MRT 1.0: Using MRT (Muscle Reflex Testing)

Muscle Response/Reflex Testing, a mind-body medicine technique, may seem like voodoo to some when the chiropractor uses it and you suddenly are unable to keep your shoulder joint flexed. It is disturbing when what you thought should be easy to do suddenly fails. It is even more amazing when you use it to find out that some of the unconscious thought processes going on inside your brain suggest that you might be sabotaging your efforts to change bad “habits,” e.g. lose weight. However, we can use it to translate some of the most complex brain processes into something we understand. Furthermore, it can be used to train the brain into doing something that is not normally done or done at the times you want it done. I present here ideas on how I developed this technique into something very reliable for use in healing the mind and body.

I will use the abbreviation for Muscle Response/Reflex Testing (MRT, Applied Kinesiology).  From now on I will refer to the model that I developed to guide my brain in repair.  Others may use a different model, based upon what their training, e.g. psychologists who do not have the anatomical training that I have, or the chiropractor using Applied Kinesiology in its strictest sense. I discuss how it works in MRT 1.0-a (Applied Kinesiology): How it Works.

Major Update: 10 Aug 2014

This post will be directed toward explaining how this technique works in basic physiological and anatomical terms. Others have also tried to explain it, but in ways that I consider to be far less succinct, with unclear representation by a theoretical world, calling upon quantum physics (see the webinar featured at MRT 1.0-a (Applied Kinesiology): How it Works).

An important point about using this method: you have to train the brain to respond in a way that gives you very clear results. As mentioned in MRT 1.0-a (Applied Kinesiology): How it Works, I used a model where the failure of a muscle to contract means “yes,” and its continued strength means “no.” Some have done the opposite, as in the video below by Cathy Davis.

The View from An Applied Kinesiologist

For all of its oddity in theoretical development, Dr. Leslie S. Feinberg’s long video on Youtube is a way to show my readers how to do the testing. His model depends upon the strength of a muscle contraction, not the complete failure of a muscle to contract, as mine does. However, his model closer to mine than Cathy Davis’ in that a weak muscle contraction means “yes” and a strong contraction means “no.”

I suggest that you wait to watch the “Free NMT Muscle Response Testing Workshop Video” below until after you have read my comments on it below. You will not understand all that I say immediately but you may be less confused as you watch the video.

Dr. Leslie S. Feinberg, D.C. presents this webinar as an way of teaching us how to use applied kinesiology. He developed what he calls the NeuroModulation technique from his training with applied kinesiologists and so has a different take on MRT than mine. My point of view is that of the person doing self-testing. When the practitioner tests a patient a lot of things can affect the results, making this type of testing problematic for many people. How can you be sure you are getting the right answer? Doesn’t the answer change under other circumstances? Sometimes there is a lack of consistency in the answers you get with any method. Doesn’t the lack of consistency in response call into question the validity of the method? All of these are very important questions to ask and they deserve the detail found in this webinar.

Much of what I say in reviewing this video here won’t be understood fully until after you have learned my method. You certainly won’t understand his nuances unless you have had practice in using any method yourself, to the point of feeling somewhat confident that the method is reliable.

Dr. Feinberg tries to communicate the subtlety of responses detected from MRT by using the shoulder muscles in a MRT-“naive” person. He talks about the “weak” and “strong” muscle response, but not the failure of the muscle, as I do below in self-testing with the hand muscles. The questions he asks are much more restrictive than ones I ask in self-testing. They are restrictive because of the problem of ambiguity–-the problem with answers to questions in the untrained brain. This is understandable because the practitioner cannot rely upon getting patients with previous experience with MRT. For instance, he says that the question has to be specific to the body. This leaves out any question which might have an emotional connection, something I say later has to be used as a starting point for training the brain. He says there is too much ambiguity in the response otherwise, e.g. a question like “Is this a girl?” is too ambiguous because there may be sexual identity issues that cloud the response by the patient. Take this information into account when you read what I say are the kinds of questions you have to ask when using this technique as I do.

