Process Healing
Using the Subconscious to Heal

History

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Chapter 1

The Discovery of The Process Healing Method

The Process Healing Method is a treatment intervention. The theory behind The Process Healing Method is unusual. This requires you to shift your way of thinking about what causes us to think and behave - a paradigm shift. To help you to understand how I arrived at this new way of thinking, this first chapter leads you through the experiences that gave me this novel view. These experiences also led me to trust the use of the subconscious to direct treatment, to do treatment interventions and to validate metaphors that approximate internal processes. The treatment method, Process Healing, based on this new way of thinking is effective for many mental health issues. Here is some empirical support for The Process Healing Method

Dr. Joaquin Andrade, M.D., spearheaded finding an effective treatment method for the patients served in 11 outpatient clinics in Argentina and Uruguay. He was looking for treatment methods to get better treatment results. About 16 years ago, his clinicians started experimenting with Thought Field Therapy (TFT) (Callahan, 1985). This treatment involves tapping on acupressure points to remove pain. For fifteen years, the research team collected data to assess effectiveness of treatment. The research team contacted patients who had received treatment in a double-blind format at 3, 6, 9, and 12 months (Andrade and Feinstein, 2001). Double-blind means the interviewer didn't know what treatment the patient received. They found the tapping treatment routinely got 60 to 70 percent positive outcomes with 29,000 patients.
These patients had diagnoses of panic disorder, agoraphobia, social phobias, specific phobias, obsessive-compulsive disorders, generalized anxiety disorders, PTSD, acute stress disorders, somatoform disorders, eating disorders, ADHD and addictive disorders.

In 2001, Dr. Andrade found the Process Healing web site. He followed the instructions in the Process Healing course and learned how to teach the subconscious to treat trauma. He tried this treatment method in several clinics. With the first 100 patients who were failures with the routine tapping, he got 60% positive results (Personal communication, 2002). With more experience and some coaching, he found 65 percent effectiveness by the end of 200 patients (Personal communication, 2003). The Process Healing Method would probably be effective with all the success cases treated with tapping. If this were true, then one could estimate that Process Healing would be effective with between 84 to 89 percent of all patients who came through the clinics. The Process Healing Method is effective and worthy of study and use by both individuals and mental health professionals.

The discovery of The Process Healing Method took me by surprise. This discovery was that the subconscious could do the treatment inside the patient. The subconscious learned the tapping treatment method as the patient did Thought Field Therapy interventions. This discovery process continued over nine years of personal study and research. Trained as an experimental psychologist with emphasis on the theory of learning, I studied the behavior of rats, pigeons and squirrel monkeys. This training taught me that observation was important (Skinner, 1953, Flint, 1968). I now use this practice of observation in my work with patients. I carefully watch and listen to my patients to notice what I do that causes changes in their present experience and in their experience of their issues. I have little formal education in clinical theories to interfere with my insight into personality dynamics. This combination of observation, ignorance in clinical theory and training in hypnosis, Neurolinguistic Programming and several new, effective treatment methods resulted in developing Process Healing as a powerful treatment method. It is supporting to have preliminary research show The Process Healing Method as remarkably effective.

To introduce Process Healing, I shall explain how my patients taught me how to use the subconscious in my therapy practice. My patients taught me that the subconscious is a useful ally to identify and treat issues in therapy. The subconscious is a language process that has access to the neural activity of the entire brain and body. It can learn to change the role of memories by removing or adding emotions. These three properties of the subconscious, ease of communication, access to all memories and a method to change memories makes the subconscious an excellent ally in any treatment setting.

I also assume that unique memories cause all brain, behavior and body processes such as muscle movements and organ activity. An active memory, such as thinking a thought or word, is neural activity. Your automatic response "Great" to someone saying, "How's it going?" is a learned response caused by remembered neural activity. When you learn a memory, like meeting a handshake with your hand, the memory runs the body automatically to meet the handshake without your even thinking. Memory involves learned neural connections that manage your physiology to create the learned response, namely to run the muscles to cause you to meet the other person's hand. Memories run all conscious and unconscious learned behavior. Mental problems are memories with negative emotions associated with them. It is possible to easily change learned neural connections. Since the subconscious can change the emotions connected to memories, the therapist can try to treat any learned brain or body process when working with the subconscious. I now believe that it is possible to heal any learned mental or physical issue.

