01-Ttto P1 M1 PDF

PRINCIPLE 1: TAKE 100% RESPONSIBILITY FOR YOUR LIFE
Introduction to This Principle

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“Success Principle #1: Take 100% Responsibility for Your Life” is fundamental to creating a successful life. It is
the core principle on which everything else is based and should be introduced first. It is designed to get people
out of blaming and complaining and into consciously creating the life they desire. This can only happen if they
are willing to take 100% responsibility for their results. It is essential to master this piece because everything
that follows is designed based on this Principle.
In This Principle
Concepts
E + R = O
Muscle Testing
Demonstrations
E + R = O – “Biggest Idiot”
E + R = O – “Green Hair”
E + R = O – Responsibility Sentence Stems
Negative Thoughts and Muscle Testing Demonstration
Muscle Testing Demonstration 1 Script: Failure Experience in the Past
Muscle Testing Demonstration 2 Script: Hate Weakens, Love Strengthens
Muscle Testing: Additional Short Demonstrations to Choose From
Exercises
Responsibility Sentence Stems
Muscle Testing Exercise: Participants Try Muscle Testing With a Partner
Difficult or Troubling Situation Exercise
Optional Exercise on Take 100% Responsibility: Have To, Choose To
Worksheets
Take 100% Responsibility Exercise: Responsibility Sentence Stems
Difficult or Troubling Situation Worksheet
Have To, Choose To Worksheet

Copyright © 2018 Self Esteem Seminars, L.P. All Rights Reserved. Jack Canfield and The Success Principles
are trademarks of Self Esteem Seminars, L.P. 7/19/18

E + R = O: Concept
Context
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This exercise demonstrates the concept that we are responsible for what we experience in life. It introduces
the idea that other people don’t “make us” feel things and demonstrates that we have control over how we
feel and how we react to others.
Overview
In order to achieve complete and full self-esteem we have to take full responsibility for our lives, for both our
internal and external experiences. Often we fall into the trap of blaming other people for how we feel and for
what happens to us. Looking for the solutions to our problems outside of ourselves distracts us. It is much
more effective, however, to look inside ourselves to see how we are creating what we are experiencing
through our thoughts, images and behaviors. Taking the position that we are responsible for our responses to
the world gives us more power.
Objectives
• Participants will take ownership of their feelings.
• Participants will identify that events plus their responses produce the outcomes they experience.
Support
PowerPoint slide, flip chart page, or handout with this formula/equation:
E + R = O
E stands for all the “events” of our lives

R stands for our “response” to those events
O stands for the “outcomes” we experience

E + R = O: Script
Use the following script to explain the E + R = O concept.
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“You are creating your experiences, your success, the quality of your relationships, and your
health by your thoughts and beliefs (beliefs are no more than thoughts you have conditioned
yourself to think over and over), the visual images you focus on (internally and externally), the
resulting emotions they create, and your actions…and you have total control over all three of
these.
“Personal responsibility is the key attitude for personal empowerment. It is to your full
advantage to assume full responsibility for the circumstances of your life as well as your
reactions to these circumstances.
“Therefore, without self-judgment or self-blame, you can focus your attention on

understanding yourself and your range of choices that may be possible in any given
circumstance. With this awareness you can make educated, intentional choices.
“When your choices don’t result in you getting things the way you thought you wanted them,
you can look to understand what happened and what action you can take next, rather than
looking for someone or some circumstance to blame.
“There is a simple formula that can help you understand and embrace 100% responsibility:
E+R=O Event + Response = Outcome
“Every outcome you experience in life is a result of how you’ve responded to an earlier event
or events in your life. If you don’t like the outcomes you’re currently getting, there are two
basic choices you can make:
“1. You can blame the event (E) for your lack of results (O). In other words, you can blame the
economy, the weather, gender bias, your spouse, your boss, your co-workers and so on.
“There are many factors that can contribute to the outcome but if they were the deciding
factor, nobody would ever succeed. For every reason why something is not possible; there
are hundreds of other people who have faced the same circumstances and succeeded.
“2. You can instead simply change your responses (R) to the events (E) – the way things are –
until you get the outcomes (O) you want. You can change your thinking, change your
communication, change the pictures you hold in your head and you can change your behavior.
You can break out of your conditioned responses to circumstances, increase your awareness
and change your actions. All this leads to a new outcome.
“There are only 3 responses (R’s) you have any control over:
• Your behavior (including what you say and how you say it)
• Your thoughts (self-talk) and beliefs (both conscious and unconscious)
• Your visual imagery (including your images of the future)”