Dr. Feinberg, again from the point of view of the practitioner, explains at great length in the beginning how the relationship between the practitioner and the patient is one of a type of silent conversation. This “conversation” explains how the practitioner conveys “intent” to the patient without triggering a conscious awareness by the patient of this conversation. It is important to do this because you want to keep the patient’s conscious brain from “willing” the muscles to respond to conscious answers to the question. This is a problem in the MRT-“naive” patient. If the patient had trained him/herself using the self-testing method, he/she would be better at letting only the unconscious brain answer the question. However, I present a different explanation for the “conversation” between patient and practitioner in The Content of Our Voices, one that gives more credibility to the unconscious information that we can get from hearing voices while they speak or exchanging unconscious information from a touch between two people in the galvonic skin response.

There are other checks and balances that need to be done using this method to prevent the patient from doing what the practitioner “wants” to happen. As mentioned above, one of these methods is asking the questions silently. Another is “switching” the questions: asking a question in two ways. For instance, “Is the pain associated with a ligament?” and “Is the pain NOT associated with a ligament?” He also addresses the possibility of muscle fatigue causing a misinterpreted response. Many times a practitioner must spend a long time testing a patient to find all the answers, especially if the practitioner relies on a menu of questions because he/she has not used the technique long enough to develop the strong mindfulness ability that comes from “listening” to his/her own brain for the questions to ask.

Dr. Feinberg takes us through testing of different muscles as a way to prevent fatigue of one muscle being a complication. However, his explanation for use of a test on the hand for self-testing, as a way to get reliable results is a bit flaky. I found his method very difficult to tell if the reflex failed because that is the correct answer or because I consciously knew it to be true. The difference is truly subtle. He does explain how his greater experience makes it easier to tell. With a great deal of practice, I might have been able to get the same feeling as he had.

Names of Fingers, from 5000 Word List 106, http://www.paulnoll.com/Books/5000-Words/5000-pic-forefinger.html

The Bi-digital O-ring test described around 1:08:00 is what is readily seen in Cathy Davis’ video seen above. It is somewhat similar to my single-hand flexion/extension test of thumb and index finger, but with two hands. The breaking through the O-ring by the other hand’s index finger produces the same feeling that I get with my single-hand flexion/extension test (see below). It truly feels the way that you need to feel.

Nambudripad's Neuromuscular Sensitivity Testing Method, http://www.naet.comHis one-handed index and middle finger test is difficult and closer to NAET’s Neuromuscular Sensitivity Testing method but not the same. I think it takes a lot more practice to use than either the NAET or my one-handed test.

He also shows how the test can be used to count items involved in the patient’s health, e.g. how many foods does the patient have a bad reaction to? His testing of the foods are not anatomical parts and so violate his ambiguity principle. He also doesn’t explain how the brain would know Suzy is allergic to the foods from touch, and not eating them. He also mentions how just asking and testing with this method can cause the body to change its response to allergens. Since he refers to NAET earlier, I suspect he does this by using that technique, but that is my assumption.

The Basics of My Theory

The Language of Learning

Muscle Response/Reflex Testing (Applied Kinesiology) is a method used to “talk” with the brain, using a language it knows well, reflexes. When you are using this method, you are not talking with the conscious centers of the brain, but only the unconscious ones in the brainstem (mesencephalon or midbrain and medulla). This part of the brain does talk with the conscious brain at times but not as extensively as you will do using MRT. Just as talking with the computer when you write something in a word processor demands translating our speaking language to several layers of computer language, and finally down to a machine code of 0 and 1 digits, so does talking with the brainstem. Since the brainstem is concerned mostly with the physiological workings of our bodies, translating an emotional question like “does he hate me” involves some extra layers of translation, much as the understanding of pain involves many steps of thinking in both conscious and unconscious parts of the brain.

The nervous system works by using the equivalent of a Morse Code, signals that travel fast or slow, have high amplitude (e.g. shouting) or low (like a whisper) and any level in between these extremes. It uses electrical charges (like a computer does) and chemistry to generate that signal, make it move and cross a synapse to a target cell.

