Penny Peng's Archive

Abstract

Emotionally Focused Couples Therapy (EFT) is an evidence-based therapy model. It has been viewed as an empirical approach to couple therapy, and it has lasting treatment effects (Johnson, 2004; Greenman & Johnson, 2013). However, Greenman and Johnson (2013) also argued that there is still a lack of research concerning the EFT process. This study focuses on connections between theory and practice by analyzing the EFT process. Recursive Frame Analysis (RFA), a tool developed by Chenail and Keeney to map therapeutic conversation (Chenail, 1993; Chenail, 1995; Keeney, 1987), is used here as a research method to examine Sue Johnson’s use of EFT interventions and techniques to delivering EFT theory  in the educational DVD titled, “Emotionally Focused Therapy in Action” (Johnson, 2011). Specifically, this study analyzes the conversational movement within and between the EFT stages and steps, to examine interventions and techniques related to interactional patterns, emotions, and attachment. It is a descriptive research. An analysis of the DVD session illustrates Johnson’s skills in using systemic interventions, experiential interventions, and attachment interventions and techniques linking EFT theories to practice. The skills of how and when to use specific interventions and techniques, as informed by a language perspective, can be very beneficial for therapists’ better understanding of the transitions and flows between EFT theories and practice. In addition, the researcher found that RFA as a research methodology is well-suited to analyzing an EFT session.

Key Words: Emotionally Focused Couple Therapy (EFT), EFT interventions, Process, Recursive Frame Analysis (RFA)

 

 

 

The Use of Recursive Frame Analysis on an Emotionally Focused Couples Therapy Session

            Emotionally Focused Couples Therapy (EFT) is an evidenced-based therapy model. During the last three decades, researchers have divided the EFT theory into a sequence of stages and steps to help therapists make the leap from theory to practice. This article begins by explaining the EFT model and Recursive Frame Analysis (RFA). RFA is here used as a qualitative research method to analyze a selected EFT session lead by Sue Johnson, one of the originators of EFT. Specifically, the study focuses on the interventions and techniques of EFT while analyzing the EFT session process from an RFA perspective.

Emotionally Focused Couples Therapy (EFT)

Emotionally Focused Couples Therapy (EFT) was founded by Greenberg and Johnson in the early 1980s based on systemic theory, humanistic and experiential therapy, and attachment theory (Greenberg & Johnson, 1985). ). First, systemic theory views the couple as a system in which they affect each other’s behaviors (Bateson, 1972). Johnson (2004) believed that a couple’s distress results from their negative interactional cycle.  Second, the humanistic experiential approach is based on Rogers’ client-centered therapy (Rogers, 1951). The humanistic approach focuses on the growth of clients and believes that change happens in the present moment and the now-experience. Last, EFT therapists view attachment needs and emotional bonds within a couple as the source of a healthy relationship. Couples’ attachment theory was generated from Bowlby’s attachment theory based on caregivers and children (Bowlby, 1969). Researchers have since expanded on attachment theory between children and their caregivers to understand couples’ emotional bonds (Levy & Davis, 1988; Collins & Read, 1990). The three theories are combined to conceptualize relationship distress and integrated to develop EFT stages, interventions, and techniques for treatment (Moser & Johnson, 2008).

In the three decades of EFT’s model and practice development, EFT has been viewed as “one of the most empirically supported models of couple therapy” (Denton, Johnson & Burleson, 2009, p. 226). It shows effective outcomes of 70 to 73 percent in couple recovery (Johnson, 2003). It is also viewed as an empirical approach to couple therapy and it has lasting treatment effects (Greenman & Johnson, 2013).

According to Johnson (2004), EFT has three tasks: monitoring the alliance; engaging, exploring, and expanding emotional responses in an attachment context; and reconstructing positive interactions. In practice, she divides the tasks into three stages and nine steps. The first stage has four steps: creating an alliance and directing conflicts issues into the attachment struggle, identifying the negative interactional cycle, assessing primary emotions underlying interactional positions, and reframing the problem by using primary emotions and attachment needs. The goal of the first stage is to de-escalate the negative interaction. The second stage is to change interactional positions. It has three steps: promoting identification of attachment emotions and needs, and then integrating into relationship interactions; promoting acceptance of each other’s experience and validating new interactional responses; and facilitating the expression of needs and wants and creating bonding events. The third stage is consolidation and integration. It has only two steps: facilitating new solutions and consolidating new positions and new cycle of attachment behavior. The three stages and nine steps have guided therapists to connect theory to practice.

Johnson (2004) also developed interventions and techniques for delivering EFT effectively. The interventions are based on the three theories: experiential therapy, systemic theory, and attachment theory. For example, systemic interventions include the tracking and reflecting process, and reframing partners’ interactions in the context of the negative cycle. Experiential interventions include empathic reflections ⁄ attunement, validation, evocative responding. Attachment interventions include empathic conjecture, heightening emotional needs, and reframing their needs in attachment terminology (Zuccarini, Johnson, Dalgleish &Makinen, 2013). EFT techniques include slowing down the therapy process, repeating the key words, speaking in soft tone, and using clients’ words and images (Johnson, 2004). The interventions and techniques will be exemplified later in the analysis section.

Linking theory to practice is essential. A large amount of research has been dedicated to the process of EFT including interventions and techniques, and what leads to change for clients. Looking at specific interventions and techniques helps see the micro-perspective on change. According to Woolley, Ampler, and Davis (2012), process research has great advantages because it provides specific information on how change happens in a therapy session and “…gain[s] information on what therapeutic behavior actually makes therapy effective with specific clients” (p. 286). Yet, as Greenman and Johnson (2013) stated that, “The knowledge of the process of psychotherapy is lacking, which can be particularly troubling to the therapist attempting to navigate the landscape of couple and family dynamics” (p. 46). This study is a process research of the EFT model, specifically on interventions, techniques and their related use of language. Its main aim is to enrich the current body of EFT literature on linking theory to practice.

Studying discourse is an important component of EFT process. Bavelas et al. (2000) asserted that studying how conversation unfolds in therapy is important for understanding the process of how therapeutic dialogue works. Analysis of language such as phrases, words, and therapeutic questions is utilized to understand the therapy process. For example, Bavelas (2007) used microanalysis to examine the therapeutic questions and responses based on the therapy model. Couture and Strong (2004) used discourse analysis to study therapy conversations as well. Studying language in therapy sessions is essential to understanding the therapy process. For this reason, the researcher used Recursive Frame Analysis (RFA) to study connections between theory and practice.

Methodology: Recursive Frame Analysis

Recursive Frame Analysis (RFA) is one type of discourse analysis that values discourses in the micro- and macro- levels of conversation (Cotton, 2010). Together, both levels of conversation offer a way to connect theory and practice. The micro-level reveals specific dialogues and details happening in therapy sessions. The macro-level reveals the stages and steps of therapy models, which connects with therapy theories. RFA helps therapists and researchers punctuate words, phrases, and sentences and the relationships between them to interpret talk. The aim of RFA is to see shifts in therapeutic conversations and the movement of therapeutic conversations. RFA has two faci: 1) the content of the conversation and 2) the process of the conversation. Chenail (1995) stated that RFA can be used as sequential analysis, semantic analysis, or pragmatic analysis. This paper focuses on sequential and semantic analysis.

