FOR THE PROFESSIONAL HYPNOTHERAPIST: 
INCREASE YOUR INCOME WITH TEACHING 
by Katherine Zimmerman, CHT

 I have been  teaching since 1989. I like teaching because I get to do most of the talking, I get to tell people what to do, and my students laugh at my jokes!  When I completed hypnotherapy school, I faced the same dilemma as everyone else. How was I going to attract clients? How was I going to let people know that I was in practice as a hypnotherapist? One day a little voice in my head said, "You could teach a workshop." When people at school asked me how I planned to start my practice I would say, “I am going to teach a class.” Then I would look around, wondering who had said that. I felt uncomfortable talking even to two people at once!  How could I teach a group?  However, teaching held a certain fascination for me and was sure to build my practice, so I forged ahead. 

 Increase your Income...

 Whether you are starting in practice or would simply like to increase your income, teaching can help you. If you teach a 5-hour workshop to ten people at a cost of $50 each, your income for the workshop is $500 or $100 per hour. These figures are based on the area in which I live. In your area you may be able to charge considerably more.

Another positive aspect of teaching is that you can reach more people at once than with private sessions. Your students will spread the word about your workshops and send their friends, neighbors and relatives. 

Many of your students will ask for private appointments, of course, which is the point of initial teaching sessions. However, some of your private clients will benefit from the workshops you offer and ask for more! You may find that occasional workshops become a strong component of your business.

 Topics to Teach...

The next question is what to teach? Here’s a list of topics which have drawn the most interest from people. I think that it is more important, though, to pick a topic that interests you. 

        Topics that work well combined with hypnosis include:
 

  
  The time commitment for each workshop varies; for example, I currently teach self hypnosis in a six hour format, three, two-hour sessions. I offer stress relief as a single 2½ session, self-esteem in two sessions, 2½ each; while the fear and codependency topics require a longer time frame--2½hours each for six to seven weeks. Weight loss could be covered in four, two-hour sessions.

The only area in which I had enough confidence to teach immediately after graduation was self hypnosis, and it is the one workshop that I am still teaching today. An overview of how to teach self hypnosis is included later in this chapter. When students have learned how to do self hypnosis, they are then prepared to apply their knowledge to other topics such as toself-esteem, stress relief, and pain management. 
 
After developing my basic workshops I began a series of six-week workshops. The first was healing the inner child, based on John Bradshaw and Catherine Taylor's work. Preparing for classes was a tremendous amount of work and a great learning experience for me. 
 
My next topic was healing codependency, based on Melody Beattie's work (she is an expert is the field of codependency). After seven years in Al-Anon, this was a subject close to my heart. Again, the course required an enormous amount of work, but I learned a lot about myself as well as contributing to the knowledge of my students. I sometimes think that I gain more from researching and preparing for these workshops than my students. 
       
I got the idea for another workshop while I was driving home on the freeway. Well, that is not entirely true. I worried about giving up my thirty years of bookkeeping and planning a full-time hypnotherapy practice. It brought up a great deal of fear! A friend suggested that I teach a fear workshop. Teach a class about fear? What a terrible idea, I thought. 
       
However, in the mysterious way of things, about two months later, while I was on the freeway, this great, inspired idea hit me.. I could teach a workshop on fear!  It was always a good idea. I just had not been ready to hear it the first time. When I was ready, my subconscious grabbed my attention and reminded me of my friend's suggestion.
       
Listen to the people around you. What are the issues they are dealing with? Make your workshop timely. Many people I see are angry, fearful,stressed and lacking in self-esteem. It makes sense, therefore, to address those issues in workshops. 
       
For a really dynamic workshop you can also combine topics. For example, I blended my codependency and fear workshops. There was not enough time to teach both and the topics work well together. Let your intuition guide you in picking your workshop topics.

 Developing your inner Teacher... 

 Speaking of intuition, if you practice self hypnosis or meditation, start requesting help from your subconscious. Once you have picked a topic, allow your subconscious to help you become comfortable with teaching. Create a mental image of appearing in front of your class. See yourself interacting with your students. You all know the power of visualization; after awhile it is the easiest thing you have ever done. You will wonder why you waitedso long.
       
I was incredibly nervous teaching those first few classes. The first workshop I taught had only two students, and I knew them both. By the third or fourth workshop, I was attracting more students, but I was still very tense. I asked members of one class if they felt cold. No, they were comfortable. Well, I was freezing. 
       
