Purpose:To familiarize the student with a meter
Position:Student and coach sitting facing each other with a meter placed in front of the student.
Directions:The coach alternately asks the student to "Touch the meter" and "Let go of the meter".
He acknowledges the execution of each command. This is continued until the student is very comfortable being around
the meter and it is thoroughly real for him.
Purpose:To familiarize the student with the meter.
Position:Student and coach sit next to each other in from of a meter.
Directions:The coach asks the student to do each of the following actions. As the student gets better at doing them the coach can increase the speed. Done until the student can do all the actions without hesitation and he is comfortable interacting with the meter.
Touch the range knob.
Turn the meter on.
Plug in the cans.
Turn the range knob to 2.0.
Turn the sensitivity knob to 4.
Touch the meter leads.
Plug out the cans.
Turn the meter off.
Point to 4.0 on the range dial.
Set the sensitivity to 6
Plug in the cans.
Set the range to 3.5.
Touch the cans.
Turn the meter on
Adjust the needle to set.
Turn the meter to test.
Touch the electrode plug.
Turn the meter to on.
Turn the range knob to 1.5
Plug out the leads.
Touch the cans.
Adjust the needle to set.
Point to the test area on the dial.
Set the sensitivity to 12.
Plug in the leads.
Set the range to 5.0
Touch the charge cord connector.
Point the set area on the dial.
Turn the meter off.
Set the range to 5.5
Set the sensitivity to 1
Plug out the leads.
Turn the meter on.
Adjust the needle to set.
Test the meter.
Touch the leads.
Turn the meter off.
Move the range to 2.5.
Turn the meter on.
Purpose:To teach the student to set up the meter properly for a session.
Position:Student and coach sit beside each other in front of a meter.
Directions:The coach has the student do the following until he can do it perfectly and repeatedly without hesitation. First the coach reads off each instruction and gets the student to do it. Subsequently the student does all the steps without guidance.
1. Take the lid off the meter.
2. Turn the sensitivity knob to 32
3. Turn the on/off button to test
4. Check if the battery is ok.
5. Turn the on/off button back to on.
6. Place the electrodes where the client will pick them up.
7. Plug in the leads.
8. If any range counter, zero it.
9. Wait for the client.
Purpose:To teach the student how to select cans and ensure a correct grip.
Position:Student and coach across from each other with the meter in front of the student.
Directions:1. The first part of the exercise is to select the right size of cans for the client. The cans have to be of a size that are comfortable for the client to hold without strain and they should ensure maximum skin contact.
The student tries different sizes of cans with the coach. For each size he notes how well they fit in the coaches hands and he notes down the range position. He selects the size that fits best and that doesn't produce a high range setting.
2. Now the coach shows the student how to do a correct grip. The student should remove any rings. The coach then gets him to shake his hands till they are loose and floppy. Then he places the cans into the student's hands and shows him how the natural curved grip of the hands will hold them. He places the cans so that they have maximum skin contact.
3. Then the student gets the coach to do a correct grip in the same fashion.
4. The coach now shows the student various incorrect can grips and asks him to correct them. The student should keep the needle on the scale so he can notice the range position. Incorrect grips include:
a. holding the cans too loosely with not enough skin contact.
b. holding the cans too tightly.
c. holding thumbs along the side of the can instead of around.
d. having the fingers sticking out over the top of the cans.
e. wearing finger rings.
f. keeping one or more fingers off the can.
ME-5 Ensuring correct range position
Purpose:To teach the student to check for and correct false range position.
Position:Student and coach sit across from each other with the meter in front of the student.
Directions:There are various factors that might make a person register in an incorrect position on the range scale. These are things that hinder the correct contact between the meter and the client's body. Since the range is an indicator of the state of the client we wish to avoid a mis-leading indication of where the range is at.
The student will check the following points on the coach, which are the same as would be used with an actual client. The student would physically check these things, he wouldn't ask about them.
1. Do the leads have loose or broken wires?
2. Are the cans made of incorrect material?
3. Do the cans have an incorrect covering?
4. Are the cans rusty or corroded?
5. Are the client's hands dry, requiring hand cream?
6. Are the client's hands excessively wet, requiring powder?
7. Is the client's grip correct?
8. Are the cans too small?
9. Are the cans too large?
10. Are the cans cold?
11. Does the client have arthritic hands?
12. Does the client loosen his grip on the cans?
13. Is the client hot?
14. Is the client cold?
15. Does the client lack sleep?
16. Is it outside the client's normal awake hours?
17. Are there rings on the client's hands?
18. Does the client have tight shoes?
19. Is the client wearing tight clothes?
20. Is the chair uncomfortable?
21. Is the wrong hand cream being used?
22. Has the hand cream been put on incorrectly?
Purpose:To teach the student how to set the sensitivity correctly
Position:Student and coach across from each other with the meter in front of the student. Sensitivity set at 5 to start with.