E + R = O: The “Biggest Idiot” Demonstration Script
Use the following script. You may choose someone in your audience or just explain.
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“Suppose I approach John and say, ‘John, of all the people I’ve ever met in all my years of
speaking, you have to be the biggest idiot I have ever had in one of my groups.
“How many of you think that that would raise John’s self-esteem? (Predictably, no participants
raise their hands)
“How many of you think that that statement would lower John’s self-esteem? (Most
participants raise their hands).
“How many of you think it doesn’t matter what I say to John, but rather what John says to
himself after I stop talking that affects his self-esteem? (Participants who have been paying
attention will raise their hands.)
“It’s important that you understand fully that it’s not what I say to John, but what John says to
John after I stop talking that affects how he feels about himself. If John goes inside after I stop
talking and says, ‘My God, he’s only known me for 30 minutes; how did he find out so soon?’
that will affect his self-esteem in a negative way. If he goes inside and says to himself, ‘Well,
the trainer just picked on me because he knows that I have a strong self-concept and can take
this kind of teasing,’ John will feel good about himself.
“Remember, when someone says something to you that hurts, look inside and see what it is
you are telling yourself about yourself.”
“For the remainder of this seminar I invite you to hold the attitude that nobody else can make
you feel anything, and you can’t make other people feel certain ways. You can’t hurt other
people’s feelings. People hurt their own feelings by how they interpret or react to what you
say.”
FACILITATOR TIP: If people don’t agree with this, you can challenge them to hurt your feelings.

E + R = O: The “Green Hair” Demonstration Script
Choose someone in your audience, then use the following script:
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“The ‘E + R = O’ formula works well in terms of seeing how we let other people ‘make us feel
bad.’ For example, suppose I go up to Mary and tell her, ‘Mary, you have green hair.’”
“Would that make you feel bad?” (Mary would answer ‘No.’)
“Why not?’
“Because I know I don’t have green hair.”
“So it’s not what I say to Mary that affects how she feels. What Mary believes to be true about
her hair before I say what I say is what conditions her response to me.”
“What if I said to you, ‘Mary, you are a mean, selfish, cruel person.’ Would that hurt you?”
(Most participants will answer ‘Yes.’)
“I believe that my statement would only hurt Mary if she has any doubts about whether or not
she is mean, selfish or cruel. If she is totally clear that she is a loving, warm and generous
person, then she wouldn’t be hurt by that statement because she would know the truth of
who she is just like she knows her hair isn’t green.
“Anytime someone says something to you and you feel hurt, it’s because at some level you
have a doubt about yourself in that area. And that doubt existed long before I opened my
mouth.”
FACILITATOR TIP: At this point you could conduct a discussion about things people have said that have hurt
them. Ask them to look inside to see if they have doubts about that particular issue in their life. Or you could
move on to the next demonstration.

