NLP

1001.eng. The Lifeworks Group
1002.eng. Manual for NLP Practitioner Certification Training by Video Distance LearningWarning:
1003.eng. This manual is an accompaniment to our video distance learning course for NLP Practitioner Certification.
1004.eng. Throughout the manual, we are addressing people who are taking part in video training and are using the manual as an additional resource and an aid in completing the necessary activities for assessment.
1005.eng. The manual does not replace full video training, and we in no way purport that video training is equivalent to live training.
1006.eng. The purpose of placing this manual on the world wide web at very low cost is to make NLP more available to people who otherwise could simply not afford to make NLP skills part of their lives.
1007.eng. Although we regret that we have the resources to provide educational backup only to our registered students, those who have acquired this manual without enrolling in our distance learning course can still find enormous peer support on various internet chat lists.
1008.eng. Good luck with your studies!
1009.eng. NLP Practitioner Certification Training
1010.eng. Welcome to a very different NLP Practitioner Certification.
1011.eng. This training is different not just because it is the first Practitioner Training in the world, to our knowledge, which is being provided by video distance learning, but because it also contains an introduction to the neuro-somatic work of NLP genius Gary Craig.
1012.eng. The format of the course is 5 modules, each one designed to be completed over 2 days, with the course intended to take around 5 months.
1013.eng. It is unlikely that you will succeed in this course in much under that time, because you are asked to apply and demonstrate your ability to create real change in your life as a result of applying NLP tools.
1014.eng. It takes time and practice to really build skill to this level.
1015.eng. This manual is not a definitive or comprehensive textbook on NLP.
1016.eng. It provides a process for achieving a certain level of skill.
1017.eng. I believe that learning NLP is a lifelong commitment, and this course is only a beginning.
1018.eng. There is a wealth of fantastic NLP material out there, some of which we’ve listed at the end of this manual, but most of which you’ll discover yourself through research or through serendipity.
1019.eng. You will not learn much from this course if you merely watch the videos and read the manual on your own.
1020.eng. NLP is not learned by reading -- it is learned by doing and experiencing.
1021.eng. Therefore it is absolutely essential that you enrol others to study and share the material with you.
1022.eng. This, of course, is at no cost to them (unless you choose to minimise your own cost and share the cost of purchase with them) but with enormous gain.
1023.eng. If other members of your group also wish to be assessed for certification, they need to apply to do at commencement of the study group.
1024.eng. Our policy is to sell a complete video set to a student who is then registered
1025.eng. For me the journey of studying and understanding NLP continues to excite me and to add to the richness and pleasure of my professional and personal life.
1026.eng. So naturally one of my intended outcomes for this training is for participants to experience the training as a pleasurable and enriching experience.
1027.eng. In my mind is a rich representation of what this might be like:
1028.eng. lots of sharing, lots of laughter, faces glowing with “light globe”experiences, and a sense of camaraderie and goodwill between group members.
1029.eng. I guess the evidence for this might be a raft of pleasant emails to Lifeworks as we share your pleasure at learning.
1030.eng. The experience of really “connecting”with another is beyond words but nevertheless felt by everyone at one time or another in our lives.
1031.eng. When we add this type of connection to the powerful language skills of NLP, the difference in the depth and effectiveness of the communication is amazing.
1032.eng. So the second of my outcomes is to be able to observe measurable and dramatic changes in participants’ ability to communicate powerfully and persuasively.
1033.eng. The evidence for this will be not only in feedback from assessments, but from reports of changes in participants’ lives that automatically flow as we connect more authentically with others and thus gain trust and co-operation.
1034.eng. It has been a particular joy for me to be able to take creative control over my own brain and over my environment (to a large extent :-) ).
1035.eng. So another of my outcomes is for participants to have both the ability and confidence to easily and naturally demonstrate not just the skills and knowledge necessary to meet the standards for Practitioner Certification, but to demonstrate achievement of real outcomes and a new life direction which is more joyful and more productive.
1036.eng. A large part of the assessment process is in requiring participants to set goals for positive change and demonstrate their achievement.
1037.eng. Take a moment, right now, to think about what you already know or suspect about NLP.
1038.eng. Consider also what expectations or goals you have the process of your studying NLP through this manual.
1039.eng. Take time to list a selection of these goals, some very short term, some which you might expect to achieve in a few months, and some which you might except to achieve in a year or so.
