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training [2021/09/22 10:49] – ronitraining [2024/04/16 14:12] (current) – [Module 7 - Continued] andrewtaustin
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 ===== Route to IEMT Practitioner Certification ===== ===== Route to IEMT Practitioner Certification =====
  
-{{:iemt-training-1-980x576.jpg?650|}}+{{:iemt_certification_process_-_blue.png?600|}}
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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 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 the 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: 
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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 afterwards 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.
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 {{ :limbic-system.png?600 |}}   {{ :limbic-system.png?600 |}}  
 Core concepts: Core concepts:
-  * distinctions and differences 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)
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 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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 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. 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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 The model is revised with the fundamentals of each module and common mistakes are mentioned again. Criteria for the certification are 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: 2021/09/22 09:50
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