MRT: Translating Reflexes to Higher Concepts

That’s all there is to understanding life, the universe and all that. Doesn’t make sense, does it? How do you get from that to thinking about such complexity and abstraction as the concept of a universe? Hierarchy, association and location.

Categorization Hierarchy, from Wikimedia, http://commons.wikimedia.org/wiki/File:Categorisation-hierarchy-top2down.svgDifferent levels of the brain handle the level of thought from extremely simple, such as you need blood flow to the hand muscles to increase if you want to use them, to a higher level that wants to integrate hand movement with the force needed to hold a pen, to a higher level that must integrate the hand with upper and lower arm segments, to integrating with back muscles, to holding the body steady as you move your arm to the right position, to even higher levels that organize thoughts, to levels that allow execution of commands to start writing, to higher levels that initiate the thoughts. I discuss this concept on a very basic level in the section, “Conscious and Unconscious Thought” in MRT 1.0-a (Applied Kinesiology): How it Works.

Two chains of associated neurons can join by their mutual association with another neuron in common to both.Neurons can be associated with each other by sending axons to connect. In this case A is associated with B and E directly, and indirectly with C and D. They in turn, share the same kind of association with A. However, B and C, although associated with each other, are not associated with D and E, and vice versa.

At each level both within and linking to other levels is “association.” The brain assigns a role to a cell. That role is associated with other roles by putting the cells representing these roles close together or by sending an axon from one cell to another, either permanently (myelinating it) or temporarily (unmyelinated axons). The role may be a physiological role, e.g. signaling that another center must send calcium to a particular part of the body, or a “mental” role, e.g. assigning a cell to represent a person (association).

Imagination, from Alex Proimos at Wikimedia, http://commons.wikimedia.org/wiki/File:Taking_the_Shot_%285910810009%29.jpgThe brain first acts out all processes before you actually do what you are thinking by using particular centers assigned to “imagining” the circumstances. This is how the simplest level can be used to create the pathways needed to carry out more complex acts. In other words, “running associations” is how we think. Therefore, both conscious and unconscious thought can occur.

 

Methods of Use

I discuss how MRT might work in MRT 1.0-a (Applied Kinesiology): How it Works. It is a clear mind-body medicine technique because it involves a body reflex to ask the unconscious mind what is happening. Briefly here, we can use reflexes as a way to get a “yes” or “no” as an answer from our brains, to questions we ask about our unconscious thought patterns.

Nambudripad's Neuromuscular Sensitivity Testing Method, http://www.naet.comThe best method is to test very simple reflexes that can be used for any question. Dr. Nambudripad shows us how to use our index and middle fingers (digital flexors, extensors, and abductors) in her Neuromuscular Sensitivity Test. In this method, you place the distal phalanx of the middle finger onto the opposite side of the index finger in the same hand, flexing all phalangeal joints, and slightly extending the metacarpophalangeal joint (MP), keeping the index finger fully extended. The object is to flex the middle finger joints and at the same time abduct the index finger away from the middle finger, pulling on the middle finger until, if “yes,” the fingers completely separate.

My Single-Hand Self-Testing MethodI modified that method to use only the thumb and index finger of my hand, making an “o” with them, resting the thumb over the second phalanx of the index finger, flexing both fingers. You do not allow the index finger to “collapse.” but instead push its second phalanx against the thumb (in an unsuccessful attempt to extend the index finger). You balance the extension of the index finger with flexion of the thumb to make that “o.” Then try hard to break that “o” by extending the index finger more forcefully, but stopping that break by flexing the thumb more forcefully. Finally, let the thumb give way and the index finger very quickly extends. You want to feel that release of the index finger when you get an answer (“yes”) from the nervous system. The feeling of the index finger when the thumb stops it from releasing is what you want to feel when you get the answer “no” from the nervous system.