1040.eng. As you study, re-visit these goals and not only judge how you're doing, but consider whether they need to be modified or added to as a result of your learning.
1041.eng. Good luck with your studies!
1042.eng. The Components of the Program
1043.eng. In order to reach certification standard for Practitioner Level of NLP, students need to be able to demonstrate the ability to identify the following basic skills, techniques, patterns and concepts of NLP, and to utilise them competently with self and with others:
a. Behavioural integration of the basic presuppositions of NLP:
1044.eng. Outcome orientation with respect for other’s model of the world and the ecology of the system.
1045.eng. People create their own experience.
1046.eng. I am in charge of my mind and therefore my results.
1047.eng. Distinction between map and territory.
1048.eng. The map is not the territory.
1049.eng. A person is not his/her behaviour.
1050.eng. Experience has a structure.
1051.eng. Whatever you think you are, you are always more than that.
1052.eng. There is no failure, there is only feedback.
1053.eng. There is a solution to every problem.
1054.eng. Learning is living – we cannot not learn.
1055.eng. The mind and body are part of the same system, and affect each other.
1056.eng. The meaning of your communication is the response that you get.
1057.eng. A person cannot not respond.
1058.eng. Adaptive intent of all behaviour.
1059.eng. Everyone does the best he/she can at any given time, given the resources he/she is able to access.
1060.eng. Every behaviour has a positive intention.
1061.eng. People make the best choices available to them.
1062.eng. People work perfectly (no-one is broken).
1063.eng. Everyone has the necessary resources.
1064.eng. People have all the resources they need to bring about change and success.
1065.eng. If one person can do something, anyone can do it.
1066.eng. Change can be fast and easy.
1067.eng. Resistance is a signal of insufficient pacing.
1068.eng. Resistance is a comment on the communicator and may be a sign of insufficient pacing.
1069.eng. Law of requisite variety.
1070.eng. The system with the widest range of variables will constitute the controlling element.
1071.eng. The person who controls the system is the one with the most flexibility.
1072.eng. Choice is better than no choice.
1073.eng. 2 Rapport, establishment and maintenance of.
1074.eng. 3 Pacing and leading (verbally and non-verbally).
1075.eng. 4 Calibration (sensory experience).
1076.eng. 5 Representational systems (predicates and accessing cues).
1077.eng. 6 Meta Model
1078.eng. 7 Milton Model
1079.eng. 8 Elicitation of well-formed, ecological outcomes and structures of Present State.
1080.eng. 9 Overlap and translation.
1081.eng. 10 Metaphor creation.
1082.eng. 11 Frames:
1083.eng. Contrast, Relevancy, As If, Backtrack.
1084.eng. 12 Anchoring (V, A, K).
1085.eng. 13 Ability to shift consciousness to external or internal as required by the moment’s task (uptime/downtime).
1086.eng. 14 Dissociation and Association.
1087.eng. 15 Chunking (Stepping).
1088.eng. 16 Submodalities.
1089.eng. 17 Verbal and non-verbal elicitation of responses.
1090.eng. 18 Accessing and building of resources.
1091.eng. 19 Reframing.
1092.eng. 20 Strategies:
1093.eng. Detection, elicitation, utilisation and installation.
1094.eng. In addition to these world standards for Practitioner Certification, we have added the neuro-somatic work of genius NLPer Gary Craig:
1095.eng. 21 Familiarity with the sub-kinaesthetic system of meridian points.
1096.eng. 22 Ability to construct language patterns which elicit highly-idiosyncratic internal states.
1097.eng. 23 Ability to work with ideomotor signals.
1098.eng. We have also added:
1099.eng. 24 Aspects of accelerated learning 25 Basic Modelling 28 Beyond DHE, the use of metaphor to “design”yourself and your environment.
1100.eng. 7Introduction to Neuro-Linguistic Programming
1101.eng. NLP Neuro-Linguistic Programming - Originally developed by Richard Bandler and John Grinder, now a vast field encompassing language and subjective experience, and the study of excellence in human performance.
1102.eng. NLP is described in many different ways and this presents some controversy, depending upon whether we call it a science, a field, a body of knowledge, a philosophy, a collection of observations or techniques, or an epistemology.
1103.eng. If you have a working definition of NLP, you can rest assured that at least some of the world's most renowned NLP experts will probably disagree with you, as well as with each other.
1104.eng. For most of us, who have definite, practical requirements from our study and practice of NLP, none of this may matter.
