subjects. After 10-15 minutes, it is rotated to the other person and is complete when each one has experienced accessing the negative state and being commented on it by the other people in the group. 
 +
 +<WRAP center round box 90%>
 +==== References ==== 
 +
 +**Kazuki Inagaki,Takeshi Shimizu & Yosuke Sakairi, "//Effects of posture regulation on mood states, heart rate and test performance in children.//"** An International Journal of Experimental Educational Psychology
 +Volume 38, 2018 - Issue 9 [[https://doi.org/10.1080/01443410.2018.1504003]]
 +
 +**Nair, S., Sagar, M., Sollers, J. III, Consedine, N., & Broadbent, E. (2015). "//Do slumped and upright postures affect stress responses? A randomized trial.//"** Health Psychology, 34(6), 632–641. [[https://doi.org/10.1037/hea0000146]]
 +
 +**Wilson, V.E., Peper, E., "//The Effects of Upright and Slumped Postures on the Recall of Positive and Negative Thoughts.//"** Appl Psychophysiol Biofeedback 29, 189–195 (2004). [[https://doi.org/10.1023/B:APBI.0000039057.32963.34]]
 +
 +**Tomi-Ann Roberts & Yousef Arefi-Afshar (2007), "//Not all who stand tall are proud: Gender differences in the proprioceptive effects of upright posture.//"**, Cognition and Emotion, 21:4, 714-727, DOI: 10.1080/02699930600826432 [[https://www.tandfonline.com/doi/abs/10.1080/02699930600826432]]
 +
 +**Emma Alexandra Barr, Erik Peper, Ronald J Swatzyna, "//Slouched Posture, Sleep Deprivation, and Mood Disorders: Interconnection and Modulation by Theta Brain Waves.//"** The Tarnow Center for Self-Management
 +DOI: [[https://doi.org/10.15540/nr.6.4.181]]
 +
 +**Zabetipour, M., Pishghadam, R., & Ghonsooly, B. (2015). "//The Impacts of Open/closed Body Positions and Postures on Learners’ Moods.//"** Mediterranean Journal of Social Sciences, 6(2 S1), 643. Retrieved from [[https://www.richtmann.org/journal/index.php/mjss/article/view/6002]]
 +
 +**Benjamin T. Wellens & Andrew P. Smith (2006), "//Combined workplace stressors and their relationship with mood, physiology, and performance, Work & Stress.//"** 20:3, 245-258, DOI: 10.1080/02678370601022712 [[https://www.tandfonline.com/doi/abs/10.1080/02678370601022712]]
 +
 +</WRAP>
 +
  
 ---- ----
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 **00.00 - 00.30 - Explanation for Creating Motivation to Change within the problem emotional state and identity.** **00.00 - 00.30 - Explanation for Creating Motivation to Change within the problem emotional state and identity.**
  
-Focus is paid on stepping out of the patterns of chronicity through change in body movements. The self preserving nature of the existence of the problem is brought to conscious awareness.+Focus is paid on stepping out of the patterns of chronicity through a change in body movements. The self-preserving nature of the existence of the problem is brought to conscious awareness.
  
 With change being put inside the problem, the access to the problem becomes the motivation to change.  With change being put inside the problem, the access to the problem becomes the motivation to change. 
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 **01.00 - 01.45 - Summary and review of the IEMT model with Q&A** **01.00 - 01.45 - Summary and review of the IEMT model with Q&A**
  
-Aspects of IEMT that brings about remedial change and those that cause a more generative change are highlighted here. Needless to say, there is an overlap between the two. +Aspects of IEMT that bring about remedial change and those that cause a more generative change are highlighted here. Needless to say, there is an overlap between the two. 
  
-The model is revised with the fundamentals of each module and common mistakes are mentioned again. Criteria for the certification is discussed. +The model is revised with the fundamentals of each module and common mistakes are mentioned again. Criteria for the certification are discussed.  
 + 
 +[[treatment plans|Treatment Plans]] 
 + 
 + 
 +---- 
 +[[Manual]]
  
  • Last modified: 2021/09/21 09:47
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