The subconscious uses our native language and we can easily communicate with the subconscious. I have learned to use the subconscious to choose which psychological issue to address and the interventions that would be the best to do the treatment. In short, I routinely use the subconscious to direct the treatment of my patients.

The strategy of having the subconscious direct treatment has moved me from doing therapy directed by the therapist to doing therapy directed by the patient. This patient directed therapy is clearly respectful to my patients. It has also changed my problem solving approach. I no longer looked for solutions from my own knowledge. My problem solving has become patient oriented. I now look for solutions to problem behavior in some feature of memory caused by the learning process. Some form of traumatic experience always causes problem behavior. Any trauma memory from the past distorts the Active Experience. I can treat these trauma memories with Process Healing. I use the subconscious to discover solutions to problems and to carry out the interventions.

Solving problems, this way has led to developing a model of learning and memory. Based on clinical observations and the solutions to real problems, this model is practical. Patients' experience and behavior changes confirm the effectiveness of using interventions based on this model. The model has become a useful tool as it provides ways to explain and treat maladaptive behavior. Best of all, solutions to problems with one patient have worked with other patients.

Over the years, I had been looking for faster ways to treat trauma. I learned many different treatment techniques. The most significant treatment technique learned and the basis for Process Healing was training to diagnose specific sequences of acupressure points to treat mental problems (Callahan, 1993). The treatment involved tapping on the diagnosed acupressure points. After returning from this worthwhile training, my next patient taught me the subconscious could do the tapping treatment. This internal treatment was the basis for the treatment approach that I eventually called Process Healing.

The practice of observation and using directions from the patient are both respectful and essential when working with this theory. This respectful approach and the theory give flexibility to problem solving and treating difficult mental issues. The theory, then, is the basis for responding to and understanding a patient's description of his or her mental health issues.

The keys to our personality dynamics are amnesic and dissociative parts. Largely ignored in traditional therapy, these parts are like minipersonalities that serve some role in our behavior. People are not usually aware of amnesic and dissociative parts. I am going to describe how I found that amnesic parts could be barriers for hypnosis and that various prebirth amnesic parts can disturb adult behavior. I also found the effects of preverbal trauma can have a strong impact on later behavior while in utero trauma can cause subtle lingering effects on our behavior. Another significant finding was that amnesic and dissociative parts could fool the therapist. The possibility of deception keeps me alert to further explore unusual results. Another finding, contrary to my beliefs, was that I could damage the subconscious. I will describe this later.

This journey started when a patient showed me the subconscious could teach me how to do better interventions. This experience challenged my more traditional approaches in my clinical practice. If the subconscious can teach me how to do therapy better, why not routinely use the subconscious to become a better therapist? His subconscious helped me to create an intervention to move traumatic pain out of conscious experience into the unconscious while doing Eye Movement Dissociation and Reprocessing (EMDR) (Shapiro, 1995). EMDR involves having the patient both focus on a painful issue and on my fingers moving back and forth in front of them at the same time. Though underwhelming to my EMDR teachers at the time, the intervention that I developed effectively reduced the intensity of emotional pain experienced while doing the eye movement treatment. It also served to control the problem of emotional flooding when doing eye movement processing. Emotional flooding occurs when the patient experiences all the trauma pain as if the trauma were happening again. It also clarified the role of the dissociative process. The dissociative process causes experience of the active memory to not be in the conscious experience but in the unconscious experience.

My interest in theory led me to meld ideas based on learning theory (Skinner, 1953, 1962) and chaos theory (Freemen, 1991) to explain the active ingredients of EMDR (Flint, 1994a). The theory explaining EMDR is the basis for Process Healing. The following is a brief introduction to the theory underlying Process Healing.