When I left the room to turn up the thermostat, I realized that I was not cold from the temperature but from nerves. I stayed away for a few minutes taking deep breaths and finally rejoined the class. 
       
Then, one day, it occurred to me that I knew more about my subject than anyone else in class. Whew, that helped me to relax. As I continued to teach, I began to hear responses from the students about the positive changes they were making in their lives because of what they learned in my class. I relaxed even more. Soon, I looked forward to teaching because Iknew how much the students could gain from this information. Their enthusiasm was contagious. My confidence grew. 
       
I discovered something about myself through this process. There had always been a teacher hidden somewhere deep inside me. Somewhere inside many of you a teacher may be waiting to emerge. If I had not tried teaching, I would still be uncomfortable working with groups. You cannot uncover your aptitude for teaching until you begin to teach. 
       
There is an excellent book on the market called Feel the Fear and Do It Anyway by Susan Jeffers. If fear is holding you back, work through it. She presents ideas and strategies to deal with fear, self-esteem, making decisions, and much more which we can use in our approach to teaching and many other areas of our lives.

 Learning in Groups ...

 Remember, you hold one thing in your favor right from the start. Participants are in class because they want to be. Many teachers dislike teaching because their pupils have to be there and resist it all the way. Our students register by choice and will display curiosity and openness to your ideas. Self improvement workshops are becoming more popular all the time. 
       
People will change because of your classes. When I started teaching, I expected people to change but not at any great depth. After all, I reasoned, it's a class, not a private session. However, my students have surprised me!

 Here are some comments which illustrate some of the changes former students experienced after taking some of my courses. 
       
Maria, a sales and marketing manager, says: "I use self hypnosis on a daily basis to increase my self-esteem, lower my stress level and enhancemy overall feeling of well being." 
       
Ann, a retiree, comments about self-discovery: "Hypnosis is like Alice finding the rabbit's hole. Once that avenue is opened, a whole new world of the self is revealed." Here is a woman who has looked within and knows that she will never be the same again.
       
The women in one recent workshop on fear made amazing progress. This was the first time I had used a short trance processes lasting 8-10 minutesrather than one 30-40 minute trance session at the end of class. Drena, one of the students, did not want to share her experience after a single process. However, as she explained that the process had been too emotional for her to talk about, she did end up discussing it. By doing so, she foundthat we had all felt the way she was feeling. It was very healing for her to discover that she was not alone in her feelings.
       
Since the fear workshop ended, Drena writes: "This course instilled more confidence in me. It motivated me to initiate new projects and confront issues I had been procrastinating about."
        
Imagine my surprise at the depth of experience shared in those short processes. Try it in your classes. Lead your students through a short relaxation and visualization exercise. Give them a few minutes at the end of the process to write about their experience. Finally, encourage them to share their experience with the group. Verbalizing is an important part oftheir growth.

 Preparing class material...

 When you write your class outline, strike a balance between lecture and experiential material. Depending on the topic, allow time for lecture, trance processes, writing, discussion and perhaps a drawing exercise. Engage participants on as many levels as possible. 
       
After a visualization, encourage your students to briefly share their experience. They do not just learn from the teacher; they also learn from each other. Verbalizing also adds depth and makes the process more meaningful.

 When you encourage your students to share, you also lighten your teaching load. I inform my students that I certainly can do all the talking, but that class will be more interesting for everyone if they contribute their own questions and comments. One night a student asked a deep, philosophical question for which I did not have an answer. As I hesitated to tell him that his question was beyond me, another student spoke up and told him thathe, too, had struggled with that question. He then went on to tell the first student how he could resolve it. I was relieved. People learn from each other; I am not the only one in class with information and insight.

 Books, handouts, exercises ...

 Gather the books that you plan to use as research for your workshop. Read the material through once. As you read it again, take notes of the ideas you could develop into exercises. As you develop your exercises, remember to paraphrase the material you are using so as not to infringe on copyrighted material.
       
Type your handouts so that they look professional. Take the extra time to create borders and graphics. Throughout my years of teaching, I have found that people really appreciate handouts so that they will not have to take notes or memorize everything.
       
Once the exercises and outline are finished, look over the material and get a feel for the time needed for each section. Create stand-alone capsules that you can add or delete as time permits. You may want to limit the time for discussion or make an in-class exercise into a take-home exercise. After all, you are in charge.

