Tapping in Schools Quickstart Guide

The Tapping Solution Foundation’s
TA P P I N G I N S C H O O L S
Quickstart Guide
The Tapping Solution Foundation ©2017 The Tapping Solution Foundation’s Tapping in Schools Quickstart Guide
The Tapping Solution Foundation’s
TAPPING IN SCHOOLS
Quickstart Guide
Each year it seems that the responsibilities of educators and school staff members continue
to grow, and the needs of students increase right alongside. Teachers are searching for the
resources and tools necessary to ensure all students strive in a learning environment that
meets all of their needs, including their social and emotional well-being.
As a teacher, you work countless hours and late nights ensuring you are ready to give your
students the quality academic instruction you know they deserve. However, you also know
that your time spent planning does not mean your lessons will go as planned.
Do they ever?
You know from your experience that there can be many things that go awry, but a common
culprit are the concerns of the people in the room, your students.
With The Tapping Solution Foundation’s Tapping in Schools Quickstart Guide, teachers and
students will learn how to use this self-regulating tool to develop an understanding of their
emotions and a resiliency to take part in managing them. This quickstart guide was created
in response to educators looking to learn more about EFT Tapping and how to bring this
incredible tool into the classroom.
You can learn more and see a range of videos about Tapping by visiting
http://bit.ly/TappingSolutionHomepage.
You can also visit www.tappingsolutionfoundation.org to learn more about our work bringing
Tapping into schools and to stay up-to-date on new resources.
This guide has excerpts taken from The Tapping Solution for Parents, Children and Teenagers by Nick Ortner.
The book is available for order at http://bit.ly/TTSParents
If you would like to see Tapping in action, visit http://www.tappingsolutionfoundation.org/tapping-teachers-students/

to watch a video of Tapping for Teachers by Jessica Ortner. This video briefly discusses the power of Tapping, includ-
ing a how-to and Tapping scenario for teachers.
You can also find resources in Spanish at http://bit.ly/TappingInSpanish
TAPPING IN SCHOOLS
QUICKSTART OVERVIEW
This quickstart guide will give you the information you need to learn how to use EFT Tapping,
including the scientific research behind this revolutionary self-management technique, how to
introduce this into your classroom, and specific Tapping scripts you can use with children/
students.
The goals of this guide are to provide students with the tools to:
• Understand and manage emotions (self-awareness and self-management)

• Feel and show empathy and compassion for others, including oneself
(social awareness and relationship skills)
• Reduce academic anxiety and stress
• Address and solve social concerns that may be interfering with academic learning
• Become resilient learners in an ever-changing world
(responsible decision-making skills)
In this guide, you will find...
• What is “Tapping”?
• Scientific Research
• Why Tapping in Schools?
• “The Power of Tapping for Young Minds” (Excerpt from Nick Ortner’s book,
The Tapping Solution for Parents, Children and Teenagers.)
• How Can Tapping Benefit Our Classrooms?
• Standards Met
• Where to Begin!
• Tapping Diagrams (for students)
• Tapping Tips
• Introduce Tapping to Your Students!
• Fitting it All In
• Sample Tapping Scripts
• Additional Resources
WHAT IS “TAPPING”?
Tapping (Emotional Freedom Techniques or EFT) provides relief from chronic pain, emotional
problems, disorders, addictions, phobias, post-traumatic stress disorder, and physical
diseases, to name a few. While Tapping is newly set to revolutionize the field of health and
wellness, the healing concepts that it’s based upon have been in practice in Eastern medicine
for over 5,000 years. Like acupuncture and acupressure, Tapping is a set of techniques which
utilize the body’s energy meridian points. You can stimulate these meridian points by tapping
on them with your fingertips – literally tapping into your body’s own energy and healing
power.
Studies at Harvard Medical School have revealed that by stimulating the body’s meridian
points – the same spots on your body that are manipulated by acupuncturists – you can
significantly reduce activity in a part of your brain called the amygdala.
Think of your amygdala as a personal alarm system. When you experience trauma or fear,
the amygdala is triggered and your body is flooded with cortisol, commonly known as the
“stress hormone.” This intricate chain reaction – your stress response – significantly influences
and sometimes even causes whatever it is that troubles you, whether that’s an illness, injury,
emotion, or even an external problem such as an issue with a friendship.
These studies show that by stimulating these parts of your body – as we do in EFT Tapping
– you can drastically reduce or eliminate the distress that accompanies or gives rise to these
problems you face. By doing so, you can often eliminate the problems themselves!
The basic technique requires you to focus on the negative emotion at hand: a fear or anxiety,
a bad memory, an unresolved problem, or anything that’s bothering you. While maintaining
your mental focus on this issue, use your fingertips to tap 5-7 times each on 9 of the body’s
meridian points. Tapping on these meridian points – while concentrating on accepting and
resolving the negative emotion – will access your body’s energy, restoring it to a balanced
state.
Tapping is simple and painless. It can be learned by anyone. And you can apply it to
yourself, whenever you want, wherever you are. It’s less expensive and less time-consuming
than other methods. It can be used with specific emotional intent towards your own unique
life challenges and experiences. Most importantly, it gives you the power to heal yourself,
putting control over your destiny back into your own hands.
SCIENTIFIC RESEARCH
A study published in the Journal of Nervous and Mental Disease, the oldest peer-reviewed
psychology journal in the United States, found that Emotional Freedom Techniques (EFT)
lowered the major stress hormone, cortisol, significantly more than other interventions tested.
Cortisol was measured because it is known as the “stress hormone” of the body. As stress
goes up, cortisol levels go up.
Originally designed to help us survive life in the wild, the “fight or flight” response was
essential when our ancient ancestors were faced with sudden, brief danger like, let’s say,
a tiger.
However useful in short bursts, releasing cortisol too frequently, as we seem to be doing in
response to the ongoing or “chronic” stress of modern life, may have serious, even scary,
impacts on our physical, mental and emotional health.
In fact, living in this kind of biological “survival mode” may be making us more vulnerable
to everything from cancer to heart disease, and more.
RESEARCH
A significant study in the field of EFT was conducted by Dr. Dawson Church, one of the
world’s leading experts on energy psychology, and an EFT master in his own right. His
study set out to determine how an hour-long tapping session would impact the cortisol levels
of 83 subjects. For the sake of comparison, he also measured the cortisol levels of people
who received traditional talk therapy, as well as the cortisol levels of those who received no
treatment at all. Their cortisol levels were measured via a saliva test before and after the
session.
RESULTS
The natural rate of cortisol decline is 14% over an hour. The 1st group (Tapping)
demonstrated a 24% decrease in cortisol levels, while the 2nd and 3rd groups showed only
the standard cortisol reduction that happens with time passing. The 10% improvement in the
1st group (Tapping) is statistically significant. The EFT group also exhibited lower levels of
psychological symptoms, including anxiety, depression, and other, as measured by the
Symptom Assessment-45 (SA-45), a standard psychological assessment tool.
THE REALITY
Psychotherapy alone does relieve stress, but over a long period of time. The immediate bene-
fits of psychotherapy don’t register in your body, where excessive amounts of the
“stress hormone” cortisol still run rampant, putting your health at risk.
STUDY FINDINGS
Tapping balances activity between the sympathetic and parasympathetic regions of your
brain, producing “a neutral emotional state,” the gold standard of health and wellness. It’s
also the state of well-being people have sought to achieve for millennia through meditation,
prayer, yoga, and other mindfulness practices.
Dr. David Feinstein, a clinical psychologist who uses EFT in his own practice, adds that EFT
is a technique that is “unusually precise, rapid, and direct for shifting the neurological
underpinnings of a range of psychological problems.” In fact, he adds, “the number of
therapists using EFT has been rapidly increasing over the past decade, and now peer-
reviewed research is showing that their instincts have been right. Surprisingly rapid outcomes
with a variety of disorders are being documented.”
To review over 5,000 studies conducted about EFT Tapping,

visit: www.eftuniverse.com/research-studies/eft-research
WHY TAPPING IN SCHOOLS?