Note: I want to mention to the reader's aspects that this book is basically providing information. While some aspects may be threatened or triggered by the information in the book, the treatment method, which is taught to the subconscious, can be seen as the primary threat that has to be assessed carefully. Before the subconscious learns to treat traua, all the barriers for treatment are resolved. If some of the content of this chapter triggers emotions or internal voices as you read, perhaps you should consult with a therapist before you read this book. If you feel a flood of emotions at any time while reading this book, please stop reading, use your best judgment about continuing and consult with a therapist.

The Theoretical Basis for Process Healing
About ten years ago, I started thinking of the brain as a chaos process (Freeman, 1991). I had written a paper describing the active ingredients of change when using EMDR (Flint, 1994a). This theory, described in greater detail later, has helped me get rapport with my patients. I explain to patients that memories start forming shortly after conception, not after birth, which is the common opinion. All areas of the brain begin storing memories while the brain is first developing. At some point, as the brain starts developing responses to sensations, words, phrases and sentences that come through the mother's stomach wall are remembered. By birth, the fetus has many verbal memories but no language.

After birth, learning continues with remembered verbal memories but now, neural representations of objects and actions associate with the words. The memory of words associated with objects and actions becomes a functional language. This language, learned without sensory experience, is the subconscious. At the same time this language is developing, the Main Personality starts learning. The language learned by the Main Personality associates with sensory experience and other qualities of the State-Dependent Memory. The subconscious and the Main Personality, therefore, learn two different neural representations related to the same experience. The subconscious learns without sensory experience and the personality learns with sensory experience.

Because of the vast amount of information coming in through the senses, the brain reduces the quantity of information that we receive in our conscious experience. The primary process to reduce information is the dissociation process (see Figure 1-1). The dissociative process causes all or part of a memory to not be in our conscious experience. This dissociative action creates the unconscious Active Experience. With the dissociative process, unnecessary or painful parts of a memory can be "flagged" by the dissociative process to move the unwanted parts of a memory into the unconscious. One calls the "flagged" memories dissociated. The activity of dissociated memories is inthe unconscious experience and not the conscious experience.

Memories that are not active in the Active Experience are called dormant. While all dormant memories are said to be asleep, they are all active - waiting. The dormant memories are actively waiting to be triggered into activity in the Active Experience. Memory activity or active memories used here, always refers to those memories that are active in the conscious or unconscious Active Experience. Memories that are waiting to be triggered are called dormant or asleep.

The subconscious has access to everything experienced in the brain in both the conscious and unconscious experience. The subconscious does not experience any form of hurt; in other words, trauma never hurts the subconscious. Later, I will explain how I was able to hurt the subconscious by having the subconscious do something not normally done. It is important to stress the seeming fact that the subconscious is always whole and healthy with no barriers to inhibit the view of the internal "reality." When I talk to a patient about the formation of the personality, I explain the reasons intense traumas cause amnesic parts. I explain that these parts are normal personality parts but with few neural connections to the Main Personality.

Patients often hear comments or experience a "Yes" feeling while I talk. This makes this model of their personality true for them. Usually, the subconscious will talk in the first session by using finger responses signaling, "Yes," "No," "I don't know," and "I don't want to tell you."

My Neurolinguistic Programming Training (NLP) (Rice and Caldwell, 1986) taught me about auto treatment. Auto-treatment is obvious when personality changes occur without involving the personality. One can teach an NLP intervention, called the six-step reframe (Cameron-Bandler, 1985), to treat issues at night while the patient sleeps. When this works, the patient asks to change beliefs or behaviors when he goes to bed and awakens with the change completed. After an experience with a patient that impressed me with the power of the subconscious, I decided to extend the auto treatment notion. I have found barriers to auto treatment in individuals. The subconscious can treat these barriers to enable the subconscious to treat issues automatically and to perform independently of the active personality.