Responsibility Sentence Stem Exercise
Introduction
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This exercise creates an awareness for people to see where they are not taking 100% responsibility, and it will
show them how they can take more responsibility in all areas of their life. Because this concept can be
overwhelming for some, this exercise is a great way to ease them into the concept of taking 100%
responsibility.
Definition of Complaining: I have a reference point of something I prefer that I am not willing to risk creating.
Sentence Stem: Something I want that I am not willing to risk creating is _________________.
Set Up
Divide participants into groups of 2, 4 or 6 depending on time and size. Have them form a circle with their
chairs.
• Flip Chart or PowerPoint
• Time Required: 2-5 minutes per sentence
Procedure
Have the participants complete the following Responsibility Sentence Stems Sentences. Instruct the
participants to rotate in a clockwise manner, taking turns completing the same sentence stem until you tell
them to stop and proceed to the next one.
It is a good idea to have each sentence stem on a separate PowerPoint slide. I suggest you give them 2-5
minutes per sentence depending on how long you have to spend on this concept of responsibility. This allows
them to dig deeper each time it is their turn. Always have the sentence on a Slide or a Flip Chart for your
audience to refer to. You may also want to have a slide that says STOP in between each sentence, especially if
it is loud, so they hear you and see the word STOP.
FACILITATOR TIP: I have listed examples for you as you go through this course and I suggest while facilitating
you give your own examples as well. It gets people thinking and into action.

E + R = O: Responsibility Sentence Stems Demonstration*
If I were to take 5% more responsibility for my life and well-being….
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• I would exercise 30 minutes a day.
• I would only eat fast food one time per week.
• I would meditate more often.
• I would get more sleep.
If I were to take 5% more responsibility for living my passion….

Examples:
• I would ask for what I want.
• I would spend more time writing.
• I would laugh more.
• I would schedule more free time.
If I were to take 5% more responsibility for the attainment of my goals….

Examples:
• I would do five things a day to get me closer to my goal.
• I would spend an extra hour a day in action rather than watching TV.
• I would share my goals with family and friends and ask for accountability.
• I would do the one thing that I have been procrastinating on.
If I were to take 5% more responsibility for the success of my relationships….

Examples:
• I would plan quality time with my kids and put it in my calendar.
• I would have a date night every week with my spouse.
• I would talk less and listen more.
• I would keep my agreements and only say yes when I mean it.
If I were to take 5% more responsibility for the level of my self-esteem…

Examples:
• I would ask for what I want.
• I would take more trainings and seminars to stay positive.
• I would create a list of my successes and review them often.
• I would surround myself with positive people.
*These sentence completions are based on the work of Nathaniel Branden, Ph.D.

Responsibility Sentence Stem Worksheet
Complete the following statements about how you can take more responsibility for the outcomes in your life.
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︎If I were to take 5% more responsibility for my life and well-being…
I would ___________________________________________________________________
I would ___________________________________________________________________
I would ___________________________________________________________________
I would ___________________________________________________________________

If I were to take 5% more responsibility for living my passion…
I would ___________________________________________________________________
I would ___________________________________________________________________
I would ___________________________________________________________________
I would ___________________________________________________________________

If I were to take 5% more responsibility for the attainment of my goals…
I would ___________________________________________________________________
I would ___________________________________________________________________
I would ___________________________________________________________________
I would ___________________________________________________________________

If I take 5% more responsibility for the success of my relationships…
I would ___________________________________________________________________
I would ___________________________________________________________________
I would ___________________________________________________________________
I would ___________________________________________________________________

If I take 5% more responsibility for the level of my self-esteem…
I would ___________________________________________________________________
I would ___________________________________________________________________
I would ___________________________________________________________________
I would ___________________________________________________________________


Muscle Testing Concept
Context
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The following exercises dramatically demonstrate just how powerful negative thoughts can be. They will
illustrate the power of one’s thoughts over their bodies, to show experientially that by changing what people
think about themselves and others, they can alter their physiological and psychological experience. It also
stresses the importance of positive thinking and positive self-talk.
Overview
Muscle Testing originates from Kinesiology, which some chiropractors and other health professionals employ
for diagnostic purposes. The technique is also useful for exploring the relationship between thoughts and
physiological strength. When we think negative thoughts about ourselves, or talk to ourselves in negative
ways, we weaken our body’s physiology. Negative thinking does, indeed, have a negative effect upon how we
feel and our ability to perform. Similarly, negative images of the past or the future also produce a negative
effect.
Objectives
• Participants will observe the weakened physical condition when negative thoughts are entertained.
• Participants will observe the strengthened physical condition when positive thoughts are entertained.

