| Dealing with Attention Deficit Disorder (ADD)
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Location: Blogs Articles about NLP and allied fields |
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| Posted by: Articles Editor |
4/4/2010 11:24 AM |
by Don A. Blackerby, Ph.D.
Introduction
Attention Deficit Disorder (ADD) or Attention Deficit Disorder with Hyperactivity (ADHD) is a learning disability of much interest to parents, schools and now even in the adult oriented workplace. It creates much havoc in classroom settings, in family gatherings, in the corporate boardroom, in many different kinds of social settings and in relationships (both personal and business). Opinions regarding its origin, cause of the behavioral symptoms and method of treatment vary widely creating much confusion among parents, educators and mental and health care providers.
The result, in my opinion, is that there is a lot of misdiagnosis and over-diagnosis. The following treatise is yet another proposal as to how to deal with those individuals with the ADD symptoms. In this treatise, is a report on how ADD was examined with Neuro-Linguistic Programming (NLP) in an attempt to discover the internal or subjective experiences that might be producing the external behavioral symptoms. Some of the solutions using NLP are also revealed. In addition, the use of Emotional Freedom Techniques (EFT) was also described in some of the treatments, particularly those involving the ADD symptoms, emotions and limiting beliefs.
The Behavioral Symptoms of ADD
Hyperactivity -- They can't stay still. They are constantly moving and fidgeting. They are under chairs or tables or climbing over furniture. These individuals usually have the label of Attention Deficit Disorder with Hyperactivity or ADHD.
Impulsiveness -- They move or change directions very quickly. They will be doing one thing and then suddenly start doing something else. They "act before they think!"
Distractibility -- They can't stay focused on one thought or task. They will be doing a task and the smallest noise interrupts them and throws them off task.
Lack of organization -- They cannot do the more complex tasks which require them to organize the larger task into a series of prioritized steps. Somebody has to tell or show them how to do each step.
Forgetfulness -- They forget instructions. They forget to do things or tasks they have been told to do. They will start to do something and forget what they were supposed to do.
Procrastination -- They have trouble starting and completing tasks or assignments. They are constantly putting off doing things. They can't seem to "get started."
An Experience of ADD
Imagine you are watching a multiple slide show, you know the kind; where you are sitting in a large auditorium and 4 to 6 slide projectors are set up each projecting different images or subjects on a giant screen. Now imagine that you are asked to report by a person of authority, either verbally or written, on what you are seeing while you are watching it. Frustrating? That's an understatement. And that's exactly how the ADD child feels. Now, to make it even more challenging, imagine the pace of the slide presentation begins to increase, faster and faster. Yet you're still trying to report on what you're seeing. And for the final blow to your sanity, imagine the slides start to flash simultaneously (remember each projector is of a different subject matter) AND the person of authority tells you that you are not doing your report very well and that your well being depends upon the accuracy of your report.
What kind of emotions or feelings do you think you might experience? Anger? Stressed? Overwhelmed? Tense? Uptight? Disoriented? Confused? Depressed? Rage? Rebellion? Withdrawal? Failure? Anxious?
Welcome to the world of the Attention Deficit Disorder. ADD is a condition that some children and adults experience which manifests itself through numerous behavioral symptoms as described previously.
The Subjective Experience of the
Person with ADD Symptoms
First, let's look at what we have found as to the internal or subjective experience of a person with ADD symptoms. Some of the most important internal experiences that interact to influence the behavior of the individual with ADD symptoms are:
- They perceive multiple internal images of different subject matter.
- These images sometimes are moving rapidly and sometimes mysteriously disappear and reappear. The images are often occurring simultaneously.
- There is a strong kinesthetic (body and/or emotional) response to the images. The kinesthetic response can be one of curiosity, alarm, fear, intense interest, desire to relieve boredom, etc.
- They can't control any of these internal experiences.
