Timed Agenda

Integral Eye Movement Therapy (IEMT) Practitioner Training

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5 Comments on “Timed Agenda

Alan Johnson
October 25, 2019 at 8:11 pm

I like the structure and it is really useful thanks Andy
As you say, we all may do things slightly differently.
The main thing for me is I tend to do the PTS model on day 2 after lunch. This isn’t fixed for me, however
It has worked so far, and have had time within the rest of the day to deal with anything that may have been stirred with the content.

Sonia Richards
October 28, 2019 at 10:03 am

I don’t do an eye movement exercise on the PTS model as not everyone has a lynch pin to work on also don’t think it is appropriate in a workshop to work on anyones PTS in a group of trainees. Also I give some information about PTSD as some on the course have never encountered it or know very little. Seems unprofessional to give information to work this particular issue if people have little or no understanding of the issue, symptoms, aetiology etc. Can’t see any mention of the 3 Pillars or 5 POC. I do both on day one. Start the POC before lunch sometimes as they arise in the group and build on it over the full weekend. 3 Pillars I demo and teach before or after afternoon tea day one depending how the group is working. Also before I do any eye movement work I add some information on contra-indications day one only takes about 5 minutes. I tend to do some exploration of identity before launching into the pronoun work. We do an exercise on this before the IEMT work. 10-15 minutes roughly with 5-10 mins or so feed back. Do a demo for the ID work day 2 so after they have gathered the appropriate information I work with someone and demo how I use the information and choose which to work on and why and demo the eye movement lazy 8 both simple & integral. This can take any thing between 10 & 20 minutes. We do an exercise on deciphering information on POC & ID issues from the client questionnaire form. We do this as a group exercise 2 + groups depending on the number, highlighter pens so they can pick out useful stuff. Often do this over tea of the morning day 2 takes about 15-20 minutes and then they feedback to see what they have managed to pick out. Again about 10 minutes. Also do a PSAC’s demo takes about 10 minutes max. Many thanks

November 1, 2019 at 11:09 am

This is mostly the format I use during the two-day foundation level training.

Some small differences are:

I do take the group through the 5 patterns of chronicity with some examples (before lunch) and 3 pillars (after lunch) on day one. Then highlight them as they emerge in the group training and pairs exercises.

They learn the 3 pillars and complex pattern together, so they do pairs work on something from the past column with the full ‘script’. Overlapping these two saves time and gives the group an opportunity to bring the learning of day one together.

On day one, like Sonia I don’t do an exercise wiggling on the lynchpin model either, I just take them through examples of how it is used as a metaphor, not an elicitation model. I also spend time on explaining PTS, complex PTS and signpost the group to additional PTS resources. (including Andy’s online program and several books etc.)

On day two I spend a short amount of time taking the group through how to do case studies and working with clients as not everyone has this experience before the training.

November 13, 2019 at 9:07 am

I had a go at doing exactly this timetable in my very first training and although I appreciated your guidance on the timings, I found it hard to fit everything in.

On Sonia’s and Joanna’s note, regarding PTSD it’s not always possible to find someone to fit the intervention so we actually talked through a real case for what had happened to an attendee’s child at school and why the child was now freaking out before going to school. We discussed the possible lynchpins for the child, but although the child wasn’t present, the parent had a large amount of detail to fill in on the chart. So it was possible to identitfy possible lynchpins and thus discuss why the child was freaking out. They had a go with the activity, as model of questioning.

I don’t recall being trained to do this activity at the end of Day 2 and I haven’t done it on any refresher courses. Is this something new, or is it my dyslexic brain not understanding the description?
00.00 – 00.30 – Explanation for Creating Motivation to Change within the problem emotional state and identity.

00.30 – 01.00 – Exercise and practice for Creating Motivation to Change.

November 13, 2019 at 10:43 am

I chatted about this with other trainers and it was pointed out that it was the PSACs exercises.
00.00 – 00.30 – Explanation for Creating Motivation to Change within the problem emotional state and identity.
00.30 – 01.00 – Exercise and practice for Creating Motivation to Change.

We had already done PSACs exercises as stated in the Manual,when I noticed this on the Agenda but because this used slightly different language and I was tired by doing a whole new training I didn’t connect this language to the PSACs. But it resulted in a new exercise which we had a quick go at because time was running out. I’ll watch the video again to listen to your language carefully, to see if anything else is missing from my vocab.

I’m also noticing that some people do one thing and other people do other things, so is there a basic standard we need to adhere to?


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