 Time commitment ...

In my experience, participants prefer a shorter time in class with more class meetings. I taught self hypnosis in two separate sessions of 2½ hours each for the first six years. Just recently, I expanded the class to six hours spread out over three weeks. I had many requests for more sessions and for shorter class time. Naturally, now that I have made this change,people are commenting that they would like to attend class more often and but also want more time in each session. It is better to leave them wanting more rather than wishing the class were over--or feeling they’ve overpaid for their course. 

There is no way to please everybody, so make sure theworkshop is cost effective. Human nature being what it is, I am sure that if I taught self hypnosis in a four-week format, people would want five weeks--for the same amount of money. 

The benefits of  laughter ...

 Get your students, and yourself, laughing whenever you can. Laughter promotes health as it exercises your heart, circulatory and respiratory systems. Laughter releases endorphins, deepens breathing, and oxygenates the blood. Recent studies show that even a smile releases some endorphins.
       
But don’t take my word for it. Dr. William Fry, Associate Professor of Clinical Psychology at Stanford University, has studied the effects of laughter for thirty years. He reports that laughing one hundred times per day is the cardiovascular equivalent of ten minutes of rowing. 
        
I include a cartoon along with serious articles about hypnosis in my class handouts. I use humorous personal anecdotes throughout my classeswherever I can. For example, at the end of the self-hypnosis workshop, I always announce that the next week I will check to see if students have practiced their relaxation. Then I tell them about “Mary,” a student from a previous class.  When I made my usual announcement to Mary’s class, she leaned forward, her eyes wide, and asked, "How will you check?"  I said to her, "I'll ask." 
       
Mary thought I had some "magical" muscle test. Perhaps she was worried that she could not lie to the teacher. Ironically, Mary makes her living as a substitute teacher. Everyone laughs when I tell that story, so they leave class laughing and relaxed. As for me, I go home knowing that I have mademy point in a memorable way.

 Self-hypnosis tapes ... 

 Another great way to increase your income from teaching is to sell self-hypnosis tapes in your workshops. Your presentations reach a willing target audience, of course. Also, the tapes reinforce student efforts in achieving their goals, so you both benefit. 

 Where to teach ...

 Initially, you may want to find a local community college to sponsor your class. The adult education programs are always open to new classes and new teachers. Administrators want a class outline, a biography, your educational background, the dates you are available and the amount you want to charge. 

The percent that they pay you varies with each institution. I teach several workshops through the Experimental College at the University of California, Davis. They pay me 70% of my class fee. I set the class fee and they add a registration fee to that to determine the total course fee. The university provides a room, free advertising and registration. They claim to have a mailing list of 5,000.
       
Yuba Community College only pays 50% of the fee to the instructor. Some schools pay the instructor 30% and keep 70% for themselves. There is a school like that in my area. Since the same instructors have taught there for years, there must be a financial benefit. I would assume that they are attracting private clients through their classes.
       
Offer to teach a class through a local fitness center. Check with your city parks and recreation departments--most offer a variety of classes. 
       
Another option is to teach through a metaphysical bookstore. A colleague in Southern California offers past life regression workshops through a metaphysical bookstore. He provides flyers advertising the workshop which the bookstore staff places in each bag when a sale is made. The bookstore also provides a room in which to teach and then takes a percent of the money collected for providing this service.
       
For several years I ran an ad in the paper and taught in my living room. I still teach several workshops without a sponsor, such as Self-Hypnosis for Teens. The response to the newspaper ad has been great. The parents want to enroll their teens and about half want to know if I teach a similar workshop for adults. I do not recommend teaching a large number of teens at once so this workshop is easy to teach in my home.
       
You do not require a sponsor, but it does add credibility. The first two years I taught, people would ask, “Who do you teach through?” Although Istill offer workshops through my private practice, I found several institutions to sponsor a few of my classes. 
       
Besides the credibility connection, the great thing about starting this way is that you have virtually no expenses up front. If a class does notmeet the minimum enrollment, you've still received free advertising without spending a dime. Think about this for a minute. The people who did not sign up for your class will not know it did not fill. They will simply think they missed it. Perhaps the next time it's offered, they will take it. Youcan even wait to copy class handouts until you are sure the class will run.
 

 Negotiating rates for space ...

 If you prefer to sponsor yourself, consider renting space at a hotel.
Their rates can be quite high. However, the word to remember here regarding
price is: negotiable. 
       
