EFT Practitioner Case History Guidelines

For EFT Practitioners in training  who have completed EFT Practitioner (Level 1 & 2) Training and/or Inner Child Matrix Practitioner Training / Body Vitality. 

This manual has been written as a form of reference in order that all submitted case studies comply with the EFT International regulations.

This guidance manual includes the following information and forms:

1. The purpose of case histories in EFT certification
2. Preparing a case history 
3. How are case histories evaluated/ marked?
4. How to prepare a personal case history write up
5. Template for recording a case study
6. Sample case study at Practitioner level

In case you just want to jump to the relevant section, just click the link above.

1. THE PURPOSE OF CASE HISTORIES IN EFT CERTIFICATION

1.1 What are case histories?

Case histories are sessions conducted as part of a certification process to become recognised as a professionally qualified Practitioner or Coach.

They provide a vehicle to discuss and assess a candidate's EFT skill and understanding, a Practitioner's ability, strengths and development needs.

Case histories also function as a teaching tool intended to help candidates actively notice, reflect upon, and learn from the choices made, and what occurred during an EFT interaction.

By recounting the EFT interaction or intervention undertaken with clients, EFT Practitioners in Training have the opportunity to:

• Demonstrate their understanding of the process
• Develop greater conscious awareness of their choices
• Clearly identify the specific approaches used
• Reflect upon the intended purposes of their chosen approaches
• Observe more objectively their role in the EFT interaction
• Reflect upon the results of the session, the quality of their facilitation, etc.

1.2 How are case histories useful?

When an EFT Practitioner in Training presents what happened in an EFT intervention from their perspective, and why they have made the choices, they can more objectively evaluate and discuss their current level of competency together with their Trainer and/or Supervisor. In some cases the candidate may also discuss with their appointed Senior Practitioner and/or Mentor.

Conversely, the Trainer and/or Assessor can utilise the case study process to accurately assess a candidate’s skill. These conversations are opportunities for constructive engagement to support the  student in their professional journey as an EFT Practitioner in Training.

For the Trainer and/or Assessor, the case study process gives them the opportunity to:

• Review the EFT Practitioner in Training's skill, ability, decision making, documentation ability, and assessment of their own strengths, learnings, and development needs.
• Learn directly about the decisions and choices made by the candidate during their EFT intervention in ways that actively promote a candidate’s professional growth and development.

Once the case histories have been reviewed, the Trainer and/or Assessor has a one to one private interaction with the EFT Practitioner in Training where they can:

• Acknowledge strong areas of competency and clearly identify those areas that require improvement.
• Give honest, direct feedback from their perspective and experience about what they are witnessing of a candidate’s EFT skills and abilities.
• If needed, enquire further into their thinking, lines of questioning, providing support in the session, and the reason they performed or did not perform certain techniques. 
• Share their professional expertise in ways that encourage a candidate to draw new conclusions and expand the skills.
• Assess a candidate’s level of competency for certification.

Please note a candidate's ability is also assessed during the training in practice sessions (for example in the breakout room or in the practice sessions in the training room) and Supervision & Mentoring sessions.

At the Trainer's and/or Assessor's discretion a one to one interaction can be requested to have a conversation about where the Practitioner is strong, or might need more support. 

For Practitioner Candidates, reviewing a case study process which includes Supervision & Mentoring gives them the opportunity to:

• Document what they did, and the reason they did it.
• To become aware of all the different elements of the case study from background to interventions and learnings.
• Identify their strengths, development needs and learnings.  

During Supervision & Mentoring or an interaction initiated between the Trainer and/or Supervisor, the EFT Practitioner in Training can:

• Ask questions and receive feedback regarding specific client work.
• Receive a more experienced perspective on their abilities as facilitators of the EFT interaction.
• Reflect upon and discuss what they did well, where they were challenged and what they might do differently in the future.
• Identify, together with their Trainer and/or Supervisor, any areas of skill that require improvement.
•  Brainstorm potential solutions for areas under discussion together.
• Openly discuss their challenges, successes and personal experiences in ways that help build, sustain and enhance their professional capacity as EFT Practitioners.