Muscle Testing: Good Boy/Bad Boy Demonstration Script
Ask a volunteer to come up to the front of the room. Tell the participant:
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“We are going to be working with something called ‘muscle-testing’ to demonstrate how our
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thoughts and words affect our body.
“Before we begin, do you have any physical problems with your shoulders or arms, such as
tennis elbow, or any recent injuries? (If the answer is “no,” continue.)
Step 1
“Extend your non-dominant arm straight out to the side of you at shoulder level, parallel to
the floor.
“We’re going to test the muscles in your arm to see how strong you are at this point.”
Facilitator Action: Place two fingers on the small bone that protrudes upward on the outside of his/her wrist,
right where they would wear a watch.
“What I’m going to do is to take my hand and press down on your wrist bone. You resist my
downward motion. Ready? Resist.”
Facilitator Action: Push slowly, increasing the pressure until the arm begins to move.
“Good. You’re strong! This is called his base strength. We’ll be using this base strength
measurement to compare to on all other tests.”
Step 2
“Okay, what I’d like you to do is keep your arm up, close your eyes, and say out loud with
great force and conviction, ‘I’m a bad boy (girl)’ two times. The reason you are saying this will
become clear shortly.”
After he/she has said, “I am a bad boy (girl)” two times, tell him/her to resist and push down
on his wrist.
Facilitator Action: Once again, with your hand on the small wrist bone, apply increasing pressure. In ninety-
nine percent of the cases the volunteer will be weaker than they were at the beginning of the test.
Step 3
“Once again, keep your arm up, close your eyes, and say out loud with great force and
conviction, ‘I am a good boy (girl).’”
Facilitator Action: Once again, with your hand on the small wrist bone, apply increasing pressure. Again, in
ninety-nine percent of the cases the volunteer will be at least as strong as he was at the beginning of the test,
if not stronger.
Invite the volunteer to share impressions with the group. Most report a significant increase in feelings of
strength and/or sense of well-being.
Process with the group:

“This is a dramatic demonstration of the power of our thoughts over our bodies. When we
say negative things to ourselves or to others about ourselves, we tend to weaken our bodies.
When we think or say positive thoughts to ourselves, we tend to feel stronger. No one knows
why this is true; but it is. It makes sense to notice our internal dialogue and begin to increase
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“I’d like to take this a step further and demonstrate how this works in terms of the pictures we
imagine in our minds.”

Muscle Testing: Failure Experience Demonstration Script
Say the following to the volunteer:
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“Close your eyes and think of a time in the past when you had a ‘failure experience,’ a time
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when you set a goal or tried to do something which didn’t work out—a time when you felt
you failed to achieve your chosen goal. You will not be sharing this with the group aloud, so
be as honest with yourself as possible. As soon as you have such an event vividly imagined in
your head so you can feel, hear, and see what it was like, just nod your head.”
Pause until he/she nods.

“Now raise your arm to shoulder level and keep visualizing what you saw when you knew it
wasn’t going to be a success.”
Facilitator Action: Reach out and push down with your hand on their wrist bone. Once again you will find that
the arm is weak.
“Please lower your arm and with your eyes still closed I’d like you to remember a time when
you had a ‘success experience,’ a time when you achieved something that was important to
you, a time when you set a goal and accomplished it, perhaps even felt proud. Let me know
when you are there by nodding your head again.”
Pause until he nods.

“Keeping this positive experience clearly in your mind, raise your arm to shoulder level, and
resist.”
Facilitator Action: Press down on the wrist. In almost all cases the arm will be strong again, perhaps even
stronger than the first time. Ask the volunteer to lower his arm and, when he is ready and if there is time,
describe their experience.