The Subconscious Can Teach the Therapist
The first clinical experience that caught my attention occurred when I was seeing many patients with multiple personality disorders. One of my patients allegedly had 200 dissociated or amnesic personality parts. These parts were all amnesic or unaware of one another because they could not communicate. This patient was difficult. Often, the part that came to the session did not believe there were any other parts. Sometime she didn't know who I was. She learned that by talking as fast as she could, she would not dissociate. When she dissociated, a trauma part would begin to run the body. She always dissociated during the latter half of the session. The active amnesic part was usually willing to work with me. I treated parts using Eye Movement Desensitization and Reprocessing (EMDR). I had to be careful using this treatment with my patient (Shapiro, 1991) because of the possibility of emotional flooding. This patient taught me something important that changed my life.

One day, after completing a session, I turned my back on the patient to write an appointment card. I heard a loud gasp. As I turned around, I saw her pushing her chair back with her feet. The chair was bouncing across the floor. When she stopped bouncing, I saw the patient's eyes wide-open and moving back and forth rapidly. I noticed that her eyes focused just above her knees. She said in a panic tone, "I see a white light; I see a white light." I calmly reassured her the experience was not unusual. I asked if I could talk to her subconscious. The subconscious said, "Yes." She said, "No." Most of her parts didn't like me talking to parts. Her response most always came out, "Yes, No." I asked, "Subconscious, are you telling me that I should do the eye movements down near the knees?" The subconscious said, "Yes." The visual hallucination immediately stopped. This experience started me to explore deliberately using the subconscious to orchestrate and refine my treatment interventions.

From this point, I began to use increasingly a semi-hypnotic technique with my patients. While the patient was awake, I used finger responses to talk to the subconscious. I communicated by using leading questions to which the subconscious said, "Yes" or "No." The subconscious advised me in which order to treat issues and to identify which therapeutic technique to use to treat an issue. I felt that my therapy was becoming more respectful to all aspects of the patient while addressing treatment goals that were more relevant to the patient.

Treating Emotional Pain in the Unconscious
By working with a patient's subconscious, I developed a treatment intervention to control flooding while doing EMDR. The treatment intervention provides for painless treatment of trauma pain by combining EMDR and the dissociative process. By suggesting that the pain be dissociated while treating the trauma with EMDR, the dissociation process takes place and the trauma pain moves from the conscious experience into the unconscious experience as the processing continues. The patient does not feel the painful trauma emotions during the treatment.

Stimulation of the brain with the eye movements causes an exchange of the painful trauma emotions with the relaxed or neutral emotions that are active (Flint, 1994a). With repeated eye movements, the pain gradually reduces to the point where the trauma memory is no longer painful. I used this process with four or five other patients who also helped with minor details in developing this treatment technique. The technique has been effective for treating severe trauma because it lowers the chance for emotional flooding into the conscious experience. Patients ranging from age nine to 52 years old have responded well to this procedure.

Subconscious Directed Treatment
My theory is that different neural patterns of eye movement were active during trauma. This neural pattern becomes associated with the memory of the traumatic pain. Bearing this in mind with many of my patients, I have asked the subconscious to tell me the direction of eye movement that is most helpful for treating the patient. I have received many unique and interesting instructions from the subconscious. For example, with one patient, the subconscious told me to move my fingers in random, smooth, circular strokes while moving my hand closer to and farther from the patient. In addition, the subconscious told me that I should hold a silver pen with a gold tip in my hand for the patient to follow with his eyes. Though I forgot about the pen nearly every session, the subconscious always reminded me to use it. For five weekly sessions, this unique procedure, "ordered" by the subconscious, continued. During this time, the patient had a continuous severe headache. The headache stopped, indicating the completion of treatment. The subconscious no longer reminded me to use the gold-tipped pen. For this patient, this unusual treatment neutralized the pain of seven years of viewing frequent gory traumas and deaths.