These are usually structured during the Supervision & Mentoring hours, including a session on how to write up a case study. Additional one to one interactions might be initiated between the candidate and/or the Trainer, Supervisor and appointed Senior Practitioner/Mentor either before or after the case studies are submitted. 

Should there be additional Supervision & Mentoring required or support in the case study process, the Trainer and/or Supervisor will apprise the candidate of what is involved and of any charges involved. 

1.3 What is the process?

Once a candidate documents the case studies, they provide it to their Trainer in one email within 12 months from the last day of the EFT Practitioner Training (which is the last day of the EFT Practitioner Completion Day). The email, which has to be sent to certification@vitalitylivingcollege.info and india@vitalitylivingcollege.info (with an alert on WhatsApp to your VLC contact) will contain the following:  

1. 6 sessions conducted on 2 clients (12 in total) each documented in the template format. (Each session must be up to 1 hour long and no more than 1.5 hours, with an EFT Transformation Program Intake Form completed prior to commencing sessions).
2. 6 sessions conducted on yourself as self-help sessions in the template format. (Each session must be up to 1 hour long and no more than 1.5 hours, with an EFT Transformation Program Intake Form completed prior to commencing sessions).
3. 50 practice sessions log on a minimum of 20 clients. (Each session must be up to 1 hour long and no more than 1.5 hours, with an EFT Transformation Program Intake Form completed prior to commencing sessions).
4. 1 one hour video and video audit of giving a case study client session. 
5. The filled in multiple choice examination in the template format.
6. A 1 page write up about your personal EFT Journey from attending the initial training to submitting your case histories, including your learnings and reflections.
7. The filled in Supervision log sheet with details of your Supervision & Mentoring hours and your Continuing professional development (CPD) log sheet with details of your CPD hours as per the Continuing Professional Development & Supervision (CPDS) Requirements.
8. Confirmation that you will adhere to the Code of Conduct and Continuing Professional Development requirements.*
9. The filled in assessments, development plan and checklists as detailed below:
   
   • EFT Self Assessment Questionnaire
   • Personal Development Plan
   • EFT Foundational (Level 1) Training Proficiency Checklist
   • EFT Practitioner (Level 2) Training Proficiency Checklist

Submissions beyond 12 months will require you to re-sit the training and complete an additional 6 hours of Supervision & Mentoring.

Once you email everything, it takes approximately 8-12 weeks to review your submission. In some cases, further work might be needed like re-taking the multiple choice, submitting another video with a transcript, or writing up another case history or re-writing sections of the case. Those who follow the exact requirements in the case history guidance manual are most successful.

You will be awarded as a Certified EFT Practitioner with accredited EFT International Master Trainer of Trainers Dr Rangana Rupavi Choudhuri (PhD) at Vitality Living College and will have the option to be independently accredited by EFT International too.

*Annually you need to document your 6 hours of supervision in the Supervision hours log sheet and 24 hours of continuing professional development submitted in the CPD Mentoring hours log sheet. 

For more details, visit https://portal.vitalitylivingcollege.info/trainingprogram/eft-practitioner-training.

2. PREPARING A CASE HISTORY

2.1 Background information

The first section of your case study will present your client's basic background. This encompasses the client's personal, social, family, educational, medical, and psychiatric history, providing context for their current issues and overall functioning. Examples of background include factors such as age, gender, location, occupation, past experiences, trauma history, health status, mental health history, drug and alcohol history, life difficulties, goals and coping skills, any diagnosis and treatments sought or completed, and you can also include the intake form as attached.

If the background doesn't change, you can copy and paste the same information for each case study write up. However, if there are changes that are pertinent to the therapy, for example, marital status, health diagnosis, or job change, then do update the background information in the relevant sessions.

2.2 Description of the presenting problem

In the next section of your case history you will describe the problem or symptoms that the client presents with.

The presenting problem is the primary issue or set of issues that the client identifies as the reason for seeking EFT therapy, such as anxiety, depression, relationship difficulties, or stress. This section involves the overall reason and the current reasons for sessions. 

Describe any physical, emotional or sensory symptoms reported by the client. Thoughts, feelings, and perceptions related to the symptoms should also be noted.