Carrots, from Angelo Signore, at Wikimedia, http://commons.wikimedia.org/wiki/File:Carota-di-polignano-colori.jpgYou train the brain to do these things by telling it, out loud, “This means yes,” and releasing the index finger from the thumb’s constraint. You say out loud, “This means no” and do not allow the release by the thumb. This takes practice but you can practice best by starting to ask your nervous system questions. Best are questions that have a clear and strong emotional link, e.g.

“Do I love my child?”

“Do I hate carrots?”

These questions have an obvious conscious answer to you, but you can move to questions about things for which the answer is not so obvious, like

“Do I hate that vegetable because my mother forced me to eat it when I was a child?”

The answer might seem obvious, but usually becomes more obvious as you break it down to other links in your brain, e.g.

“Do I hate that vegetable because something in it is not good for me to eat?”

“Do I hate that vegetable because I can’t eat it whenever I am feeling sad?”

The questions are infinite and specific to each person trying to do this test.

You learn this technique best when you practice mindfulness, another mind-body medicine technique. This technique helps you learn how to focus on what you are sensing at that moment. It also helps you focus on the part of the unconscious brain that needs your active attention to promote this “translation” process. It is difficult at first, but with practice, it gets a lot easier. Pretty soon, you learn how to fully relax and let the words, images, senses tell you what to ask about.

Rolling Eyes Upward, from Roman Head of a Satyr, Walters Art Gallery 23126, on Wikimedia Commons, http://commons.wikimedia.org/wiki/File:Roman_-_Head_of_a_Satyr_-_Walters_23126.jpg

Eye Blink, from Bishonen, at Wikimedia, http://commons.wikimedia.org/wiki/File:Bishzilla_blink_right.gif

Almost any muscle can be used in MRT. I learned how to use the blink reflex for the same purpose (when my hands were full). You blink and tell yourself out loud,

“This means yes.”

You roll your eyes upward and tell yourself,

“This means no.”

I learned that often it takes time for the brain to answer, and that the brain was telling me that it was looking for the answer by moving them from side to side. I learned I had to pay attention to the subtlety of movement as well.

As in all training, teaching the unconscious brain involves learning how to not only do things unconsciously, but also how to alert the conscious brain that the body has to actively do something different to make it feel better, e.g. calling out to mom when we wake up with a fever. Thus, all brain training means teaching it to direct thoughts from unconscious levels to the conscious level at times. MRT is not any different.

In training the unconscious brain, using other mind-body medicine techniques is extremely helpful, like Visualization (Guided Imagery) Techniques  and Mindfulness Techniques.  In fact, most people will use them without ever knowing there is a name for it.  As you ask questions, you try to imagine something, and an image pops into your mind.  It might not be the correct one, but pretty soon, that image might become an “icon” for the concept you are trying to think of. So you end up using visualization as you would normally.  “Mindfulness” is just becoming conscious of what you used to ignore before, as you learn to focus on what you are trying to treat.

 

Training the Nervous System

When we first start to learn how to use MRT, we think of it almost as some disembodied, abstract notion.  Yes, we notice when a reflex fails, but there is so much more to using this method than just that.

Using MRT involves training the nervous system.  You already train the brain in many ways. When you first learn to walk, you watch your parents or other people doing what you really want to do. You keep trying to copy their movements.  Many people think that learning to put a basketball into a basket involves “training” the muscles, but what we are really doing is learning how to write a program in the brain and spinal cord that will make it more likely that we can aim the ball and send it through the basket with our movements consistently, and under a variety of circumstances.

There are other ways we train or “program” the brain.  We write programs every time we want to remember a person’s name when we first meet them, every time we learn a new word.  We know consciously of methods to train the brain.  However, the same methods are applied  by the unconscious brain as well. As we grow and develop, the unconscious brain “learns” that there is more territory to monitor for damage, and more blood vessels that need to be repaired, replaced, or extended, etc.

