Combining Tapping With NLP Swish Patterns

Combining Tapping With NLP Swish Patterns

     For some time, I have explored how tapping could be used with the NLP Swish Pattern.  In and of itself, the pattern is a rapid way to replace one behavior/reaction for another dependent upon a particular trigger.  For example, let's say a student has an anxiety reaction to standardized tests.  They are fine with class tests, but get the anxiety with the major ones.  In such a case, there has to be a specific trigger that sets the anxiety program to "run".  

     The key to using the Swish is to identify the trigger.  This is essential.  In the Swish, you are, in essence, tying a desired behavior to the trigger (stimulus).  You would then identify the behavior you wish to change, and make a multi-modal image of it. In other words, create an image that also has what it sounds and feels like.  You would then do the same for the desired behavior.  When ready, you replace, switch out, or swish the images, having the undesired behavior in front, then replaced with the desired one.  This is done a few times, with more and more speed.  Eventually, when you think of the trigger, the new, desired behavior should come through.  

     Now I wondered, let's say we take this current example.  What if I combined tapping into this pattern and tweaked it a bit?  Here is how I've been working with it.  In the current scenario, the trigger is the test, specifically, seeing it on the desk.  I would take this client into state by imagining a time they took such a test.  As the behavior/reaction of anxiety begins, I instruct them to switch to tapping on the  point between the eyes. Then go back to the trigger, then switch to tapping on the side of the eye point.  Go back to the trigger, then switch to tap on the point under the eye.  Finally go back to the trigger, then switch to tapping on the collar bone point.  To end the round, squeeze the wrist while taking a deep breath in, the release the wrist while exhaling.  As in the classic Swish pattern, speed is a key.  Switching back and forth between the trigger and the tapping, faster and faster, does a very effective job of erasing the reaction to the trigger.

     This can then be followed up by the standard Swish, or another other "flip" technique or reframe.  Why not give it a try?  If you do, I'd love to hear from you about what you thought. 

     Until next time......

Using The NLP Meta-Model with Tapping

   In NLP, there are three main components of what is called the Meta-Model.  This model is the overall structure of internal communication.  I won't go into the specifics of the model here, but if you are interested, there is a fine presentation of it in the book called "The NLP Practitioner Manual" by Peter Freeth.  The three components are: generalization, deletion, and distortion.  Your experience of anything will be greatly influenced by how you use these three components.

   In academics, for example, the main difference, ultimately, between high achieving students and low achieving ones is what information/data they delete, distort, or generalize mentally.  For example, in math, a high achieving student can generalize the concept of solving for X to all other equations where that may be necessary.  For the low achiever, they get thrown off by the slightest change in example.  So it would go for deletions and distortions as well.

   When it comes to the use of EFT or tapping, this model can come into play as well.  When coupled with another NLP framework, the Neurological Ladder, it can become very powerful indeed, but I will leave that for another article.   Let's look at an example. Let's say little Susie thinks she is a poor student.  Now that is quite general, and needs to be linguistically challenged.  You can do so by asking the question, " How do you know you are a poor student?  Is that for ALL subjects?"   She may answer, "Well, no, just in math really."  Now the model is shifting to a possible deletion.  So you ask " Was there ever a time you did well in math?"  She may answer, "A few times, I did pretty good on tests."  So now you continue to drill down, "Do you remember when you started to believe you were a poor student in math?"  Notice we have already moved off of the huge generalization of "Im a poor student" to being more specifically aimed at math.  Now if there is an early incident, for example, she says, " It was in 3rd grade. I just knew the math teacher hated me. " There is a distortion (mind reading) that can be further drilled down, then tapped on.

    In EFT/Tapping, the more specific you get, the better the results.  Using the NLP Meta-Model can you get you there quickly and elegantly, and help turbo-charge your tapping.

   For more information, or if you have any questions or comments, feel free to contact me.  Until next time...