1105.eng. Neuro-Linguistic Programming is a term first coined by Dr Richard Bandler and John Grinder as they continued the work of transformational grammarians in the late 1970s.
1106.eng. NLP also grew out of”modelling", the process of examining and interpreting the behaviour of”excellence”so that excellence could be explained, taught, and replicated.
1107.eng. This is one aspect of NLP that has grown very little since the early days, apart from Bandler's development of Design Human Engineering™ and the work of a few creative pioneers, such as Rex Sikes.
1108.eng. Initially, the models used were that of excellence in therapy, and we owe much of the content and philosophy of NLP to revered therapists such as Milton Erickson (Ericksonian Hypnosis), Virginia Satir (family therapy), Fritz Perls (Gestalt Therapy), Frank Farrelly (Provocative Therapy), and others.
1109.eng. These people were mostly unable to explain their own brilliance, since much that they did was below consciousness (perhaps in the nature of”intuition").
1110.eng. When their performance was analysed by Bandler and Grinder, what had formerly been unconscious and unnoticed became available for us all.
1111.eng. One thing is for sure, NLP is not a magic wand.
1112.eng. The classic NLP texts are full of amazing and miraculous stories, many of which do not fully”check out".
1113.eng. NLP is, however, exceedingly useful, and will empower your communication and your life in ways you never dreamed possible.
1114.eng. In a therapeutic context, NLP skills give enormous advantage.
1115.eng. In selling and persuasion likewise.
1116.eng. It is probably best if you decide for yourself on a working definition for NLP.
1117.eng. Module 1 Calibration and Rapport
1118.eng. Calibration means the conscious or unconscious observation of verbal and non-verbal behaviours.
1119.eng. Some of these are:
1120.eng. eye accessing cues, breathing, skin tone, muscle tone and movement, gestures, noting language clues (predicates) to how the person is processing his/her experience.
1121.eng. Rapport means “connection”, or being “in tune”with someone.
1122.eng. Although rapport and calibration mean different things, obviously each is very helpful in facilitating the other.
1123.eng. If you can calibrate people accurately, as well as achieve and maintain rapport (and maybe even deliberately “break”rapport) then you will have achieved a level of mastery in the following areas:
1124.eng. Representational Systems Sub-modalities Pacing Leading
1125.eng. Assessment Criteria for this Unit
1126.eng. What will you need to be able to demonstrate to show that you’ve developed sufficient skills in these areas?
a. Demonstrate establishment and maintenance of rapport.
1127.eng. Assessment:
1128.eng. K+ from 3 separate sources (self, partner, observer), observation of matching, mirroring, cross-mirroring, as well as verbal pacing, including matching “chunk size”.
1129.eng. 2 Demonstrate ability to elicit and experience anothers “map of the world”(using at least 6 sub-modalities).
1130.eng. Assessment:
1131.eng. Confirmation from “other”that the experience described is accurate.
1132.eng. 3 Demonstrate ability to alter ones own subjective experience by modifying ones sub-modalities.
1133.eng. Assessment:
1134.eng. Successfully execute “change belief”exercise, and swish technique.
1135.eng. 4 Demonstrate knowledge of simple eye-accessing cues.
1136.eng. Assessment:
1137.eng. test via identification from chart.
1138.eng. 95 Demonstrate knowledge of simple predicates.
1139.eng. Assessment:
1140.eng. test via identification from list.
1141.eng. 6 Demonstrate ability to observe self from first, second and third positions.
1142.eng. Assessment:
1143.eng. simple goal-setting exercise using multiple positions as an aspect of well-formedness.
1144.eng. 7 Demonstrate understanding of terms “associated”and “dissociated”.
1145.eng. Assessment:
1146.eng. Explain same event from the two perspectives, noting sub- modality changes.
1147.eng. Rapport
1148.eng. In applying NLP skills, you will find that very little will work without being underpinned by rapport.
1149.eng. Rapport cannot be faked because far too much of it is mediated subconsciously.
1150.eng. People sometimes try to fake rapport, especially if they know a few pacing and leading skills or have some facility with language patterns.
1151.eng. Interestingly, without authentic rapport they are not likely to succeed for long, if at all.
1152.eng. With authentic rapport, which is really “from the heart”, they find themselves unable to manipulate with exploitative intent because hurting the other would be almost the same as hurting oneself.