If you used any screening tools or diagnostic assessments they should also be described in detail and all scores reported. Example of diagnostic tools include:

• PHQ9 (Depression Patient Questionnaire)
• GAD (Generalised Anxiety Disorder Questionnaire)
• HADS (Hospital Anxiety and Depression Scale)
• SUD (Subjective Units of Distress) 

2.3 Assessment

This section includes your interpretation of the client's history, symptoms, and behaviours gathered through the conversations, consultation call, sessions conducted, observations, and any standardised tools to identify potential diagnoses and contributing factors. 

You also share any proposed treatment plans with thoughts on specific interventions that might help your client in their transformation journey.

Provide your overall impression and give the appropriate assessment. Explain how you reached your assessment, and how the client’s symptoms were presented.

2.4 Explanation

In this section, describe how you informed the client about the treatments involved and completed any informed consent needed. For example, sharing what is involved with the EFT Tapping process.

2.5 Desired goal or change wanted

Document what the client wants, for example a goal they want to reach or a problem they want to solve. 

2.6 Intervention

Explain what methods you used to explore the presenting problem and the desired goals at the surface as well as deeper level, including the underpinning psychology. For example:

• Full EFT routine (full basic recipe)
• The Simplified EFT routine
• The Movie Technique
• The Tell the Story Technique
• Fears and Phobias Technique
• Limiting Beliefs Technique
• Keyword Approach
• Use of questions
• Telephone or online work
• Working with children and teenagers
• Surrogate Tapping
• Safety Tapping (for abreactions, for example Triple Point Calmer)
• Explanation of EFT and its effects
• Observation of the client's state
• Describe some (not all) set up phrases that were used: for example, ‘Even though I feel anxious, I love and accept myself.’

2.7 Outcome

The outcome refers to where you ended up at the end of the session and what was the experience of your client, for example, if they felt lighter, the pain reduced, or if they had a cognitive shift with regards to the past event.

The outcome of the session need not necessarily be a successful one, especially as you will only be conducting a few sessions. The important factor is how you demonstrate the techniques and skills that you have been taught and your judgement in selecting which ones to use at which times during a session.

An example of a successful outcome may be measured by achieving the client’s goal (say being able to fly on a plane) or reducing their levels of anxiety and maintaining that level when they return for their next session. An unsuccessful outcome may well be your greatest teaching moment. Please describe what was learned from the session and what will be done differently in similar circumstances. (See Section 6 for more on this.)

2.8 Future planning

Document any thoughts you have on what you might want to explore in the next session based on what the client discussed with you or what you discussed with the clients. 

2.9 Post session review and learning outcomes

In this section write your reflections on:

• What you did really well?
• What could you do even better?
• What would you do differently next time?
• Overall what were your learnings?
• What were your learnings about the process?
• What were your learnings about yourself as an EFT Practitioner in Training?

At the end of each session:

Jot down brief notes at the end of each session which will enable you to write detailed notes later for your records and give yourself time for self-reflection.

The issue, presenting problem or what the client wants:

• Questions asked
• Tapping sequences used
• Techniques used
• How did you overcome the challenges?
• What made you decide to do what and when?
• What did you do well?
• What can you do better?
• What would you do differently next time?
• What are your overall learnings?

3. HOW ARE CASE HISTORIES EVALUATED/ MARKED?

3.1 What the Trainer and/or Assessor is seeking in the case history write up?

Before certifying an EFT Practitioner or Advanced Practitioner in Training, a Trainer and/or an Assessor critically evaluates each case history to ensure that the student has grasped the skills taught in the relevant course level.