Based on Bateson’s theory about communication patterns, Keeney (1987) developed this RFA model to analyze therapy conversation. RFA utilizes the basic concepts of openings, frames, galleries, and wings to organize therapeutic movements (Keeney, Keeney & Chenail, 2012). The concept of frame was originated from Bateson and Goffman’s theory about communication (Bateson, 1972; Goffman, 1974). During the last two decades, Keeney, Chenail, and other scholars have enriched this model to interpret the movement and flow of conversations in many situations such as therapy sessions and supervision.

Frames and contexts in the conversations are the most important terms with this method. Distinguishing the difference between these two concepts can help to understand this analysis tool better. Chenail and Duffy (2009) defined that “a frame is considered to be the basic unit of meaning” (p. 119).  Frames are meant as linguistic patterns and can be words, phrases, or sentences. Chenail (1995) claimed, “Words are woven together to create contexts and then these frames are configured to create a shape or contour to the conversation.” In other words, context is the active relationship between the frames. The meaning of the conversation is based on words or phrases and the connection between them.

Frames and contexts are recursive within the conversations. Cotton (2011) defined “recursion as a repeating or an unfolding process of phrasing words, questions, formulations, and responses that create a context of meaning and communication at both the micro and macro level” (p. 58). “Researchers or therapists reconsider the relationships of texts and contexts” because texts and contexts have recursive relationship (Chenail, 1995). He also went on saying that “a particular piece of text contextualizes other text, and in turn, is also contextualized by the other surrounding bits of text” (Chenail, 1995). Because of the recursive relationship, conversations have movements and flow.

The RFA theory described above has been put into practice as a method for analyzing conversations. Frames, openings, galleries, and wings have been developed to analyze conversations in practice. As stated above, frames are the basic unit of meaning and they serve at the micro-level of conversations. Next, according to Keeney (1987), a section of frames can be contextualized within a gallery. Cotton (2011) stated that “the collective frames organize into themes of specific galleries and wings at the macro-level” (p. 59). According to Keeney (1987), openings are at the beginning of the gallery.

Using an analogy from a writing discourse, composition theory, can help readers to understand the relationship between frames, openings, galleries, and wings. They correspond to sentences, opening statements in a paragraph, paragraphs, and sections of a paper. Frames are like sentences in a paper. Galleries are like collecting sentences into paragraphs. First sentences are important in paragraphs, which are called openings in RFA. Paragraphs are based on themes divided into sections, which are called wings in RFA. These four concepts have a recursive relationship; they depend on each other to develop a flowing, logical piece of writing or a flowing, logical therapy session.

RFA has been used as a practical tool and research method to analyze the structure of therapeutic conversations (Keeney, 1991; Chenail, 1995; Kenney, Keeney, & Chenail, 2012). This method of analyzing conversations has been applied in many contexts such as in supervision, therapy, and a research model for conducting qualitative research (Rudes, Shilts, & Berg, 1997; Cotton, 2010; Keeney & Keeney, 2012). This study will utilize RFA to study the language process of EFT to examine interventions and techniques on how to deliver EFT theory in practice within a recorded therapy session by Sue Johnson (2011). Specifically, flows and transitions between and within the micro-level (specific situations) and the macro-level (EFT theory) are examined.

Research Design

The study will look closely at the Profession-Specific Acts of EFT to see the movement of therapy.  Profession-Specific Acts are specialized dialogues conducted to work for teachers, attorneys, therapists, and other professionals (Chenail & Duffy, 2009). As described by Chenail and Duffy (2009), “By using the profession-specific speech acts, RFA researchers are able to make note of unique ways these professionals offer contextual clues to produce interesting configurations of frames, galleries, wings, and museums” (p. 122). By looking at the Profession-Specific Speech Acts of EFT, the researcher focuses on Johnson’s professional skills in delivering interventions and techniques in integrating emotions, attachment needs, interactional patterns, and other elements to create positive change for the client couple. The researcher focuses on sequential and semantic analysis of the Profession-Specific Acts of EFT between the therapist Johnson and the couple in the DVD titled Emotionally Focused Therapy in Action (Johnson, 2011).

Credibility

This educational DVD is shown to therapists in training as an example of well-done Emotionally Focused Couple Therapy. This example of EFT can represent the standard of EFT, since Johnson developed the EFT manual and she is internationally known for training EFT therapists. When Cotton wanted to study Solution Focused Therapy, he chose to analyze Berg and de Shazer’s videos on therapy sessions (Cotton, 2011); likewise, the researcher picked Johnson’s DVD, because Johnson is one of the founders of EFT. Therefore, this DVD is reliable for studying the process of EFT.

The data includes two discs of the DVD, the published transcript of the recorded session. The published transcript was typed into a Microsoft® Word document by the researcher with the same format. The researcher watched and listened to the full recorded session six times and watched and listened to small sections until she identified the presence of the interventions and techniques from EFT theory.  When listening to the recorded session, the researcher used one printed copy of transcript and used color highlights to code the data. By immersing herself in understanding EFT theory, reading the EFT manual, and having assistance from her peers, the researcher was able to best locate frames, galleries, openings, and wings in the transcript.

Procedures for Data Analysis

In the DVD Emotionally Focused Therapy in Action, Johnson is doing consultation with the couple named Matt and Rhea, who are dealing with marital conflicts. The first disc shows Johnson and the couple’s therapist, Joshua, consulting about the couple before Johnson meets them. The second disc is Johnson conducting an EFT session with Matt and Rhea along with a brief follow-up with the DVD’s host at the end. This research only focuses on the therapy session in the second disc. However, the researcher also used the first disc and the final follow-up to gain information about the couple’s history and EFT’s theory and practice. The transcript published within the DVD was used as raw data for the research.

Based on RFA as an analysis tool, a portion of the transcript was put into RFA structure, coded into frames, openings,  galleries and wings. This methodology has four stages: observing the talk, coding the talk, interpreting the talk and discussing the talk. Based on the research design of Keeney (1987) and Cotton (2011), the researcher created the following figure to illustrate the process of the research:

Figure 1. Recursive Frame Analysis Research Design

The transcripts are coded based on Chenail and Duffy’s coding system (2009). They developed their coding system by utilizing Microsoft® Office to produce and present RFA findings. Based on their coding system, in this study Johnson stands for the therapist Sue Johnson; Rhea stands for the wife; Matt stands for the husband; and the three digital number represents the order of speakers and number of conversation contributions. Here is the example from Wing 1: Negative Steps and cycle, to illustrate:

Gallery 1: Rhea’s first dance step

Opening 1: 001 001: Johnson: And what do you do when you feel either – I’m using words, you help me if they are off – either somehow starved and like you don’t, like you are saying to Matt, “Are you there for me? Are you there for me?” And no real clear answer comes back, and in fact sometimes he turns and maybe says something critical? What do you do then, Rhea? 002: Johnson: When that happens to you, what do you do? 003: Rhea: Sometimes I then get defensive, or I blow up.

Frame1   Frame 2

Figure 2: Example Portion of Wing 1

The example above demonstrates that Johnson is the first person to speak which called the first talk. After this, there is a pause, which allows 002, the second talk, to still be Johnson. 003 is the third talk and is Rhea’s talk. The three digit number represents the turn of the talk. This is how the transcripts published within the DVD divided the conversations.

After coding the transcripts based on Chenail and Duffy’s (2009) system, the selected EFT raw data is put into the RFA structure, Figure 1, to analyze the flow and movement of the conversations. By utilizing RFA, the researcher repeatedly observes, codes, interprets, and discusses the session with her peers. The transcripts presented in RFA structure can be found after the reference section at the end of the study.