Discoveries

Barriers for hypnosis
When using hypnosis, some patients are difficult, if not impossible, to put into a deep trance. There was a barrier blocking the trance induction. While addressing this problem, I received strange finger responses. I discovered that prebirth traumas caused prebirth parts. In some ways, prebirth parts are just like the amnesic parts previously described. However, the experience of prebirth parts in utero is similar to the young subconscious; namely, it is always awake. Prebirth parts learn to relay information from the subconscious to the personality. These prebirth parts can become barriers to getting deep trance. I learned to set up rapport and talk to the prebirth parts. I usually get them to accept treatment and become quiet. With these barriers quiet, I am able to put the patient into a deep hypnotic trance.

Prebirth parts and behavior
The awareness of prebirth parts helped me to overcome barriers to communication with the subconscious. Often, while I was building rapport with the subconscious, I discovered the presence of prebirth parts. When I treated prebirth parts with EMDR, I asked the subconscious to manage the rate of experience of the traumatic memories of a prebirth part. I provided eye movements to treat the part's trauma. This approach has been effective with many of my patients. The effect sometimes resulted in a subtle but pervasive change. One case example is a 40-year-old patient who had a tendency to wail like a baby when she was upset. She had been a difficult, disruptive patient during treatment at the local Mental Health Center. Treating the trauma of the prebirth part who caused the wailing stopped the wailing behavior. At the end of the session, the patient told me her mother told that when she was in utero, her father had kicked her mother who started bleeding. Mother had a Cesarean delivery.

Preverbal trauma
A therapist can use the same treatment procedure to treat preverbal traumas - traumas that occur before the development of verbal skills. One can access preverbal traumas by asking directly or by presenting stimuli to elicit the trauma part. In one case, a young boy had had sixteen earaches between the ages of six and twelve months. I triggered emotions associated with the trauma of the earaches by putting my hand right next to his ear. After I treated this trauma with EMDR, he would allow me to put my hand near his ear without an emotional response and showed no emotional reaction. This resulted in a marked change in his behavior at school. In the next session, I tested his response to the trauma related stimuli by moving my hand near his ear, and he had no fear. I told him to imagine that I had a white coat on and I put my hand near his ear. Again, emotions flooded his experience. Matching the conditions of his trauma evoked even more intense emotions then I had previously seen. I treated these emotions by using EMDR.

Lingering early trauma
A patient complained of mood swings, which resembled something like manic-depressive behavior. While problem solving this issue, the possibility of lingering trauma picked up in utero occurred to me. I considered novel ways to explain the cause of manic-depression or at least the mood swings experienced by this patient and other patients. What if some prebirth and preverbal neural activity switched in and out to cause the rapid mood changes? I hypothesized that a specific trauma occurred that was associated with the neurology of the entire brain. Could it be that some form of trauma occurred during the prebirth and preverbal periods before brain structures and functions fully developed? This led to guessing the possibility of lingering trauma picked up in utero.

I speculated the first trauma that a fetus would experience would be the emotional response caused by the limit of movement. The limit of physical activity causes a memory of the emotional response, or at least a neural response associated with hurt. During this frustration, the brain is working without well-defined neural patterns. Under these conditions, a trauma would associate with all neural activity of the entire brain. Later, specific areas of the brain would increase in activity and assume some function, such as muscle control, midbrain functions and so forth. Later, those specific areas that actively serve some function erase the early trauma memories. Much later, after full development of patterns of brain functions and muscle movements, the early trauma memory would only remain in the quieter neural areas of the brain. A great portion of the brain may not have constant repetitive neural activity and this is where the traumatic memory of the early constriction trauma lingers. I call it lingering prebirth trauma.

I confirmed this theory with an intervention I carried out with many patients. I discovered this treatment by working with the subconscious of my patients. To treat this condition of lingering trauma, I used a treatment intervention developed to treat trauma pain associated with eye position and the shifts between brain hemisphere activities during trauma. The intervention involved the Callahan 9-Gamut procedure (Callahan, 1985). One does the 9-Gamut procedure in the following way. Direct the patient to tap steadily on a point on the back of the hand, a half-inch behind both of the large knuckles of the ring and little finger. While tapping, direct the patient to look straight ahead, close their eyes, look down to the right, look down to the left, whirl their eyes in a circle in one direction, then whirl them in the other direction. Then direct the patient to hum a tune, count one to five and, then, hum a tune again. The subconscious said that this procedure would work to treat these hypothesized traumas lingering in quiet areas of the brain.