While we know the demands on teachers are continuously increasing, the same is
true for students. Students are being presented with more rigorous and difficult tasks
in order to prepare them for career readiness, even at a young age. They are
learning the uses of technology, the power of listening and speaking, refining their
presentation skills, and even more, all in addition to the core academic content areas.
We also know that in today’s times, especially with the use of technology at earlier
and earlier ages, social issues are making their way into classrooms, interfering with
students’ ability to learn. In between lessons and important tasks to be completed,
teachers are constantly taking on the role of facilitator, problem-solver, and
encourager, with the hopes of helping to open that student’s mind back to learning
and away from their anxiety, stress, and worry.
A case study completed by Nick Ortner, a leader in the field of EFT, found the benefits
of EFT on school-related anxiety. Nick worked with the family of an 11-year-old boy
who had been diagnosed with Kabuki Syndrome and had been struggling with social
situations and large groups of people. His fear and anxiety caused him to shut down,
yell, or cry when he became uncomfortable or frustrated.
Mark learned how to tap with his mother, Rose, and used it when he was feeling
frustrated. After a few rounds, Mark was noticeably calmer, with his fists un-clenched
and smiling. Tapping became a part of Mark’s self-regulation tools and he successfully
started attending a middle school with over 1,600 kids. For years, Rose had been
unsure whether Mark would ever be able to regulate his own emotions. Now he
was using Tapping on his own and feeling successful about school and social
environments.
EFT appears to affect both of the sections of brain that play a part in deciding
if something is a threat: the stress center in the brain, the amygdala, and the
memory center, the hippocampus. EFT has also been shown to lower the body’s
levels of cortisol, which is known as the stress hormone. If we have too much
cortisol in our bodies, it can affect our immune system and physical well-being.
Tapping can be learned by anyone, even as young as 4 years old, and used at
any time. Tapping in school is critical as it gives students the resiliency and ability
to control their thoughts and emotions. Students learn how to problem-solve and
overcome stressful barriers that can get in the way of learning. Research has
shown that if unaddressed, stress can dampen concentration and memory, leading
to a decrease in student engagement and motivated learning.
EFT, or Tapping, can be done in small amounts of time and virtually anywhere.
Research has shown that EFT is an effective tool for students in classroom situations.
Not only can EFT reduce anxiety and stress, it can also increase positive emotions
and self-esteem in children.
This self-management tool allows students the opportunity to improve their academic
performance, decrease negative emotional states, improve self-esteem and resilience,
and solve negative social interactions.
More case studies can be found at http://bit.ly/TappingSolutionHomepage.
THE POWER OF TAPPING FOR
YOUNG MINDS
Excerpt taken from the book The Tapping Solution for Parents, Children and Teenagers
by Nick Ortner. Available for order here: http://bit.ly/TTSParents
Standing in front of her class, Jenny’s heart began to race. Her face felt hot, and her
hands clammy. The stress Jenny was feeling wasn’t just in her head; it was also in her
body. Before she’d even said a word, an almond-shaped part of her midbrain called
the amygdala received a danger signal. Immediately, her body was flooded with
a mixture of powerful hormones, including adrenaline and cortisol, the latter often
known as the stress hormone, which put her whole body on high alert.
As a result of the cortisol now flooding her body, several “non-essential” functions,
including digestion and the creative center of her brain, promptly shut down. While
some of her physical senses may have temporarily heightened, her ability to
problem-solve and focus on schoolwork had been temporarily sidelined.
This process, which is known as the stress response or “fight or flight,” happened in
a matter of seconds without her conscious awareness.
While this stress response would naturally subside if Jenny had a positive experience,
in Jenny’s case it intensified. Instead of relaxing into the experience of reading aloud
to her class, Jenny panicked when her class laughed at her misread word.
As a result of their laugher, Jenny’s stress response grew more pronounced,

instantaneously morphing into the “freeze response.” In Jenny’s case, that translated
into feeling like she couldn’t move or respond in any way to the class’ laughter.
This “freeze response” is a defensive mechanism, an emotional and physical response

to panic or extreme stress that we also see in nature. For instance, possums are
known for “freezing” when they’re under potential attack from predators. By “playing
possum,” as it’s often called, they appear to be dead already, and as a result
predators may become disinterested and leave. The possum can then spring back
into action and flee to safety.
Since Jenny is unable to escape to safety, her hands begin to tremble, and her
stomach feels queasy. In an attempt to protect her from future experiences like this
one, her brain also begins transforming, creating neural pathways that associate
public speaking with danger.
Throughout the rest of the day, Jenny replays that moment in her head over and over
again. Each time she does, her shame intensifies. How could I be so stupid? she thinks.
By the time the school day ends, Jenny has re-lived that moment hundreds of times. At
dinner, her stomach is so upset that she barely eats, and asks her parents if she can
go to bed early.
So what happened that turned this one experience into the cause of so much distress?
Every time Jenny replayed the moment when she was laughed at, her body re-initiated
the stress response. Each time this pattern was repeated – 1) remembering reading
to the class and getting laughed at, then 2) initiating the stress response—her brain
reinforced the neural pathways that associate public speaking with danger.
As a result of these newly organized neural pathways, reliving her public speaking
fiasco has become as vivid and intense as her actual public speaking experience
was. With this neural pathway being continually strengthened by repeated memory
recall, just thinking about public speaking is enough to cause her body to be hijacked
by the stress response. In addition to shutting down her digestion (which, in her case,
translates into a lack of appetite), this stress response also makes her more susceptible
to physical pain—hence, the stomach ache that sends her to bed earlier than usual.
She’s got friends, does well in school, and enjoys team sports. Sitting in class at the
start of the year, however, Jenny is overcome by terror when her teacher explains that
each student in the class will be required to read their essays out loud. Jenny doesn’t
mind writing the essay—she actually enjoys that part—but reading it aloud? That’s a
different story!
Just the thought of it makes her break out in a sweat.
She can’t live through being laughed at again. Feeling increasingly panicked, she
talks to her teacher after class and asks if she can write an extra essay instead of
reading her one essay aloud. He says no, and tells her not to be afraid. She’s a good
student. She’ll be fine.
Jenny spends the next three weeks in a state of panic. She has an unusually hard time
writing her essay, doesn’t sleep well (nightmares), and is less social at school. She’s
consumed by her nervousness, and feels increasingly desperate to get out of the
requirement to read her essay aloud.
When the day arrives, Jenny is exhausted and stressed out. During her presentation
she makes a point of speaking very slowly and quietly, but she still skips a few words,
then an entire paragraph, and soon notices her classmates passing notes and making
faces while she’s speaking.
Once again, she’s failed.
Once again, she spends the rest of that day, and many of the days to come,
replaying her disastrous performance at the front of the class.
She feels humiliated and ashamed. To make matters worse, a week later she finds
out she got a C on her essay and presentation. Usually a B+ student, Jenny is
devastated. She decides that she’s bad at public speaking. It’s a fact, she tells
herself, and something she needs to avoid at all costs.
In addition to validating her fear of public speaking, Jenny’s most recent experience
has once again deepened and strengthened the neural pathways that equate public
speaking with danger. Her belief that she is a bad public speaker feels increasingly
legitimate. She can’t do it, she thinks, so she makes a point of only pursuing activities
that allow her to be less visible, like playing in the band or on sports teams where she
can blend in.
Jenny’s strategy to avoid public speaking works well for a fairly long stretch of years.
She manages to do well in grade school, then college. She gets good jobs for several
years after graduation. As the years pile up, however, her career seems to slow down
prematurely.
Now 32 years old with a family of her own, Jenny is frustrated that she’s not getting
promoted. She’s a hard worker, has great experience and good ideas. When she
finally works up the nerve to ask her boss about getting promoted, her boss tells Jenny
that her poor presentation skills are holding her back. In order to get promoted, she’ll
need to be able to step into a leadership position. That means taking on a new level
of responsibility, including presenting in front of colleagues, clients and larger groups.
Jenny’s fear of public speaking has grown so intense and visceral over the years that
she’ll do almost anything to avoid speaking to groups.
Even large group meetings are terrifying. She’s beginning to realize that her career
dreams will remain out of reach because of it, but she’s stuck. Her fear of public
speaking isn’t just emotional. It’s also physical. On the rare occasions when she
speaks in a group, her voice shakes, she gets clammy hands, and her stomach
begins to churn. Every single time she’s tried public speaking, she’s failed.
What can she do?
More importantly, what could have been possible if she’d been given a way to
release her stress, fear and shame around public speaking after being laughed at
in fifth or seventh grade?
The Brain’s “Negativity Bias”
Before we look at how to halt the pattern of stress that’s preventing Jenny from
being a successful public speaker, it helps to understand the human brain’s
“negativity bias.”
For our own protection, the brain evolved to assume the worst—it’s biased toward
negativity. In his book Hardwiring Happiness, Rick Hanson, Ph.D., explains this
concept in more detail:
“Our ancestors could make two kinds of mistakes:

(1) thinking there was a tiger in the bushes when there wasn’t one, and
(2) thinking there was no tiger in the bushes when there actually was one.
The cost of the first mistake was needless anxiety, while the cost of the second one
was death.
Consequently, we evolved to make the first mistake a thousand times to avoid making
the second mistake even once.”
Hanson continues:
“In general the default setting of the brain is to overestimate threats, underestimate
opportunities, and underestimate resources both for coping with threats and for
fulfilling opportunities. Then we update these beliefs with information that confirms
them, while ignoring or rejecting information that doesn’t. There are even regions in
the amygdala specifically designed to prevent the unlearning of fear, especially from
childhood experiences. As a result, we end up preoccupied by threats that are
actually smaller or more manageable than we’d feared, while overlooking
opportunities that are actually greater than we’d hoped for. In effect, we’ve got
a brain that’s prone to ‘paper tiger paranoia.’ ”
We see this “negativity bias” play out in Jenny’s story. After that one negative
experience in fifth grade, Jenny’s fear of speaking in groups became so ingrained
that it prevented her from participating in any form of public speaking, and her
fear was still limiting her in her thirties. That’s her brain’s “negativity bias” at work.
To put it another way, because of how our brains have evolved, negative experiences
routinely outweigh positive ones.
So how can we reverse this process, and prevent the stress Jenny experiences in fifth
grade from interfering with her success in 7th grade and beyond?
Tapping Into The Relaxation Response
The secret to unraveling Jenny’s pattern of stress around public speaking lies in the
body’s opposite response—the relaxation response.
In this more positive state of mind, cortisol levels in the body naturally go down. As
a result, Jenny can more easily access the creative center of her brain. Her body can
once again support healthy digestion and metabolism, among other processes. She’s
also less susceptible to illness and physical pain from headaches, stomachaches, inju-
ries and more.
The question is, in a case like Jenny’s, how can we quickly disrupt the stress response
and initiate the relaxation response? There’s a growing body of research suggesting
that tapping, or EFT, is a simple but powerful way to do exactly that. In a double-blind
study conducted by Dawson Church, Ph.D., the control group, which received conven-
tional talk therapy, showed only a 14 percent drop in cortisol levels, whereas the tap-
ping group showed an average decrease of 24 percent, a substantial and important
difference. Some study participants experienced a decrease of as much as 50 percent
in their cortisol levels. Within both groups, these changes all took place within a one
hour period.
Research has also shown that acupuncture increases endorphin levels in the body.
Since tapping engages the same acupuncture points while also lowering cortisol, it is
inferred that tapping, like acupuncture, allows the body to release the endorphins that
then reinforce positive feelings, as well as physical and emotional wellbeing.
The incredible results that tapping has demonstrated in relieving stress may be ex-
plained, at least in part, by its ability to access what are called meridian channels.
Although awareness of these channels dates back to thousands of years in ancient

Chinese medicine, it wasn’t until the 1960s that these threadlike microscopic anatom-
ical structures were first seen on stereomicroscope and electron microscope images.
The scans showed tubular structures, 30 to 100 micrometers wide, running up and
down the body. Described in a published paper by a North Korean researcher named
Kim Bonghan, they are also referred to as “Bonghan channels.” As a reference point,
one red blood cell is 6 to 8 micrometers wide, so these structures are tiny!
You can think of meridian channels as a fiber-optic network in the body. They carry
a large amount of information, mostly electrical and often beyond what the nervous
system or chemical systems of the body can carry. By accessing these channels while
processing emotions, thoughts, as well as physical conditions like pain, tapping gets
to the root cause of stress more quickly than other stress relief techniques can.
Given that tapping sends calming, relaxing signals directly to the amygdala, it may
also help us to override the brain’s negativity bias more rapidly. By using tapping
to neutralize what it thought were threats to its survival—which in Jenny’s case was
public speaking—we may be able to reprogram the brain to support more positive
experiences.
HOW CAN TAPPING BENEFIT OUR
CLASSROOMS?
Teachers typically have a wide range of students in their classrooms, coming from
many different backgrounds, different family lives, and different thoughts toward their
school and learning. Here are some examples of different types of learners and how
some preconceived emotions can begin to impact their academic success.
As educators, we would think that students who are over-concerned with their work
would be showing a good quality to have in a learner, but the truth is, perfectionists
and go-getters can create unnecessary anxiety and stress around their day, which can
then inhibit their learning. Here are a few possibilities of thoughts and emotions they
may have:
• My work must be perfect or it is bad.

• I cannot fail or make mistakes.
• I am not as smart as my classmate.
• I cannot start because it may be wrong.
• I am worried I won’t succeed.
When students are disengaged, have a fixed mindset, or seem to be defensive, there
is always a reason for it. Tapping can help to get to the root of these feelings and
show students that the underlying reasoning behind their frustration can be addressed
to allow them to become engaged learners.
• I don’t want to be at school.

• Everything is too hard.
• I’m not going to try.
• This work is boring.
• I might as well give up.
• I like sports and other things, not school.

• No one cares if I do well.
• Learning is not fun.
• I won’t ever be able to be successful.

• I’m not interested in doing well in school.
Believe it or not, even from a young age, students can feel the social pressure related
to academic success and some would choose to put in little effort rather than try to
succeed and risk the chance of failing.
• I don’t want to try and fail, so I won’t try.

• If I become successful, I will always need to be successful.
• If my friends don’t do as well as me, I will lose them.
• I do not deserve success.
In addition to academic worries, children also deal with discomfort and anxiety
around social interactions throughout their day. Children are engaging in conver-
sations frequently during their school day, some that are positive, but unfortunately
many that are negative. Especially since many of the negative interactions occur
when there are no adults/teachers present, children will benefit from guidance in
learning how to deal with, and how to self-manage, these social interactions.
Beginning of the year:

• First day jitters
• I’m new to the school and don’t know anyone.
• I don’t want to be at school.
• This school is scary.
• I don’t want to leave my mom/dad/family member.
Friends:
• I can’t make friends.
• My friend is angry at me.
• I don’t know how to solve my problem.
• We keep fighting about what happened but can’t solve anything
(communication).
• I’m angry at my friend.
End of year:
• I don’t want to leave (change).
• I just made friends, now I have to do it again.
• I won’t see my friends every day.
This guide meets the following American School Counselor Association (ASCA)
Mindsets and Behaviors for Student Success:

CATEGORY 1: MINDSET STANDARDS
1. Belief in development of whole self, including a healthy balance of mental, social/
emotional and physical well-being
2. Self-confidence in ability to succeed
3. Sense of belonging in the school environment
5. Belief in using abilities to their fullest to achieve high-quality results and outcomes
6. Positive attitude toward work and learning
CATEGORY 2: BEHAVIOR STANDARDS

Learning Strategies
1. Demonstrate critical-thinking skills to make informed decisions
4. Apply self-motivation and self-direction to learning
6. Set high standards of quality
7. Identify long- and short-term academic, career and social/emotional goals
Self-Management Skills
1. Demonstrate ability to assume responsibility
2. Demonstrate self-discipline and self-control
3. Demonstrate ability to work independently
4. Demonstrate ability to delay immediate gratification for long-term rewards
5. Demonstrate perseverance to achieve long- and short-term goals
6. Demonstrate ability to overcome barriers to learning
7. Demonstrate effective coping skills when faced with a problem
9. Demonstrate personal safety skills
Social Skills
2. Create positive and supportive relationships with other students
3. Create relationships with adults that support success
4. Demonstrate empathy
5. Demonstrate ethical decision-making and social responsibility
6. Use effective collaboration and cooperation skills
7. Use leadership and teamwork skills to work effectively in diverse teams
8. Demonstrate advocacy skills and ability to assert self, when necessary
9. Demonstrate social maturity and behaviors appropriate to the situation
and environment
This guide encourages the growth of the Social and Emotional Learning Competencies
that are identified by the Collaborative for Academic, Social, and Emotional Learning
(CASEL). Information on the 5 Social/Emotional Learning Competencies has been
taken from www.CASEL.org.
These are Self-Management, Self-Awareness, Social Awareness, Relationship Skills

and Responsible Decision-Making Skills.