Muscle Testing: Love/Hate Demonstration Script
Say the following to the volunteer:
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“It’s not only the thoughts we think but the images and the memories that we choose to focus
on in our mind, which either weaken or strengthen us.
“(Volunteer), what was your least favorite subject in school? Okay, what I want you to say out
loud a few times is, ‘I hate (subject)! I hate (subject)!’ Then I’m going to test your arm again.”
The volunteer’s arm will once again be weak.
“Now, I know this isn’t true, but what I want you to say for the sake of the experiment is, ‘I
love (subject)! I love (subject)!’ several times. Then I’m going to test your arm again.”
Facilitator Action: Press down on their wrist. In almost every case when the volunteer says, “I love (subject)”
the arm is much stronger, and when they say, “I hate (subject)” the arm weakens again.
“Whenever you are in a state where you hate something, you weaken yourself. If you are
feeling and saying to yourself, ‘I love,’ you strengthen yourself. So when you are doing your
math homework (filling out tax forms, paying your bills, etc.) and you are thinking, ‘I hate
math,’ you are really weakening your ability to be effective in math. If you say, ‘I love math,’
even though it might not feel true at the time, you are not only strengthening your ability to
do math, but also drawing from your subconscious mind the resources necessary to be more
effective. When you say you hate another person, you also weaken yourself. When you say, ‘I
love or I like,’ you strengthen yourself.
“You see, the essence of who you are is love. When you deny that essence, even a little, you
tend to weaken your body, which will affect your thinking, too.”

Muscle Testing:
Additional Short Demonstrations to Choose From
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You can also test the followingwww.getwsodo.com
opposite thoughts to demonstrate this principle even
further.
To teach integrity:
You can have them tell a lie and the truth. I like to have them say their true name and a false name.
︎“My name is Jack.”
︎“My name is Fred.”
To eliminate victim language:

︎ “I can’t (sky dive, dance, be a millionaire) _______________.”
︎ “I can (sky dive, dance, be a millionaire) _______________.”
︎ “I’ll try to _______________.”
︎ “I will _______________.”
To experience the empowering aspect of service vs. selfishness:

“Think of a goal you have. And now think of only how it will serve YOU if you achieve this
goal. Think of the money you’ll make, or the appreciation you’ll get, the awards, accolades,
or fame. Think of what you can buy, do, or feel if you achieve this goal. Nothing else.
“Now think of the same goal, this exact same goal, but this time focus on how it will serve
others if you achieve this goal—your family, your clients, your company, the world, your
community, the people who use your product or read your book, whatever it is. Focus only
on how it will serve them”

To experience how other people’s negative thoughts can affect us:
• Have everyone in the group think a negative judgmental thought about the volunteer.
• Have everyone in the group think a positive, loving thought about the volunteer.
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Therefore, surround yourself with positive people or visualize yourself surrounded by a protective eggshell of
white light or water flowing upward.
FACILITATOR TIP: Ask the group to acknowledge the volunteer by giving a warm round of applause. Thank the
volunteer for being courageous enough to come to the front of the room to participate. Acknowledge their
contribution to the whole group.
When the volunteer is receiving applause, monitor to make sure s/he is letting it in. See that s/he is making
eye contact with the group and breathing deeply, rather than looking at the floor. Ensuring that the volunteer
feels and receives their applause indicates necessary empowerment of the volunteer.

Muscles Testing: Partner Muscle Testing Exercise
Ask the participants to find partners, approximately the same height and size that they are, and to spread out
throughout the room. Have them decide who will be the experimenter and who will be the volunteer for the
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first round of testing. Tell them that they will be switching roles after the volunteer goes through the entire set
of tests.
Direct them to conduct the same experiment with each other that you demonstrated in front of the room.
Give the volunteers and experimenters the following reminders and instructions:
Script: Instructions to Volunteers

1. “Place your non-dominant arm straight out to your side at shoulder height, parallel to the
floor. Do not raise your shoulder while the experimenter presses down, as this will defeat
the test.
2. “Keep your eyes closed during the experience and say the lines with as much conviction
as is possible.”
Script: Instructions to Experimenters: A Recap

1. “Place your hand on the outside wrist bone of the volunteer.
2. “Push gently at first, and then increase the pressure slowly until you achieve some kind of
movement in the volunteer’s arm.
3. “Don’t jerk his/her arm down quickly in an attempt to overpower the other person. This
will not work and runs the risk of straining muscles.”
Sequence of Directions for Testing Process with the Group:

1A. “I am a good girl (boy).” 6A. “My name is (real name).”
1B. “I am a bad girl (boy).” 6B. “My name is (false name).”

