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Other Ways to Use EFT
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► Using Personal Resource States in EFT
Using Personal Resource States in EFT
By Dr. Patricia Carrington
Gary Craig's Introduction:
This article by EFT Master, Dr. Patricia Carrington, has HUGE
potential because It represents a possible turning point in the lives of
almost everyone.
From time to time most of us "feel stuck" somewhere in
our lives...in business...in relationships...in sports performance...and so
on. We need to "get off the dime"..."get
moving"..."start the ball rolling"...and, until we do, our
birthright to abundance is nowhere to be found. This is expensive.
What Pat describes so well in this article is the borrowing of
the concept of "Personal Resource States" from NLP (Neurolinguistic Programming) and blending it with
EFT. In essence, her stuck client ("Maria") recalled a time
when she went "FULL OUT" during a softball game and, with Pat's
skillful help, blended that "Personal Resource State" with EFT to
become unstuck in her vocation.
Also, for more details on how to locate Personal Resource States
which can be used in EFT, see Chapter 8 of Pat's Choices Manual
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I am
increasingly impressed with the effectiveness of using what are called
"Personal Resource States;" a
Neuro-Linguistic
Programming (NLP) term and concept, with EFT. The result can
be excellent. By accessing personal resource states and inserting them into the
set-up and reminder phrases of EFT, we can often make breakthroughs that
might otherwise not be possible.
Recently,
I had an experience with a client which illustrates this use of EFT. Here a
personal resource state was used in EFT to make the first inroads into a
long-standing self-defeating pattern that had been a part of this person for
nearly her entire life.
"Maria"
is a natural as a teacher -- intuitive, resourceful, and sensitively attuned
to her pupils and their special needs. But until recently, she couldn't
recognize her considerable competence because of her persistent
self-criticism. However, she had been using EFT diligently over the
past few years — both within and outside of her therapy sessions. She
made enormous gains in confidence and has substantially improved the areas
where she needed to make improvement in her teaching; organization of her
lesson plans being one of them.
But now,
Maria faces a challenge. In the school system where she works, teachers
must progressively improve during their first three years of teaching to a
point where they can be rated as "superior"— not an easy
rating to obtain. This is a rigid requirement of the system and one
which has intimidated Maria to the point where she sometimes feels despair about
ever succeeding by their standards.
Recently,
she was told by her school that the administration does not understand why
she is showing such remarkable improvement in her third year of teaching
— that is, why didn't she show this improvement before —why this
sudden jump? None of her explanations as to the reasons for this seemed
to make sense to them, and so at this point she became genuinely uncertain as
to whether she would receive tenure.
However,
no matter what the school authorities may or may not do about this, the real
problem is Maria's self castigation for not having a been as good BEFORE, as
she is becoming now, and her fear that a tendency to procrastinate to some
degree with her lesson plans will persist unaltered and "do her in".
In her
therapy session, when I asked her what she thought she was doing incorrectly
with the lesson plans, she answered, "I don't know how to go FULL
OUT. I never go FULL OUT on anything!"
The word
"never", made me prick up my ears. It seemed highly unlikely that
a teacher as good at her work as Maria, and as good at parenting as well, was
never able to go "full out" on anything. Aware of her
devotion to her own children and her pupils, I began to discuss with her how
going 'full out" is actually a very relative matter. I was sure,
for example, that she would go full out to save her children from a fire or
other danger. While she readily agreed to this she was still holding to
the concept that as far as her classroom preparations were concerned, she
always held back somewhat and did not do her very best, did not allow herself
to open up to her full potential.
What was
alarming to her now was that she felt she would never be able to reach the
standard of excellence demanded by her school within the next few months
because of this resistance.
In order
to break what I perceived as an almost airtight conviction on her part that
she was would be unable to go "full out", I helped her search for a
personal resource state which we could use with EFT to begin to shake this
conviction.
Accessing
the proper personal research state is the first step when using this
method. A personal resource state, by the way, is not a GENERAL state
such as "being competent" or "feeling I can do things
well". On the contrary, such general statements do not do very
much good because they lack the compelling personal meaning that a true
personal resource state needs to have in order to effect real change.
Then, a
thought came to me.
Maria is
an athlete. Although not a professional athlete, she is competent at
sports and exhilarates in getting out in the open and playing a game of
softball, going to work out at the fitness club, or engaging in other
activities of a truly invigorating physical nature. I had a feeling
that her reluctance to go "full out" might not apply to
athletics. I asked her if she could think of any time when, during
athletic activities such as baseball, she had — even momentarily
— gone "full out", no holds barred.
She
thought for a moment, and said "I guess I have when playing
softball." Then she described how, after hitting an infield ground
ball, she found herself running at super-speed (with no brakes on) to first
base.
This was
just the kind of personal resource I had been hoping she would uncover.
It was emotionally compelling as well as highly specific. In Gary
Craig's terms, it would make an excellent "mental movie" for EFT.
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