Self-Awareness
The ability to accurately recognize one’s own emotions, thoughts, and values and
how they influence behavior. The ability to accurately assess one’s strengths and
limitations, with a well-grounded sense of confidence, optimism, and a “growth
mindset.”
• Identifying emotions
• Accurate self-perception
• Recognizing strengths
• Self-confidence
• Self-efficacy
Self-Management
The ability to successfully regulate one’s emotions, thoughts, and behaviors in
different situations — effectively managing stress, controlling impulses, and
motivating oneself. The ability to set and work toward personal and academic goals.
• Impulse control
• Stress management
• Self-discipline
• Self-motivation
• Goal-setting
• Organizational skills
Social-Awareness
The ability to take the perspective of and empathize with others, including those from
diverse backgrounds and cultures. The ability to understand social and ethical norms
for behavior and to recognize family, school, and community resources and supports.
• Perspective-taking
• Empathy
• Appreciating diversity
• Respect for others
Relationship Skills
The ability to establish and maintain healthy and rewarding relationships with diverse
individuals and groups. The ability to communicate clearly, listen well, cooperate with
others, resist inappropriate social pressure, negotiate conflict constructively, and seek
and offer help when needed.
• Communication
• Social engagement
• Relationship-building
• Teamwork
Responsible Decision-Making
The ability to make constructive choices about personal behavior and social
interactions based on ethical standards, safety concerns, and social norms. The
realistic evaluation of consequences of various actions, and a consideration of
the well-being of oneself and others.
• Identifying problems
• Analyzing situations
• Solving problems
• Evaluating
• Reflecting
• Ethical responsibility
WHERE TO BEGIN:
(The Fundamentals)
The basic steps for a Tapping sequence:
Say a negative thought associated with a specific emotional event or feeling you
have. Then follow it with a self-acceptance statement. This is important because it
will acknowledge the change. The self-acceptance statement does not need to be
this exact wording and can be fit to the child.
“Even though I ____, I accept this about myself.” Or,

“Even though I ____, I am a good kid.” Or,
“Even though I ____, I am okay.”
Example: “Even though I am upset with my friend, I am a great kid and I’m okay.”
So to begin, have the child think of what the problem or concern is and say it. Ask
the child to rate the issue on a scale from 0-10 (0= very calm, 10 = worst ever).
*Note: If using a rating scale with younger children, it may be more effective to
have them show how wide with their hands (very wide apart means a high number,
hands closer together means less distress) rather than a numerical scale. You can also
choose to use a visual scale (such as a ruler, thermometer, etc.).
2. Step two begins Tapping. While Tapping on the side of hand point (Karate Chop),
state the problem in a statement. This can be the same as or slightly altered from the
sentence in step one. Say it in a sentence while Tapping on the karate chop point 3
times.
Karate Chop (KC) (Repeat three times): “Even though I ____, I am okay.”
3. Then tap through all EFT Tapping points with a short reminder phrase. Especially
with children, it is important to move to the positive statements quickly. See sample
below.
Eyebrow:
Side Eye:
Under Eye:
Under Nose:
Chin/Under Mouth:
Collarbone:
Under Arm:
Top of Head:
4. Take a deep breath and have the student re-rate his/her discomfort from step 1.
5. Continue tapping until your student feels calm or a rating between 0-2.
Because you are guiding your student through Tapping, you will be saying the phrases
and modeling Tapping while the student repeats the words and follows your Tapping
sequence. It is always best to use the words that the student has chosen, when possible.
SAMPLE:
Karate Chop (Repeat three times): Even though I am worried about my work,
I am okay.
Eyebrow: I want to do well

Side Eye: I feel butterflies in my belly
Under Eye: So worried about my work
Under Nose: I will be okay
Chin/Under Mouth: I can learn something new
Collarbone: People will help me do my best
Under Arm: I’m a great student
Top of Head: I’m a great kid and I’m okay
*Note: Before continuing on, it is recommended that you watch Tapping in action to
understand where the Tapping points are specifically and the overall process
of a Tapping round.
Watch here: http://bit.ly/LearnTapping101
9 TH: top of head
EB: eyebrow 2
SE: side eye 3
UE: under eye 4
UN: under nose 5
CH: just above chin 6
CB: collarbone spot 7
UA: under arm 8
1 KC: karate chop
© 2017
*Note: With younger children (generally younger than 6 or 7 years old), you may
find it helpful to only use the Karate Chop point and the additional 4 points. This will
depend on each child’s memory and coordination skills.
Tapping Points for Kids
1 KC: karate chop

2 EB: middle of eyebrow
3 UE: under eye
4 CB: collarbone spot
5 UA: under arm
(hug yourself)
© 2017
Tapping Tips:
• When Tapping with others, it is important that you understand and have
applied Tapping to your life as well! Use the “Fundamentals” page to
practice yourself and visit www.thetappingsolution.com for videos on how
to tap. Once you have mastered the easy technique, you will be more
effective Tapping with others.
• Use a firm but gentle pressure, as if you were drumming on the top of your
desk or testing a melon for ripeness.
• You can use all four fingers, or just the first two (the index and middle
fingers). Four fingers are generally used on the top of the head, the
collarbone, under the arm… wider areas. On sensitive areas, like around
the eyes, you can use just two.
• Tap with your fingertips, not your fingernails. The sound will be round
and mellow.
• The tapping order begins at the top and works down. You can end by
returning to the top of the head, to complete the loop.
• You can use either side of the body and either hand or both. Some people
like Tapping on both sides at the same time, and that is okay, too.
• It is important to acknowledge the negative feeling/thought/concern, but
for children it is effective to move into positive words faster than we may
as adults when tapping.
• With younger children it may be helpful to have them draw a picture of
how they are feeling before tapping and then again after. This will be
good information for themselves and for you as their teacher.
Examples of child-friendly scales to use instead of 0-10:
• The most common is having your student use his/her arms outstretched to
show “how much” (very wide versus close together).
• A ruler can visually show numbers and how some numbers are “bigger”
than others.
• Colors can be used when discussing feelings. For example, I feel like
“red” when I talk about it versus moving towards a “pink” or “blue” or
calmer color.
• A child can use their fingers if they’re having difficulty verbalizing (hold
up one finger, hold up 8 fingers, etc.)
• If a child is having difficulty verbalizing their scale, they can draw a picture
to show the intensity of their feeling.
INTRODUCE TAPPING TO
YOUR STUDENTS!
The most effective way to introduce Tapping
in your classroom is through the book, Gorilla
Thumps and Bear Hugs: A Tapping Solution
Children’s Story by Alex Ortner (Available for
purchase here: http://bit.ly/GorillaThumps).
This children’s book introduces the Tapping
points through a character named Annabel
who is overcoming common school issues.
Annabel learns each Tapping point and
how Tapping can help to navigate her
stress, negative emotions, and much more.
Your students will learn how to use each
Tapping point through the fun descriptions
and illustrations for each point.
Tapping Point Child-Friendly Term for Tapping Point
Karate Chop (side of hand) Karate Chop
Eyebrow Hairy Eyebrow
Side of Eye Super Eagle Eye
Under Eye Lion Cry
Under Nose Dragon Fire
Under Mouth Wolf’s Chin
Collarbone Gorilla Thump
Under Arm Bear Hug
Top of Head Monkey
You can use Gorilla Thumps and Bear Hugs: A Tapping Solution Children’s Story by
Alex Ortner and/or use the language below. The sample language below is an
excerpt taken from Nick Ortner’s book, The Tapping Solution for Parents, Children and
Teenagers. You will most likely need to adapt the examples below to meet your stu-
dents’ needs. Try to use scenarios and language that the entire class will know (or the
student if you’re working one-on-one).
FOR YOUNGER KIDS...