2A. Failure experience. 7A. Goal focused on selfish rewards.

2B. Success Experience. 7B. Goal focused on service motive.

3A. “I hate (subject).” 8A. Audience sends negative thoughts.

3B. “I love (subject).” 8B. Audience sends positive thoughts.

4A. “I can’t ________.” 9A. “I’ll try to ________.”

4B. “I can ________.” 9B. “I will ________.”

5A. Smile (Send Love). 10A. Image of smiley face button.

5B. Disappointed Look (Send Judgment). 10B. Image of frowning face button.
Script: Wrapping Up the Muscle Testing Process with the Group

“How many found that they did in fact get weaker when they said negative things about
themselves and others?”
With those that did not check to see if you can detect a change in their strength.
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FACILITATOR TIP: There might be a minority of people who will not experience much change. My experience is
that usually the experimenter is not pushing hard enough. You can bring a doubter up and test them yourself if
you have the time.
If this arises, however, you can also just acknowledge it. If someone asks what this means, explain that while
the experiment might not have the same effect on some people, focusing on saying and imagining positive
thoughts about yourself will at least make you feel better; and will at best empower you to take risks and to
grow.
It is also possible that a participant is psychologically reversed, meaning that all positive affirmations are
actually received as negative messages by their brain. If someone thinks they might be reversed, have them
say aloud "I unconditionally love and accept myself" and muscle test them after. If they test weak, then they
are psychologically reversed. To remove this, have the participant tap 35 times on the heel of their hand.
Retest them on the same statement and they will be strong. You can also lead your entire group through
tapping 35 times on the heel of their hands. Tapping when you are not reversed will not make you reversed.
In a study done in Iowa, they found that the average 2-year-old
receives 432 negative put downs and nudge statements per day versus
32 positive, affirming statements. That is a ratio of roughly 14 to 1.
There were lots of examples in this segment. You don’t need to teach all of these when leading a seminar, but I
wanted to show you the range of material to choose from to really drive this home. Choose the examples and
stories that speak to you the most, and use those.
STRENGTHENS WEAKENS
• Truth • Lie
• Success • Failure
• Good Boy (Girl) • Bad Boy (Girl)
• Can • Can’t
• Send Love • Send Judgments
• Sugar • No Sugar
• Service • Selfish

Difficult or Troubling Situation Exercise
Materials Needed
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Make sure you have the list of questions (below on a handout or in the participant’s workbook).
Setting Up for the “ Difficult or Troubling Situation” Exercise

• Have participants divide into pairs and instruct them to sit facing each other.
• Help them decide who will go first (meaning the first one to ask the questions first is called the Coach,
the one who answers first is called the Responder).
• Have them trade workbooks with each other.
FACILITATOR TIP: Before you have participants do the exercise, make sure you present an example of your
own. This works well as a demonstration on stage with an assistant or volunteer, or even on a PowerPoint slide
if you do not have someone to help you.
Script: Instructions for the Coach

“Ask the questions listed in the notebook in the order they appear. Do not engage in any
discussion, your role is to simply ask the questions.
“Make sure you maintain eye contact through this exercise.
“Feel free to make notes for the responder and it is most important that they do write down
the commitment to action.
“When asking for a commitment, if the responder gives a commitment of less than 8, they
likely won’t follow through, discover what might be blocking action and create an action step
for that. Raise your hand if you need assistance with this.
“Everyone will have the opportunity to ask and answer the questions and I will tell you when
to switch.“
Facilitator Action: Tell them you will give them about 10 minutes. Check in at about 7 minutes to see how
many pairings are still in process. Give a one-minute notice when you sense most are complete. Once you have
their attention, ask if everyone has a clear commitment to action and make sure they write it down. Partners
then switch roles and go through the same process. It is useful to have a large group debrief.