Some of the common responses of individuals with ADD symptoms to this internal chaos seem to be:
- They either try to physically respond to everything in their internal images or they get frustrated and simply give up even trying. The final result is a person that is either hyperactive or apathetic and passive. (As an example: Many times the extreme opposite of hyperactivity is passive/apathetic and/or withdrawal. This may show up any place on the continuum between hyperactivity and passive. The passive person has trouble communicating because they have trouble finding the words to stay up with the fast moving images—so they don’t talk much at all and sometimes seem to grope for words. They are not a behavior problem in school, so they don’t get reported as much. The hyperactive person, on the other hand, talks rapidly and jumps from topic to topic because HE IS TRYING TO STAY UP WITH THE IMAGES, making him very difficult to understand.)
- If they are hyperactive, they feel they are losing control and will go to great lengths to control their internal experience. The result is they spend an inordinate amount of time and energy trying to slow things down internally.
If they are passive they spend an inordinate amount of time and energy organizing their external experience so that it is manageable. They will engage in physical activities that do not require verbal exchanges with others.
- They are often terrified at their lack of control and its consequences. They get a tremendous amount of feedback (sometimes in the form of punishment) as to HOW THEY ARE DIFFERENT and to their lack of control. Much of the time they have a feeling of being totally overwhelmed and out of control. This helps to explain the previous comment in response 2 of their overwhelming fear of and concern for control.
- They suffer from fear of rejection and abandonment because they believe they are "different" or "weird" or maybe “crazy” or at least “not sociable.” The feedback they receive from peers, parents and teachers often supports these fears.
- Their level of hyperactivity or passiveness and the intensity of their emotional responses seem to be dependent on the standards significant others (such as family) use to judge and enforce their behavior. In other words, the stricter the parents and the more severe the punishment (or, to the degree the child perceives it is severe) the more hyperactive or passive the child. Later on, in their life, they transfer this reaction to teachers, other authority figures, and peers as well.
- They often have tremendous suppressed rage because of the perceived injustices in the way they have been treated by others. This shows up in the severity of the symptoms of ADD/ADHD as well as anti-social behaviors such a rebellion of authority figures, arguing, temper tantrums, and/or complete withdrawal. Many times they turn to drugs or alcohol or gangs to feel better and worthwhile and to have a sense of belonging.
An Exercise for Experiencing ADD/ADHD
In workshops, I sometimes try to get the audience to find out how an ADD “student” feels. A shortened description of the exercise is: I ask three people to stand behind the student, tapping him/her on the back while they (all together) demanded an internal image: run! draw! horse! sport! print! sing! shout! man!, etc for a minute or two. That was a lot of demands! A fifth person stands in front of the student at the same time and pretended to be either a kind or a critical parent, saying phrases to him/her that were appropriate to the chosen parental role: “Of course you can do it”, “Try harder”, “Hurry up”, “You’re lazy”, “I’ll help you” etc. The question was: “How many of the words or orders could the “student” remember? And, what were their feelings for being told to do all of these things and their strategies for coping?”
Why Do They Act That Way?
What about some of the typical behaviors or symptoms, if you will, that result from this condition? Can we explain how they manifest themselves in a student with ADD symptoms? Let's consider some of them. Hyperactivity -- If you had multiple images flashing simultaneously in your head and you had a demand from a parent or teacher to "act right" or "behave" or “do better,” what do you think you would do? Many students with ADD symptoms respond by focusing on the internal pictures and trying to control them. And since they are typically very physical in nature, these fast-moving internal pictures generate an abundance of nervous physical energy. If they have suppressed rage, the fast moving pictures just add to the nervous energy and rage, which then speeds up the pictures. So they act to relieve the body tension in the best way they know how –
THEY MOVE THEIR BODIES!!!
This hyperactivity is on a continuum with passiveness, as follows:
Passiveness -- Sometimes the individual decides that the task is impossible and they literally give up and decide to withdraw and not do anything. The result is that they are passive and inactive and very inadequate in communication. They cannot find the words to stay up with the fast moving images and decide to not even try. The obvious prolonged silence and groping for words is the result. Socially, they feel they cannot cope. If you confront them, they withdraw even more, because the confrontation speeds up the internal images.