First, explain how the brain & body work
together…
You could say something like:
Example 1: You know how when you feel sad (or mad)
because a friend won’t play a game with you, and you
can’t stop feeling that way because it almost feels like that
sad (or mad) feeling is in your body? That’s because your
brain and your body are working together to create sad (or mad) feelings.
Or, you can refer back to a time when they felt a feeling they wanted to overcome,
but couldn’t:
Example 2: Remember at recess when all of your friends were having so much fun on
the monkey bars, but you were like a statue at the edge of the playground? Remember
how you felt too scared to try, even though you really, really wanted to? Well, when
things like that happen, your brain and body are working together to create scared
feelings in your body.
Second, explain how Tapping impacts the body…
Example 1 (cont’d): The fun part is what we call tapping points on the body. When
we tap on them gently, we can get rid of the sad (or mad) feelings when we don’t
want them.
Example 2 (cont’d): The great thing is, we all have tapping points on the body that can
get rid of that scared feeling.
Using this language in conjunction with the children’s book will help students
understand (in child-friendly ways) how Tapping can help to overcome thoughts
and emotions that children may feel they are stuck with. It is important for students
to know that they have the tools available to help them be resilient and overcome
thoughts that may be getting in the way of their happiness, social experiences, or
academic learning.
FOR OLDER STUDENTS…

First, explain how the brain & body work together…
As always, refer to the child’s interests and goals whenever possible. You may also
want to include more science with this age group.
Example: Remember when your mind went blank while taking that math test? Well,
there’s a process that happens in the body called the “stress response” or the “fight or
flight response.” When you get stressed, a part of your brain called the amygdala tells
your body to release a large amount of cortisol, which is called the stress hormone.
When there’s a lot of cortisol in your body, it’s hard to function normally. Your brain can
“freeze” like it did that day when you couldn’t think during your math test. That happens
because stress is not just in your head, it’s in your body, too.
If the student has questions about the amygdala and cortisol, try searching for “fight
or flight response” and checking out some educational websites together.
Second, explain how Tapping impacts the body…
Again, if the student is interested in mindfulness, feel free to frame Tapping in those
terms.
Example: There’s this technique called Tapping that I’ve been learning about… it
lowers cortisol levels in the body so you can think more clearly and your body can
function better. It helps with test taking, releasing emotions like anger, sadness and
others. It improves performance, whether in sports, theater and more. It also helps you
fall asleep, and promotes better, faster healing in the body.
You can use Tapping the night before your next math test, or whenever you want to feel
more relaxed. You tap through a series of special points on the body—
acupressure points from ancient Chinese medicine—while expressing and releasing
stress and emotions. Want to try it?
Third, use Tapping to solve a problem the student is interested in

solving…
Example: Whenever there’s something bothering you, or even when you want to sleep
better or feel more focused or positive, a few minutes of Tapping can really help. Try it
with me? Here’s how it works…
THIS IS SUCH IMPORTANT WORK! BUT, WHEN AND

WHERE DO I FIT IT IN?
Our hope is that when a need arises, Tapping can be used on the spot to remedy
the concern. But the truth is, we know that as teachers your time is very limited.
You are already filled to the brim with work and even though you find value in this,
it takes time to find the time! With the help of educators who use Tapping, here are
suggested times to help you successfully incorporate Tapping into your classroom
and school day.
If your schedule allows, build in a short 10-minute part of your scheduled day to Tap
through “mindset/growth/reflection/goal setting/social emotional learning.” This gives
your students time to pause and think about their part in their learning. If it can be built
into your schedule, it is definitely worth its weight in gold!
Morning Routine/Homeroom: If you have time in the morning when students

complete their morning routine (unpack, notes, sign-ups), this may be a beneficial
time to work with any students one-on-one.
Beginning of Class: If your students are switching rooms, Tapping can be a great
way to get students focused at the start of your class. While we know teachers are
always short on time, a 5 minute Tapping session can yield high rewards (and in the
end give you more time back)!
Brain Breaks: Long stretches of time always require some movement to get students
reenergized. If you find your students feeling overwhelmed or dragging through the
day, take a break for whole-class Tapping.
Recess: Some teachers are assigned part of their day to be outside during recess.
While your main job is the safety of all children outside, this is a great opportunity to
address students that have a problem. Even mentioning to them that “We can tap on it
later” can ease some of the anxiety around waiting for a solution.
Refocus From Recess: Exercise is a necessary part in a child’s day. Oftentimes

refocusing after a multitude of social interactions can be difficult, so taking a few
minutes after lunch or recess can help to calm the body and alert the brain.
Tapping Chair: You may already have a spot in the room for your students to take
a break or help themselves calm down. After practice, your students will quickly learn
how to tap and can even do this work on their own. It would be beneficial to teach
your students how to use this space if they need a place to tap privately.
End of the Day: If there is time at the end of the day for a closing circle or
reflection on the day, Tapping could be instrumental in focusing on the positives
and ridding of any negative emotions.
TAPPING SCRIPTS
Below are sample Tapping scripts that you can use with your students or children.
Note that it is always recommended to change the language to meet the needs and
age group of your students, as well as encourage any sounds, expressions,
or feelings the student shares.
INTRODUCTION TO TAPPING
*to be used with Gorilla Thumps and Bear Hugs Book
(additional intro without use of the book below)
Say: Have you ever heard of Tapping? It is

something you can use to help you feel better. Raise
your hand if you’ve ever felt mad, worried, or even had trouble solving a problem with
a friend or making friends. Have you ever become so upset that your face
begins to feel warm? Or been so nervous that your stomach hurts or your hands shake?
Well, you aren’t the only one! When you have those feelings of your stomach feeling
queasy, or your face feeling hot, there’s a reason. Your body may respond to stress, or
problems, this way. Tapping can help you get rid of these negative feelings by sending
relaxing signals back to your brain. Your brain and body work together!
Before we begin Tapping, it is important to think about how you are feeling now. This
helps you to understand your feelings and also notice the improvement once you’ve
spent time Tapping. Think about how you are feeling on a scale of 0 to 10. A 10 would
be that you are really mad, or really upset, the strongest emotion. A 0 would mean that
you feel calm and you’ve solved what was bothering you. You can also use your hands
to measure how much. Your hands far apart would be that you feel strong emotions, you
are really upset, or really nervous. Closer together would be that you have those feel-
ings, but they aren’t bothering you as much. Closed hands together would mean
that you’ve solved your problem!
Begin demonstrating Tapping using the following language.
Are you ready to Tap along with me? It’s easy, just copy the moves that I do. You can
Tap using any hand and any side of the body.
First take a deep breath in and let it out.
We start with the side of the hand, called the Karate Chop point. It’s easy to
remember, because it’s just like a karate chop!
Next is the Eyebrow point. We can remember it by calling this the Hairy Eyebrow
point. I pretend that I have eyebrows so big that birds can land on them and sing songs
to make me feel better.
Then there’s the Side of the Eye point, which I remember by calling it the Super
Eagle Eye point. When I tap here, I pretend I have super eagle eyes that let me look at
things in a different way.
Next is the Under Eye point, or the Lion Cry point. This reminds me that even if you’re
strong like a lion, it is okay to cry and let bad feelings out.
Then there’s the Under the Nose point, the Dragon Fire point! I breathe out my bad
feelings just like a dragon breathes fire out of its nose.
Next is the Chin point, or the Wolf’s Chin point. When I tap here I’m like a wolf howling
away the bad feelings.
Then comes the Collarbone point, which I think of as the Gorilla Thump point. When I
tap here, it’s like I’m a big proud gorilla beating on my chest.
Next is the Underarm point. I like to call this the Bear Hug point because when I tap
here I think about giving myself a lot of love with a bear hug.
The last tapping point is the Top of Head point, I call this the Monkey point. This one’s
a silly one that makes me feel like a monkey - and then I laugh!
Those are all of the Tapping points!
It may be helpful to write down the names for students to see, or print the Tapping
diagrams for children and students which can be found in this quickstart guide and
at www.tappingsolutionfoundation.org.
After students have learned the names and places of the Tapping points, you can
begin discussing what language to use while Tapping. Say While we Tap, we also talk
at the same time. This helps us remember what is bothering us, and to help us solve the
problem, or to feel calm.
Let’s try it out! I’ll tap first, then you repeat what I say and do. It may feel a little silly at
first, but you’ll get the hang of it!
Because we are learning how to Tap, we won’t rate our feelings for this one. But usual-
ly, you would rate how you feel using 0 to 10 or using your hands to show how much.
Then, take a deep breath in and let it out.
Let’s Tap!
You will want to tap on the point and say the words, and then have the students
repeat it.
Karate chop: Even though I’m learning something new, I’m a great kid!
Karate chop: Even though this will be different, I like to learn new things.
Karate chop: Even though this is new and different, I can try my best.
Eyebrow: This feels a little silly!