1153.eng. Exercise 1 - Experimenting with Variables in Rapport
1154.eng. In determining how deeply something is felt, we use a score system based on the Subjective Units of Discomfort Scale (SUDS), which ranges from 0 to 10 (with 0 being no discomfort whatsoever, and 10 being the worst discomfort you could possibly imagine).
1155.eng. In the following exercise use a scale of 0 to 10 to subjectively describe your degree of comfort, with 0 being no comfort at all, and 10 being as comfortable as you could possibly imagine.
1156.eng. Groups of 3 or more.
1157.eng. A & B rate their relative feeling of rapport on doing each of the following (ie, rate after each step):
1157a.eng. i. Merely sit and look at one another and rate”comfort".
1157b.eng. ii. Match breathing and posture and rate”comfort".
1157c.eng. iii. Think”I really like you", and rate”comfort".
1157d.eng. iv. Interpret the others conversation into your own words and rate”comfort".
1158.eng. (To do this step, interject your comments by picking out key words or phrases and substituting other words and phrases that have similar meaning.
1159.eng. For example,
1160.eng. A might say “I took a flight up to Darwin.
1161.eng. „, and B might then interject, “Oh, so you took a flight North.
1162.eng. „e) Exactly repeat back (pace) the others conversation and rate”comfort".
1163.eng. (So here, if A were to say “I took a flight up to Darwin.
1164.eng. „, B might interject “Oh, a flight to Darwin.”
1165.eng. When you feel that state of rapport, or connection, anchor it by gently squeezing your wrist just as you come into the peak of that experience.
1166.eng. Just relax if you’re not certain about this part.
1167.eng. You’ll learn much more about anchoring in this course.
1168.eng. People who are in rapport naturally tend to match and mirror each others physiology and language.
1169.eng. If the people doing the above exercise already know one another, you’ll see that they don’t need to be told to match and mirror – they were probably doing that the moment they sat down.
1170.eng. Note:
1171.eng. It’s not necessary to exactly reproduce the body language of the person you wish to achieve rapport with.
1172.eng. Cross-matching (for instance moving a hand or foot in time with the others breathing), or lag-matching (where you match the body movements but allow a time lag of around 3 seconds) also help build rapport.
1173.eng. Note:
1174.eng. Sometimes when people do the above exercise, they report a feeling of irritation when their partner “parrots”back their own words.
1175.eng. This is not because word repetition is wrong:
1176.eng. it is because the parroting stands out in this exaggerated role modeling exercise.
1177.eng. Keep in mind 2 things:
1178.eng. None of the above is “made up”or “designed”.
1179.eng. All of it has been obtained by observation of people in close rapport.
1180.eng. Every time you translate someones experience into your own words you risk imposing a different meaning and therefore risk losing rapport.
1181.eng. CHUNKING
1182.eng. Have you ever noticed how some people naturally go for the”big picture”while others go for the detail?
1183.eng. This is an example of chunking.
1184.eng. We will maintain better rapport if we”pace”(match) our partners”chunk size", or level at which they're thinking and talking.
1185.eng. Take a look at this example of chunks or levels:
1186.eng. Transport Methods Motor Vehicles Ford Festiva Brake System Brake Pedal Rubber
1187.eng. At any time we can chunk up, down or across in response to hearing someone elses expression of chunk size.
1188.eng. Theoretically we can eventually chunk up to something as large as the whole universe (known and unknown) and as small as the smallest component of that universe, no matter where we start from.
1189.eng. What are some of the ways we can move up, down, or sideways in the above list?
1190.eng. When we fail to match chunk size in a conversation, we risk breaking rapport.
1191.eng. Unless we wished to break rapport, we would always pace first, before leading into a higher or lower order of information.
1192.eng. Exercise 2 - Chunking
1193.eng. In groups of 3, A faces B and states a noun.
1194.eng. C stands behind A and signals to B whether to chunk up, down, or sideways.
1195.eng. Notice what happens when we match, or what happens when we mismatch, even unintentionally.
1196.eng. How do you resolve differences of opinion of definitions?
1197.eng. Keep in mind, your main job here, no matter what, is to hold rapport.
1198.eng. Exercise 3 – Rapport in Movement
1199.eng. This exercise is a great way to experience the “K”(kinaesthetic) sense of rapport when we are “in tune”.
1200.eng. To do this exercise, put on some music with a nice beat and practise walking in pairs, feeling the music inside you.
1201.eng. Can you and your partner “walk as one”?
1202.eng. (Allow the rest of the group to judge the extent of your rapport.)