Difficult or Troubling Situation Worksheet
Make sure they have these questions in their handout or workbook; it’s useful to also have them on a
PowerPoint slide.
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Ask students to pose the following questions to each other about a difficult situation they’re facing:
1. What is a difficult or troubling situation in your life?
2. How are you creating it or allowing it to happen?
3. What are you pretending not to know?
4. What is the payoff for keeping it like it is?
5. What is the cost for not changing it?
6. What would you rather be experiencing?
7. What actions will you take and what requests will you make to get it?
8. By when will you take that action?
9. On a scale of 1-10 (10 being highest probability), will you follow through on this action?

Have To, Choose To
Script
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Facilitating the ‘Have To, Choose To’ Exercise
Ask the group:

“What are some of the things you have to do?”
Instruct participants to just call them out and as they call them out make sure you repeat what was shared
so everyone in the group hears what was said.
After a few minutes of this say:

“There are people out there that feel you really have to do things, but let's think about it for
a minute, there are people who don't take care of their children, don't pay taxes, don't go to
school.”
“Some people feel there are people and institutions that can make you do things. What are
some of the institutions and people that can make you do things?”
Poll the audience and ask them to just shout them out, make sure you repeat what is said so everyone
hears.
Wrap it up by saying: “Have you ever had the traffic make you late? OK, so we have this belief that there are
people and institutions that can make us do things. How many of you have had your boss ask you to lie for
them? “Tell them I’m not here”… then we say my boss made me lie, my wife made me late, my kids made
me late.
“I am going to suggest that no one can make you do anything.
“There is always a choice to agree or not. The truth is no one can make you do anything,
however there are consequences for the choices you make. But the truth is you always have
a choice. Many of us pretend we are a victim, but we are not, we always have a choice. Victim
mentality, blaming and complaining weakens our ability to make clear, conscious choices.”
Before facilitating the ‘Have To, Choose To’ exercise, make sure you have your own example to
share with the group.
Example: I have to pay my taxes.

If I don't pay my taxes then, the IRS will come after me.
If the IRS comes after me, they will freeze my accounts.
If they freeze my accounts, then I'll be a criminal.
If I'm a criminal, then I'll go to jail.
I'd rather pay my taxes, than go to jail.
I choose to pay my taxes.
Make sense? Okay, work out what you think you have to do with a partner. Go.

Have To / Choose To Worksheet
Take something you think you "have to do" and follow the worksheet.
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I have to _______________________________(A) _______________________________________

If I don’t __________ (A) ______________, then __________________ (B)____________________
If ________________(B) ______________, then __________________ (C)____________________
If ________________(C) ______________, then __________________ (D)____________________
If ________________(D) ______________, then __________________ (E)____________________
If ________________(X) ______________, then __________________ (Z)____________________

I’d rather ____________ (A)____________, than __________________ (Z)____________________

I choose to ______________________________(A)______________________________________.
I have to _________________________________________________________________________

If I don’t ____________________________, then ________________________________________
If _________________________________, then _________________________________________
If _________________________________, then _________________________________________
If _________________________________, then _________________________________________
If _________________________________, then _________________________________________

I’d rather __________________________ , than _________________________________________

I choose to _______________________________________________________________________.

Remember nobody can make you do anything!
Everything is a choice.

Wrapping Up the Module: Take 100% Responsibility Script
Review the last 8 minutes of the accompanying video to learn how to effectively debrief the module, Take
100% Responsibility. End with a Story About Choice and Taking 100% Responsibility. You may choose to
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wrap up this module by telling this story to your training participants—or use one from your own
experience:
“The last choice you always have is your attitude. It’s your choice. A great example of this is
Victor Frankl. He was in a concentration camp in WWII, people were dying around him; it was
horrific. However, he made a decision that no one would own his spirit. He chose to find
meaning and purpose. He discovered that those people who chose hope survived longer.
You always have a choice about your attitude.
“If you choose A over B, you may not have great options to choose from, but you still have a
choice. Make the best choice you can make. Own your choices, you can always make new
ones but remember you choose your attitude!
“Stay in your job or change your mind about your job, leave your marriage or change your
mind about your marriage.”