John Soriano, MS

  

Useful Perceptions

Presuppositions of NLP

NLP makes certain presuppositions as its guiding force. These beliefs are not claimed to be universally true, but are rather a set of ideas that an NLP practitioner presupposes to be true, and then acts accordingly. Every individual, major religion and business has a specific set of beliefs influencing their behavior. That is what the following 13 presuppositions do for believers in and followers of neuro-linguistic programming.

1 – No one is wrong, people are perfect.

This NLP presupposition is that we are all perfectly implementing our own, unique conscious and subconscious strategies. Understand also that flawed strategies, however perfectly executed, can be changed.

2 – There are no random actions.

Everything you do has a purpose, whether you are aware of it or not.

3 – You always make the best possible choice, giving your mental programming.

NLP presupposes that, even though your behavior may be self-destructive, you are intentionally choosing to act in that particular way.

4 – Choice is better than no choice.

The more choices you give yourself, the more control you have over a particular outcome.

5 –  The Map is not the Territory.

Humans respond to their own experiences, and not to reality.

Your personal sense of the "real world" is absolutely different than anyone else on the planet. This NLP presupposition states that you act on what you see as reality, even if it is not reality in fact.

6 – When people act, they do so because they believe there will be a positive result.

All human behavior is positively intent. Every human being acts in a way that is consistent with their values and beliefs, with the intent that an action will create a positive outcome.

7 – You learn when you do.

Studying is great. Researching is fine. Planning is smart. But if you want to understand anything, your learning comes when you take action.

8 – All human information is assessed through the senses.

This means that when you consciously work to improve your senses, you increase the accuracy of your information, which allows you to think and act more certainly.

9 – You can copycat your way to success.

NLP presupposes that if any one person can do a thing, you can do that thing. You simply model what they do, and implement it yourself.

10 – Your brain and body are intrinsically linked.

No thought you process is an island. Your mind affects your body. Accordingly, your body influences your mind, automatically. When you think in a particular manner, your body actually changes physically. And when your body changes, your mind undergoes a transformation as well.

11 – People have all the resources they need, or the ability to create what they need.

This NLP presupposition believes that not one person on the planet is un-resourceful. There are only un-resourceful states of being. You have everything you need, or you can make it.

12 – There are no failures, just feedback.

When you communicate or act, the response you receive may not be the one you wanted, but that does not mean that you were a failure. There are only responses, feedback, and the changes you make if you desire a different set of feedback.

13 – The unconscious human mind balances conscious existence.

Between your conscious and unconscious states of being, you have everything you need to live a balanced, healthy, full life.

Until next time.....

John

A Quick Share

   

     Things have been very busy in my work these days, and the results I am getting with students is, well, amazing.  For example, regarding a college student I worked with Saturday... felt MUCH BETTER on her tests today! She thought it was "wierd" that her auditory track was no longer self-defeating. Told her it would stick :)  Tapped tonight on test anxiety directly, now that I cleared the other aspects (negative self-talk). The best was, though she was sick tonight, she didnt want to reschedule, because for the first time, she tried something that actually worked!

     SAT jumps of 300 points, passing standardized tests, and so much more... I couldn't be happier these students are getting the help the need.   

The Mission

 

      I was reading some interesting facts the other day about illiteracy. One that stood out was that 2/3 of those who don't read at grade level by 4th grade will either be on welfare or in jail.  After all, over 60% of inmates are illiterate.  This was mind blowing to me.  How do students even get so far behind? In a system in one of the most advanced countries in the world, we still have MILLIONS who are illiterate.  I don't understand it.

     Then I went on to read about stress, anxiety, and negative beliefs, and their negative impacts on academic performance.  I have to admit, I was upset. I was upset because countless students are literally suffering in their school experience. Oh, sure, there is always a new method or curriculum du jour that promises the next academic miracle, yet none address these core issues.  Budget cuts always hit the "non-academic" areas first: school psychologists, guidance counselors, SAFE co-ordinators and the like.  Yet, these are perhaps the MOST academic, in that they play vital roles at foundational levels.