Side of eye: But it can help me when I have so many feelings
Under eye: I love learning new things
Under nose: Whether they are hard or easy to learn!
Chin: Tapping will help me
Collarbone: I will learn all about it
Under arm: I’m a great kid!
Top of head: I am learning ways to help myself.
Take a deep breath in and let it out. This example is one round of Tapping! Usually you
will do more than one round, until you are feeling better. You may choose to do more
than one round, or stop here.
After Tapping, you will rate how you feel again, using 0-10 or “this much” with your
hands. By learning how to Tap, you just helped to bring calming thoughts back to your
brain, instead of your body reacting in a different way. You can use Tapping to help
with any feeling or problem you have.
INTRODUCTION TO TAPPING
*to be used without Gorilla Thumps and Bear Hugs Book
Say: Have you ever heard of Tapping? It is something you can use to help you feel
better. Raise your hand if you’ve ever felt mad, worried, or even had trouble solving a
problem with a friend or making friends. Have you ever become so upset that your face
begins to feel warm? Or been so nervous that your stomach hurts or your hands shake?
Well, you aren’t the only one! When you have those feelings of your stomach feeling
queasy, or your face feeling hot, there’s a reason. Your body may respond to stress, or
problems, this way. Tapping can help you get rid of these negative feelings by sending
relaxing signals back to your brain. Your brain and body work together!
Before we begin Tapping, it is important to think about how you are feeling now. This
helps you to understand your feelings and also notice the improvement once you’ve
spent time Tapping. Think about how you are feeling on a scale of 0 to 10. A 10 would
be that you are really mad, or really upset, the strongest emotion. A 0 would mean that
you feel calm and you’ve solved what was bothering you. You can also use your hands
to measure how much. Your hands far apart would be that you feel strong emotions,
you are really upset, or really nervous. Closer together would be that you have those
feelings, but they aren’t bothering you as much. Closed hands together would mean that
you’ve solved your problem!
Begin demonstrating Tapping using the following language.

Are you ready to Tap along with me? It’s easy, just copy the moves that I do. You can
Tap using any hand and any side of the body.
First take a deep breath in and let it out.
We start with the side of the hand, called the Karate Chop point. It’s easy to
remember, because it’s just like a karate chop!
Next is the Eyebrow point.

Then there’s the Side of the Eye point.
Next is the Under Eye point.
Then there’s the Under the Nose point.
Next is the Chin point.
Then comes the Collarbone point.
Next is the Underarm point.
The last Tapping point is the Top of Head point. This one’s a silly one that makes me
feel like a monkey- and then I laugh!
Those are all of the Tapping points!
It may be helpful to write down the names for students to see, or print the Tapping
diagrams for children and students which can be found in this guide and at
www.tappingsolutionfoundation.org.
After students have learned the names and places of the Tapping points, you can
begin discussing what language to use while Tapping. Say While we Tap, we also talk
at the same time. This helps us remember what is bothering us, and to help us solve the
problem, or to feel calm.
Let’s try it out! I’ll tap first, then you repeat what I say and do. It may feel a little silly at
first, but you’ll get the hang of it!
Because we are learning how to Tap, we won’t rate our feelings for this one. But usual-
ly, you would rate how you feel using 0 to 10 or using your hands to show how much.
Then, take a deep breath in and let it out.
Let’s Tap!
You will want to tap on the point and say the words, and then have the students
repeat it.
Karate chop: Even though I’m learning something new, I’m a great kid!
Karate chop: Even though this will be different, I like to learn new things.
Karate chop: Even though this is new and different, I can try my best.
Eyebrow: This feels a little silly!

Side of eye: But it can help me when I have so many feelings
Under eye: I love learning new things
Under nose: Whether they are hard or easy to learn!
Chin: Tapping will help me
Collarbone: I will learn all about it
Under arm: I’m a great kid!
Top of head: I am learning ways to help myself.
Take a deep breath in and let it out. This example is one round of Tapping! Usually you
will do more than one round, until you are feeling better. You may choose to do more
than one round, or stop here.
After Tapping, you will rate how you feel again, using 0-10 or “this much” with your
hands. By learning how to Tap, you just helped to bring calming thoughts back to your
brain, instead of your body reacting in a different way. You can use Tapping to help with
any feeling or problem you have.
TAPPING SCRIPTS CONTINUED

Below are samples of Tapping scripts for common issues that arise for students. As
always, change the language to reflect the needs and age group of your students or
children. Tapping can be used on hundreds of issues, so if you do not find the exact
Tapping script you are looking for, you can change the language of one to better fit
your needs. There is not a “wrong” or “right” way! There are also plenty of resources
with other Tapping examples that can be found on The Tapping Solution’s website at
http://bit.ly/TappingSolutionHomepage or The Tapping Solution Foundation’s website
at www.tappingsolutionfoundation.org. You can find videos, books, and other
materials there!
Scenario: Tapping to Relieve Test Anxiety
Before we begin Tapping, rate your feeling on a scale of 0 to 10, where 0 means you
are feeling calm, and 10 means you are having the most concerns about your test. Or
you can use your hands to show how much, whether you have really strong feelings,
or are feeling calmer. Say your number outloud, or show the scale with your hands.
Take a deep breath in and out. Let’s tap together.
Karate chop: Even though I am really worried about this test, I am a great kid and
I’m okay.
Karate chop: Even though I am nervous it will be hard, I am a great student.
Karate chop: Even though I am nervous to start, I am okay.
Eyebrow: I am so nervous
Side of eye: I want to do well
Under eye: I want to feel proud
Under nose: I am worried it will be hard
Chin: I care about my learning
Collarbone: It is okay to feel this way
Under arm: I am a great kid
Top of head: I know I can do well
Eyebrow: I can show what I’ve learned

Side of eye: I don’t need to be worried
Under eye: I can feel brave and proud
Under nose: I will do my best
Chin: I am a great kid no matter what
Collarbone: I choose to feel calm
Under arm: I choose to do my best
Top of head: I am a great learner!
Eyebrow: I feel calm and brave

Side of eye: I am proud of myself no matter what
Under eye: I will do my best
Under nose: I am amazing!
Chin: I’m ready to do this work
Collarbone: I choose to feel calm
Under arm: I choose to do my best
Top of head: I am a great learner!
Take a deep breath in and let it out. Rate how you are feeling again, using the 0
to 10 scale or “this much” with your hands. Do you feel calmer, and more proud of
yourself as a learner? It is okay to feel worried about a test, or wanting to do your
best, but if you are too worried, and your brain is busy being worried, you will have
more trouble showing your thinking! Remember that when your brain is clear of
worry, or nervousness, or any other feeling that is making you upset, your brain is
ready to do more thinking.
Scenario: Tapping Through Social Problems
Before we begin Tapping, rate your feeling on a scale of 0 to 10, where 0 means
you are feeling calm and ready to learn, and 10 means you have strong feelings that
distract you. Or you can use your hands to show how much, whether you are really
distracted by the problem with your friend, or are feeling ready to learn. Say your
number out loud, or show the scale with your hands. Take a deep breath in and out.
Think about what may be bothering you, maybe what you said to a friend, or what
you wish you had said, or how you could have fixed the problem yourself. Let’s tap
together. Copy the moves I do and repeat after me.
Karate chop: Even though I’m upset with my friend, I am a good kid and I’m okay.
Karate chop: Even though I keep thinking about it, I can still learn.
Karate chop: Even though I need to solve my problem, I’m still a great kid.
Eyebrow: I am so mad about what happened