While no case history will necessarily include all of the following criteria, Assessors will want to see just how effectively a candidate:

• Built rapport, safety and trust with clients and met them where they are at.
• Established and maintained non-judgemental space (displayed an ability to “get themselves out of the way”) during the EFT interaction (i.e. the concept of “through me, not by me”).
• Paced and lead the clients as per their energy (visual, auditory, kinaesthetic and auditory digital) and comfort levels.
• Identified the client’s presenting problems and desired goals, what they want to explore in the session, and how is it connected to their priorities from the EFT Transformation Program Intake Form.
• Listened to their clients, and used their words in the tapping sequences and introduced any deviations in a manner where the client can accept or reject intuitive suggestions.
• Did not lead the client, but empowered the client to find their way organically and through a client centric facilitative approach versus a prescriptive Practitioner directed approach.
• Calibrated the client throughout the sessions and acted accordingly to uncover the reason behind any observations and to keep the client safe.
• Aware of the different aspects explored and what to do with shifting aspects.
• Uncovered, handled or otherwise acknowledged core issues (If, for example, no core issue arose or there was difficulty clearly identifying or resolving them, the Assessor will want to ascertain a candidate's understanding of the relationship between what did unfold in this session and “getting to the core”) and their relationship to the presenting issues as well as specific past events.
• Handled abreactions or overwhelms safely and gently.
• Undertook every opportunity to be gentle and avoided retraumatising the client.
• Demonstrated knowledge of when and how to ask appropriate and/ or quality questions.
• Recognised how and when a client displayed a reframe or cognitive shift.
• Utilised effective and appropriate reframing (When the SUD’s or VOC has come down, using the client’s words and asking their client, “What do you want?” and “How do you feel?”)
• Displayed how cognitive shifts (or “client reframes”) were integrated.
• Understood and handled the need to reduce the intensity of the SUDs and/or VOC that arose during the session.
• Undertook appropriate opportunities to measure and test their work.
• Displayed frequency, thoroughness (as well as variety) of measuring and testing opportunities.
• Described the role of any reversals present and how you handled these aspects (for example, secondary gain/loss).
• Discerned any need to refer out, recognised areas where they lacked expertise or otherwise demonstrated understanding the concept of “Do Not Go Where You Don’t Belong.”
•  Opened and closed sessions appropriately (i.e. demonstrated ability to end session(s) safely and on time, and knowledge of what to do with any extra time at the end of the session (more testing, assigning homework, or more tapping if appropriate).
•  Addressed and/or acknowledged any ethical concerns or issues that may have arisen.
• Communicated ample self-reflection about the process and documented what went well, what could be better and your overall learnings.
• Was aware of, and handled any challenges in this area (projection, transference and counter transference).

3.2 What to cover in your case history write up?

When writing up the case histories definitely explain how you:

• Started the session and met the client where they were at;
• Focussed on what the client wanted, and avoiding giving any advice;
• Explained EFT and how you initially demonstrated it to your client;
• Uncovered and explored the particular feelings, memories, beliefs or situations;
• Decided which safety techniques to introduce when;
• Determined the reason behind using which EFT technique when;
• Established what questions, tapping sequences (set up phrases, reminder phrases), tapping points and reframes to used when and why;
• Which questions were asked to explore the core issue and/or deeper levels;
• Uncovered the different aspects and honed down on the most important;
• Noticed cognitive shifts, shifting aspects and how the issue transformed;
• How affirmations were framed and reframed;
• What testing and assessment methods you used;
• Assessed the issue and tested throughout and decided on the next approach to follow;
• Facilitated resolution of the issue or attainment of the goal;
• Tackled the situation, if partial resolution occurred;
• Addressed or did not address any challenges that arose;

The EFT Master Trainer and/or Assessor will need to be assured that students know  when and how to ask appropriate questions to reduce the SUD scale and bring about a cognitive shift, how well they have understood a client’s presenting issues and how to handle any abreactions or overwhelms. 

Trainers will be establishing whether students are able to build rapport with a client and how they have handled an abreaction, shifting aspects, reframes and cognitive shifts effectively and safely.

If needed, notes can be made during the session as a reminder, or you can ask permission to record during the session and then write more notes down immediately after the session.

If you have any questions, please consult with your EFT Trainer/Supervisor.

3.3 Skills to demonstrate in your case history write up

The following are some of the skills your Trainer and/or Assessor will be looking out for in your write up:

1. What were the questioning skills used? (using what, how, when questions and avoiding why questions). Examples of questions:

• Where in the body do you feel the tension?
• How does it make you feel?
• When have you felt like this before?
• What does that feeling remind you of?
• Where do you feel that right now?
• What number is it at?
• How true is that on a scale of 1 to 10?
• Tell me more...
• Because...?