     After reading things like the above, my passion, my mission, stirs even more inside of me.  I want to shout from the rooftops that I KNOW how to address these things, I use tools and techniques that can make all of the difference!  I can teach people how to read in just 2 1/2 hours with the awesome Universal Reading Method.  I can help students transform at the core level with a synthesis of techniques I call Academic Alchemy.  I want to help them ALL!  I want to change lives, and change the world in the process.

     For all of you who have supported my work, THANK YOU!  For all of those with whom I have worked with, THANK YOU for letting me have the honor of doing so.  For those of you who have a child who is struggling, or maybe you are a college student struggling yourself,  contact me, let me help!

EXCITING NEWS!!!!

      I am very pleased and excited to announce the addition of a technique the will make a tremendous difference in the world!  
     Millions of students have difficulty reading. Millions of adults are illiterate.  Prisons populations are upwards of 60% illiterate.  This is a huge problem! This doesn't count those who are learning and reading English as a second language.
     I am always open to adding tools to my tool box, ones that I consider to be quantum leaps ahead of what is out there in main stream education.  As chance would have it, I saw a post on Facebook one day for something called the "Universal Reading Method".  It intrigued me, so I reached out to the person, Craig Collins.  We made contact and spoke.  His passion and enthusiasm for his method was contagious, and I made up my mind to look into it further.  What really hooked me was his claim to teach and/or improve reading in just 2 1/2 hours!  I had to know more.   Eventually, I made the decision to bring this amazing technique on board, as it fits perfectly into the framework with which I operate.  
    It is an honor for me to be affiliated with Craig, his team, and this amazing process.

Here is more information:

Universal Reading Method


     If your child is having difficulty with reading, I urge you to contact me and we can speak about how I may be of service to you with the Universal Reading Method. 

Ease of Learning Contact

The "Disconnect"

   

     I was recently at a school meeting, and being discussed was how to improve student performance and thus the school grade.  At one point, in frustration, the principal says, " I don't understand where the disconnect is. The teacher are working hard, and so are many of the students, but the results just aren't coming."  Yes, teachers, most anyway, work VERY hard, as do, in my opinion, most students.  So where, indeed, is that disconnect?

  In my opinion, it is internal.  In this demographic of students (this is an urban school), the challenges, as I see them are:

1) Identity : The "Who Am I" level of thought, the self-image.  In the estimation of many of these students, who they are doesn't do well in school. There parents maybe didn't graduate high school, most friends and family haven't, and they have adapted that identity as well.  The Identity is the next to the top level of what NLP calls the "Logical Levels".   They influence from the top down, in theory, so what "disconnects" are happening at the upper levels influence all the others.

2) Beliefs:  The next level down has to do with beliefs, in this case, negative beliefs. More and more peer reviewed research is showing the correlation between negative beliefs and low academic performance. As the old adage goes, "Whether you believe you can, or believe you can't, you're right. "

3) Capability: This is the "how".  Question, when you were in school, I'm sure you were told by more than one teachers, "Go home and study such and such".  Do you remember any teacher teaching you HOW to study? Or HOW to learn the subject material? I sure don't!  The educational process largely stands on assumption...it ASSUMES the student knows HOW to learn!  As we can see from the data, many students do not.

     So, students work hard trying to learn the material, without knowing exactly how. This is not to mention any other factors getting in the way. (i.e.-stress. More and more peer reviewed research in this area as well show correlations between stress and low academic performance.)   Teachers do their best to hit benchmark and other criteria.  However, the most fundamental factors, as I have thumbnailed above, is a crucial missing piece.  Since I work at those levels when working with clients, it is why I see the improved academic results I do.

     For more of a deeper explanation, be sure to get my free report available on the front page of my website, www.easeoflearning.com.  Until next time....