An Example

A really good example of an extraordinary type of training of the nervous system is what happens when people with a disability (e.g. hearing-impaired), or who want to achieve a certain level of expertise (e.g. play a violin professionally) have to do every day to appear as if their ability is effortless.  Pulitzer Prize-winning poet Phil Shultz is a case in point. He had dyslexia before the schools or doctors knew what to do with a developmental disability. He describes how he was treated as a pariah by the school teachers and other kids in an interview on NPR’s Weekend Edition Sunday on 25 Sept 2011, ‘My Dyslexia’ Didn’t Keep Poet From A Pulitzer.

He taught himself to read in fifth grade by imagining himself as a little boy who could read. And then he imagined how, if he could read, he would feel as his mother pronounced the words on a page. Little by little, he learned to read. Even though he still finds reading a book painful, he does it with carefully selected books and forces himself through the struggle of repeating sentences and words, again and again. He enjoys, it appears, the accomplishment of having read the book, but not the actual act itself.

The reporter, Audie Cornish, suggests that this dyslexia may have played a role in his becoming a poet, because he reduced the written words to a spare, but informative level, normally found in poetry. He learned how to work very hard to achieve something, so that he works hard at everything (even writing over 200 drafts of a poem before he decides it is finished), because that is the only world he knew while growing up–that of having to work very hard. There is no assumption that something he does should come easily, as most kids (and their parents) think today. There is no assumption that he must be good at something because he can easily do it–again, as most people think when choosing an activity as career or hobby.

“Grab the Nervous System’s Attention”

CollarBone EFT Point, modified from public domain picture on Wikimedia, http://commons.wikimedia.org/wiki/File:HumanBodyFeaturesV1.png modified from Human Body Features.pngWhen you first try to teach the brain something new, it is best to “grab” its attention.  Tapping on a chest point used in EFT (the “CollarBone point” of Craig 2004) is the best way to get its attention.  The point lies on the “soft spot” over the lungs, just in between the first and second ribs, to the left or right of the sternum.  Using your distal digit of the thumb as a measuring device (= 1 inch), go down 2 inches below the sternal notch, and 2 inches to the left or right of the center line that bisects the sternum and you will discover a spot that often is tender at times–a bit more sensitive than other areas on the body.  It is the place where the top of the lung would come to rest if your chest muscles and skin were transparent.

This CollarBone point happens to lie near what Craig (2004) calls a Sore Point, where a confluence between Chinese hypodermal meridians meet meridians that go deeper to the lungs and heart. It is where hypodermal fluid flow meets visceral organ fluid flow that is independent of the blood vasculature. It also has a lot of nerve endings to many different kinds of receptors, thus giving it not only “tenderness” but also significance when tapping acupressure points. I suspect that if you tapped there, it would trigger pain nerves more than others. By tapping on top of a bone, you still tap near a lot of different nerve receptors but are closest to where you can affect fluid flow both on the surface of the body under the skin, and deeper into tissue that surrounds visceral organs.

Speaking out loud so that the brain gets the information from many sources (tapping point, voice, inner thoughts), say what you want to teach the brain, e.g.

“This means yes,”

when you test a muscle reflex and let your index finger extend fully by relaxing your previously tightly flexed thumb, or

“This means no,”

when you prevent your index finger to extend fully with your flexed thumb.

What Questions To Ask

During the first year of the training period, I found that asking questions in the order of

  1. when
  2. where
  3. who
  4. what
  5. how

were most helpful.  For instance, in the case of a patient who presents with lower back pain, you ask when* did the injury take place, this year, last year, etc., then which month? Jan, Feb, etc., then the day of the month, and down to the hour and min. of the day. This information is stored in the brain (because everything you have ever experienced is so stored, along with a time data point). Only later after a lot of repeats of this type of questioning can the practitioner drop the series of questions and jump to quick and shortened menus (as words suddenly “enter the mind”–see below).