Impulsiveness -- This goes hand-in-hand with the hyperactive behavior. Because the students with ADD symptoms are trying to physically react to their internal experience as quickly as possible, they often respond by "moving" before they consciously realize that the degree of their response isn't necessary. In other words, they don’t have the time (or take the time) to think about what they are about to do. This phenomenon is similar to a compulsive behavior in the rest of us. The students with the ADD symptom of compulsion simply move faster and change quicker. Again, suppressed rage only adds to the problem. This shows up in relationships because of the suppressed rage about the injustices that have been meted out to them in their past. This makes them especially sensitive to how others treat them and they are sometimes very argumentative and rebellious.
Distractibility -- Often the impulsive children described above are also labeled as distractible because they can't stay focused on one task. Their mind is often pulled off the task at hand by an idea that carries more kinesthetic weight to them. A prime example of this might be when they hear an unexpected noise (such as a police or fire siren or another student doing something unusual). They will immediately make an internal image of the possible cause and have to check it out by looking (because of the excess energy they have). Depending upon the nature of the distraction and the importance it carries internally for them, it may be extremely difficult for them to get re-focused. This is particularly true when compared to a school lesson or assignment which may seem boring to them.
Keep in mind that the students with ADD symptoms are experiencing a multitude of pictures moving quickly through their heads. Trying to keep up with 10 to 15 different images and trying to select appropriate responses to each would make most of us oversensitive to extra stimuli. The more angry and/or enraged they are, the worse it is.
Lack of Organization -- To be organized, a person must be able to visualize a total project and prioritize the specific steps needed to accomplish the finished project. This requires an ability to stabilize and adjust several internal pictures simultaneously. Students with ADD symptoms have trouble doing this because the pictures are moving too rapidly or are disappearing.
Most students with ADD symptoms have not learned yet how to take a general idea and break it down into its component parts while still retaining the general idea. Nor can they take many specific points and generalize the pattern they are observing. In a given moment, they are either general or specific or the ideas in their mind are unfocused, scrambled and/or jumping all over.
For example, if a typical student has a science project, he knows the overall purpose of the project, and the steps it will take to accomplish the project. He will be able to sequence the steps in order to efficiently accomplish the task. He will also be able to track the steps and the amount of time it will take to accomplish all of this in order to project a timetable for the project. A student with ADD symptoms experiences great difficulty in doing this because he cannot stabilize the pictures.
Forgetfulness -- Remembering requires a clean, logical connection between the external cue which tells you when it is time to do something and the internal experience which tells you what to do. Since students with ADD symptoms are experiencing rapidly moving and changing internal images, it is difficult for them to establish that clean connection. Also, the thing to be remembered must carry significant kinesthetic weight for them or it will be overwhelmed by all the other images and forgotten. Besides, if they have suppressed anger, forgetting to do things that others want them to do is a good way to battle with authority figures.
Procrastination -- Often what is labeled procrastination is simply inaction. The inaction results from an inability to make a definite and final decision that they can act on comfortably. This inaction is a natural result of being unable to process the rapidly changing, excess of information in their mind. They do not know when they have all the information they need to make a decision. Also, like in forgetfulness, not doing things at the proper time is a way to rebel and fight those authority figures with which they are already angry.
Potential causes of the ADD Symptoms
That causes these behavioral symptoms? Why is it that some people have them temporarily and in others they persist over time? Is it possible that the symptoms are caused by different life events which need to be treated differently? My attempt to answer these questions follows.
My belief, is that the symptoms of Attention Deficit Disorder (ADD) are caused by the perception that the mind is out of control which generates behavioral symptoms that they also cannot control. This out of control mind can be initially caused by any one or any combination of the following:
- High stress and anxiety.
- Emotional trauma – Unresolved past trauma or current trauma.