Side Eye: I can’t stop thinking about it
Under Eye: My friend never listens to me
Under Nose: And it really bothers me
Chin: I wish we had solved it
Collarbone: Instead we’re both sad
Under Arm: And can’t focus
Top of Head: I’m still a great kid.
Eyebrow: I should be having fun with my friends

Side Eye: Instead of disagreeing
Under Eye: We can talk it through
Under Nose: We’re both great kids
Chin: It’s okay to disagree, or be upset
Collarbone: But talking through it will help
Under Arm: I can share how I feel
Top of Head: And listen to others
Eyebrow: Being angry or sad causes me to miss out of fun things

Side Eye: If I talk about how I feel I can solve it quickly
Under Eye: I can be a problem solver
Under Nose: I can help myself
Chin: So that I can have fun and learn
Collarbone: I can lose this angry feeling
Under Arm: By just sharing how I feel
Top of Head: Because I’m a great kid
Take a deep breath in and let it out. Rate how you are feeling again, using the 0 to
10 scale or “this much” with your hands. Do you feel calmer, and ready to focus?
Hopefully your number went down, or you hands came closer together. Do you feel
like you can make the decision to talk with your friend next time? Discuss your differ-
ences, listen to each other, and talk through it. It is okay to disagree with others and
to share your opinion, but if you don’t solve these problems, you will have more trou-
ble learning and even lose time having fun with friends! Remember that when your
brain is clear of feeling angry or sad, your brain is ready to do more thinking.
Scenario: Tapping to Forgive Oneself
you are feeling calm and forgiving of yourself and 10 means you have strong feel-
ings of frustration or another feeling. Or you can use your hands to show how much,
whether you have really strong feelings, or are feeling calmer. Say your number
outloud, or show the scale with your hands. Take a deep breath in and out. Think
about what may be bothering you, maybe what you said to a friend, or what you
wish you had said, or how you could have fixed the problem yourself. Let’s tap
Before we begin, take a deep breath in and let it out. Think about what may be
bothering you, maybe what you feel frustrated about, or what you wished you had
done differently. Let’s tap together.
Karate chop: Even though I’m upset about my mistake, I can forgive myself.
Karate chop: Even though I feel mad at myself, I’m a great kid.
Karate chop: Even though I wish I did better, I know I’m a good student.
Eyebrow: I’m so frustrated

Side Eye: I wanted to do well
Under Eye: I wish I did better
Under Nose: I guess I’m not good at it
Chin: I must be bad at everything
Collarbone: So frustrated
Under Arm: I will always do this poorly
Top of Head: So upset
Eyebrow: I wish it had happened differently

Side Eye: It could have been better
Under Eye: I made some mistakes
Under Nose: But it wasn’t so bad
Chin: There were good things too
Collarbone: Maybe it doesn’t always have to be perfect
Under Arm: If it’s perfect I have nothing to learn
Top of Head: I did my best
Eyebrow: I can try new things

Side Eye: I can learn from mistakes
Under Eye: I’m a great kid
Under Nose: I can feel good about all of my work
Chin: I can forgive myself
Collarbone: I can try again
Under Arm: I did my best
Top of Head: I forgive myself
Take a deep breath in and let it out. Rate how you are feeling again, using the 0-10
scale or “this much” with your hands. Do you feel less frustrated? Have you started
to accept and forgive yourself? Remember, it is okay to want to do your best, and to
always try harder, but if you spend too much time being mad at yourself, you will lose
out on all that you’ve done really well, and all that is to come. Remember that when
your brain is clear of feeling frustrated or disappointed, your brain is ready to do
more thinking and learning.
Scenario: Tapping to Forgive Others
are feeling calm and forgiving of others and 10 means you have strong feelings of
frustration or another feeling towards someone. Or you can use your hands to show
how much, whether you have really strong feelings, or are feeling calmer. Say your
number out loud, or show the scale with your hands. Take a deep breath in and out.
Think about what may be bothering you, maybe what you said to a friend, or what
someone said to you. Let’s tap together. Copy the moves I do and repeat after me.
Before we begin, take a deep breath in and let it out. Let’s tap together.
Karate chop: Even though I was mad at my friend, I can choose to forgive him
or her.
Karate chop: Even though I feel frustrated, I’m a great kid.
Karate chop: Even though I am upset, I know I’m a good student.
Eyebrow: I’m so frustrated

Side Eye: I wanted it to be my way
Under Eye: But we couldn’t agree
Under Nose: Now we are both mad
Chin: I can’t focus on other things
Collarbone: So frustrated
Under Arm: I’m only thinking about the event
Top of Head: So upset
Eyebrow: I wish it had happened differently

Side Eye: We could have talked about it
Under Eye: I’m a great kid
Under Nose: He or she is a great kid too
Chin: It’s okay to disagree
Collarbone: But we should use our words
Under Arm: Instead of being mad
Top of Head: I can forgive others
Eyebrow: And others can forgive me

Side Eye: We can talk through our disagreements
Under Eye: So we understand each other
Under Nose: And we can come to an agreement
Chin: I can forgive others
Collarbone: So that I can be my best self and learner
Under Arm: And I can learn
Top of Head: I’m a good friend to others
scale or “this much” with your hands. Do you feel less frustrated? Have you started to
accept and forgive yourself and others? Remember, it is okay to disagree with others
and share your opinion, but if you choose to be frustrated, instead of understanding
and willing to talk, you will spend too much time wasted and have a hard time
focusing. Remember that when your brain is clear of feeling frustrated or
disappointed, your brain is ready to do more thinking and learning.
Scenario: Tapping to Build Courage in a New School/Class

feeling calm and 10 means feeling anxious and uncomfortable. Or you can use your
hands to show how much, whether you have really strong feelings, or are feeling
calmer. Think about what may be bothering you, specifically what you are worried or
anxious about. Let’s tap together. Copy the moves I do and repeat after me.
Karate chop: Even though I am afraid of being in a new school, I am okay.

Karate chop: Even though I am afraid of being in a new school, I am a great kid.
Karate chop: Even though I am afraid of being in a new school, I will be okay.
Eyebrow: So afraid
Side Eye: All these new people
Under Eye: I don’t know anyone
Under Nose: Everyone already has friends
Chin: It’s scary here
Collarbone: I like my old school better
Under Arm: So many people
Top of Head: I don’t know them
Eyebrow: Maybe it’s okay here

Side Eye: I know a few people already
Under Eye: I can play with them at recess
Under Nose: I can ask others to play
Chin: I’m a great kid
Collarbone: I can like my old school and new school
Under Arm: I can try to make friends
Top of Head: It’s not too scary
Eyebrow: If I talk to others, I won’t feel alone

Side Eye: I feel safe at my school
Under Eye: The teachers can help me
Under Nose: Someone else may be looking for a friend
Chin: I’m a great kid
Collarbone: They are great kids too
Under Arm: I can feel happy at my new school
Top of Head: It’s okay
Take a deep breath in and let it out. Rate how you are feeling again, using the 0 to
10 scale or “this much” with your hands. Do you feel less worried? Are you feeling
more hopeful about making friends? Remember, it is okay to feel worried about some-
thing new and different, but if you choose to only have those feelings, and not build
up the courage to enjoy your new surroundings, it will be hard to adapt.
Scenario: Tapping to Build Compassion Toward Someone “Being