2. How is the Practitioner getting the information about the client?

• Is the client’s body language being noticed?
• Are appropriate listening skills being used?
• How and what questions were asked?

3. Is the Practitioner keeping the client safe by:

• Not contaminating the client’s words (sticking to what they share and using their words in the Reminder Phrases)
• Utilising any safety techniques (Triple Point Calmer, holding the 9 Gamut)
• Being respectful of the client in all ways
• Being non-judgemental to the client (established a non-judgemental approach at the beginning and maintaining it throughout the session)
• Being aware of anything they were triggered by during the session
• Explaining what the client feels now is a trigger and not what is happening now 

4. Is the Practitioner using a variety of measurement tools (SUD, VOC, retelling the story, intensity levels, and psychological assessment tools)?

5. Is the Practitioner fully aware of  the 'aspects' and the 'shifting aspects'?

6. Is the Practitioner moving with each aspect as it comes up but remembering to go back to the original aspect to check it’s been cleared?

7. Is the Practitioner being specific enough (focusing on what the client wants and not deviating from it)?

8. Is the Practitioner going with the client and their beliefs or are they putting on their own interpretations?

9. Is the Practitioner testing frequently and sufficiently enough to establish if the emotion has been neutralised?

10. Is the Practitioner being 'present' at all times in the session giving the client their full attention and connecting with them?

11. Is the Practitioner being aware of the time and mentioning 10 minutes from the end that there are only 10 minutes left in order to prepare the client's subconscious and avoid any new issues arising?

3.4 Recommended session times 

All session times should be limited to 1 hour and no more than 1 hour 30 minutes.

3.5 Information on the case history requirements for Practitioner level

Students are required to submit 6 sessions on 2 clients and 6 sessions on self.

Notes

• The case histories must be of a standard that demonstrates knowledge, skills and competence at the relevant Practitioner level.
• Multiple issues, physical as well as emotional, may occur in the same session.
• It is not necessary for a session to be successful. You can sometimes learn a great deal from analysing what didn’t go so well. It is perfectly satisfactory to present a session in which you did not achieve complete resolution of the issues.

3.6 Informed consent

Please obtain consent from the relevant person to use any written or recorded material from the session in your case history before you begin.

Inform them that you are learning EFT and that you will need to submit your notes for assessment to establish your competence. Reassure them of complete confidentiality at all times, and that their real identity or any circumstances which might identify them will not be included.

4. HOW TO PREPARE A PERSONAL CASE HISTORY WRITE UP

4.1 How to write up a personal or self-help case history

How someone finds their way to tapping for personal issues is always highly individualised. Whether the approach is to:

• Journal their Personal Peace Procedure (or adaptation) at set times several times per week
• Write and tap the stream of consciousness several times per day
• Identify the areas of stress in the body as a personal ritual before bedtime
• Personalised methods used can find their way into a personal case study

Just as in client case histories, personal case histories involve:

• Clearly defining an issue or problem to explore, and sharing the resulting “tapping journey”
• Working with yourself in hour long sessions and no more than 1 hour 30 minutes. 
• Once the personal tapping process is complete, the candidate writes-up their experience and communicates how the EFT skills were employed. This process is very similar to a client case history, where the client is you. 

The case history needs to include a write up for each section:

• Background information (about the client)
• Description of the Presenting Problem (the reason the client came to see you)
• Assessment (your assessment)
• Explanation (how you explained what would happen during the session)
• Desired goal or change wanted (from your client)
• Intervention (what you facilitated during the session)
• Outcome (what happened at the end of the session or client feedback during or after the session, including any testimonials)
• Future planning (what you would propose in your next session)
• Post session review and learning outcomes (your reflections and what you learned)
  

4.2 Assessment of personal case histories

Assessment of personal case histories will be focused upon how thoroughly and successfully the EFT Practitioner in Training was able to use the EFT toolbox on her/his own behalf. 

This is a different EFT skillset than helping others, as it can be challenging to ask yourself the curious questions, you might easily ask of someone else. You can also read this article which provides some tips and pointers on how to conduct your self case studies. 