- Candida Albicans.
- Attitude – A bad attitude can be caused by boredom, or not being turned on to or forced to do certain activities such as chores or school work. Also, not knowing HOW to do the required tasks makes the tasks very distasteful and makes them angry because they see no sense for it. For most students, this traumatizes them every day in school. This increases the stress and anxiety and makes them even more angry and rebellious. The buildup of this stress leads to the ADD Symptoms and other anti-social behaviors.
- Communication gaps between the child and parents/teachers, which again increases the stress and the resultant anger and rebellion. For example, most with ADD Symptoms have a rather tight Visual/Kinesthetic connection. In other words, what they see, they physically react to and/or what they feel, they try to visualize. If a parent/teacher, tries to talk to them, they do NOT process the auditory information very well since their primary world is either visual or kinesthetic. It is a simple instruction to the communication sender or receiver to overlap the auditory to visual or kinesthetic. Since this does not normally happen, many persons with ADD symptoms view their parents and teachers as repetitive, boring, and unwanted advice givers and not to be listened to.
- Physical reaction -- to large amounts of sugar or junk food or allergies (usually food) or food additives and environmental toxins to which they have a negative physical reaction. For many with the ADD Symptoms, sugar and simple carbohydrates create a high which shows up as hyperactivity and other ADD symptoms followed by an energy slump. Listlessness and apathy occur when the sugar is depleted from the body. Much of this sugar and simple carbohydrates comes from their intake of junk food. The intake of toxic environmental substances also contributes to this physical reaction.
Factor 3 can be helped by going to a good health food store or to a physician or dietician who is knowledgeable about Candida. Books such as "The Yeast Syndrome" or "The Yeast Connection" can also help. Professionals such as Allergists, Dieticians, Physicians, Psychologists and Therapists are equipped to handle factors 1, 2 and 6. Factors 4 and 5 as well as the perception or belief that the mind is out of control can be dealt with by psychologists and therapists and is covered in the book “Rediscover the Joy of Learning” written by this author.
A New Definition of ADD
I have found that many students are misdiagnosed with the label of ADD. The behavioral symptoms fit many persons (child and adult) who are highly stressed, suffer from trauma or burnout, are bored in school or work or who are acting out other problems. Many times, teaching students how to control and use their mind as in: how to learn in school, how to focus, how to organize, how to communicate, how to remember, how to set priorities and/or how to have a better attitude causes the symptoms to go away.
Teaching parents, teachers, and students how to communicate better seems to help a great deal. I have also found that it is important to initially check for allergies, particularly food, and to check out the intake of sugar or junk food and environmental toxins.
***But the most dominating feature that I have found is the inability to control their mindand the accompanying belief that their mind controls them or that they cannot control their mind. The result of this causes major ramifications throughout the life of the individual and creates far greater problems then previously thought. Because of this I've adjusted my definition of ADD.
My new definition is as follows: The symptoms of ADD seem to be caused by a loss of control of the processing of the mind which results in symptoms at ALL “Logical Levels."
According to common knowledge, Attention Deficit Disorder is a set of behavioral symptoms. When we look at ADD through the perceptual template of the “Logical Levels” we can get a sense of why the treatment of ADD is so difficult.
ADD Through the Template of the Logical Levels
When I first started using Neuro-Linguistic Programming (NLP) to model the subjective experience of those with the symptoms of Attention Deficit Disorder (ADD), I used the Logical Levels extensively. What I found were symptoms at all the Logical Levels instead of just at the Behavioral Level. So, when I work with somebody with ADD, I systematically work with them through all the Logical Levels. I have found that using EFT to do this greatly speeds up the process (see Box).
Environment Level--The person with ADD symptoms can do just fine in some environments and not in others. If they are by their self and without outside distractions, they can usually stay focused and accomplish tasks. Put them in a busy school, business, social or family setting, however, and they will start displaying many of the behavioral symptoms. In fact, in many instances, the environment is the triggering cue for the behavioral symptoms.