During analysis, the movement of a session was divided into three phases: the beginning, middle, and end. Keeney and Keeney (2012) stated RFA is used to see the movement through these phases. According to RFA, a session can be viewed as consisting of three phases, in order to see shifts in the conversation and the movement of phases in the session (Kenney & Kenney, 2012; Kenney, Keeney, & Chenail, 2012). Based on the EFT’s three stages, the researcher only collected three segments from the DVD to fit into RFA’s three phases to illustrate the movement of the EFT model.

The three segments are called wings in RFA language.In the beginning phase of the therapy session, Johnson tracks the couple’s negative steps, negative interactions, and secondary emotions. The researcher named this segment Wing 1: Tracking the negative steps and cycle. In the second segment, which is the middle phase of the therapy, Johnson accesses the husband Matt’s underlying primary emotions and attachment needs. The researcher named that segment Wing 2: Accessing primary emotions and attachment needs. In the third segment, which is the last phase of the therapy, Johnson creates an enactment and constructs new interactions. The researcher named it Wing 3: Creating an enactment.

After deciding the wings, the researcher coded frames. After coding the frames, the researcher grouped them into galleries based on the RFA research design in Figure 1. Based on the movement of conversation, frames were grouped into specific galleries. After deciding frames and galleries, the researcher interpreted the frames and contexts in each gallery and wing. At the beginning of a gallery is an opening, which plays an important role to connect galleries. The researcher analyzed openings as well to help understand the shifts from one gallery to another, as it is important to see how Johnson performs the transition from one gallery to another.

In choosing and coding frames, Keeney, Keeney and Chenail (2012) asserted that researchers should use clients’ language to name the frame, not the interpretations of therapists. Keeney, Keeney and Chenail (2012) also stated, “RFA limits itself to analyzing the performed communication rather than non-spoken interpretation” (p. 2). Therefore, the study only focuses on the verbal communication. Additionally, Chenail (1995) stated that the choices of frames help to understand certain perspectives of the talk but not to help hear other parts of the talk. Thus, the choice of frames affected the interpretation of the data.

To easily track frames, the frames are highlighted in bold font in the coded transcripts, and the frame code indicates the number of the turns of talk.  The bold words represent the frame content. For example from Figure 2, Frame 1 “what do you do then” and Frame 2 “When that happens to you, what do you do?” Sometimes, one talk can have several frames. After the frame number, the researcher adds a, b, c to indicate the order of frame in that talk. For example, Frame 14-a means the first frame at the fourteenth talk.

The researcher interprets the connections between frames and movement between galleries. For the purpose of analysis on EFT interventions and techniques, the researcher only focused on Johnson’s talks. Rhea and Matt’s talks are used to understand and interpret how effective Johnson’s interventions and techniques are. Johnson’s commentaries in the DVD also help the researcher interpret the frames and galleries[R2] .

 

Analysis

The researcher attempted to understand the functions of specific interventions and techniques in connecting theory with practice. The analysis can help us to see what interventions and techniques are effective for leading to change.

Based on Keeney, Keeney, and Chenail (2012)’s graphic on demonstrating the recursive relationship between frames, galleries, openings and wings, the researcher used a similar graphic to illustrate the relationship among the three wings.

 

 

 

 

 

 

 

 

 

 

Figure 3: Recursive Interaction of the Wings

The figure above displays three phases of the EFT session and how they fit into three RFA wings. The figure demonstrates that RFA as a research methodology is well-suited to analyzing an EFT session. The three wings have a recursive relationship. The frames in Wing 1 are integrated in Wing 2 and Wing 3. The frames in Wing 2 are integrated in Wing 3. The frames in Wing 3 will affect the couple’s interactional dance steps. The figure also demonstrates the micro- and macro-level analysis of the EFT session. The recursive relationship between phases within a session and between sessions leads to change happening gradually.

When analyzing the three phases of the session, the researcher focused on interventions, techniques and their related language within each wing and between the three wings.  According to Keeney (1987), he observed his students being caught in the content of therapy, and therefore he originally developed RFA is to help therapists move from stage to stage in a session. This analysis will equally emphasize interventions, techniques and their related language that uncover the information of clients’ issues (content) and those that move therapy conversations forward (process).

Wing 1: Tracking the negative steps and cycle

Wing 1 covers the first stage and the first four steps in the EFT model. The first stage for tracking the negative cycle of the couple’s interaction is based on systemic theory, which believes that the couple’s distress is caused by how they interact with each other (Johnson, 2004). By tracking the negative cycle, Johnson externalizes the couple’s relationship problem. She helps the couple look at their distress through the analogy of an interactional dance, instead of trying to fix one another.

Frames, openings, and galleries in Wing 1 are all related to the first stage’s tasks in EFT. The galleries were selected based on their “dance” or interactional stepsThe galleries include (1) Rhea’s first dance step, (2) Matt’s first dance step, (3) Rhea’s second dance step, (4) Matt’s second dance step, and (5) Rhea and Matt’s final step. Figure 4 displays that recursive relationship in Wing 1.

 

 

 

 

 

 

 

 

 

 

 

Figure 4: Recursive Relationship in Wing 1

 

Galleries are recursive with each other. Matt’s dance step is based on Rhea’s dance step and vice-versa. Rhea and Matt’s first step talk is circulated in the second and final steps of their interactions. Because of the recursive relationship between Rhea and Matt’s dance steps, Johnson can track and reflect on their behaviors influencing on each other. For example, in talk 008 Johnson says, “all of this hurt and resentment comes up, and it comes out. And then what do you (Matt) do?” Johnson is bases her question on Rhea’s behavior in order to track Matt’s reaction. In this manner, the frames in earlier galleries are integrated into new frames into later galleries. The recursive relationship between the galleries allows Johnson goes back and forth to address their dance steps. The recursive relationship between the galleries allows Johnson goes back and forth to address their dance steps.

Johnson is very flexible when conducting therapy. Even though research recommends that therapists engage with withdrawal partners first (Johnson, 2004), Johnson first engaged with Rhea, who is a pursuer. This was effective and still moved the therapy forward in a positive direction. Therefore, therapy is situational. While research articles can help therapists discern what practical steps to take, the most appropriate action is really situational.

In Gallery 1, Johnson asks what Rhea does when Matt turns away and says something critical in Opening 1 and Frame 1. Frame 1 and Frame 2 use the systemic intervention of tracking Rhea’s responses in the dance.  Frame 4 and Frame 6 use experiential intervention by reflecting on Rhea’s secondary emotions and responses. Rhea blows up and gets angry when Matt turns away.

Gallery 2 begins with Opening 2 when Johnson asks what Matt’s step is when Rhea gets angry. Opening 2 is also Frame 8 that uses the systemic intervention of tracking and reflecting interactions. Within Frame 10, Johnson slows down their talk. According to Johnson (2004), it is important to have a slow pace, especially to unfold emotions. Frame 12 validates Matt’s responses and creates an alliance between the therapist and the clients. Then, Johnson reframes their primary emotions and interactions in the context of the negative cycle in Frame 14-a. Johnson uses This is a systemic intervention so that clients understand their relationship is interactional. In this case, Matt gets upset and thinks that when Rhea is angry, he has disappointed Rhea. After realizing that their behaviors are interactional, they each can take responsibility for their own behavior.