1203.eng. A side benefit of this exercise is that it builds the beginning of charisma.
1204.eng. Can you do this exercise until you feel great ease and grace walking with the music?
1205.eng. Can you hear the music inside you when you walk into the office?
1206.eng. When you walk down the street?
1207.eng. When you are playing your favourite sport?
1208.eng. When you are making love with your partner?
1209.eng. Calibration
1210.eng. Calibration is “accurately recognising another person’s or group’s state by reading non- verbal signals.”
1211.eng. One of the easiest non-verbal signals to track is that of eye movements, often called eye accessing cues.
1212.eng. There is a great deal of controversy over who first noted the varied eye movements which we make when we undertake certain mental tasks (Bandler and Grinder are often attributed with the discovery, but in fact eminent neurologist Karl Pribram showed the link some ten years before).
1213.eng. But that need not concern us here.
1214.eng. We just want to know how to use them!
1215.eng. It seems that an overwhelming majority of people have eye movements which are characteristic for the type of mental function taking place.
1216.eng. There are varied estimates for the proportion and it is thought to be somewhere between 80-90%.
1217.eng. Of those people not organised in this way, it is thought that left-handedness may account for a significant proportion.
1218.eng. A Few Benefits of Understanding Eye Accessing Cues
1219.eng. • Understanding others preferred method of processing information • Understanding how eye accessing cues link to sensory experience • Deliberating using eye accessing cues yourself as an aid to tasks
1220.eng. AC VR VC
1221.eng. K V
1222.eng. AR
1223.eng. AD
1224.eng. Standard Eye Accessing Cues These cues help demonstrate which sensory representational system the person is currently accessing:
1225.eng. visual, auditory or kinaesthetic (including gustatory and olfactory).
1226.eng. V – Visual When people look up, either straight up or up to the left or the right, they are generally accessing pictures.
1227.eng. VR – Visual Recall When people look up to their left, they are generally accessing pictures they have actually seen before; eg, an orange.
1228.eng. VC – Visual Construct When people look up to their right, they are generally constructing images they have not actually seen before; eg, an orange with purple spots.
1229.eng. AR – Auditory Recall When people look sideways to their left, they are generally hearing something they have heard before; eg, a piece of music, or their mother’s voice.
1230.eng. AC – Auditory Construct When people look sideways to their right, they are generally hearing something they have not heard before; eg, a piece of music they are creating for the first time, the sound of a glass bell.
1231.eng. AD - Auditory Digital When people look down to their left, they are generally talking to themselves in their own voice.
1232.eng. K – Kinaesthetic When people look down to their right, they are generally accessing emotions or bodily sensations.
1233.eng. Keep in mind that these are indeed generalizations.
1234.eng. Many eye movements happen too fast or almost too fast to track.
1235.eng. Just because someone looks up and to their right when answering a question does not mean he or she is lying!
1236.eng. Additionally, some folk are simply not neurologically organized this way.
1237.eng. Spend some time now practising notating these diagrams with the 7 accessing cues.
1238.eng. Cover completed diagrams as you go :-) , though it’s perfectly OK to “cheat”if you need to.
1239.eng. Exercise 4 – Practise Accessing Cues
1240.eng. In groups of 3 or more, B holds an eye accessing position and A “labels”it (ie, says whether it is visual recall, auditory construct, or whatever).
1241.eng. Others in the group repeat A’s label or challenge it.
1242.eng. Exercise 5 – Eye Accessing Cues in Business, Making Decisions/Solving Problems
1243.eng. Work in groups of 2 or more.
1244.eng. The first time through this exercise, have A ask B to think of a time when he/she solved a difficult business problem.
1245.eng. A then asks B a series of questions about that time.
1246.eng. B doesn't answer, but just thinks about the answers internally while A observes the eye accessing cues and makes notes on the diagrams to show which way the eyes went.
1247.eng. A and B swap and repeat.
1248.eng. For example:
1249.eng. 1, V r
1250.eng. 2, A r
i. 3, K This shows that this person's eyes were observed going first to Visual (recall), then to Auditory (recall), and finally to Kinaesthetic.
1251.eng. Of course there may have been little quick flicks before, during, and after.
1252.eng. Some movements are too quick to track consciously, especially when we are just beginning to notice these things.
1253.eng. Here are the questions:
1254.eng. Where were you and what were you doing?
1255.eng. How did you solve the problem?
1256.eng. What was going on inside your head?