Having them do the EFT tapping on what they sense around them when the ADD symptoms kick in is one of the easiest interventions to do. Examples are: seeing or hearing a particular teacher, a brother or sister, a classroom, or being compelled to do a boring school lesson are just a few of the possibilities. So, ask the client the following question and listen and notice those responses that are emotion laden “When you start to experience the ADD symptom of ______, what or who do you see or hear around you?” Get them to elaborate, so you can read the emotional response. Then lead them through EFT tapping on the environmental triggers.
Behavior Level--This level is also where most of the treatments or interventions are undertaken. Taking drugs is a behavior although the purpose for taking drugs is to deal with the next level--to be able to focus or control the mind. Many behavior modification techniques are attempted and are at this level. Tapping with EFT on the ADD Symptoms will sometimes eliminate the behavior or at least reduce the emotional baggage attached to the symptom.
Capability Level-- At the Capability Level, I have found two phenomena in students with ADD that I work with. The first is the sense that their mind is out of control. One of the ways I test for this is to give them a mental assignment which forces them to stabilize an image in their mind. Most of the time, I give them a word that they already know how to spell and have them spell it backwards or from right to left. If their mind is out of control, they will exclaim “I can’t hold the picture, it keeps going away!” or “My mind won’t let me do it, it takes it away!” I then lead them through EFT tapping on their feeling of being out of control until they regain control.
Secondly, once they can control their mind, then usually I have to teach them HOW TO LEARN in the classroom. Our schools presuppose that children know how to learn in the classroom and do not accept the responsibility of teaching them effective learning strategies. Most teachers focus on giving them LEARNING ACTIVITIES (which are at the Behavior Logical Level) and leave it to chance that learning actually occurs (e.g., the learning activity of writing a spelling word down 10 times or doing countless “timed math fact sheets”). This is a major void that occurs in our schools that creates much trauma in many students. This trauma occurs in “normal” underachieving students as well as those with “learning disabilities.” Many if not all of those who have been diagnosed with ADD and in particular ADHD have been traumatized repeatedly in school. And much of this trauma comes from the fact that they cannot control their minds and therefore cannot effectively learn in the classroom. I tap on these traumas while I am assuring them that things will change since I am also going to teach them HOW TO LEARN and how to use their mind in school. These learning strategies are covered extensively in my book “Rediscover the Joy of Learning.”
Beliefs/Values-- At the next Logical Level of Beliefs/Values, I find that many students have either a void of positive and empowering beliefs and values regarding school and learning or they have already picked up “limiting” beliefs and values. For example, some ADD students who have the sense that their mind is out of control will adopt an unconscious belief “I can’t control my mind!” or “My mind controls me!” or “My mind makes me do things and I get in trouble!” They will also have limiting beliefs about the value of school like ”School sucks!” or “School is boring!” or “Why do I have to got to school—it doesn’t help me!!!” They will also adopt beliefs about their capability like “I can’t learn ____!” or “I can’t do math!” In fact, they can have beliefs about any and all of the Logical Levels.
Eliciting these limiting beliefs and changing them to more empowering beliefs at all logical levels can and is a truly transforming experience for the students I work with. Coupling the learning of new and effective learning strategies with the elimination of limiting beliefs and the addition of empowering beliefs through the Logical Levels pretty well completes the transformation. (After this coverage of the Logical Levels, I will share with you a way to change limiting beliefs using EFT.)
Identity level-- Many ADD and ADHD students have limiting beliefs at the identity level because so much of the feedback they get from parents, teachers and peers is about how different they are as a person. So, many times they will have “Identity Level” beliefs like “I am weird.” or “I’m different than everybody else.” or “I’m dumb.” or “I’m learning disabled.” or “I’m an ADDer.” Changing these limiting beliefs to empowering beliefs sends reverberations through all the lower logical levels and has quite a positive impact on the student.