The time frame of injury is linked with the answers to the next questions. Where exactly is the damage? I always started with a sequence:

  1. Head
  2. Neck
  3. Chest
  4. Abdomen
  5. Pelvis
  6. Back
  7. Arms
  8. Legs

(visualizing each as I go down the list), and kept that sequence for the first eight months while in training.  When the answer was “yes” for a general area, I started asking more specifically, by tissue:

  1. Epidermis
  2. Dermis
  3. Hypodermis
  4. Muscle
  5. Bone
  6. Tendon
  7. Ligament
  8. Cartilage
  9. Aponeurosis

and then by names of structures found within the specific area of the body for which I got a “yes.”  Sometimes I had to narrow my direction:

  1. Superficial
  2. Deep
  3. Anterior
  4. Posterior
  5. Distal
  6. proximal, etc.

This works as long as you often spoke the terms out loud before this time.  What is critical is that you visualize what you are asking, since that determines the brain patterns for finding cells associated with the problem areas. By directing the brain patterns, you train the brain in new ways. It also makes the practice of mindfulness and visualization (guided imagery) much easier and more automatic.

Trust

Animation of The Edison Kinetoscopic Record for a Sneeze, from William K. L. Dickson for the Edison Laboratory, at Wikimedia, http://commons.wikimedia.org/wiki/File:Hapci-fr.gifDuring training, you will learn that the “no” answer you got for a question on one day, may turn into a “yes” answer after more training. I had to think about the ways that the body got rid of toxins, and as I learned about the embryonic programs for getting rid of toxins, the causes of several symptoms became clearer to me (see Using MRT: Removing Toxins and Emotional Trauma and Toxins). I thought extensively about how the body worked as I tried to figure out why I sneezed so heavily when a toxin flowed into my nose, and why the toxins kept going there.  Doctors tell us to not squeeze our nostrils shut when we sneeze because a violent sneeze could damage fragile epithelium there.  That did not make sense to me. No one should have such fragile epithelium there that it breaks under pressure of a sneeze. They may be ignoring the possibility that damaging toxins are there, causing the sneeze because they irritate the nerves to the epithelium from UNDERNEATH the epithelium. These toxins may have already damaged blood vessels there, and thus a person might have a nosebleed associated with a sneeze.

I wondered what exactly is the purpose of a sneeze when the irritation is from something under the epithelium. So a series of questions produced answers that the sneeze forces toxins, that were irritating the epithelium in the nose, downward, along the connective tissue highway that invested the pharynx and larynx, down to the connective tissue covering the trachea, bronchi, bronchioles, all the way down to the pulmonary alveolae where the stuff could be released when we exhaled. That made sense for a while.

Then I wondered why the toxins kept going to the nose in the first place.  I found out that there were thousands of programs in the brain that connected the nose to the other areas where the toxins had flowed, e.g. to specific bones, to my hands, feet, groin, lower back, neck, stomach or other gut derivatives, glands, and other inner organs, to tendons, ligaments or cartilage. All of these programs had to be rooted out and broken down (synapses removed).  These I called  “loops” in the brain’s programming.

Rabbit Embryo, longitudinal section, modified from Gray's Anatomy at Wikimedia. A. humans, ~ 22 days, B. humans, ~ 30 days. long. C. 16 mm long. In A the oral plate is still intact, in B it is disappearing so that the stomodeum opens into the primitive pharynx, modified from Wikimedia., http://commons.wikimedia.org/wiki/File:Gray1182.pngHowever, there were also programs, dating back to embryonic life, that were involved with the removal of metabolites from some tissue activity that would interfere with activity in newly formed organs or tissues, and thus had to be removed quickly, before any cardiovascular system had formed. These programs sent the toxins to the oral and anal plates and derivatives of tissue surrounding them as a quick way of getting rid of them. See Using MRT: Removing Toxins and Emotional Trauma  for more discussion about these embryonic programs.

These answers finally explained why so many toxins were being sent to the lungs and nose. The body was picking places where it could get rid of other toxins easily and had done so in the past successfully. I had to spend time telling my brain how to find these programs, and dismantle them, since they were not needed in postnatal life at any time. In the case of these man-made toxins, they only made things worse. There was extensive programming to use these embryonic pathways because there were so many workarounds done in my brain over the course of a lifetime, and therefore, many times where these toxins would be released from their connective tissue “jails.” The brain kept sending these toxins to the embryonic routes again and again. Thus, the way to reduce the symptoms to toxins can be tough and lengthy, and answers with MRT will always have to be investigated again and again.  The reward for such tenacity, is great, however, since the symptoms finally disappear, even after a lifetime of pain.