At Frame 14-b, Johnson uses the intervention of empathic conjecture/interpretation to see Matt’s primary emotions. Empathic conjecture can be an experiential intervention and attachment interventions. Because EFT therapists understand how secondary and primary emotions work in couple relationships, they play a role on interpreting those emotions and feelings, especially with the clients who do not know how to use emotional language. Frame 16 uses reflection intervention. Reflection is to help clients turn their vague and abstract relational experience into vivid and specific experience (Johnson, 2004). Frame 17 and Frame 19-a use technique by asking for clients’ help, which can engage clients more and slow down the process.  Frame 19-b uses reframing the couple’s behavior in the context of the negative interactional cycle. Frame 23 validates Matt’s response. Frame 25 and Frame 27 reflect on Matt’s response. Frame 31 reframes their behaviors in the context of their negative cycle. Empathic conjecture, reflection, and validations are experiential interventions. Reframing their behavior and emotions in context of cycle are systemic interventions.

In Gallery 3, Opening 3, Frame 33 starts with Rhea’s response to Matt’s anger. Frame 33 uses the intervention of tracking the steps to see Rhea’s reaction to Matt. Frame 35 asks for some clarification. Clarification interprets clients’ talk and slows down the therapy process. Frame 37 reflects and validates Rhea’s secondary emotions and response. Frame 40 reflects and validates Rhea’s primary emotions and response. Tracking the steps is another example of systemic intervention, while reflection on emotions, validation, and clarification are experiential.

In Gallery 4, Opening 4 (Frame 42) tracks Matt’s response to Rhea’s shut down. In Frame 42, Johnson uses the experiential intervention of evocative responding to see what it is like for Matt when Rhea shuts down. In Gallery 5, Opening 5 (Frame 46) tracks their last dance step.  Frame 49 and 51 reflects on their interactions.

Wing 1 demonstrates the order of unpacking couple conflicts in the EFT model. First, Johnson asks for their behaviors and reactions toward each other. Second, Johnson asks about their secondary emotions related to their behaviors individually. Then Johnson works on their primary emotions with interventions such as empathy conjecture and reflection. At the end, Johnson puts their behaviors and emotions in the context of a negative cycle or dance.

In Wing 1, systemic interventions are focused on tracking the cycle. The language structure Johnson uses to track is “what do you do, when she/he is XXX (behavior or secondary emotions).”  For example, Frames 1, 2, 8, 33, 42, and 46 are used to track their negative cycle. The experiential interventions such as reflection and validation are used to understand each other’s secondary and primary emotions as well as their interactions. Reflection helps clients turn their vague and abstract relational experience into vivid and specific experience (Johnson, 2004). For example, Frames 4, 6, 16, 25, 27, 37, 40, 49, and 51 reflect on Rhea and Matt’s responses, secondary emotions, their interactions, and their underlying emotions. Through reflection, Rhea and Matt can de-escalate their fighting.

Moreover, techniques such as slowing down the process can make clients engage in the session and unpack the session more effectively. For instance, in talk 010, Johnson initiates this by saying, “I am going to slow you down right now, okay?” She always uses techniques such as a soft tone and validation to slow down the process. Slowing down the therapy is a key technique in the first stage of the EFT process because clients tend to be intensely emotional then.

Johnson is very collaborative with the couple because her humanistic approach emphasizes that clients are experts on their own lives. She is constantly asking for clients’ help to understand them. For example, Frames 17, 19-a, and 35 illustrate the collaboration between Johnson and the clients. She often uses language like “you help me” and “help me here.”

Reframing is an important intervention to connect theory and practice. When Rhea and Matt gave the content of their interactions, Johnson reframed them in the context of their negative cycle. For example, Frames 14-a, 14-b, 19-b, and 31 demonstrate Johnson putting the content into their negative cycle. This kind of reframing helps clients to see each other’s perspective.

At the end of the first stage of the EFT process, it is important for clients to understand their negative steps, secondary emotions, and primary emotions. As Zuccarini, Johnson, Dalgleish and Makinen (2013) stated about this initial stage and its four component steps, “Steps 1–4 are associated with reducing secondary reactive processing and self-protectiveness, anxious preoccupation, and emotional avoidance related to the injury” (p. 160). Johnson successfully achieved these tasks in the first stage of the EFT process.

Wing 2: Accessing primary emotions

Because Wing 1 and Wing 2 have a recursive relationship, Wing 2 continues to address the couple’s interactions. However an emotional layer has been added on. EFT believes attachment and emotional needs are essential for healing couples’ distress, so Wing 2 focuses on emotional talk, including secondary emotions and primary emotions. Wing 2 covers steps 5 and 6 of EFT’s second stage. These two steps promote identification of attachment emotions and needs and integrate them into relationship interactions, encouraging acceptance of each person’s experience (Johnson, 2004).

As an example of Johnson’s interventions and techniques in this wing, the researcher selected a segment in which Johnson accessed Matt’s primary emotions and needs. This wing includes five galleries:  (1) Matt cannot respond to Rhea’s needs; (2) Matt is stuck between withdrawing from and fighting with Rhea; (3) Matt experiences danger; (4) Rhea is more supportive; and (5) Matt is not just angry. Figure 5 displays this recursive interaction in Wing 2.

 

 

 

 

Figure 5: Recursive Relationship in Wing 2

Because there is a recursive relationship between Wing 1 and Wing 2, Johnson is able to move to the second stage and still reflect back on Wing 1. Wing 2 emphasizes emotions more than behaviors. To connect the negative dance cycle with emotions, Johnson used interventions such as evocative questions to move from wing 1 (behavior) to wing 2 (emotions). Moreover, the movement between these galleries illustrates new interactions between Matt and Rhea.

In Gallery 1: Matt cannot respond to Rhea, Johnson uses Frame 5-a to slow down the process because Matt and Rhea are escalating. Frame 5-b reflects on the process. Reflection is a skill to slow down the therapy process. Frame 5-c reframes their problem as the dance. Frame 5-d and Frame 5-e validate their emotions and responses. When a couple becomes escalated, slowing down the process and unpacking the escalating moment is a technique of EFT. Unpacking the moment is an experiential intervention.

Gallery 2 describes that Matt was stuck between withdrawing from and fighting with Rhea. In Frame 12-a, Johnson uses Matt’s image “cave” to describe Matt’s fear and withdrawal.  Frame 12-b uses repeating technique to heighten Matt’s secondary emotions.  Frame 12-c uses empathic conjecture to connect Matt’s feelings with attachment theory. Empathic conjecture is powerful to connect clients’ relationship experience with attachment theory. Frame 17 uses the client’s image “copilot” to connect Matt’s experience of feeling stuck. Clients’ words and images serve as a good way to connect with clients, especially with their emotional level.  Frame 19, by using evocative responding, invites Matt to talk more deeply and explores Matt’s vulnerability. At this point, Matt begins to cry. When the withdrawer shows tears, Rhea gives more empathy and is more supportive. Frame 20 validates Matt’s need.

Gallery 3 describes that Matt experiences danger. Frame 23 reflects on Matt’s underlying emotions. Frame 29 uses empathy conjecture to connect Matt’s primary emotions to his attachment needs. Frame 35 reframes Matt’s behavior in the context of attachment needs.

Gallery 4 describes that Rhea becomes more supportive when Matt shows his primary emotions. In the opening frame, Frame 37, Johnson verbally repeats Matt’s emotions and behaviors. After that, Rhea becomes more supportive by saying encouraging words to Matt. Frame 42 validates that Matt needs comfort. Experiential interventions are used.

