I have been asked this question many times and responded with my answer in The Power of the Whisper. The central part of the answer to the question was that you can’t just share a method because the technical aspects are secondary to the person who wishes to practice them. The purpose of this IBFRT Teaching Material: How To Become A Whisperologist is intended to amplify what was stated in my book through a different terminology which was developed by Robert Dilts in connection with the theories and applications of Neurolinguistic Programming (NLP). I am not an NLP practitioner but have some understanding of its principles and approaches to helping others. I may not agree with all of its theories, however, it has occurred to me that an NLP practitioner might find whisperology quite intriguing.
The ability to effectively use the tools comes through the whisperologist as a gift to the person who is integrous and aligned to unconditional love.
I think that the different roles that I attempt to assume to help you to become a whisperologist capture the essential connection between who you are and what you do. In his book, From Coach To Awakener, Robert Dilts describes the different requirements that are needed to create and support change. The support or assistance to encourage and facilitate change is dependent on what is the target of the change: environment, behavior, skills/capabilities, values and beliefs, identity, and collective identity. What the other person requires to make the necessary changes, at a particular level will be different, and according to NLP theories, is dependent on the neurological level of organization. Each level of change has its challenges and potential resources. Dilts’ terminology for supporting positive change reflects the different kinds of needs required at each level by using distinguishing words like caretaking/guiding, coaching, teaching, mentoring, sponsorship, and awakening.
I think the different roles to teach someone to practice my methods begin with a context that is expressed in the meditation found in all of the IBFRT books. The ability to develop the skills and apply them using IBFRT is a manifestation of the consciousness of the whisperer. My training methods attempt to capture all of these roles, beginning with frequent reminders to all students to ask for permission and “get out of the way,” so that God can use them as a vehicle for healing.
I will use Dilts’ terms of classification and relate this to Whisperology training.
The most powerful role is awakening. I believe this requires a conscious connection to an identity that goes beyond what is usually described as “me” to a higher impersonal purpose. The meditations in my books contain many phrases which express the intention to align with a common identity that is beyond any sense of a personal existence or separateness. A whisperologist finds his or her identity beyond the personal as someone who is united with other practitioners to be a healer along with others. While the language may vary depending on cultural or religious differences, they share a common origin and purpose expressed in language like being a “child of God” or a “servant of the divine” or a “light worker.”
The intention to practice whisperology must originate from the connection of the loving heart to help others with the belief that the service reflects the person’s deepest nature. For some students, the desire to change the course of a life plan and practice whisperology could be likened to an awakening or conversion. To be aware that the source of healing intention is a gift of grace that has nothing to do with the physical body elicits gratitude and humility. This explains why the whisperologist is quick to put aside any tendencies to attach healing outcomes to personal greatness. Each time he or she asks for permission to test or treat a client, the level of being that is beyond any personal identity is engaged. Training about this level of awareness can only encourage the student to be awakened and transformed to a deeper purpose through prayer, meditation, or other spiritual practices. I encourage and intend this spiritual path to be realized for every student.
The second most powerful influence is that of a sponsor. In whisperology, this refers to a person who believes herself or himself to be fundamentally integrous and purposeful. There is a clear mission which is defined by service. The first awakening brings with it the realization that the success of the mission is not about any personal abilities but wholly dependent upon the courage and faith to be a conduit or channel for healing. Training seeks to affirm this mission and self-understanding through humility. I believe my role is to encourage and support the student who is dedicated to this mission.
The third most powerful influence is that of being a mentor. In this aspect, the mentor is a model and encourager of the student to embrace particular values and beliefs which are also integral to the principles of Whisperology. These principles follow naturally from the intrinsic qualities of the first two influences. The drills in The Power Of The Whisper are intended to help the student to remain aligned to integrous values and be freed from any obstacles.
The fourth most powerful influence is that of the teacher. I believe this is the level from which many requests to “teach me what you do” originate. However, the ability to teach is dependent on the first three influences. Every competency at this level, and all of the subsequent levels which become more technical, are intrinsically linked to the first three influences. What the teacher can provide, if the above conditions have been satisfied, is the opportunity to teach the IBFRT skills as well as how to use them for testing, interpretation of findings, and treatment through imprinting.
The fifth most powerful influence is that of the coach. Like a basketball coach, the coach teaches his players all of the plays as well as when to execute them. He motivates the players and inspires them to practice if they want to improve and accomplish the goals of the team. IBFRT Teaching Tools are written to include this type of coaching with specific details and steps to test, interpret the findings, and make a play (imprint). As the coach, I also encourage the students to the discipline of practice and being patient. Like a coach on the sideline, I watch my students practice in order to identify those areas where more training is required to execute the behaviors of a whisperologist.
The last influence requires guidance. The environment in which Whisperology is learned is important. Like all of the other influences, there are resources and obstacles with every level of organization. Environmental help and resistance are the most easily recognized aspect while the least conscious aspect is the most powerful influence that requires awakening. At the environmental level, training is focused on the value of a conditioned space and the elimination of negative influences or distractions. This intention is also expressed through the insistence of asking permission to treat any client and honoring the opportunity to experience through the testing what God is sharing during this moment. The consciousness of the tester and the client requires an environment that honors both of them.
I believe that describing the qualities and the skills that are required to become a whisperologist also implies what is required of me to assist you in the goal of becoming a whisperologist. My intention is to support all aspects of this process. Dilts’ conceptual framework to support meaningful change is a helpful way to express the challenges of creating a training program.