The following case had a prebirth trauma so I tried treating lingering trauma. I tapped on the 9-Gamut spot on the back of both hands of the patient and had the patient do the 9-Gamut treatment. The patient said that after doing three 9-Gamut treatments, she was dizzy. After three more 9-Gamut treatments, she had pain in her side and stomach. After four more treatments, she had anger and pain. After four more, the subconscious signaled the completion of the intervention. Then she had pain in her head. I followed the directions of the subconscious. After two more 9- Gamut procedures, this pain was gone. The treatment was obviously having some effect on neurology and produced some behavioral effects. She reported the procedure weakened self-limiting beliefs involving guilt.

I used this procedure of repeated 9-Gamut treatments with a ten-year-old. He experienced dizziness, sleepiness and then dizziness that he described as "like emptiness in my whole head with something swirling around." Then he felt more dizziness. Then he felt clearer and I assumed that we had completed the intervention. In the following session with this young fellow, the subconscious led me to develop another procedure working on the entire brain. This time, the patient repeated the following intervention suggested by the subconscious: tap eight times on his forehead and eight times on the back of his head. In the following replications of this intervention, he felt tired and woozy, then more dizziness and then very dizzy. Then he had a headache, and then he felt a little "drunk." The subconscious told me to treat this last feeling with the eye movement procedure (EMDR). A week later, this patient said that he was doing better at school, that he felt it was easier to concentrate, and that he was becoming more independent in his play.

The subconscious as the treatment agent
One month after I completed the Thought Field Therapy diagnostic training with Callahan, I received an incredible learning experience from another one of my patients. This 36-year-old female came into my office complaining of feeling incapable of handling her financial problems. I used the Callahan diagnostic and treatment techniques to treat the belief: "I can't control or manage my life." She immediately had the insight that her boyfriend was reinforcing her belief of being incapable. While talking to her about this possibility, she said "I feel this tickle on my upper lip." I asked her subconscious, "Subconscious, are you trying to tell my patient to tap on her lip?" The subconscious said, "Yes" by raising the index finger. I had the patient tap on her upper lip. We continued talking.

Again, she felt a series of sensations at different points on her head and face. I inquired again and the subconscious told her to tap on the points where she felt the tickles. At one point, she said "Oh God. They're going too fast! They're going too fast!" I said, "Hold it, subconscious. Hold it." I asked the subconscious if she could do the tapping on the inside to treat the trauma while the patient just sits. The subconscious said, "Yes." I asked the subconscious if she would do it. The subconscious said, "Yes." Therefore, the patient sat there with her left arm on her lap and her right arm pointed up. After a minute or so, she said "Wow. All this energy is flowing out of my fingertips." She said that she felt clearheaded and capable, and knew what she wanted to do to resolve her present financial predicament. I believe her subconscious had completed treating some traumatic history having to do with competence. The subconscious, to my surprise, had learned to treat internally. This experience showed me that it is possible to have the subconscious treat a patient's issue without my intervention.

The subconscious in trouble
After this experience, I started systematically to teach the subconscious of my patients how to do self-treatment - the internal tapping. I had another patient who had sixty parts that were ready to receive treatment. After treating many parts, I wanted to find out the number of untreated parts remaining and asked the subconscious. To my surprise, what I learned from the subconscious was that she had independently treated nine parts in the preceding weeks. I asked her if she had tried to treat the suicidal parts that I had identified in an earlier session. She said, "Yes." With further inquiry, the subconscious said that she became frightened when she provided treatment of those parts on her own. By asking leading questions, I discovered the suicidal parts had flooded into the Active Experience and had started to run the body. They presented a serious suicidal threat. The subconscious was "frightened"; namely, she recognized the danger of suicide. Other parts who became active had difficulty protecting the patient from the suicidal intent of the suicidal parts. Since then, I usually try to treat suicidal parts as soon as possible. It is easier to do this now since I have learned a strategy to treat dangerous parts slowly and safely. This strategy removes the possibility of having suicidal thoughts or parts motivated by emotional flooding. It is respectful to all aspects of the personality.