Directions:The sensitivity is set so that a light squeeze of the cans produces a fall of the needle of 1/3 of the full dial. The correct setting ensures that reads will be of a manageable size, neither too small or too large. The sensitivity setting might vary between sessions, but is usually kept constant in a given session unless the needle is unreadable.
A correct can squeeze is done as follows:
a. Hold the cans the standard way, full contact, but relaxed.
b. Slowly, gradually, and evenly increase the grip.
c. When the soft part of the fingers starts to resist, then stop.
d. Gradually decrease the grip back to where you started.
1. First the coach gets the student to do a correct can squeeze as above. If in doubt the coach can have the student demonstrate the squeeze on the coach's arm to test how hard he grips. We want a light grip, it is not a test of strength. The student must learn to do a slow, gradual squeeze and let go in the exact same way. The coach adjusts the sensitivity to 1/3 of a dial fall and shows it to the student.
2. Then the student gets the coach to do a correct can squeeze in the same way and he sets the sensitivity.
3. Now the coach shows the student the effect of each of the following incorrect can squeezes:
a. gripping the cans too hard
b. gripping the cans too lightly
c. gripping too fast
d. letting go more then he squeezed
e. not quite letting go again
f. squeezing with a finger off the can
g. lifting a finger while squeezing and putting it back when done
h. starting out with too loose a grip
i. squeezing in stages
4. The student should then find the sensitivity setting for as many other students as possible.
Purpose: To teach the student to adjust the range knob. when necessary.
Position: Student and coach beside each other with the meter on the table.
Directions: The coach holds the cans and simulates different range positions. He changes his grip on the cans
and waits for the student to adjust the range knob so that the needle is back at set. Then the coach moves again
and waits for the student to catch up. Start first at a low sensitivity (l) and gradually increase the sensitivity
to maximum to make it more challenging. The student must be precise in adjusting the range. Over-compensation is
not allowed. Also he must learn to do it quickly. The exercise is passed when the student can swiftly and correctly
adjust the range knob to its correct position at any sensitivity.
ME-8 Fluency in range positions
Purpose: To teach the student to read or set the range knob precisely.
Position: Student and coach next to each other in front of the meter.
Directions: 1. The coach moves the range knob through the whole scale 0.1 at a time and reads each setting to the student.
2. The student does the same. Repeat until he is certain of all the positions .
3. The coach now calls off range positions from this list and the student adjusts the range knob accordingly. He must be able to do it without hesitation and without over-compensation.
2.34.11.93.54.0
2.03.94.02.13.2
5.43.01.73.36.0
2.93.75.96.24.5
4.42.83.60.82.5
3.12.64.23.72.9
1.93.04.65.33.9
2.53.52.83.44.9
0.91.41.63.22.5
2.15.24.33.42.0
4. The coach now flips the range knob around at random and asks the student what each position is. The student
must be able to read the position without any kind of hesitation.
ME-9 Having the needle on the dial
Purpose: To teach the student to always have the needle on the dial when
Position: Student and coach opposite of each other.
Directions: The student must learn to continuously adjust the range when necessary, to make sure that the needle is on the dial when asking a question, but not to adjust the range while the question is being asked. 1. The student reads out various sentences to the coach. At the end of each line he must have his thumb off of the range knob and the needle must be in sight on the scale. If that is not the case he must do it again. Start at lower sensitivities and gradually increase it as the student gets better.
2. When the student can do the first part smoothly the coach will make it more challenging by moving about and
causing the needle to drop off the scale. The student needs to be able to keep up with that too.
ME-10 Noting down range setting
Purpose: To teach the student to note down what goes on with the range.
Position: Student and coach facing each other.
Directions: The coach sits reading some materials while holding the cans. The student watches the meter, adjusting
the range when necessary, and noticing what is happening with the range. He writes down the range positions under
each other on a piece of paper. He notes when there is a blowdown, that is, a sudden drop of the needle that stays
down and prompts an adjustment of the range. He writes a little bracket between the two range positions where the
blowdown occurred, and he writes 'BD' there. If the range is adjusted because of a body motion of the coach the
student will note it as 'BM' in a similar fashion. The sensitivity is initially set low. It is gradually set higher
and the coach creates more action artificially. At the end of the exercise the student must add up the total downward
motion of the range, excluding the body motions. He writes that under his list as "Range Motion = ".
Purpose: To teach the student to define and recognize any needle action.
Position: Student and coach next to each other.