Gallery 5 describes that Matt is not just angry. Frame 48 and Frame 50 uses empathic conjecture to underlay Matt’s struggles. In the Frame 57, Johnson reframes Matt’s emotions such as anger and overwhelmed in the context of attachment needs.

In Wing 2, which is parallel to steps of 5 and 6 of EFT, experiential interventions such as reflecting on secondary emotions, validating secondary emotions, and evocative response are mostly used. By accessing to Matt’s primary emotions, such as fear, during the fights, Rhea is able to be more supportive. By validating their emotions, responses, needs, such as in Frame 5-d, 5-e, and 42, Johnson created a safe place for them to talk about their most vulnerable feelings. Evocative questions created their new interactions in the session. Most of Johnson’s evocative questions are structured like the following example: “When Matt withdraws, what do you feel?”

Slowing down the process is essential in the second stage because it involves more primary emotions. For example, Frame 5-a, “I’m going to slow it down” prevents the couple’s arguing and allows them to fully address their emotions. In addition, the technique of using images is used to uncover clients’ emotions in concrete images. For example, Frame 12-a (“I want to go in my cave”) and Frame 19 (“I love the image that you need a copilot”) demonstrate the fear Matt has and his needs. By using clients’ own words and images, Johnson connects to their inner worlds and helps them to understand their own emotions in vivid ways. The techniques of repeating the key words to heighten clients experience and feelings are often used in steps 5 and 6, such as in Frame 12-b.

Empathic conjecture/interpretation is a unique intervention in EFT and it only happens in the second stage. Johnson uses empathic conjecture to reveal Matt and Rhea’s deeper emotions because sometimes clients may not have the language to describe their primary emotions. As in Wing 1, reframing is used too. When clients showed Johnson their primary emotions, Johnson reframed them in terms of attachment theory. For example, Frame 35 addresses Matt’s emotional needs that he wants to be with Rhea. Johnson often uses reframing to describe their emotions in the context of attachment needs. Reframing can also be used to “catch the bullets.” These bullets refer to hurtful words and interactions used in the session. For example, in talk 002, Rhea says something critical and Johnson reframed it in talk 005 to ease tension and recreate a safe environment for Matt go deeply with his emotions.

According to Zuccarini, Johnson, Dalgleish and Makinen (2013), in the second stage of the EFT process, couples feel comfortable about sharing their primary emotions related to attachment needs, and each partner can now show care and respond to those needs. It changes rigid and negative patterns into a positive cycle by asking for attachment needs. They also stated that significant change happens when the blamer softens. Additionally, Furrow, Edwards, Choi and Bradley (2012) asserted that, “The blamer softening event has been associated with successful treatment outcomes in emotionally focused couple therapy” (p. 39). In Wing 2, Johnson successfully uncovered Matt’s primary emotions and his attachment needs.  Rhea softened in response and her subsequent support was a positive change in the couple’s relationship.

Wing 3: Creating an enactment

Wing 1 and Wing 2 prepare the couple for wing 3. In Wing 1, Johnson addressed the couple’s negative cycle, one in which Rhea pursues and Matt withdraws. In Wing 2, Johnson accessed their secondary and primary emotions in the context of attachment. Wing 3 demonstrates step 7 in the second stage of the EFT process: validating new interactional responses, facilitating the expression of needs and wants, and creating bonding events. In this wing—which only has one gallery—Johnson tries to create an enactment and help the couple create new, positive interactions.

Gallery 1 describes Matt and Rhea having a new interaction. In Opening 1 Frame 1, Johnson tracks and reflects on Matt’s emotional and response cycle and asks Matt to tell Rhea about his cycle. By doing that, Johnson creates an enactment. This leads Matt to become more engaged in the process. Rhea softens and listens to Matt’s talk Creating a new interaction is a form of systemic intervention. Conveying Matt’s feelings to Rhea is a form of experiential intervention.

In conclusion, enactments have been viewed as an effective intervention for better interactions between couples and families (Davis & Butler, 2004; Woolley, Wampler & Davis, 2012; Tilley & Palmer, 2013). The importance of creating an enactment is to unfold primary emotions first, such as fear. Through enactment, couples can express their emotions directly to each other. This direct expression is more powerful than indirect expression and is also a new, positive form of interaction for the couple.

Discussion

Connection between theory and practice in EFT

EFT theories provide a map for conducting therapy sessions. This study demonstrated that every step of EFT plays different purposes in the process towards change. Different stages and steps have their own unique markers during the therapy process. Therapists can use these markers to decide which interventions to use in order to achieve EFT tasks. For example, the pursue/criticize and withdraw/avoid pattern are markers of a couple’s negative cycle. Therapists can use these markers to decide which interventions to use in order to achieve EFT tasks and thus connect theory with practice. Sue Johnson used many interventions in this DVD: systemic interventions such as validation, experiential interventions such as enactment, and attachment interventions such as empathic conjecture. This process research helps to pinpoint important interventions and techniques that lead to change.

Johnson often showed validation and empathy which enabled her to connect with clients and build them a safe space for talking about their problems and emotions. Based on Johnson and Talitman’s (1997) study, this type of therapeutic alliance is most important for predicting successful therapy. In addition, Paivio (2013) stated that the relationship between clients and therapists is one of main mechanisms of change. Paivio (2013) asserted:

The two main functions of the relationship are (1) to provide safety so clients can explore painful material and engage in therapeutic interventions and procedures, and (2) for clients with severe attachment insecurity, a corrective interpersonal experience with the therapist (p. 241).

Therefore, interventions such as validation and using soft tones for building good therapeutic relationships are crucial.

In the second stage, Johnson fully addressed the couple’s primary emotions. Emotional processing has been proved to be another important mechanism for promoting change. According to Paivio (2013), emotions have been used as the target and primary mechanism of client change.  Primary attachment-related emotions shape emotional responses to each other. Zuccarini, Johnson, Dalgleish and Makinen (2013) compared resolved with unresolved EFT couples and discovered that the shifts from secondary emotions to primary attachment-related emotions play an important part in resolving conflicts and promoting forgiveness. It is essential for the therapist to clearly identify and access partners’ primary emotions.

Also, Johnson used experiential interventions such as enactments to create an emotional learning experience. Moser and Johnson (2008) asserted that “these experiential techniques highlight how EFT uses emotions as both the target and agent of change. Change does not occur through insight, but rather through shifts in partners’ attachment-related affect, such as panic at the threat of rejection, their emotional exploration, and new disclosures in key interactions” (p. 271). Additionally, Paivio (2013) claimed that one of the intervention principles is to help clients experience feelings and meanings to create change. Moser and Johnson stated that “experiential techniques help individuals to articulate their new emotional experiences and systems techniques guide individuals to express these emotions to their partner” (p. 272). Therefore, therapists intentionally create emotional experiences and process experiences that can lead to change.

Johnson showed collaboration with clients, such as asking for their help and using the clients’ own language. Even though EFT is a modern therapy model which views therapists as the authority in therapy, therapists are also collaborative with clients in the EFT model. In this view, clients are experts of therapy content while therapists are experts of therapy process. Collaboration gives clients more power to take individual responsibility.

RFA application in EFT

The theory of RFA, especially the idea of recursive relationships in language, helps to understand that in the EFT practice there is a recursive process too. Because of the recursive relationship between Rhea, Matt and Johnson’s language and steps, Johnson can move back and forth between the three wings. The very fact that language is recursive—and therefore, the therapeutic conversation is recursive, as well—enables Johnson to guide therapy sessions through the three stages and nine steps of the EFT process. In her language, Johnson refers to conversation content found in earlier stages and steps, which enables therapy to move forward and lead to change.