Damaging the subconscious
One of the most helpful qualities of the subconscious is the subconscious is not subject to damage by trauma and emotional experience. The subconscious can accurately see life history and help diagnose and treat traumatic issues. However, I managed to damage a patient's subconscious. This damage was easy to repair, as you will see. I damaged the subconscious by having the subconscious step into her body experience and converse with me directly by using spoken language. I wanted to expand my understanding of the internal processes and thought that direct communication with the subconscious would promote this goal. The subconscious was able to do this and in one session, we conversed readily.

In a later session, I noticed the subconscious was not as effective in identifying and treating issues as she had been previously. Using leading questions, I discovered the subconscious process had associated with sensory experience. The sensory experience created barriers for seeing internal history and was restricting her view of the inner dynamics and her control of internal processes. I corrected this mistake by having the subconscious look through the patient's eyes while I did eye movement processing. After treatment, the subconscious again became effective in identifying and treating issues.

Parts can fool the therapist
The following is an example of the usefulness of working with the subconscious to solve a problem. In a session with a cult survivor, I identified at least three new parts that I had not met in previous sessions. I asked the subconscious if she could treat these parts. The subconscious said, "Yes." I asked her to treat these parts and to let me know when she had finished. After she finished, I asked if she had joined these parts with "Mary" as I normally had her do. She said, "Yes." I asked Mary to become the active personality. She spontaneously commented that the three parts that had recently joined with her had made her experience chaotic. I returned to the subconscious to discover that I had been working with a surrogate subconscious - a fake subconscious. The integrated parts still had trauma emotions associated with them. The trauma emotions associated with the parts caused a disturbance in Mary. While the surrogate subconscious was the active personality, I asked the true subconscious if she could treat this part. The subconscious signaled "No" with a thumb response.

I communicated with the subconscious by asking leading questions and getting "Yes" and "No" answers. It is similar to the game of twenty questions. I discovered the surrogate subconscious was a programmed part. One of its activities was to repeat, "I won't do it" continuously in the unconscious. This repetitive, unconscious behavior caused a barrier for treatment. It complicated the patient's behavior so treatment will not usually work. It's like trying to do therapy while singing "Mary had a little lamb." I reassured the subconscious that painful emotions motivated the program, "I won't do it, I won't do it." The patient learned these emotions from the trauma during the programming. I stressed that the repeating response would become less motivated as she treated the trauma emotions associated with the program. She said she would try to treat the programmed part as I had previously requested. I waited while the subconscious was doing the treatment and talked to the programmed part. After several minutes, the surrogate said, "I'm beginning to feel confused" and then within a minute, she gradually went sleep state; my patients eyes closed and her head slumped. Mary switched into the body, namely, became the active personality. She said spontaneously that another fragment joined with her. Therapy continued.

Flexibility when treating with the subconscious
In a recent case, a patient came in complaining that she felt confused after she exercised. She had stopped exercising for about ten days and started feeling clearheaded. Conversation with her subconscious suggested there was a part that was co-conscious in her conscious experience when she was exercising that gave her the lingering confusion. I set up rapport with all parts and was soon teaching the subconscious how to diagnose and treat parts. I then ran into a barrier. I was not seeing any finger responses. I deal with these barriers by assuming it is a part. My approach is to set up rapport with the part and then heal the part. I told her that any parts including the prebirth parts, the parts formed at birth, the preverbal parts or any other traumatic parts were all members of one personality. Trauma created the parts who seemed independent. They had experience in the body that gave them a false sense of ownership or fears about treatment. If they were all treated by neutralizing their trauma emotions, they could join the Main Personality. They would then experience more satisfaction in life and be able to protect themselves more effectively. With this explanation, I was hoping to get permission from this part and other parts to teach the subconscious how to treat trauma memories. Through this process of educating and being respectful to all parts and by answering their objections, all parts wanted treatment and to join with the Main Personality.