Directions: The student must be able to define and demonstrate each of the following needle actions:
1. Stuck
2. Clean
3. Floating
4. Dirty
5. Falling
6. Rising
7. Theta Bop
8. Rock Slam
9. Detached
10. Nul
11. Fall
12. Rise
13. Stop
14. Tick
15. Instant float
16. Pattern change
1. First the student defines and demonstrates each one in order. The student shows each read either with a pen on the needle scale, or he adjusts the cans or range setting to simulate it.
2. Then the coach does each action and the student must recognize and call what each one is.
3. Then the coach calls off actions at random and the student must define and/or produce each one. The exercise
is complete when the student can accurately recognize and demonstrate each action without hesitation.
Purpose: To teach the student to recognize each type of body reaction.
Position: First the student and coach facing each other. Then the coach produces the reactions behind the student, so he can't see what is being done.
Directions: 1. First the coach demonstrates each of the following body reactions to the student and shows him what happens on the meter when they are done:
Sigh, yawn, breathe deeply, cough, laugh.
Touch cans together, lift a finger, rotate cans in hands, tap on
cans with finger, grip the cans hard, loosen grip.
Scratch a leg, rub against clothing, stretch.
2. When the student is familiar with the differences between the different reactions, the coach now does them
at random behind the student. The student must accurately determine which body reaction is being done. In an actual
session the practitioner wouldn't necessarily differentiate different body reactions in his worksheets, but he
has to be totally fluent in recognizing them and differentiating them from valid needle actions.
ME-13 What the needle is doing
Purpose: To teach the student to always know what the needle is doing.
Position: Student and coach facing each other.
Directions: The student must notice what the needle is doing while a statement is being read, and he must notice
any reactions. The student reads statements from a prepared list to the coach. The coach asks him: "What was
the needle doing while you were reading the line?", and the student must be able to say which of the 9 inherent
needle actions was being manifested. The coach then asks: "Were there any reactions?". and the student
must be able to point out which of the 7 needle reactions he saw. There might be several. He should also be able
to notice where the actions occurred.
ME-14 Producing needle reactions.
Purpose:To teach the student to cause needle reactions
Position: Student and coach facing each other.
Directions: The student must produce each of the following actions of the needle. Those are all the possible actions except for two, rock slam and detached needle, that can't be produced on command. The student brings up a subject that is connected with the needle action at hand. He tries different ways and different subjects until he gets the action desired.
Inherent needle actions:
1. Stuck: Fixed attention, stopped or stopping, failure, hate, anger.
2. Clean: If the needle is not already clean, find what the coach has attention on and have him talk about it.
3. Floating: Feeling comfortable and without worries, recalling such a time.
4. Dirty: Insults, sloppy handling of communication, not telling what one is thinking about.
5. Falling: Putting attention outwards, getting grounded, realizing something.
6. Rising: Reading, trying to figure something out, thinking.
7. Theta Bop: Exteriorizing from one's body, operations, violent injuries, shock, death, desire to leave anything.
Needle reactions:
1. Nul: Ask a question that isn't charged.
2. Fall: Problems, disagreements, worries, losses, lies.
3. Rise: Irresponsibility, unwillingness to look, confusion, something that has happened for too long.
4. Stop: Brief moment of fixed attention. Looking over recent events. 5. Tick: Minor disagreement, or anything that hasn't quite come to light.
6. Instant float: Suddenly realizing something pleasant.
7. Pattern change: Any of the above.
Purpose: To teach the student that the needle reacts on thought and how to clean a particular read.
Position: Student and coach facing each other.
Directions: The coach is reading some materials. The student is watching the meter. When he sees a reaction,
he brings it to the coach's attention, like: "What did you just read?". The coach re-reads that passage,
now out loud. When the student sees the same reaction again he questions the coach about it. He fishes for disagreements
the coach might have with the materials and asks him to talk about it. When the correct concern or disagreement
is found and communicated the reaction should disappear. The coach might still have other reactions of course.
ME-16 Steering & cleaning a read
Purpose:To teach the student to follow specific reads and clean them.
Position:Student and coach facing each other.
Directions:1. The student asks the coach to silently scan through his last day or so: "Look through the events of the last day". When the student notices a characteristic reaction on the meter, usually some kind of tick, he says "What was that?". The coach doesn't answer, but he thinks of various other things and then he looks through the same time period again. The student is supposed to recognize the exact same reaction again and say "That was the same thing again". This is repeated until the student can comfortable recognize a reaction.
2. The student now looks for any reaction of the needle. If the needle is clean he should try with a different
person. If not, he asks the coach what he is thinking about when the needle reacts. If necessary he follows a characteristic
reaction by saying: "that", "that". He gets the coach to talk about it until the needle is
clean.