Personal case histories are designed to encourage thorough self-exploration and self-reflection using EFT as the primary tool.

As in client case histories, Trainers and/or Assessors will be looking to verify that the EFT Practitioner in Training:

• Has sufficiently identified a personal issue
• Addressed the presenting aspects
• Tapped on any body sensations, snuck up/away when necessary
• Identified and handled core issues (including specific past events)
• Thoroughly measured and tested the results along the way

As in any thorough case history, Trainers and/or Assessors will be looking for specific ways in which Level 1, Level 2 (and/or Level 3) EFT was applied.

5. TEMPLATE FOR RECORDING A CASE STUDY

6. SAMPLE CASE STUDY AT PRACTITIONER LEVEL

5. 1. Background information (about the client):

Client A is 32 years old, currently pregnant with her second child in her third trimester. She lives in Udaipur and is a mother of a 5-year-old daughter and lives in a joint family. She is currently a housewife.

2. Description of presenting problem (the reason the client came to see you): 

To work on her anger and her reactions when she gets angry.

3. Assessment (your assessment): 

The client seems to have several emotions which were discussed during the consultation call and also came out during the session:

(a) Feeling alone, she has to fight her own battles, nobody takes her side, nobody cares for her.
(b) Feeling not understood.
(c) Feeling unheard.
(d) Feeling invalidated, dejected.
(e) Feeling not part of the house.
(f) Feeling powerless and helpless.
(g) Feeling stuck.
(h) Feeling unsupported.
(i) Feeling unloved.
(j) Feeling angry.
(k) Feeling betrayed.
(l) Feeling guilty.
(m) Feeling strangled and financially stuck because of new baby.
(n) Unable to say no/ set boundaries.
(o) Fear of engaging in arguments.
(p) Not wanting anyone to dislike her.

During the consultation call what also came up was that she has fear of being alone, fear of missing out, fear having nobody.

There may be some deep-rooted limiting beliefs which are causing her to feel all the above.

She believes that all her problems and triggers are stemming from other people, their behavior, and their reactions, their way of talking to her. She finds it hard to understand why people behave badly with her and how they can get away with it without any consequences.

She seems very vulnerable and also in a delicate position since she is pregnant in her third trimester.

4. Explanation (how you explained what would happen during the session):

She had never undertaken an EFT session before. So I explained the basic tapping points to her, karate chop, facial tapping points, and also the hand tapping points. I also explained to her that she needs to repeat the statements after me along with the tapping.

I also informed her that since she is pregnant she should not tap on the index finger.

I explained to her that we will work with anger as she requested, even though it was different from what she mentioned on the consultation call as a priority.

I explained to her that we will first work with the story name, and then go deeper and tap on the emotions that surface while narrating the story.

5. Desired Goal or Change Wanted (from your client):

To be calm and not react in an impulsive way when she gets angry.

6. Intervention (what you facilitated during the session):

When she told me she wanted to work with anger, I asked her if there was any specific incident that comes to her mind to work on.

She thought of an incident and she started narrating the story. Then I paused her halfway realizing that the intensity level is high and I should do the tell a story technique.

I asked her to give a name to the story, which she called “Emptying the Room”.

I asked her about the emotion attached to this story and also the SUD level which were as follows:

• Feeling not heard (at number 10),
• Feeling alone (at no. 9),
• Feeling unsupported (at number 9),
• Feeling provoked (at no. 7)
• Feeling not understood (at no. 7).

I asked her out of all of these emotions, which one she would like to tap on first. And she said feeling not understood.

I asked her where in her body she feels it. She felt in her heart and uneasiness in the chest.

I explained to her that we will first tap on the story name, emotion, and associated physical tension and then she can start narrating the story again.

We tapped on the story name and emotion and physical tension but the intensity level remained at no. 10.

So I made her do tantrum tapping for a few minutes, which helped in bringing down the intensity level of the story to no. 7.

Then I asked her to start narrating the story.

She mentioned that 2 weeks ago, her mother-in-law emptied out her kids' toys from the drawers in the living room and without asking her permission shifted the stuff to her bedroom. She was traveling at the time.

