The Communication CycleIf a practitioner has a natural communication cycle, uses the GSR Meter correctly and never evaluates for the subject, nor invalidates the subject's replies, the subject gets realizations and makes gains. The definition of IN SESSION is a subject who is interested in his own case and willing to communicate to the practitioner. There are many ways to distract a subject from his case in session. Examples of these are: a practitioner who doesn't make himself heard, fails to acknowledge, delays in giving the next question, fails to handle an origination, laughs loudly, over-acknowledges, moves about, is being interesting, and many, many more things which put the subject's attention onto the practitioner.We call this malpractice, whether in the context of a one-to-one session or a self-administered session. In the presence of bad communication and/or incorrect metering and/or invalidation or evaluation, the subject is prevented from viewing his case. He will not make gains and certainly won't have any new realizations. When the subject voices a realization, you know he has been confronting his case and is making gains. The subject's attention is supposed to be directed to his case and anything which draws his attention towards the practitioner or room throws him out of session. The practitioner who misses P/Ns or suddenly calls P/Ns when the subject is still looking inward, or at the wrong points, or tells the subject what is happening on the GSR Meter at the wrong moments, lessens the chance of any gain and it is just plain bad practice. The competent practitioner never evaluates (interprets) or invalidates (criticises) the subject's data at any time, and he never interrupts or distracts the subject's attention onto himself or the GSR Meter. The definition of IN SESSION and the above considerations apply just as much to self-administered procedures. When a realization occurs in session, and this is often accompanied with a BD, the Practitioner writes it down (and the notation 'BD' as well), acknowledges the realization and watches for and indicates the P/N. He doesn't question to meaning or validity of the realization. No other command or question or action is taken while this is occurring; you have got what you were doing the procedure for, and the job is done. You will notice that there is a disciplined cycle of communication being applied here. You ask the subject a question (which he can understand and answer), you listen to and duplicate the answer that is given - i.e. fully grasp the content of what the subject says, and finally (and only then) you acknowledge the subject so that he knows you have received and understood his complete answer. There are other factors involved: the subject has to be ready to receive the question and be paying attention; the question has to be communicated with sufficient clarity and impingement to be fully received by the subject; and the subject has to make an additional communication cycle within his own mind in which, having duplicated the question, he looks for the answer, finds and elucidates it and then replies to the practitioner. There are three main communication lines involved. The first is the practitioner's communication to the subject; this is the QUERY line. Second is the subject's line to his own mind, to retrieve the material reactivated by the practitioner's question; this is the RESPONSE line. The third is the subject's expression to the practitioner, the EXPRESSION line. The practitioner is only there to use the QUERY line to make the subject confront parts of his mind that cause a reactive emotional response, using the RESPONSE line. Charge will blow off to the degree that reactive materials are confronted and this blowing of charge is represented by the EXPRESSION line, giving a report as to what has been confronted. The degree of truth that the subject realizes is conditional upon his awareness, responsibility and confront; as more is expressed the full truth is approached. The truth as perceived by the subject at any time is relative truth; it is conditional upon the subject's awareness, responsibility and confront. So his expression is always conditional. This process of increasing Awareness, Responsibility and Confront continues from procedure to procedure, session to session, so that the subject's viewpoint contains less and less alteration and negation and more and more responsible causation. In the case of self-administered sessions, one is alternating being the practitioner and then the subject. One has to wear the appropriate 'hat' and be prepared to swiftly swap hats, in order to maintain a smooth and disciplined communication cycle. This is not to say that you have to switch from being one person to another; it is simply a disciplined awareness of the communication lines involved, with the QUERY line coming from the course materials, the RESPONSE line showing on the GSR Meter and the EXPRESSION line delivered to your Worksheet notes:
 To sum up, nothing should come in the way of the first principle of therapeutic procedure, which is that anything which is unwanted and which persists must be thoroughly viewed, at which time it will vanish. To put this another way: if something is not confronted (i.e. if it is suppressed and denied, justified and rationalized = negated, altered), responsibility is not being assumed, and so it will persist. In short, what you resist, persists. This course presents a range of Transformational Psychology techniques to use in session, as and when they are appropriate to the client. But please do not be confused; rather than what 'technique' you are using, far more important are these four things:
These are the fundamentals of effective counselling in Transformational Psychology. Once you have confidence that you can keep these fundamentals in place and succeed with the basic case handlings presented on this course, you can move on to more advanced techniques. Practice makes perfect. Time well-spent perfecting your expertise ensures that you do not have too many new variables to deal with when you learn to apply more complicated procedures. Session administrationCorrect session notes are very important in that they not only give the practitioner a useful shorthand way of recording exactly what is going on in session, they also give an external Case Supervisor sufficient and accurate information on which to decide what the next steps should be and what, if any, corrective actions are needed. Most new practitioners fail to grasp the importance of a precise system of administration and just how much it affects the success or failure of the case handling.Worksheets The 'Worksheets' are a complete running record of the session and successive sessions. It will be found that it is more efficient to write bigger than normal and space things out, so that it is easier to read the notes afterwards. To do otherwise leads to having too much attention on the Worksheets instead of on the GSR Meter, and most importantly, the subject - in this case, yourself. Have a look at the following sample Worksheet (W/S) and you will see what is required. There are the preliminary checks, i.e. Room OK?, Rested?, Fed?, Drugs?, Aspirin?, Alcohol?; the Sensitivity setting resulting from an electrode squeeze; the Metabolism Check giving the size of Fall when breathing out strongly; then the W/S should show the Start of Session (S.o.S.), Time, and BP position. Once you start the session, each action taken (e.g. question asked) should be recorded in abbreviated form and note whether or not it read (e.g. F for Fall or X for no read). Also in the Worksheets, the BP is noted at regular intervals. Any Balance Drops (BDs) and P/Ns are always recorded. Along with the P/N at the end of a procedure, any realization is noted; and whether or not the subject is looking and feeling good and communicating positively which can be abbreviated GI (good indications); and the BP position. You don't have to write down everything that is said. There isn't time for this, but anything of importance (i.e. which reads) must be recorded. Proper notes are essential for those times when you need to find out where you went wrong or if you need to continue a procedure from where it was left off. As you can see, there is also appropriate admin for the end of session (E.o.S.). Sample WorksheetPage 1Room - OK DATE Rested - OK Fed - OK Drugs - OK Alcohol - OK Anything else want to say - No 10:25 a.m. Sens. 6 [per electrode squeeze] 3.6 (1) [BP with single electrode] Metab LF [= OK] Ind P/N [indication of P/N]
[Question] F [read] Answer [any BDs noted] 1.15 p.m. 3.3 (1) [Final BP with single electrode]
BA = 5.5 [Balance Action for session] Note: the single electrode, because of the reduced skin contact, normally gives a reading about 0.5 division higher than when holding twin electrodes. Metering ExercisesSETTING UP FOR THE SESSION.(Using a GSR Meter) The following is the checklist used by new Practitioners for each session they do, to help them become used to the Meter and grooved-in to what is needed admin-wise for each session. After practicing several times, the Practitioner should find that the necessary steps then come naturally.
Now practice the End of Session routine:
BODY MOTION. Set up the GSR Meter as above and (using the solo dual-electrode) physically carry out each of the following - a deep breath, slacken the grip, sigh, stretch, yawn, scratch a leg, cough, lift a finger off the electrode, laugh, tighten the grip, move about in the chair, fidget the fingers. Observe the needle action, and with the right hand on the Balance Control, maintain the needle on the dial at or near the Set position. (Note: with the Ability Model 3a you use the Set buttons on the bottom left and right corners of the box, or the Foot-switch, to keep the needle at or near the Set position - if the needle goes off the dial, it automatically resets). Continue until you are familiar with the characteristic needle movement for each of these physical actions.
METER STEERING. Set up the GSR Meter as above and then give yourself the command: "Think of the events of yesterday". Whilst running through these memories, you should notice any reads. Then repeat the command and when the previously reading items are recalled again, notice the same reads occurring and for each one, say to yourself "That" or "There" and write down what it was that caused the needle to read and the type of read. This should be practiced until you feel adept at guiding yourself to isolate a particular charged memory by the type of read caused by the recall. Then run through other times, such as the events of last week or last month. GENERATING TYPES OF READS. Now produce the following types of reads by asking the appropriate type of question, as noted below. Use the guiding technique if necessary.