After getting permission of the parts, I taught the subconscious to locate the treatment points by tapping the points on myself. My demonstration taught the subconscious how to treat traumatic emotion memories associated with the trauma memories learned during the trauma experience. The subconscious eventually signaled that she was able to treat a part who was co-conscious with the patient and was the cause of her confusion. I asked the subconscious to start this process and chatted lightly with the patient as the subconscious continued to treat the part. After three or four minutes, the patient said that she felt clearer. I asked the subconscious to signal with a finger response when she finished. Within a few moments, the subconscious signaled that she finished. The patient felt much clearer by the end of the session. She later reported that she had no problems with confusion after exercising.

Summary
A language process starts forming in utero and later becomes our subconscious. By explaining how the subconscious and the personality formed, one can get rapport with the subconscious and all aspects of the personality. The subconscious is useful to direct the path of treatment, to help create new ways to treat difficult issues, to organize treatment plans, and to learn how to treat the effect of trauma. In addition, the subconscious can learn how to treat negative experiences automatically and independently of the Main Personality. The subconscious can treat memories stored in different ways, negative beliefs, simple memories and life experiences. The subconscious can apply these techniques to treat unknown trauma in a person's history, self-limiting beliefs and all other traumatic experiences and memories. While this form of treatment lacks support from published research, it is effective for scores of patients treating themselves, patients in my office and patients in the clinics in Latin America.

The Process Healing Method is a treatment intervention that developed out of my relationship with my patient's subconsciouses. To summarize the process, the therapist, first, educates and works with all aspects of the personality to convince the aspects to want to heal and join with the Main Personality. This approach is both respectful to the patient and makes later treatment easier. I call the process of getting parts on the Treatment Team the Organizing Process. The goal is to get all aspects of the personality to want to heal and join the treatment team. During this process, the patient learns a way to communicate with their subconscious and aspects of their personality. When all aspects are on the treatment team and give permission, the therapist then teaches the subconscious how to treat painful emotions. Then in the Treatment Process, the patient or therapist asks the subconscious to treat painful or problematic issues.

This tale started in October 1991. By 1994, I taught the Process Healing Method to my patients by modeling the tapping treatment process. At first, I physically showed each of the acupressure treatment points to the subconscious, point by point. Now, a 30-second metaphor, that always works, teaches the treatment process. Chapter 3 described the entire basic procedure getting all parts on the Treatment Team and teaching the subconscious the treatment method. The procedure to get rapport with the subconscious and all parts is routine. In Chapter 4, I give detailed examples of many useful treatment interventions and aids. I use these treatment interventions routinely with most all patients. Chapter 5 will teach you how to treat parts and Chapter 6 gives ways to treat personality issues.

The next chapter introduces the more complex features of memory, namely memory structures and other constructs. These structures and constructs resolve problematic behavior and unusual experiences in the patients (Chapter 7). Fields may be esoteric and controversial but present barriers often in my experience when using Process Healing. I give various interventions for handling field phenomena in Chapter 8. The most recent development is the use of the personal field (Chapter 9). The brain and body neural activity creates a personal field that surrounds us. The notion of the personal bioelectric field seems significant. It appears as if the subconscious can work in the personal field to heal trauma in memory. The personal field is also the means to communicate the therapist's treatment wisdom to the patient. Chapter 10 presents protocols that are useful in treating many emotional issues. Chapter 11 is the theory chapter.

The next chapter, Chapter 2, introduces and describes the theory and procedure of Process Healing and a transcript of the first session of The Process Healing

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(Rev. 02-09-04)Copyright 1997-2004 Garry A. Flint, Ph.D. All Rights Reserved.