Spiritual/Greater System-- When I am working with a teenager who has been diagnosed with ADD, I look pretty hard for limiting beliefs at the highest Logical Level of Spiritual/Greater System. By the time they hit teenage years they have been traumatized by the system to such a degree that they can become anti-social in many ways. You will hear them say things like “Why did God do this to me, I didn’t deserve this” or “Why don’t the schools help me—nobody cares about me!” They feel so much like social outcasts that they sometimes turn to gangs or other like-minded groups (many of these groups turn out to be anti-social) so that they can feel like they have a group identity and a sense of belonging
Tips and Strategies for Dealing With ADD
I find that I most often use EFT on three major areas in students with ADD—Emotions, ADD Behavioral Symptoms, and Limiting Beliefs.
Before I get to a specific example, let’s review the EFT Tapping Procedure and sequence. It is simple and easy to do. (However, as with NLP, doing it with style and mastery requires training. If you are interested in being trained in EFT or in reading more about it, check out Gary Craig’s web site www.emofree.com) Identify the issue to be dealt with and have the client assign it a code word or “reminder phrase.” Then assess the strength of the issue. Some EFT practitioners asses the strength by doing muscle testing and others ask the client to assess on a scale from 0 to 10, where 0 is no strength and 10 is maximum strength. Then, while the client attends to the issue with the reminder phrase, you lead them through the EFT tapping steps as follows:
THE EFT PROCEDURE
The Short Cut
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1. The Setup...Repeat this affirmation 3 times:
Even though I have this _____, I deeply and completely accept myself.”
or...
Even though I still have some of this remaining _____, I deeply and completely accept myself.”
while continuously rubbing the PR spot.
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2. The Sequence ...Tap about 7 times on each of the following energy points while repeating the Reminder Phrase at each point.
EB = Beginning of the EyeBrow
SE = Side of the Eye
UE = Under the Eye
UN = Under the Nose
Ch = Above Chin
CB = Beginning of the CollarBone
UA = Under the Arm |
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3. Assess the strength of the issue again. It usually has been diminished. If there is any strength left, do the EFT Tapping on the “remaining” problem. The Setup affirmation and the Reminder Phrase are adjusted to reflect that you are addressing the remaining problem. Repeat this tapping sequence until it has gone away completely or down to 1-2 strength. Sometimes a new aspect or issue of the problem will emerge when the first problem is gone. When this happens, repeat EFT on the new aspect.
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Using EFT with Emotions
One of the debilitating characteristics of ADD is the severe emotions that the ADD symptoms generate in the individual with ADD and in others. Many of the emotions common to the person with ADD symptoms are: anger, rage, confusion, fear, helplessness, hopelessness, being overwhelmed, frustration, anxiety and stress (to name just a few). This is the normal world the person with ADD lives in almost constantly. The constant onslaught of these emotions (with no relief) is one of the key drivers for the anxiety and stress that drives the ADD symptoms and the feeling of being out of control. Even when you use EFT on Limiting Beliefs or the ADD Behavioral Symptoms, there are underlying emotions that hold the Limiting Beliefs in place or that drive the symptoms. So, using EFT first to relieve the strength of the emotions sometimes has a softening or weakening effect on beliefs and symptoms.
The use of EFT on emotions is fairly straight forward. After identifying an emotion and assessing the strength of it, the general formula for the set up phrase is “Even though I have this (name the emotion), I totally and completely accept myself.” After one or more applications of EFT, the strength of the emotion starts to come down. When it gets to 0-2 in strength (on a scale of 0-10 with 10 being the strongest), I start to ask if any other underlying issue or emotion is coming to the surface. If and when it does, I assess the strength of that issue and do the EFT tapping all over again on the new issue or emotion.
When no other emotion or issue comes to the surface, I future pace the client by asking him or her to imagine the original setting that caused the emotional upheaval to see if the emotions come up again. If they do not, then that problem area or issue is free to be supplanted by new desirable emotions.