1257.eng. Exercise 5 – Part 2
1258.eng. The second time through this exercise, have A ask B to think of a time when he/she made an important business or career decision.
1259.eng. A then asks B a series of questions about that time.
1260.eng. As before B doesn't answer, but just thinks about the answers internally while A observes the eye accessing cues and makes notes on the diagrams to show which way the eyes went.
1261.eng. B considers the relative ease or difficulty in accessing the information required by A each time.
1262.eng. A and B swap and repeat.
1263.eng. Here are the questions:
1264.eng. Where were you when you made that decision?
1265.eng. How did you arrive at that decision?
1266.eng. What was going on inside your head?
1267.eng. Now in your group consider the following questions:
1268.eng. Who found it easiest to access information in one eye position than another?
1269.eng. Who found that one position seemed to be unfamiliar or underused?
1270.eng. What new responses arose, which hadn't occurred in the first demonstration of eye accessing cues?
1271.eng. In what other contexts could this material be useful?
1272.eng. Predicates
1273.eng. These are the linguistic cues which alert us to which representational system someone is using.
1274.eng. It can be most helpful to recognise and pace these in order to build and maintain rapport, and in fact if you do not pace these you may find your client or colleague has difficulty in trusting you or even understanding you.
1275.eng. Visual Predicates Auditory Predicates Kinaesthetic Predicates
1276.eng. see hear feel look listen touch appear sound grasp view make music get hold of show harmonise slip through illuminate tune in/out catch on clear be all ears tap into focus rings a bell make contact imagine silence throw out picture resonate turn around catch a glimpse of deaf hard dim view overtones concrete get a perspective on attune get a handle on eye to eye outspoken touch base in light of tell boils down to make a scene clear as a bell come to grips with mind's eye call on connect with pretty as a picture clearly expressed cool/calm/collected showing off describe in detail firm foundations take a peek earful get a load of this well defined give me your ear get in touch with vivid word for word slipped my mind clarity orchestrate hand in hand
1277.eng. You might also from time to time hear some predicates which could be described as gustatory or olfactory:
1278.eng. tasteful, tasteless, stinks, soft buttery fabric, peachy!
1279.eng. Most NLPers tend to lump these together with kinaesthetic predicates.
1280.eng. Some words don’t seem to be attributable to any particular representational system:
1281.eng. consider, think through, believe, calculate etc.
1282.eng. This type of language is often used in technical or academic reporting and is considered to be “auditory digital”.
1283.eng. Exercise 6 - Describing a Single Event using Varied Predicates
1284.eng. In writing, describe the same business or personal situation 3 times, using first visual, then auditory, then kinaesthetic predicates.
1285.eng. Take about 4 lines of writing each time.
1286.eng. We experience everything through our senses.
1287.eng. That is all we have.
1288.eng. When we seek to describe our experiences, we cannot help but display the senses through which we”make sense”of our world.
1289.eng. Notice we are not describing the world, but our”map of the world”which by its nature can never be complete and may in fact be far from”real", at least when compared to the experience of most others.
1290.eng. This is partly because we have different preferences for using different sensory representational systems.
1291.eng. Some people process their experiences mainly visually, others mainly kinaesthetically, and so on.
1292.eng. What is your preference?
1293.eng. Perhaps you already know, or think you know.
1294.eng. Try the next exercise :-) .
1295.eng. Exercise 7 - Discovering Your Own Sensory Representation System
1296.eng. This exercise is from the highly-recommended book”Advanced Techniques”by Phill Boas.
1297.eng. Read through the six statements which are printed on the next page (not yet!).
1298.eng. When you do so, read each statement only once and immediately answer questions 1 and 2 which follow each statement.
1299.eng. Once you have done that, quickly re-read all six statements and rank them in order of which you prefer most.
1300.eng. Don't think about or analyse your preference in any way.
1301.eng. This needs to be a”gut”decision.
1302.eng. Seeing is believing; that's a saying I have heard and it feels to me like it could be true.
1303.eng. Q1 Makes sense/does not make sense.
1304.eng. Q2 Like/don't like/neutral/dislike
1305.eng. 2 Many times I ask myself what to say.
1306.eng. I feel that that is a comfortable thing to do and then I will notice that things appear to be OK.
1307.eng. Q1 Makes sense/does not make sense.
1308.eng. Q2 Like/don't like/neutral/dislike
1309.eng. 3 Often my feelings get in my way and I can see that no pictures will suffice, so I tell myself that this is satisfactory.