Continue until you have been able to cause and recognize each of these types of needle response. INSTANT READS. Set up the GSR Meter as above and then check the following questions, noting down the read which each question gives:
1. What is your name?Notice what happens when you deliver the question with little impingement and then with a lot of impingement. Also notice what happens when you ask a question verbally (out loud) and then non-verbally (within your mind). Continue until you can spot the instant read, i.e. the read which occurs when the client has grasped the full meaning of the question, and can distinguish an instant read from a prior read (one which comes before the meaning of the question has been grasped) and a latent read (one which comes later as a result of thinking about the significance of the question). Continue until you are comfortable at delivering questions in such a way that they impinge and you get reads. Assessing ListsOne of the most important activities a Practitioner needs to be expert in is assessing prepared lists of questions. There is a wide range of such lists, a couple included in this course; each one is used for a different purpose or in a particular situation. In addition the Practioner can make up lists of questions or topics that he feels may be relevant to th client - note such a list should always end with 'something else?' in case the most charged question or topic has not been mentioned. No matter what non-optimum state the client is in or what action he is stuck on, he can be dug-out by the use of such lists. This section shows you exactly how to get the best out of assessment.Firstly, the Practitioner has to master the appropriate style of communication for Assessment. To make a list (such as a list of questions or items) read properly, one has to ask the question or speak the item in a way which impinges on the mind and reactivates reactive content. There are many wrong ways to go about it; some may think you have to shout the questions or use force in some way; some practitioners just speak robotically without interest, or end up asking the questions in some unnatural way. The easiest and best way is to ask all the questions in the same way you would ask a question to a friend, such as "Do you like Mozart?" or "Would you lend me your car?" The point is that you ask the question as if you really want to know; hence your communication must have intention that reaches the reactive contents of mind - you are genuinely participating and want to know. The other main point is knowing which words to accentuate. Some people start off the sentence loud and clear, but mumble the last few words or let the sentence fall off. No way will this read on the GSR Meter, and so it is important to maintain the same volume to the end. In fact, there is no harm in accentuating the last word a little. Try this with the above two questions. Usually it is best to drop the tone of the voice very slightly whilst accentuating the last word with a raised tone, like you naturally would with a question. Again, try this with the above questions to get the idea, and end off when you get the right level that you feel is natural and comfortable. Believe your GSR Meter when assessing. You don't normally take up answers to non-reading questions. It is reactive material that you want to take up, not analytical, intellectual or chit-chat answers. Steps in assessing a list of questions:
When assessing a list of items or possibly charged topics you are usually looking for the item on the list which has the biggest read, so that you then handle just this particular one first - the 'major reading' one - with an appropriate Case Handling. This method can be used to ensure that you take up the right subject matter as a first step. By assessing all the items before taking any up, you will have a list of reads of various size. You want to be able to home in on precisely the issue which will make a difference. Perhaps the client is ill or heavily over-stressed or not able to sleep properly because of this condition. If their condition is serious they will be searching for an answer. All you are trying to do is locate the exact area of charge and indicate this to the client. He might not be up to addressing this area yet, but spotting it can produce considerable relief in itself. Sometimes the relief from doing this cools things off enough for the client to start on the route to recovery. The last thing you want to do is risk taking up something not so crucial only to see the client becoming bogged in what may not be the main reason for his problem (if this happens - what is called 'bypassed charge' - the client is likely to become upset and miserable). This form of assessment can be of great use in situations where you don't know where to direct the client next. However, when you are assessing a list of questions, you handle the first question that gives a Fall or larger read (which means it is accessible); then you continue assessing the list from that point, handling each reading question, until you reach an EP for the list (realization, GIs, P/N). This is by far the most common way of using a prepared list. Believe your meter. It is a big mistake to take things up that don't read. Don't get hunches that 'this should read.' It either does or it doesn't. Sometimes even the most unlikely meter read leads to gold. This will astound you when it happens. Don't let the client control the session by answering all the questions whether they read or not. Occasionally, it is possible that a question doesn't read but when the client is keen to originate something about it, and in doing so it now reads. In this situation you can take it up. But proceed with caution, if it seems to bog down or go nowhere, go back to your assessment. Bypassed Charge ChecklistThe Bypassed Charge Checklist (below) is a tool which serves to uncover suppressed and therefore bypassed emotional charge that exists on an item - a person, situation or period of life experience - to bring clarity and resolve confusion. The Checklist consists of 22 buttons, e.g. 'suppressed', 'evaluated' and so on, which describe the way in which the charge has been and is continuing to be bypassed. These buttons are used in relation to a charged (reading) Item. The Checklist offers 22 'angles' to get at a known charge and blow it. The reading Item serves as the 'prefix' to each question, e.g. "On (Item), is something being (button)?"When running the Bypassed Charge Checklist, you ask the first question; if it doesn't read, ask for an example concerning the question. Get the client to invent one if necessary, to demonstrate understanding. This makes the button more real. It may well read now; if not you leave it and check the next button. If the question does read, point this out to the client and expect an answer. Then you go back to repeat the identical question until it no longer reads and you've run out of answers, i.e. it has gone flat, or there is a P/N. You then take up the next button on the Bypassed Charge Checklist and proceed in the same way - if it reads you answer it, and keep on asking it until it goes flat or there is a P/N. After a while, going down the list, you will come up with a realization - something that opens up the subject of the Item as a whole and makes it confrontable and open to inspection. There will be a wide P/N and GIs. You use as many buttons as needed to get to this EP, which may mean repeating the list from the top. When repeating questions, they may be phrased differently, e.g. "On (Item), is something being mistaken?" may be re-phrased: "On (Item), is a mistake being made?"