How Does the Unconscious Brain Think?

It appears that simple concepts are stored in the brainstem, but more complex ones are not (I write about how unconscious thought differs from conscious though elsewhere (MRT 1.0-a (Applied Kinesiology): How it Works).  I had to speak out loud and explain what certain terms meant. Thought in both places means that my brain is running associations between different parts of the brain and storing that pattern of associations/connections in a place where it can be retrieved by the unconscious brain easily when I used a particular term.

I found out that the unconscious memory does not necessarily “know” what the conscious memory does.  For instance, it did not know what certain terms meant.  How did I find this out?  I got inconsistent answers to questions from one day to the next. I started to ask my brain if it understood the question and found out that it did not. (I wondered, “where were you when I was teaching histology?”)

I also learned that often inconsistent answers reflect the inability of the nervous system to “understand” the question or it cannot answer the question, but wants to give one anyway, much like a 4-year-old child does. The best way to deal with this is to teach the unconscious brain to “just say no” when it does not know the answer or cannot answer the question.  I then learned to ask after each time I got a “no” to then ask

“Do you know the answer?,”

shortened soon after many repeats of this to

“Do you know?”

This is an extremely important step in the training that I suspect is not understood by many using MRT now and feel limited by its seeming inadequacies. How did I figure out that the CollarBone point is the only EFT point I needed to tap (in the section “Grab the Nervous System’s Attention” above)? By using MRT, of course and providing a tap on each point as I asked the brain,

“Is this a necessary point?”

This discovery puts Muscle Response/Reflex Testing firmly into the “bag” of mind-body medicine techniques.

Achieving Skill

The more you ask questions, the more you will find out.  Thus, the practitioner needs to ask questions of the patient’s body that specifically relate to emotional aspects, e.g. Was there something bothering the patient either physically or emotionally at the time of the injury? Usually the person will not consciously remember anything, but will, unconsciously.  The unconscious memory is retrieved by using MRT.  If “yes” to the physical aspect, then ask the questions listed in the section “What Questions to Ask.

If “yes” to the emotional aspects, start with general questions like was it associated with…[any of the following: a person, e.g. spouse, friends at war, friends at home, family in war, at home, broadening out the circle to include acquaintances who may be sharing a similar experience, to a different experience]. Or it may be associated with a specific place or object, or idea/concept. By revealing a person, place, thing, idea here to the soldier, you may get him/her to talk about things that are related to the injury (with you using MRT throughout this time, asking questions to yourself to guide your questions ask out loud). These questions, asked as part of the technique of MRT, help to distance the patient from problematical emotional events and focus on a part of the body instead.

I cannot emphasize enough that training is critical.  It took me three weeks just to reach the point that I could trust my reflexes enough to believe that they could answer a “yes” or “no” question accurately. Within that time, I tried all sorts of questions.  Afterward, I set up a menu of questions to ask in the same sequence every time (as in the section “What Questions to Ask“) so that the questions were extremely predictable to the brain.

Frustration, by Tanya Little on Wikimedia, http://commons.wikimedia.org/wiki/File:9_of_365_Frustration.jpgSince this method allows you to link the conscious brain to the unconscious brain without the filtering that normally accompanies this link, it becomes fairly robotic. Furthermore, you will often be very surprised by the answer and need to ask more detailed questions.  Sometimes you will learn that an answer you got was incorrect, but later discover that you just had not asked enough questions.  Calm down. Information is stored differently in the unconscious brain, and you have to work harder to understand that the method of questioning it is different from  consciously analyzing a problem.