Mean”
are feeling calm and 10 means you are feeling angry or frustrated. Or you can use
your hands to show how much, whether you have really strong feelings, or are feeling
calmer. Think about what may be bothering you, specifically what happened. Let’s tap
Karate Chop: Even though she was mean to me, I can think about and understand
why that might have been.
Karate Chop: Even though I am upset, I am a great kid and can work through it.
Karate Chop: Even though we disagreed, we are both good people.
Eyebrow: She was mean to me on the bus

Side Eye: I’m upset
Under Eye: She seems to be mean to me a lot
Under Nose: I don’t like it
Chin: Feeling upset about going on the bus
Collarbone: So mean
Under Arm: Don’t want to go on the bus
Top of Head: Why is she mean?
Eyebrow: She knows it makes me upset

Side Eye: I’m upset
Under Eye: Maybe I need to tell her
Under Nose: Maybe she doesn’t realize
Chin: She could be feeling sad herself
Collarbone: I can show compassion and listen to her
Under Arm: I can show compassion and talk through it
Top of Head: Maybe we both aren’t listening
Eyebrow: I’m a great kid
Side Eye: She’s a great kid too
Under Eye: I want her to show compassion
Under Nose: I should show compassion
Chin: I can talk and listen
Collarbone: I can listen and forgive
Under Arm: I can understand other people
Top of Head: I will be okay
scale or “this much” with your hands. Do you feel less frustrated? Have you started to
accept and forgive yourself and others? Remember, it is okay to disagree with others
and share your opinion, but if you choose to be frustrated, instead of understanding
and willing to talk, you will spend too much time wasted and have a hard time
focusing. Remember that when your brain is clear of feeling frustrated or
disappointed, your brain is ready to do more thinking and learning.
ABOUT THE TAPPING
SOLUTION FOUNDATION!
Over one million people worldwide have been introduced to EFT Tapping through the
efforts of The Tapping Solution and The Tapping Solution Foundation. Our projects
have provided support for revolutionary, life-changing initiatives in the United States
and around the world.
Since its inception in 2007, The Tapping Solution has been committed to spreading
a message of health, healing and support by sharing the power of EFT Tapping. The
Tapping Solution Foundation became the next stage of that outreach and was the
swift response from a desire to help in the aftermath of the life-changing events of the
Sandy Hook Elementary School tragedy in 2012.
“The decision to establish The Tapping Solution Foundation was an easy one when
I saw what was needed, and I knew what was possible, right here in Newtown.
I knew the timing was right, so we quickly moved forward to formalize and
fund our long-term commitment to charitable works.”
– NICK ORTNER on creating The Tapping Solution Foundation
The Sandy Hook Elementary School Shooting tragedy struck home for the Ortners,
located right next door to Tapping Solution’s Newtown, CT-based company.
Twenty-eight lives were lost, including 20 first-graders and 6 educators. Just days
later, Nick created a support team that would provide trauma relief for families who
had lost loved ones, first responders, survivors of the shooting, and other affected
members of the community, and provide vital support to community mental-health
care givers. With an initial $10,000 donation from each of the Ortner siblings,
the Foundation was formed.
From that point on, we have been working to reach local and worldwide communi-
ties in need of help and healing. In addition to working in schools, our projects also
include Tapping for War Veterans, Tapping in Rwanda, Mexico, and Guatemala,
and Tapping to Choose Love, a Tapping extension manual for a Social and
Emotional Learning program. Sign up for our newsletter at
www.tappingsolutionfoundation.org to learn more about these projects and to stay
up-to-date on new resources for schools, including Tapping videos, additional scripts,
and letters to share with principals or parents. Be the first to know!
Join our Tapping communities through Facebook:
Nick Ortner: www.facebook.com/nortner/

The Tapping Solution: www.facebook.com/tappingsolution/
The Tapping Solution Foundation: www.facebook.com/TappingSolutionFoundation/
You can also contact us at info@tappingsolutionfoundation.org.
If you’re looking to use Tapping for yourself as well, visit our main website at
http://bit.ly/TappingSolutionHometpage to get the first two chapters of the NY Times
Bestseller, “The Tapping Solution” and a Tapping for Stress Relief Meditation for free.
The Tapping Solution

by Nick Ortner
http://bit.ly/TappingSolutionBook
The Tapping Solution for Pain Relief

by Nick Ortner
http://bit.ly/PainReliefBook
The Tapping Solution for Manifesting Your Greatest Self

by Nick Ortner
http://bit.ly/YourGreatestSelf
The Tapping Solution for Weight Loss and Body Confidence

by Jessica Ortner
http://bit.ly/BodyConfidenceBook
The Tapping Solution for Teenage Girls
by Christine Wheeler
http://bit.ly/TappingForTeenageGirls
Gorilla Thumps & Bear Hugs: A Tapping Solution Children’s Story

by Alex Ortner
http://bit.ly/GorillaThumps
The Big Book of Hugs

by Nick Ortner & Alison Taylor
http://bit.ly/HugsBook
The Tapping Solution for Parents, Children and Teenagers

by Nick Ortner
http://bit.ly/TTSParents
LOOKING FOR SOMETHING SPECIFIC?
Here’s an inside peek at all of the topics covered in Nick’s newest book, The Tapping
Solution for Parents, Children and Teenagers. You can order your copy here:
http://bit.ly/TTSParents
Disclaimer: The information presented here is not intended to represent that Tapping is used to diagnose, cure, treat,
or prevent any medical problem or psychological disorder, nor is Tapping intended as a substitute for seeking
professional healthcare advice. We strongly recommend that you seek professional advice as appropriate before
making any health decision.

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The Tapping Solution Foundation’s

If you would like to see Tapping in action, visit http://www.tappingsolutionfoundation.org/tapping-teachers-students/

You can also find resources in Spanish at http://bit.ly/TappingInSpanish

• Understand and manage emotions (self-awareness and self-management)

In this guide, you will find...

To review over 5,000 studies conducted about EFT Tapping,

WHY TAPPING IN SCHOOLS?

More case studies can be found at http://bit.ly/TappingSolutionHomepage.

As a result of their laugher, Jenny’s stress response grew more pronounced,

This “freeze response” is a defensive mechanism, an emotional and physical response

Just the thought of it makes her break out in a sweat.

Once again, she’s failed.

What can she do?

The Brain’s “Negativity Bias”

“Our ancestors could make two kinds of mistakes:

Tapping Into The Relaxation Response

Although awareness of these channels dates back to thousands of years in ancient

• My work must be perfect or it is bad.

• I don’t want to be at school.

• I like sports and other things, not school.

• I won’t ever be able to be successful.

• I don’t want to try and fail, so I won’t try.

Beginning of the year:

CATEGORY 2: BEHAVIOR STANDARDS

These are Self-Management, Self-Awareness, Social Awareness, Relationship Skills

“Even though I ____, I accept this about myself.” Or,

Eyebrow: I want to do well

Watch here: http://bit.ly/LearnTapping101

SE: side eye 3

UE: under eye 4

UN: under nose 5

CH: just above chin 6

CB: collarbone spot 7

UA: under arm 8

1 KC: karate chop

1 KC: karate chop

Examples of child-friendly scales to use instead of 0-10:

Tapping Point Child-Friendly Term for Tapping Point

Karate Chop (side of hand) Karate Chop

Eyebrow Hairy Eyebrow

Side of Eye Super Eagle Eye

Under Eye Lion Cry

Under Nose Dragon Fire

Under Mouth Wolf’s Chin

Collarbone Gorilla Thump

Under Arm Bear Hug

Top of Head Monkey

FOR YOUNGER KIDS...

You could say something like:

Second, explain how Tapping impacts the body…

FOR OLDER STUDENTS…

Second, explain how Tapping impacts the body…

Third, use Tapping to solve a problem the student is interested in

THIS IS SUCH IMPORTANT WORK! BUT, WHEN AND

Morning Routine/Homeroom: If you have time in the morning when students

Refocus From Recess: Exercise is a necessary part in a child’s day. Oftentimes

Say: Have you ever heard of Tapping? It is

Begin demonstrating Tapping using the following language.

First take a deep breath in and let it out.

Those are all of the Tapping points!

Eyebrow: This feels a little silly!

Begin demonstrating Tapping using the following language.

Next is the Eyebrow point.