To do this, I ask the client what emotions he or she would like to experience at that moment. When they choose an emotion, I have them fully access a former incident or moment when they have experienced that emotion. While they are in that emotion, I have them anchor it by naming the emotion. I then have them go through the tapping again (with the setup of “When (name the situation or context) happens again, and to help me totally and completely accept myself even more , I choose to feel (name the new desirable emotion) and then tap each of the energy points while naming the new emotion. After doing this tapping on the new, desirable emotions and IF I THINK IT IS NECESSARY, I may have the client walk a future time line with the new emotions, or sometimes, I will have them do a Logical Level Integration with the new emotions.
An example of the above happened one time when a father asked if I could help them with the nightly arguments he and his wife were having with their son over homework. It seemed that every time the parents would remind their son of his homework, he would get angry, which would then make the parents angry, and then the anger would escalate into free wheeling arguments and the whole night would be ruined.
I did a group EFT on all three of them. The way to do this is to ask each and all of them for their issues regarding doing the homework. When any one of them would come up with an issue, ALL THREE WOULD TAP on that issue. For example, if the mother were to say, “I hate the arguing! I just want peace in my family.” All three would say the set up of “Even though, I hate the arguing, I totally and completely accept, love and appreciate myself and (name the other two participants).” Then go through the tapping protocol while saying the reminder phrase of “hate the arguing”.
I would then ask the other two for one of their issues or emotions and we would repeat the process, over an over, until they could not come up with any other negative emotion or issue. Some examples were:
“Even though I get angry when my parents remind me to do my homework, …”
“Even though I get angry when I have to remind John to do his homework, ..”
“Even though I get frustrated when John says he doesn’t know how to do his homework, ...”
“Even though I feel overwhelmed at the constant, every night, on-slaught of the arguing, …
“Even though I feel helpless when my parents have to help me do my homework ….”
I got each and all of them to suggest a positive replacement emotion for the homework event, and all three would tap on it as suggested above. For example, “I choose peace at homework time.”; I choose to feel confident I can do my homework.”, etc.
They came back in about two weeks and had NOT had any arguments at all over homework and in fact the son was cheerfully doing his homework without being asked or reminded.
Using EFT with ADD Behavioral Symptoms
It is my belief, that the ADD Behavioral Symptoms are driven by the high level of negative emotions, stress and anxiety. Much of the time when the emotions are relieved with EFT (as in the case above), the ADD Behavioral Symptoms go away. If they do not go away after tapping on the emotions supporting them, I may tap on the actual ADD Behavioral Symptom that is presenting itself to see if any more emotions arise. The most common ADD Behavioral Symptoms usually are: hyperactivity, impulsiveness, distractibility, disorganization, forgetfulness, and/or procrastination. Other behaviors may come up, such as talking too fast or not talking at all. (Remember: Many times the extreme opposite of hyperactivity is passive/apathetic and/or withdrawal. This behavior typically does not get the student into trouble. In fact, they are sometimes labeled as very cooperative in the classroom. Yet the internal turmoil of these students is still destructive to their self esteem. They may show up anyplace on the continuum between hyperactivity and passive. The passive person has trouble communicating because they have trouble finding the words to stay up with the fast moving images—so they don’t talk much. The hyperactive person talks rapidly and jumps from topic to topic because HE IS TRYING TO STAY UP WITH THE IMAGES, making him very difficult to understand.)
So, if the person is hyperactive at the moment, I first do the strength assessment and then the set up phrase would be “Even though I am hyperactive right now, I totally and completely accept and love myself for who I truly am deep down inside of me.” Continue to tap on this until it goes down to 0-2 in strength and then start asking for other issues. Many times emotions or beliefs (beliefs are covered below) will come up. After the strength assessment, tap on them until they are down to 0-2 on the strength scale. Continue this process until you have cleared all issues that have come up from the beginning “hyperactive” issue.