The connections between frames, galleries, and wings show the recursive patterns within the EFT model. For example, accessing underlying primary emotions is connected with secondary emotions; secondary emotions are, in turn, connected to the couple’s reactions. Therefore, Johnson always connects their reactions and secondary emotions to address their primary emotions and needs. All these concepts have recursive relationships. When translated to the RFA structure, it can be seen that individual frames for these concepts construct a larger context through recursive relationships.

This research also demonstrates that RFA is well-suited to analyzing an EFT session, specifically within stages and between stages. RFA in this study served as an organization tool for analysis, giving the researcher a clear structure to analyze frames and galleries based on EFT theories. As Cotton (2011) asserted, “RFA involves perspective at both the micro (specific discourse frames) and macro (larger themes) level that includes a framework for viewing, exploring, understanding, and re-viewing communication moves” (p. 23). Cotton (2010) viewed wings as macro-level; frames, on the other hand, are viewed as micro-level. Analyzing the frames and larger themes such as negative steps and cycles offered the researcher understanding on specific interventions and techniques and their functions. It also offered the researcher a big picture of how to understand the flow of the EFT model, which is movement toward change.

Limitations

This process research has several limitations. First and foremost, the researcher is an international student and English is her second language. Her interpretation and understanding can be limited by her language background.

Another limitation is the three segments only represented the first and second stages and were limited from demonstrating the model fully. The segment of EFT stage 3 is lacked due to the single session on the DVD. The third stage is about consolidation and integration that are used for later when couple figure out their dance and have new interactions built. It has two steps: facilitating new solutions, and consolidating new positions and new cycle of attachment behavior.  However, the interventions and skills from stages 1 and 2 can be used at this stage, also.

The third limitation is that the video was record for consolation and publicly learning. Therefore, the pace of the session was too fast to cover fast to comprehensively cover all the stages of the EFT model. As Johnson (2011) said in the end of the DVD, she talked more than she would in a normal session for learning purposes.

This research mainly focused on the verbal language in the session, even though the researcher did mention the importance of non-verbal language such as the tone.  As stated, this is due to the model preferences of RFA. Johnson (2004) stated that, “The congruence of the therapist — the match of the therapist’s nonverbal messages and verbal messages — is of supreme importance in EFT” (p. 108). Johnson has powerful non-verbal language in the session that impacts the movement. For further researchers, analyzing nonverbal language within EFT model will contribute to the process of EFT.

Finally, this research focused mainly on verbal language in the session, even though the researcher did mention the importance of non-verbal language such as voice tone. As stated before, this is due to the preferences of the RFA model. However, Johnson (2004) stated, “The congruence of the therapist—the match of the therapist’s nonverbal messages and verbal messages—is of supreme importance in EFT” (p. 108). This is worth observing in the same DVD session because Johnson does demonstrate powerful non-verbal language as well as effective verbal language. For further research, analyzing nonverbal language within the EFT process would be most valuable.

Conclusion

This research demonstrated the application of RFA as a research methodology in analyzing an EFT session. RFA is well-suited to analyzing an EFT session, specifically within stages and between stages. By analyzing a therapy session on DVD, the researcher has drawn a correlation between these two models. This article explains how EFT’s three stages and nine steps can be alternately viewed as RFA’s wings, galleries, and frames. EFT stages can be translated as separate wings; EFT steps are galleries within wings; specific interventions and techniques are frames. RFA’s structure consists of both the macro- and micro-levels, hence assisting connections between theory (macro) and practice (micro). This process research hopes to help herapists build a link between theory and practice.

The researcher also learned that RFA as a method can serve well for note-taking during EFT sessions. Likewise, Chenail, Somers, and Benjamin’s research (2009) affirm that RFA has proven to be a useful tool for note-taking and interpretation of sessions. The researcher suggests that therapists can profitably use RFA for these purposes because its clear structure emphasizes the micro-level of specific talk, while tracking movement between stages and steps in the EFT model.

 

 

 

 

 

 

 

 

 

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My life journey up until now has been finding what I am passionate about, the meaning for my life and who I want to be. I was born and raised in China for 22 years and I have been in the United States almost 5 years. The experience and comparison between China and USA has widened my thoughts and enriched who I am. This experience has helped me reflect on gender, race, social justice and my roles as a Chinese woman in both China and the States. Moving to a new culture has broadened my views and developed my creative thinking skills.

When I was in high school back in China, I was a top science student. However, due to gender stereotype roles, my parents chose the major of ‘Label and Social Security’ for my undergraduate studies so that I would have a stable job with the Chinese government. I did not enjoy my major so I spent most of my extra time studying English and doing ministry work. I was involved in an underground house church and other types of volunteer programs including hosting English corner (a gathering place to practice English). After finishing my undergraduate studies, I decided to come to the States to further my education.

I chose Abilene Christian University and majored in Christian Ministry, and Marriage and Family Therapy for my graduate studies. My most educational life experience during the course work was an 8-month internship in New York City in 2011. I lived in a Romanian Community in the Bronx and worked with different ethnic groups. I did street ministry for homeless people and worked with lower-classes and international students. I spent half of the time with Chinese immigrants most of whom were illegally in the States Through working with the groups, I understood their pain, as well as their struggles and their hope. I observed the conflicts between different ethnic groups.  The racism, poverty, and hopelessness among some people sadden me, and inspire me to take action.

The experience in the New York City created an internal struggle for me. I did not know how to accept the reality of social injustice and did not understand my role in society. Through taking classes and with the help of my mentors, I gradually found peace but still continued to search for what my role should be or should have been.  Increasingly, I found myself going to workshops and lectures related to racism and cultural diversity. I love discussing these issues and challenge myself to embrace hard situations. I feel most alive when I am working with my clients who trust me. Vulnerability warms my heart and inspires me. During this time, I have learned that I want to serve people who struggle and this service should be my role in society. I am continuing to develop skills to serve the people who are victims from poverty, racism and social injustice.

My desire is to be involved in social justice and cultural diversity so that I can serve society.  With my newly developed curiosities and skills to learn and gain knowledge, I now dream of pursuing a Ph. D in the Family Therapy field. I have never been so happy to use my gifts to give and help others because learning, researching and connecting with others are very fulfilling and meaningful for me to help people.

Another experience completely changed the way I view myself as a female. I grew up in the China where males are the dominant figures in the society. Even though I was praised as a smart girl, I wouldn’t pursue my dream to study in a Hard Science field. The Chinese cultural perspective of a female limits my parents and my own view of who I am. By exploring American individualism culture, I had internal conflicts as a Chinese woman in America. I started to challenge my ideas about a female and what I could do. The meeting that changed my life was the day in Austin, TX when I met Susan King from the Texas House of Representatives. She was the first woman I encountered in politics in my whole life. She lowered herself down to my position and asked for information about me. She believed in me more than I believed in myself.

For the first time, the idea that a female can be involved in politics with confidence and strength became real inside of me. I said to myself that I wanted to be a woman like her who can accomplish something big in life. I did not want to be worried about the Chinese culture that limits me. The experience with Susan King freed my internal conflicts about being a Chinese woman. These liberating thoughts allowed me to imagine bigger.  Now I believe that I can be a female professor who contributes to the academic field of MFT. Despite my changing beliefs about gender roles, I am still sensitive when dealing with cultural issues when working with Chinese clients.