Our society is not used to negotiating. I'll tell you a true story that I heard in a small business marketing and advertising class. The instructorwent to a hotel and asked for a room. Rooms were $85 per night. He told the clerk that he was not prepared to pay more than $60 and asked if any rooms were available at that price. The clerk checked with the manager, then came back and said, "All we have is the presidential suite. Would that be all right?" The hotel probably reasoned, why not take $60 since they hardly ever rented that room anyway? 
       
If you can offer workshops on an ongoing basis, ask to rent the space at a reduced rate because they will have guaranteed use of their rooms over time.
Other considerations include booking certain non-peak dates and times. Did you know that many city hotels discount their weekend rates? If you live where most business takes place during the week, you may benefitfrom offering a workshop on the weekend and reminding the hotel that you are actually doing them a favor. (You don't have to let on that your clients are probably more available then!)
       
Do not be afraid to negotiate. As my mother always said when I was growingup, it never hurts to ask. If asking for what you want is a foreign concept for you, read  The Aladdin Factor by Jack Canfield and Mark Victor Hansen.
They pinpoint the major stumbling blocks to asking for what you want and teach simple techniques to overcome those blocks.

 Class  registration ...

 There are several ways to have people register for a workshop. The easiest
way is to have them telephone ahead. Take their name and phone number and
place it on your “class list.” 
       
The “easiest” way, however, may not be the best. In fact, you should be prepared for half of those on your list not to show up. 
       
To ensure a solid core of students, ask them to pay a non-refundable deposit to hold their place in class and let them know that space is limited. Sometime students want to pay for one class but come to the next one. It is fine if you can fill their space, but if you can't, one student has filled two space.
       
You can print a registration form at the bottom of your flyer. Interested people can fill out the form and mail it with their check. 
       
A problem with this registration procedure, as I’ve said before, is that many people do not like to fill out forms. One way to take advantage ofstudent desire for convenience is to become a credit card merchant. Your students can call for information, give you their credit card payment over the phone, and get directions to your workshop all in one phone call.

Taking credit cards has made things easier. I know exactly how many people
have registered, my income is more predictable, and I don’t have to sweat the no-shows.  As people register I mail each a postcard confirming their place in class.

 Advertising your workshop ...

 I constantly talk about the workshops I am teaching. As soon as I mention that I teach, people almost always ask, "what do you teach?" It gives my an opportunity to give them a verbal advertisement. This method really works. Over half the students in my classes have come from personal contact, a proven sales tool. 

Finally, many people are more comfortable experiencing hypnosis in a group setting than alone in a private session. You can often convince potentialclients to “try out” the easier format first. Just last week a potential client wanted to make an appointment and asked what I charge. He was shocked when I told him my hourly rate. Rather than lose his business, I suggested that he take my next self hypnosis workshop and then follow up with one or two private sessions if necessary and he agreed.
       
Ask your more enthusiastic students to write two to three sentences on how they benefitted from the class. Then ask permission to use their comments in your advertising, using only their initials if they prefer. I use their comments on flyers, advertisements, and my brochure. People are definitelyinterested in what other people say about your workshops.
 

 Teaching self hypnosis workshops ...

 I began my practice by teaching self hypnosis and have been very successful with this workshop. It is a great opportunity to educate the public about hypnosis and initiate them into the power of the mind. Overthe years, I have found that many people are interested in self hypnosis but have simply never found a class to take. 
       
Begin your initial session by describing the benefits of the workshop. Then, get to know your students. I begin each workshop in the same way.
First, we have a five minute guided relaxation so they can release some of the stresses and strains of their day. I like to remind them the class hours, such as, "This class meets from 7:00 - 9:00 pm for the next three weeks." I am constantly surprised to find that students think class startslater and ends earlier than it does. It's good to clear that up at the beginning. Let your students know, too, that class will always start on time. If only two people have arrived out of ten I will certainly wait a few more minutes, but I do not wait long. If they are late they simply misssome of the material. 
       
Next are the introductions. I ask each student to tell the class their first name and what they hope to gain from the class. I take notes because it helps me learn their names, which people really appreciate, and I am better able to address their needs as the class unfolds.
       
If you teach in your home, consider putting a sign on the door that reads, "welcome to class, please come in and make yourselves comfortable." You can relax and get acquainted with your students as they come in. Jumping up ten times to answer the door is not a relaxing way for you to start class.