Using EFT with Limiting Beliefs
The structure of how to change limiting beliefs starts with creating doubt in the old limiting belief and then introducing the new belief and energizing it. Beliefs are held in place by their emotional investment. When you have a limiting belief that has been brought about by traumas and you use EFT on the limiting belief it, in effect, drains the negative emotion away from the limiting belief. This weakens the strength of the belief, which opens the way for doubt to creep in. If you immediately have them choose a new, empowering belief and repeat it while they go through the EFT protocol again, you are connecting new and positive emotions to the new belief—effectively installing it in them. To then have them future pace the new emotions into their future time line or to integrate it throughout their Logical Levels, further reinforces the new belief.
The strategy for changing Limiting Beliefs regarding ADD is the same as listed before with Emotions and ADD Behavioral Symptoms. Elicit the limiting belief, assess the strength on a scale of 0-10, do the set up, and then tap on the limiting belief until the strength is down to a 0-2 level. Then check to see if any new limiting beliefs, negative emotions or issues have bubbled to the surface. If so, repeat the process for the new issue. When you cannot find any more limiting beliefs at the moment, ask them for some “Empowering Beliefs they had rather have and tap on those.
Some examples of limiting beliefs I have found in persons with the ADD Symptoms are: “I can’t control my mind.”
“My mind won’t let me do that (e.g., hold a image steady).
“I am stupid!”
“I am learning disabled.” (e.g. “I have ADHD.”)
“I am weird and different from everybody else.”
“Nobody likes me!”
“I can’t learn anything.”
“I hate school!”
Some examples of Empowering Beliefs are: (this is usually after I have taught them how to control their mind and to use my learning strategies)
“I know I can learn anything.”
“I am learning how to ________.”
“I can be the top student in my class.”
“Now that I know how to learn, I can learn anything in school.”
“Now that I know how to learn, school is fun and easy.”
“My teachers are wanting to help me.”
Accessing Limiting Beliefs
Limiting beliefs can be elicited from the following steps in the coaching process.
- The student shares a problem or something they have trouble doing.
- Ask “What does that mean about you (or others) that you have this issue?” Get them to elaborate and listen for any limiting beliefs that might be embedded in their description or discussion that has to do with their identity (or others). At this point, some good NLP Meta Modeling is very useful.
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When you think you have spotted a limiting belief, ask “So, do you really believe that (state the belief very succinctly) is true? Do you really believe that deep down?”
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If the answer is no, repeat step 2 and ask for clarification or for what they think they might believe. If the answer is yes, and they seem congruent, do the belief change process with EFT with them.
SUMMARY
If we could teach parents and teachers appropriate strategies to implement on the spot, then we could head off these powerful escalating feelings of being separated and alienated. We could also teach parents and teachers how to help students find the more empowering meanings to assign to certain events. We could even teach the students how to find different and more empowering meanings for the events that occur in their everyday life. Then their self-esteem would be elevated and boosted rather than torn down. In fact, wouldn’t it be nice if we taught the students how to do this for their classmates.
I personally think EVERYBODY wants and can make a difference in the world--don’t you? In my opinion, transforming children’s lives makes a big difference in helping to make the world a better place. Come join me….
About the Author
Don A. Blackerby, Ph.D. is a former math teacher and college dean and founded SUCCESS SKILLS in 1981 in Oklahoma City, Oklahoma, USA in order to focus on using NLP in helping struggling students in school. In 1996, he wrote a book “Rediscover the Joy of Learning” in which he describes his NLP based strategies and processes on how he helps struggling students including those who have been diagnosed with Attention Deficit Disorder (ADD). Don is not a psychologist, psychiatrist, or medical doctor, he is an educator who is certified in Neuro-Linguistic Programming (NLP) and practices as a Personal Development and Academic Coach. On a spiritual path he is an ordained minister and registered in the State of Oklahoma. He may be contacted in various ways. His address and phone numbers are: SUCCESS SKILLS, 1517 Walnut Cove Road, Edmond, OK 73013, USA. His phone number is 1-405-330-0164. His fax is 1-405-330-016
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