During the last five years, I have learned so much from school, American society, friends and my experience. It has changed me to be more positive and confident person.  I am happy that I successfully embraced the difficulties and used them for my growth. Now I understand myself more as a Chinese female in American society. I believe that my abilities can contribute to society. I have found what I am passionate about and the meaning of my life, and I cannot wait for more adventures in the United States, following the completion of my Master’s degree. I will continue to learn from both my life experiences in China and the US and I hope that NOVA will be a part of that experience.

While I have pursued a graduate degree in Family Therapy over the last two years, I have come to believe that relationships impact our health mentally, emotionally and physically.  Relationships are necessary for improving well being. According to Martin Seligman (2002), the founder of Positive Psychology, family relationships are one of the five important elements for achieving long term happiness. More exciting, many scholars such as Dr. Daniel Siegel (2012) used neuroscience to interpret interpersonal relationships. Family Therapy is an exciting field because it can connect with public policy to promote public health. It also links with the newest discoveries about the human mind and emotions in neuroscience to understand human relationships and human well being. The Family Therapy field has great potential for people’s health and happiness.

Family Therapy is a relatively new field. Americans and their government seem to devalue the importance of family and couple relationships when they measure health (Woolf & Aron, 2013). My experience as an international student in the USA with the family courts has helped me understand that the policy pays more attention to individuals and less to family. There is more research needed on relationships and health. Relationships can be a tool for building national happiness.  The field of Family Therapy is very exciting, and I hope to contribute to its development with my own research.

Relationships are essential for our health and also the beauty of our humanity. By working with clients and knowing about their lives, it has enriched my own life. Therapy is an art because of the relationship between therapists and clients. They can touch each other’s heart and soul. Working with clients fulfills my heart and my mind. I am very passionate about being a therapist because it allows me to experience life as a spiritual being and intellectual being.

The Ph. D in Family Therapy Program at Nova Southeast University has a great reputation. The diversity of the campus is most attractive and central to me. I value the beauty of different ethnicities and that we can learn from each other. As an international student, I have had opportunities to be friends with many different ethnic groups on campus. Their cultures have enriched and broadened me. They inspire me to have an open-mind and adventurous spirit.

I want to work with immigrant families, especially with international students and Asian immigrant. Social justice and equity among different ethnic groups are still big issues in America.  I have paid attention to NOVA and the School of Humanity and Social Science regarding cultural diversity. Based on the statistics of its student body, NOVA does a good job of encouraging inclusiveness among different ethnic groups. NOVA’s inclusiveness, as demonstrated by its policy, the SHSS handbook, and monthly activities, is impressive and advanced. The environment of NOVA’s campus can offer me experiential learning by its policies, professors and students’ interactions, and activities. The campus and department’s environment will be a great way of learning and growing.

The location of the campus in South Florida itself is an appealing place.  It can offer me lots of international perspectives about culture and well-being among different ethnicities. It will provide me different opportunities to work with different ethnic groups.

My professional goal is to be a professor who teaches and does research in the Family Therapy field. I am fascinated with both of the research methods, quantitative research and qualitative research. Both methods have unique ways to gain knowledge and contribute to the Family Therapy field. I have collected many research topics during my Master’s degree course, such as Family Relationships and Mental Health, and hope that I can conduct research on some of these topics during my Ph. D program.

Professors are the assets to help students gain knowledge and research skills in Ph. D program. Family Therapy program at NOVA has a large group of faculty members. Through mentoring relationships with NOVA professors, I hope to improve my research skills, learn how to apply for research funds, and receive advice about my career path. I have personally talked with Dr. Ron Chenail, Christopher Burnett and Martha Marquez at the 2013 AAMFT conference. The professors at NOVA cover many interesting research topics that I am interested in, such as culture diversity and therapy process research. I am looking forward to wonderful mentoring relationships during the Ph. D program.

I have heard from Dr. Christopher at the AAMFT conference that the School of Humanities and Social Science (SHSS) and Family Therapy department has many connections with Chinese culture. NOVA has contracted with Beijing Normal University for doing collaborative learning, teaching and researching. I also heard that Dr. John Miller has done research in China. I am Chinese and I want to do research with Chinese populations in the States and back in China. The NOVA program in Family Therapy will be a wonderful opportunity for me to be involved in doing research and working with the Chinese population.

I know that completing the Ph. D is not an easy journey. It requires my dedication, persistence and patience. I have the confidence and dedication to complete the Ph. D program. First, I have great motivation and passion to be involved in Family Therapy field, because it fulfills my mind and my heart. Second, as an international student for four years and gaining two master degrees in the States, I have learned to be appreciative of the American culture; developed good social skills to connect with others, including classmates, professors and staff; and built academic skills in reading, writing and doing research. The Marriage and Family Therapy (MFT) graduate program at ACU has trained me to be more professional while handling clients and dealing with conflicts.  Both the Graduate school of Theology and the MFT program at ACU have equipped me well in my academic skills to start the Ph. D program.

Difficulties and challenges are real during the Ph. D program. Most students will struggle with academic writing for publication and dissertation. It will be more difficult for me because English is my second language. I will still need other people to edit and proofread my papers. Four years of consultation with the Writing Center at ACU have helped me develop many good writing and organizing skills. At NOVA, The SHSS also has a writing center for their students. I believe with the help from the Writing Center, I will be able to write quality papers.

The second challenge to attend to NOVA is financial. For an international student, American Education is expensive. I am an independent person and intend to take most of the financial responsibility for myself, without relying on assistance from my family. I am interested in any on campus work opportunities, housing as well as any scholarships that may be available to me. I hope that I can use my academic achievement, and help from the Ph. D program to complete my studies if I get accepted.

Challenge can be an opportunity. In Chinese, challenge and opportunity are one phrase “危机”. Challenge and opportunity always exist together. For example, by working on my writing, I have adopted some of my writing tutors’ thinking strategies and even gained knowledge of their fields. By struggling with financial issues, I become more sensitive with my clients who struggle with money. Embracing the challenges and opportunities, I can experience life more fully and have more connections with other people.

The faculties at Abilene Christian University evaluated me as “persistent, eager and brave”. Knowing my own personal and academic qualities and my ability to seek and accept help from faculty and staff, I am confident to say that I have the ability to complete the Ph. D program.

I do not know if I hear God’s calling or not. I am assured that God’s calling draws me to come here to study missions. I wish that God would tell me what I should do for my life with a human voice. I believe that He presents Himself to some people, and tells them what they should do, or gives them a vision. I think anything good is God’s calling, like loving your family or being a caring teacher. His calling is very big, and He allows each of us to respond to His calling. God probably doesn’t care as much what we are doing, but how we do it. Every Christian has His calling to love him and love our neighbors. When we choose appropriate things that we want to do in our life, it creates the relationship between us and God. God’s calling are big, and He gives us the free will to choose. He has personal relationships with us through the choice we make.

Community calling is often connected to God’s calling, however, at times it conflicts with God’s calling. Some people hear the call of God while others ignore it. For example, the church is our community, but sometimes the church fails people. Or sometimes, we do not understand God and misunderstanding his calling. Therefore, we can have conflicts between our community and ourselves. When the community’s calling and God’s calling are in harmony, and it is suitable for us, we will take up that mission.