Trainer Insights Worksheet: What Did You Learn?
PART 1: MODULE 1: TAKE 100% RESPONSIBILITY FOR YOUR LIFE
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www.getwsodo.com
□ Practice the Responsibility Sentence Stems □ Watch the Module Video
Exercise
□ (Optional) Read Chapter 1 in The Success
□ Practice Muscle Testing Principles
□ Lead someone through the Difficult or

Troubling Situation Worksheet

From the perspective of a participant:
1. Reflecting on this entire module, what was your most significant learning? (It is important to understand the
impact it has on you before you facilitate it with others.)
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
2. How did this module increase your self-awareness?
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
3. Which activity, demonstration, or exercise provided the most significant learning?
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
4. Why does this matter?
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
5. What difference could this insight make in your life?
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
6. Did you notice any internal blocks that stopped you from fully participating in any of the exercises?
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
7. What, if anything, are you still wondering about?
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________


Trainer Insights Worksheet: What Did You Learn?
Now thinking like a trainer:

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www.getwsodo.com
1. How do you think this could affect participants in a workshop?
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
2. What emotions might come up in a workshop? (resistance, fear, judgment, elation, excitement?) How might
you deal with it?
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
3. Did you notice any internal resistance to any of the exercises, if so, what resistance did you have?
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
4. How might this impact your ability to facilitate this exercise?
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
5. How could you overcome your resistance to effectively facilitate this exercise?
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
6. What parts of the video do you intend to review to deepen your understanding of this module?
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
Notes:
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
Take 100% Responsibility For Your Life 24

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PRINCIPLE 1: TAKE 100% RESPONSIBILITY FOR YOUR LIFE

Introduction to This Principle

E stands for all the “events” of our lives

“Therefore, without self-judgment or self-blame, you can focus your attention on

E+R=O Event + Response = Outcome

“Because I know I don’t have green hair.”

If I were to take 5% more responsibility for living my passion….

If I were to take 5% more responsibility for the attainment of my goals….

If I were to take 5% more responsibility for the success of my relationships….

If I were to take 5% more responsibility for the level of my self-esteem…

Process with the group:

Pause until he/she nods.

Pause until he nods.

The volunteer’s arm will once again be weak.

︎“My name is Fred.”

To eliminate victim language:

︎ “I can (sky dive, dance, be a millionaire) _______________.”

︎ “I’ll try to _______________.”

To experience the empowering aspect of service vs. selfishness:

Script: Instructions to Volunteers

Script: Instructions to Experimenters: A Recap

Sequence of Directions for Testing Process with the Group:

2A. Failure experience. 7A. Goal focused on selfish rewards.

3A. “I hate (subject).” 8A. Audience sends negative thoughts.

4A. “I can’t ________.” 9A. “I’ll try to ________.”

5A. Smile (Send Love). 10A. Image of smiley face button.

Script: Wrapping Up the Muscle Testing Process with the Group

Setting Up for the “ Difficult or Troubling Situation” Exercise

Script: Instructions for the Coach

“Make sure you maintain eye contact through this exercise.

2. How are you creating it or allowing it to happen?

3. What are you pretending not to know?

4. What is the payoff for keeping it like it is?

5. What is the cost for not changing it?

6. What would you rather be experiencing?

8. By when will you take that action?

Ask the group:

After a few minutes of this say:

Example: I have to pay my taxes.

□ Lead someone through the Difficult or

Take 100% Responsibility For Your Life 24

Das könnte Ihnen auch gefallen

4A. “I can’t .” 9A. “I’ll try to .”