On (Item ) is there... something being SUPPRESSED? Life Stress ListAssess the Life Stress List (below). In most sessions, especially with new clients, many of the questions will read. Once you have come to the last question, you can re-assess the list. Other questions will now read or sometimes the same questions read again. Just continue until you reach a good end point (EP).1. Announce the step you plan to take, such as "I am going to assess a Life Stress List to locate what is causing the present difficulty." 2. With the prepared list to the right of the meter, read each line in turn and deliver it to the client in a way that sounds natural, clear and impinges. Tell the client that he is not expected to answer - you are just finding out what reads - but that if one does read you will then immediately ask him what that thought or feeling was. (If the client wants to make comment, of course you do not cut that off - he or she may have realized something or just needs to get something off their chest). 3. When you get a read, note it down along with the question number and either say that read or look at the client expectantly, repeat the question and/or guide as needed to get an answer. Record the answer and any important reads or BDs. 4. When you have recorded the answer and feel satisfied that the charge has been viewed in full, if there is no Periodic Needle or realization then go deeper by asking "Is there a similar, connected time/incident when ........?" In the space you put the substance of the original question from the prepared list. 5. When you achieve an End Point by going deeper, write down the result of this, i.e. the realization, details about what is releasing, the client's appearance - brighter, smiling, laughing, and the P/N, and that it was indicated to the client. 6. Continue to assess the list and handle each reading question until you have reached a significant change. The client will give the right signals which show you when you can end off. The signals will be statements and realizations which explain the difficulty. The client will also look and sound positive. Done right there is no shortage of reading questions which the client can respond to. In the unlikely event that you can't get reading questions to take up, then you can use the Suppressed and Invalidated buttons. Occasionally you will come across someone who doesn't seem to read in the same way as others do. Probably a lot of material has been repressed or perhaps nullified by those around the client. You ask "On the question, 'Is there something that has upset you?', has anything been suppressed?" If so, this question will read and the client will have an answer - "Well, (so and so) accused me of being upset with them and not to bother them with it." Similarly you can ask if anything has been invalidated or made nothing of. If a question reads, get as much detail and specifics as possible - who, what, why, where, when, how. To pull off the charge it is necessary to see the reality of the situation very clearly. In addition, you can use use the Bypassed Charge Checklist on the aspect of the answer (the Item) that is most charged (giving a F, LF or BD). Then go back and re-check the question. To complete your handling of the question, if necessary find a Similar Connected experience or situation, or maybe several such, to reach a P/N on that question. Continue assessing down the list until you reach an End Point of realization, good indications and P/N on the subject of stress.
1. Is something upsetting you? Upsets Repair ListAssess down the following Upsets Repair List (below) and when a question reads, handle it. Get as much detail and specifics as possible - who, what, why, where, when, how. To pull off the charge it is necessary to see the reality of the situation very clearly. Ask:
"Tell me more about that?" If necessary ask for a Similar Connected incident or situation and handle similarly. End each reading question of the assessment on a P/N and good indicators and continue down the assessment list until there is a realization and good indications on the subject of Upsets in your life. Repair If the session bogs down and indicators are not good, perhaps with a rising BP, you can check the following to release bypassed charge: "In this session, has anything been...
suppressed?" also "Have I failed to find and clear...
something I've been careful of?"
1. Is anything being protested?
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