According to what I have learned through this semester, vocation is a way to live our life, it is a way to focus our life for the relationships with God, not just a job or career. We have different standards as Christians and non-Christians for our vocations. As Christians, we are called to love others and tell non-Christians about God. In America, we have such a diversity of people from all of the world, and we have the opportunity to tell others about God. When we know more about how to love others, how to share in God’s mission, we are learning God’s specially calling through our life.  We must represent our identity as God’s Children no matter our career, occupation, profession, or job.

A “Rule of my life” provides important principles by which to shape one’s Christian vocation. God created everyone differently, but he also created every human in his image. Everyone needs love, everyone needs to forgive and be forgiven, and everyone needs joy and hope. That is why I think God is real. He is the foundation of our life. He provides us the basic needs. As God’s tool to provide others their needs, He gives me special gifts. I care about people; my friends tell me that God gives me the ears for listening to others well. Through my life, I want to show my caring to others. I want to practice how to pay attention to the people who need, and try to deeply understand them. Especially, I want to be a missionary in foreign country, I need to learn to respect the difference, not to judge and focus on relationship more. Secondly, I need to show our Christian identity, our joy in the Lord more to other people. Through my life, I want to follow every command that Jesus said, not to lie, work for the social justice, to be a good Christian. Probably, my actions cannot influence the society or others that much, but it is about my heart for God. Thirdly, is my spiritual life with God. This is important, when we grow up spiritually; it is easier for us to practice other principles. Read others’ life and let their stories  encourage me to grow. Prayer is very powerful. Talk with God every day. I want to let him work through my heart and give him my time so I can hear his calling better.

Two or three months ago, I had a big argument with my very good friend about religion. To some degree, I wanted to convince him to become a Christian to retain our relationship. It did not work out, we are not close as before and never talked about religion anymore. Through the argument, I was not wrong and he was not wrong too. The reason we have conflicts is because the language about God is different. We have totally different concepts about God. After the big fighting, I decided to speak in the chapel to clarify some basic terms about Christianity according to my own experience. However, I really did not know what should I speak, there are so many things I can say, I just have 12 minutes. I did not know how to prepare the speech. Last night, after back from the Church, my brain stopped working. I called Keith to help me a little bit. He gave me some ideas. But specifily I still do not know what I should say. I think God just want me to go to bed or do something else, insteading of figuring what I should say for international chapel. So I prayed that I hope holy spirit will speak through me. I was so tired to think about any thing. This morning I had a class, which means I did not have time to think too much either. I thought I will get very nervous, because I do not like speaking in publicly, especially I need to address religion questions in English.
In my deep heart, I know God will be with me, I am going to speak for God, if I will be nervous, then be nervous, it is OK. So I started prayer and talked the story about myself becoming a Christian. Then the main message is Jesus. I talk about why Jesus is necessary to be on the earth and die. The weird thing is that I did not get nervous at all, and I totally involved in my own conversation. And Carol told me that she never seen me take such authority when speaking. And she thinks that God has blessed you with the ability to speak in front of people. I had some good feedback from my friends. Mostly they are from Christians friends. I did ask my friend, whom I argumed with before how he thinks. He said he did not understand because of English. I thought my English is pretty simple and everyone should understand. First time in my life, I did not to control, and it turned pretty good. I do not know how much my message can influence.

It was a good experience for me. Usually, I am not good at talking in the public. But this time, I think I did a good job. Many people went up and told me it was very good. I think it is necessary for me to speak out, and let other people to hear my voice. I also it will be good for my classmate to hear what I am thinking. So I am going to practice speaking out, and not get nervous.

—–Write in April 2rd

Day 3

Today is the third day of our mission trip in DC. We went to Frederick Rescue Mission. I loved this place and enjoyed the people there. It is a very interesting place. It was a Jail back to 19s. We could see the buildings with high wall constructions. Now it is a place for people to worship God and Jesus. It has a library, living room, and computer room. It is a very neat place. They give away food, and have two programs to help homeless people to find God and to live with God. It is very impressive. We got there about

8 am, and went to the chapel. We led the songs, and talked about why we were there. More and more people showed up just to enjoying the songs. Even people who did not sing were there watching. It was incredibly awesome. After that, two residents shared their testimonies with us. It was very touching. Kevin went to Jail when he was young and his mother died of cancer. He did not get along with his dad, and he left home when he was about 16. Now he is about 30 years old. He met his girlfriend who became a Christian seven years ago. His girlfriend led him to the Frederick Rescue Mission. Now he has changed so much because of God. He wants to be a good hus

band and good dad. It was amazing and dramatic to listen to different people’s stories.

When I was listening to their sad stories, I was thinking that it was not God who made this happen, it is our own responsibility to take care of ourselves and the society. Our life is not just about ourselves, it is more about others and God. I am really sorry that someone is suffering because of other’s results.

Sixteen of us did lots of jobs. We removed the big branches, organized the pantry, transported the food, and served lunch. We also had some fun with the residents in there. We played basketball with them, gave them the attention, and showed them God’s love. When I served lunch for the homeless people who are not the residence of this building, I told them about my story and what I want to do. Some people just came up to us and said “God bless you.” After lunch, a guy talked to me. He was saying said it was goo

d to serve other countries, but our American needs us too. I felt so honored. I think it is true that American needs more missionaries too, even it is developed country. He was so sweet. I did not talk with him a lot, because I needed to serve others. By the way, The food was very good, and so I tried everything. Also there were two high school students who were doing the community service. I wish I had talked with them more.

When I walked around the building, I found a guy who was reading the Bible. I w

alked over there and talked with him. He was in a car accident, and one year la

ter when he recovered, his company did not want to hire him anymore. He stayed with his brother for a long time. Because his brother is going to get married, he can not keep him any more. He heard about this place, and filled out the forms. He told me he never read the Bible 20 days ago. He learned the Bible just about 16 days, and read different books, and prayed lots. He was very honest with me. He said he is still smoking, but he is not supposed smoking there. He is trying to quit. He said to be here he learned life is just not about him; he wants to give more to others. Every time when he sees homeless people come for the food, he feels that he needs to change his life

with the help of God.

I grew up with learning evolution and thought creation was superstition. I never compared the difference between creation and evolution before I became a Christian because I had faith in evolution. When I became Christian, a lot of things were still very confusing to me. At first, I just ignored them, because they were too hard for me to figure out. For example,  how old the earth is, and how the dinosaur died out. Recently, I have three Chinese students who study the Bible with me. Now they are asking me questions I struggled before, but still do not know the answer.

We decided to go to the discover center to find out the truth with the help of Dr. Daiqing, a Chinese pastor who is very knowledgeable. Eight of us went there and asked tons of questions. For example, how old is the earth? Why can people at the beginning in the Bible live 900 years old?  How were the animals able to live in the ark for one year? Next, we watched a series of short DVDs together to look at the facts.

I think everyone had their own answers and choose to believe or not. I am the only Christian among these Chinese students. I understand that it is very confusing for them because the things we were talking about are totally opposite with what we learned. No matter how strong the evidence is, it is hard for us to abandon the things we know, no matter whether they are true or not. One of my friends told me, “Sometimes, we do not want to believe God. If we abandon our old values, it would seem like we need to deny our own history.” Yes, it is very hard to change people’s minds. However, I believe that God will work on my friends’ heart.

We have been study the Bible every Wednesday for several months. We started with the Mark. I explain lots of things that I learned from our classes.  I am really happy that I can share what I know with others. Also, because of them, I have encouragement for learning more and grow stronger. I can tell they know more and more about the Books, but I really hope that their hearts are transforming. Plant, water, and let God make them grow.