 Lecture material ...

 My students are more interested in the "how to" part of the class than the history of hypnosis. I used to give a brief history of hypnosis and then a lecture on the differences between the conscious and subconscious mind. Now I simply define these terms briefly and skip the history completely. Thereare many books that will educate them on the history if they are interested. I do occasionally work some history tidbits into the lecture as interesting sidelights.

 It is important to cover certain topics during class. Dispel the myths, discuss the benefits of hypnosis, talk about typical hypnosis goals, andthen discuss how it feels to be in trance. Include either personal examples or successes of your clients along with the list of goals. People are encouraged by the success of others. If you are just starting your practice and do not have a wealth of case histories to draw on, use examples frombooks until you can develop your own repertoire.
       
I also include a brief discussion about the power of positive thinking. We do one suggestibility exercise. Arm levitation is my first choice because I get students on their feet and moving. If you have time, you could do several more. I advise against using the word "test" as it creates anxietyin many people. At the conclusion of this exercise, I mention that arm levitation demonstrates how the mind controls the body. 
       
If some students do not respond well, I do not want them set up mentally for believing that they will not accept suggestions well during trance. Therefore, no matter what their response is I assure them that it is not an indication that they will resist trance. In fact, I mention that many students with a poor response to arm levitation still go into a deep trance. 

 Exercises ...

Plan more exercises than you think you can complete. In classes with much interaction, one exercise may be enough. With classes where no one offers questions or comments, you may need more exercises to fill the time. If you remember the idea of creating “capsules” of content, where exercises are independent of one another, you won’t worry about leaving anything out or filling in the spaces when time permits. Do not worry that the information covered in each class isn't the same. No one but you will know. 

 Discussion ... 

 When you answer questions during discussion time, be brief and to the point. I used to give more information than individuals really wanted, so I've had to learn when to stop. That’s usually before their eyes begin to glass over.
        
I always ask that students briefly share their experiences after an exercise. That way everyone has an opportunity to talk. Be sure to elicitcomments by calling on those who don’t immediately jump up to speak.

Finally, keep in mind that some students absolutely hate a class structure and will be more comfortable not speaking aloud to the group. (Quiet students may have a lot to say during one-on-one conversations during the break, and you can ask them if you may share their insights later, even ifanonymously.)
       
Following trance, I encourage comments. Then, I review the handout for placing themselves in trance. Reassure participants that they will not need all the steps indefinitely to achieve trance. Once they are conditioned, they will go into trance within 30-60 seconds. Their assignment is to practice their relaxation once a day between classes.
       
I have found that an important part of the process is setting their intention. I learned this concept in a Touch for Health class. At the beginning of the class we were asked to "set our intention" for our time inclass. My intention was twofold: to absorb as much information as possible and to let go of a terrible headache. By the time it was my turn to state my goal, my headache was already gone. It is an excellent concept to present to students. 
       
I provide everything my students need, short of the bus schedule. (Although one student complained on his evaluation that I should have provided that, too!) Their folders contain handouts, articles, my brochures, a current class flyer, and blank, lined paper for writing suggestions. A container of pens and clipboards is on the table for all to use as they learn to write suggestions.
       
Note the time when you begin trance induction, so you can tell your students how long they were in trance. Time distortion is another way toprove to individuals that they were hypnotized. 
       
Do not be afraid to ask if anyone did not “feel” hypnotized. Expectations are sometimes unreasonable. If students say, for instance, that they felt as if they were about to fall asleep but not as if they were hypnotized, you can assure them, “This is what it feels like to be in trance.” People really do expect to be unconscious. Reinforce again that hypnosis is anatural state. 
       
Begin the second night of class with a guided relaxation. Then, go around
the group and ask each person if he or she practiced, how many times, and how it went. This part of the session is a great opportunity to review, encourage, and reassure participants that they are doing exercises correctly. Those who were not as successful are encouraged to hear that others were very successful.

 Writing suggestions ... 

 Next, discuss the handout for writing suggestions, including visualization and how well it works. Have students write suggestions in class. 
       