When you first start to use MRT, you will get answers to very simple questions.  Over time, you learn what kind of questions you can ask, since the unconscious brain talks in a different language from the one you are used to using.  It is almost like having to think like a 6-year-old child, since subtle implications are lost on it. However, with practice you can get good, reliable answers to questions. After using this method very often over a period of one year, you learn to pay attention to all of your thoughts during “treatment” (using MRT), since the “words” just appear in your mind before you even ask the question.  In fact, you realize that the words that “appear in mind” are what you use to ask a question, often appearing before you even thought of asking the question. I soon realized that “thinking of a question” involved a lot of steps that occurred long before I started to translate a concept into speech.

The best way to train the brain to use MRT consistently and reliably is to use it for EVERYTHING.  I had to do this to get rid of toxins, since inactivity was so critical for aiding diffusion out of the sequestering locations (see Mind-Body Medicine and Joint Pain). Use it to ask when and what to eat, move off the bed in the morning, what to wear (e.g. to avoid binding on the skin), whether and when to take a shower, brush teeth, wash face, put on makeup, shave, wear cologne or mousse, brush hair, go outside, go into a particular room. Use it to “smell” odors that are completely unconscious to you (there is a huge component of odor that never makes it to the conscious centers of the brain), e.g. to find your wandering puppy, or your keys.  Very often that “gut” feeling you have is based upon senses that are only detected by the unconscious brain (see Mindfulness Techniques).

MRT, when used with other mind-body techniques like mindfulness and visualization (guided imagery), can do repairs in the body and nervous system that we thought could not be repaired. Whether it is by physically changing nervous pathways or by creating new ones alone, it doesn’t matter–it repairs damaged people.  All trained clinical psychologists help repair damaged brain circuits in their patients, although they may not visualize what the brain circuits look like as they discuss the techniques with a patient.  We know that their work can be extremely effective in changing behaviors, thoughts and habits.  I strongly suspect that in many ways it doesn’t matter which model you use but they all cause changes in brain circuitry and/or repair of damaged neurons that most surely accompanies any physical or emotional trauma to the brain.

It helps to understand some basic chemistry and biology to use the mind-body medicine technique of Muscle Response/Reflex Testing as I have outline above.  For more examples of how I used MRT, see Finding Toxins and Repairing Tissue. However, it is probably most effective when combined with mindfulness and visualization (guided imagery) simultaneously.

References

Craig, Gary, 2004. “The Manual,Emotional Freedom Techniques.

Figures

Video: Cathy Davis Model of Muscle Reflex/Response Testing

Video: Free NMT Muscle Response Testing Workshop

Names of Fingers, from 5000 Word List 106.

Nambudripad’s Neuromuscular Sensitivity Testing Method.

Categorization Hierarchy, from Wikimedia.

Two chains of associated neurons can join by their mutual association with another neuron in common to both.

Imagination, from Alex Proimos at Wikimedia.

Nambudripad’s Neuromuscular Sensitivity Testing Method.

My Single-Hand Self-Testing Method

Carrots, from Angelo Signore, at Wikimedia.

Eye Blink, from Bishonen, at Wikimedia.

Rolling Eyes Upward, from Roman Head of a Satyr, Walters Art Gallery 23126, on Wikimedia.

CollarBone EFT Point, modified from public domain picture on Wikimedia.

Animation of The Edison Kinetoscopic Record for a Sneeze, from William K. L. Dickson for the Edison Laboratory, at Wikimedia.

Rabbit Embryo, longitudinal section, modified from Gray’s Anatomy at Wikimedia. A. humans, ~ 22 days, B. humans, ~ 30 days. long. C. 16 mm long. In A the oral plate is still intact, in B it is disappearing so that the stomodeum opens into the primitive pharynx, modified from Wikipedia.

Frustration, by Tanya Little on Wikimedia.

Footnote

*This set of questions will only lead to an approximate time. The brain does not use a Julian Calendar because the only timing mechanism in the brain is one built into it birth. It governs cellular activities by the day, relative to how long the sun has been up. To be very accurate with MRT, one has to ask in terms of number of days, and not use week, month, or year in questions.

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