ME-17 Communication and dirty needles
Purpose:To teach the student how communication out-nesses make a needle dirty and how to clean it.
Position:Student and coach facing each other.
Directions:Student is asking coach questions from a prepared list. He intentionally violates various rules for correct communication until the coach gets a dirty needle as a result. Then he proceeds to clean it again by asking him: "Did I do anything you had attention on?" and letting the coach say anything he needs to say. The student only uses one outness at a time until the needle gets dirty.
1. Disbelieve all answers and ask invalidative questions
2. Cut off answers before they are complete
3. Mis-understand all answers or just don't get them
4. Pretend to not hear answers and don't acknowledge them
5. Say the questions in a way so that they aren't received
6. Answer the questions yourself or change them to something else.
7. Continuously ask the coach if something is wrong.
Purpose:To teach the student to recognize instant reactions. Instant reactions are what is important to take up in clearing.
Position:Student and coach facing each other.
Directions:Student reads statements to the coach one at a time. After each statement the coach asks: "Was there an instant reaction?". If yes: "What was it?".
The student needs to notice which reactions are instant and which are not. An instant reaction is at the exact
end of a major thought. And he needs to note what the reaction is.
ME-19 Checking if questions read
Purpose:To teach the student to check if a specific question reads. For clearing purposes he must be able to determine if a certain area is charged.
Position:Student and coach facing each other.
Directions:The student takes questions from the general list of questions. He needs to determine if the question reads. The safest way to do it is as follows in that it gives several chances for getting the read:
1. Ask what the question means: "What does this question mean to you?" If necessary clear up any words. A instant reaction when you give him the question or when he gives you the definition is valid.
2. Check the question: "I am going to check the question. ...". An instant reaction is valid.
3. If still no reaction, it might have been suppressed or invalidated, check both: "On the question _____, has anything been suppressed?", "On the question _____, has anything been invalidated?" If any of them reads, get whatever he wants to say about it. Any instant reaction transfers to the actual question and is valid.
4. If the question read, now ask it to the coach and get the answer. If it didn't read, go on to the next question
and do the same thing.
ME-20 Assessing and picking up reads
Purpose:To teach the student to assess a list and notice instant reads.
Position:Student and coach facing each other.
Directions:Student assesses a prepared list of questions. When he gets an instant read he stops, asks the question
again to the coach, and gets an answer. Then he continues the assessment.
ME-21 Assessing and selecting best reads
Purpose:To teach the student to discern between reads and pick the best.
Position:Student and coach facing each other.
Directions:Student assesses a prepared list of questions. He goes all the way through and notes reads as he goes along as sF, F, LF, LFBD.
Afterwards he picks the largest three reads in order and asks those questions to the coach.
ME-22 Two-way communication to pick up items
Purpose:To teach the student to note reads while talking with the coach.
Position:Student and coach facing each other.
Directions:The student asks the coach about his day and keeps a two-way communication going while he is watching
the meter. "How have you been doing today?". He asks any additional questions necessary to keep the conversation
going on that one subject. No evaluative or invalidative remarks or questions off the subject, just what is necessary
to keep going. Anything the coach says should be noted clearly on a piece of paper.
ME-23 Assessment by range action
Purpose:To teach the student to assess a list and pick items based on range action.
Position:Student and coach facing each other.
Directions:The student goes through a list of subjects and for each one asks the coach: "How do you feel
about __?". The coach says whatever he feels like about the subject. The student keeps a worksheet and notes
all range changes. After the list is complete he adds up the range action for each subject and picks the one with
the most action.
Purpose:To train the student in watching the meter even when not looking directly at it.
Position:Student and coach facing each other. Meter set up as for a session.
Directions:Coach holds cans and simulates reads. The student calls each read with "there" even while looking in these other directions, one at a time. The student must describe what he sees in the direction he is looking, as well as call each read.
1. Looking straight ahead.
2. Looking at his lap
3. Reading materials to the right of the meter
4. Reading materials to the left of the meter.
5. Looking to the right
6. Looking to the left
Purpose:To train the student to find hidden dates.
Position:Student and coach facing each other.
Directions:1. The coach picks a number between 1 and 10. The student finds it on the meter while the coach is silent. He does it by dividing the range and asking: "Is it greater than (5), is it less than (5), is it (5)" and picking the choice that reacts, dividing the range further, and so forth, until there is a clear choice. Only go on when the student can do this comfortably every time.
2. Now the coach picks a date including year, preferably one with some significance to him, like a birthday. The student then finds it on the meter. He does it by dividing periods and seeing what reacts. "Is it before 1950, is it after 1950, is it 1950?" and so forth.
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