Ask everyone to write a goal at the top of the page and then write 9-15 suggestions about that goal and ask them to write a word or short phrase as a symbol of their suggestions. I instruct them to read their suggestions and the symbol three times prior to trance. Once in trance they are askedto repeat only the symbol. This sends the information directly into their subconscious. One of the handouts is a page of sample suggestions which will get students started on the process while they await further inspiration. Allow a twenty-minute writing period. As they finish, check their papers. Although you will have just finished the discussion of whathas the greatest impact on the subconscious, you will usually have to change some of their wording to make it more effective. 
       
After all the papers have been checked, it is trance time. Before trance,ask them to read the suggestions once. Remind students first that when they practice at home, they will read their suggestions and symbol three times immediately before trance. However, since they have just finished writing the suggestions, and in the interest of time, once is enough. 
      
During trance, include suggestions for attaining goals and allow students 60-90 seconds of silence to visualize themselves completing their goal and repeat their symbol. 
       
Give participants a few minutes at the end of trance to absorb their experience, and then ask for comments. Most people enjoy the discussion following trance. The feedback I have received over the years indicates that pupils would like more discussion time with fellow classmates.
       
The third night I teach several techniques for deepening trance. Students practice the techniques before and during trance. This session has far less structure and gives additional practice time. Also, more time is allowed for particular questions to be answered. 
       
Offer several choices of trance topic. A popular choice with my students is the funniest joke or story they have heard. This option is also a great stress reliever. After trance, one student mentioned that she felt a "huge release" in her chest while laughing during trance.
       
To wrap up the final session I allow time for questions or comments. We practice any techniques they didn't quite understand and, if we have time, I move on to more advanced techniques such as ideomotor response. If all else fails you can always guide them into another trance. By the end of the third class most are "trance junkies" and love being in that state.
       
If you are teaching through a community college, administrators may require that you have your students complete a class evaluation at the end of the workshop. It is a good idea in any case. Do not be discouraged at the comments on these forms. I have learned not to read them at the end of class when I am tired. That is when the complaints about the lack of a busschedule or the "unhealthy" cookies annoy me the most.
       
If you offer other workshops or self hypnosis tapes, include flyers in the packet of student handouts. I would also recommend that you pass around a mailing list before class ends. Sometimes people plan to sign it but forget. Be aggressive.

 Pricing your workshop ...

 There are several ways to price your workshop. When pricing your class, compare your fees with those of similar classes in your area. Consider also the cost split between institution and instructor. 
       
The standard is about $10 per class hour per pupil. If that is a fit for your community, you might also consider raising the fee to $60 for thecourse, and include a "free" self hypnosis conditioning tape. My tapes for that purpose have music on only one side for practice. The second side offers direct suggestions for attaining goals, quiet time to visualize and of course, post-hypnotic suggestions for going into trance. 
       
If you are teaching through a community college, lower class fees by $1-2 and add a materials fee to be collected from students the first night of class. This way you receive payment in full for your handouts, while the reduced class fee attracts more students.

 Class size ...

 Many people like being part of a small group. Depending on your topic, group size can vary considerably. For an effective self hypnosis workshop I recommend no more than twelve people. Remember, you will need time during one class to correct their suggestions. It takes quite a bit of time to discuss and correct more than twelve papers. Other topics, such as my learning self love or the fear workshops can easily be taught to larger groups, thirty, forty or whatever the room will hold. When the time comesfor discussion ask the students to break into groups of three, preferably with people they do not know or have not worked with before. People are often more comfortable and serious about the discussion with strangers and it allows them to become acquainted with their fellow students. 
       
The number of students alters the quality of the class. Naturally, the cost drops in a workshop of thirty as opposed to the same workshop with ten. Individual attention is simply worth more money. Notice the figures in the following examples:
       
10 students x $60 = $600 for a 6 hour workshop
30 students x $45 = $1,350 for the same 6 hour workshop. 

 In the second example you have three times as many students but only a
little more than double the income. You also need to consider the room rental rate and cost of handouts for the different size groups. 
       
Do not limit yourself by offering only the scheduled class. If you know
someone who cannot fit your class into a busy schedule, offer to create a
customized class. Propose an alternate date to fit the person’s schedule.
Suggest that the individual recruit a certain number of curious friends or colleagues, and use your own mailing or waiting list to fill out the roster. 
       
Remember, teaching does increase your income and your client base.

This article is an excerpt from The Business of Hypnotherapy: Establishing
and Maintaining your Successful Practice.  All rights reserved.  Copyright © 

Katherine Zimmerman, CHT. 910 Florin Rd., Ste 216, Sacramento, CA 95831