1310.eng. Q1 Makes sense/does not make sense.
1311.eng. Q2 Like/don't like/neutral/dislike
1312.eng. 4 Occasionally I look around my experiences and get the feeling that I can move things around in there and hear myself telling myself that things sound harmonious.
1313.eng. Q1 Makes sense/does not make sense.
1314.eng. Q2 Like/don't like/neutral/dislike
1315.eng. 5 When I get the feeling that I am going nowhere, I might sound off to myself in a special tone and then notice that I am viewing the world from another perspective.
1316.eng. Q1 Makes sense/does not make sense.
1317.eng. Q2 Like/don't like/neutral/dislike
1318.eng. 6 Sometimes I listen to messages or voice tones I remember and see pictures of events from my past and feel the feelings that go with them.
1319.eng. Q1 Makes sense/does not make sense.
1320.eng. Q2 Like/don't like/neutral/dislike
1321.eng. Liked Most Next Next Next Next Liked Least
1322.eng. Score Sheet for Exercise 5
1323.eng. Makes sense/doesn't Like/Neutral/Dislike Rank Sequence Question 1 VAK Question 2 AKV Question 3 KVA Question 4 VKA Question 5 KAV Question 6 AVK
1324.eng. Exercise 8 - Calibration - The Nitty Gritty!
1325.eng. This exercise is also from”Advanced Techniques", Boas.
1326.eng. In groups of 3 or more, A asks B 5 questions, to each of which the answer will be”yes”(eg, “Are you in this room with us?
1327.eng. „).
1328.eng. B will say to him/herself”yes”(ie, internally say”yes") and then raise his/her arm or hand when he/she has said it.
1329.eng. A and C (and anyone else in the group) are to watch, using their peripheral vision, and to notice any change that occurs between asking the question and the hand signal which indicates that the question has been answered.
1330.eng. This procedure is followed for all 5 questions.
1331.eng. Next, A is to ask 5 questions to which B must answer”no”(eg, “Are you sitting on a block of ice right now?).
1332.eng. B is again instructed to say”no”internally and to raise a hand/arm as soon as that is done.
1333.eng. Again A and C are to watch and notice any changes in B between the asking of the question and the raising of the hand/arm.
1334.eng. Now A and C have non-verbal information on B when he/she is saying”yes”and when he/she is saying”no".
1335.eng. Finally A is to ask B 5 questions to which A does not know the answer.
1336.eng. A and C watch, and using the information they have been collecting, they should be able to say whether B is saying”yes”or”no".
1337.eng. Swap in order to give everyone an opportunity to experience each role.
1338.eng. Exercise 9 - Heightened Awareness of Breathing Cues
1339.eng. Breathing cues can alert us to the type of sensory representational systems (V, A, K) a person is using.
1340.eng. When a person is breathing high in the chest (see shoulders moving) then they may be processing pictorially.
1341.eng. When a person is breathing mid chest (abdomen not moving) they may be processing auditorially.
1342.eng. When a person is breathing fully (abdomen moving in and out) they may be processing kinaesthetically.
1343.eng. In groups of 3 or more, A talks to B about a situation, and every time A uses a predicate, B raises his/her hand, breathes in a V, A or K way, and names the word to which he/she was responding and which representational system he/she was modelling.
1344.eng. C observes and comments on accuracy.
1345.eng. Submodalities
1346.eng. These could be considered aspects, qualities or building blocks of the sensory representational systems.
1347.eng. For instance, someone may be processing visually (internally representing an image), but that image has various unique qualities according to the way the individual has coded it.
1348.eng. Some people may”see”internally in black and white, while others see colour.
1349.eng. Some people may tend to”see”still shots or frozen images, while others see movies.
1350.eng. Here is a list (not complete) of submodalities:
1351.eng. Visual Auditory Kinaesthetic
1352.eng. associated/dissociated loud or soft temperature colour/black & white distance from sound texture (rough/smooth) location (l/r, up/down) words or sounds intensity distance location of sound pressure (hard/soft) brightness stereo/mono duration framed/panoramic continuous/not weight (light/heavy) blurred/focused speed (faster/slower) shape contrast clear/muffled moving/still soft/harsh speed (faster/slower) size 2-D or 3-D
1353.eng. The accordance of submodalities to our representation of experience gives our experience meaning.
1354.eng. How do we alter our subjective experience?