I asked her what is the emotion she felt when this happened, and she said she felt:

• pathetic
• she does not belong to that house
• not understood
• invalidated
• nobody is on her side
• alone
• angry
• dejected
  

We did continuous tapping on all of these emotions associated with the story.

Halfway through the tapping, she said, she doesn’t feel anything anymore about this story since it was 2 weeks ago and she remembered another more intense memory which she preferred to work on.

I asked her are you sure you don’t feel the need to tap on the first story anymore and she was sure because the second story was more intense and she is still feeling it in her body.

She started narrating the second story. Mid-way, I asked her to give the name of the second story, the emotion, and SUD level.

She said it was called “Leaving the house story”, at a number 10, the emotion was the feeling of powerlessness. She felt it near her mouth, head, and chest.

She looked visibly affected by the mention of this story and the intensity level was very high so I decided to do the movie technique on this story.

I followed the entire movie technique process, told her to put the movie, “Leaving the house” behind a screen and only she has the remote control to this movie and she can play whenever she is comfortable.

First we did continuous tapping on the movie name, emotion, and physical tension associated with the movie.

Then I asked her if she was ready to play the movie in her mind with the help of the remote control. She said yes. I asked her to state the number of emotional peaks that are there in the movie. She said there were 2 peaks both were level 10.

First peak was called specks, the emotions were: helplessness, powerlessness, stuck at no. 10.

Second peak was about leaving the house & expecting a resolution on returning. The emotions were nobody cares at a number 10.

Then I explained to her that we will first tap on the first emotional peak on the surface and then she can start narrating the story whenever she is comfortable.

So we tapped on the emotional peak name, number, and emotion.

When she was comfortable I asked her to narrate the story behind the first emotional peak.

She said that one day she was about to bump into her sister-in-law and her sister-in-law very rudely told her, “chashma pehne ke baad bhi dikhta nahi hai kya?”

She felt really angry about this.

So we tapped on the anger. And she had an emotional outburst. So we did the triple calmer technique until she was calm.

Then I asked what she is feeling, and if anything else came up for her. She had a thought that what if I would think that she is making such a big deal out of such a small issue. I asked her how does that make her feel and she said she would feel not understood. So we tapped on this feeling of hers and then she said she felt that way because everyone else in the house made her feel like she is making a deal out of a small issue and that made her feel not understood. And she had another emotional outburst. So we did the triple calmer technique again.

Then she was calm. But we ran out of time and we could not finish even the first emotional peak. So we did the box technique.

I explained to her about putting the entire movie in a box and asked her to choose the box and where she would like to place it.

She chose a wooden box and decided to place it on her desk.

We closed by tapping on the box technique.

7. Outcome (what happened at the end of the session or client feedback during or after the session, including any testimonials): 

We could not complete the entire movie or even the first emotional peak.

But she was calm after the triple calmer.

She messaged me on WhatsApp at the end of the session:

[1:10 PM, 10/14/2022] Client A: Ya ya I am okay
[1:10 PM, 10/14/2022] Client A: I don’t know what happened
[1:10 PM, 10/14/2022] Client A: I didn’t know I had it so much inside of me
[1:11 PM, 10/14/2022] Client A: Maybe it’s not something big that she said but I got a major panic attack after that

There was a cognitive shift that she experienced where she herself realized it was nothing big that was said to her. But we couldn’t explore further on the reason why she had the panic attack due to lack of time.

8. Future planning (what you would propose in your next session):

I would propose to continue working on the movie that we did not finish if that’s what she wants. And then maybe in the 3rd session, we can go deeper with past memories where similar emotions were felt.

9. Post session review & learning outcomes (your reflections and what you learned):

What went well:

• Applied the continuous tapping method, tell a story method, movie technique, tantrum tapping, triple calmer, and box technique. All these were applied at the right time.
• I asked her the right questions and paused her at the right time whenever there was an emotion that surfaced for her while narrating the story.

What could be better:

• In both stories, I should have first asked her to name the story and the SUD level before she started narrating the story. I realized that mid-way when she was narrating and then did the tell a story method and the movie technique.
• I had run out of time. So again need to figure a way to manage time.