1355.eng. Alter the submodalities by which we represent it.
1356.eng. Changing Unhelpful Beliefs
1357.eng. The tremendous power available to us through the awareness and modification of our submodalities is obvious as we explore an NLP”Change Belief”pattern.
1358.eng. Keep in mind as we work through this that NLP is not a set of techniques, but more like a model for understanding experience.
1359.eng. Nevertheless NLP has left behind it a trail of techniques which many people see as”magic wands", and indeed they can be.
1360.eng. However a technique applied blindly may or may not work without understanding its dynamics and having the ability to alter it according to the needs of our client or ourself!
1361.eng. A technique is also likely to prove fairly useless if we try it with someone with whom we are not in rapport!
1362.eng. The best way to understand a Change Belief Pattern is to go ahead and experience it.
1363.eng. Exercise 10 - Change Belief
a. In groups of 3 or more, A thinks of a strong negative belief which gets in the way of his/her having a more enjoyable, more productive, or more pleasurable life, and B elicits A's submodalities and writes these down.
b. A then thinks of something which he/she used to believe but which would now be quite ludicrous or outrageous to believe.
1364.eng. B elicits and writes down B's submodalities.
1365.eng. 3 A then states an alternative belief to the belief used in 1, which is not currently held as a strong belief, (or perhaps it is not believed at all) if it were held as a very strong belief would make life more enjoyable, productive or pleasurable.
1366.eng. 4 B aids A in altering the submodalities of 1 to the submodalities of 2 (ie, turning the strong belief to a weak belief).
1367.eng. 5 B aids A in altering the submodalities of the desired belief to the submodalities of 1 (ie, make 3 a strong belief).
1368.eng. 6 Finally B aids A in altering the unhelpful belief in 1 (which is now exhibiting”weak”submodalities) to one which is no longer believed at all, or which is quite ludicrous, by altering the submodalities to those of 2.
1369.eng. Swap until everyone has had a turn being A, being B, and observing.
1370.eng. Be aware of non-verbal calibration and be helpful in your feedback to one another.
1371.eng. Note:
1372.eng. It seems we cannot simply change a belief by confronting it and “deciding”to change it.
1373.eng. However, we can alter the submodalities of that belief with great ease – in turn, the belief changes automatically.
1374.eng. Changing Unhelpful Behaviour
1375.eng. The Swish Pattern is another powerful NLP technique which involves manipulating submodalities in order to alter our experience.
1376.eng. Typically it is used to eliminate behaviours which we find detrimental to our enjoyment, pleasure and productivity.
1377.eng. This may be something as debilitating as an addiction, or as stressful as a phobic response to something, or as minor as a mild chocolate craving!
1378.eng. Here are the steps to do a good”Swish":
a. What's the final trigger?
1379.eng. What do you see, hear or feel just before you start the undesired behaviour?
1380.eng. Associate into the trigger.
1381.eng. 2 Identify your ideal state.
1382.eng. (Not the ideal behaviour - just you with all the skills and capabilities to have overcome the old behaviour.) Make the image big and bright and attractive, but keep it dissociated.
1383.eng. 3 Shrink the ideal state down, small and dark.
1384.eng. Bring back to mind the trigger picture (associated) and place the ideal image down in the corner.
1385.eng. 4 Swish!
1386.eng. Make the trigger image get smaller and darker, and out of sight.
1387.eng. Simultaneously enlarge and brighten the ideal image until it's all you can see.
1388.eng. (If you like, even say or imagine a big “swish”sound as you execute the swish.) Open your eyes.
1389.eng. 5 Repeat this five times, very fast, opening your eyes after you have enlarged the ideal state each time.
1390.eng. Exercise 11 - Swish Pattern
1391.eng. In groups of 3 or more, A guides B through the swish process while the others observe.
1392.eng. Everyone should have a turn being A, being B, and observing.
1393.eng. What do you experience?
1394.eng. Unconscious Calibration
1395.eng. We have found that while one needs to be consciously aware in order to learn to calibrate well, it is possible to accelerate the development of unconscious skill by use of certain exercises where the conscious mind is so focused on observing a particular information set that it does not interfere with the unconscious learning of the peripherals of that skill set.
1396.eng. The best learning contains such elements of conscious and unconscious learnings.
1397.eng. In fact in order to really excel at anything, we need to have incorporated and have access to unconscious learning.
1398.eng. Consider this sequence of learning as we learn to, for example, drive a car:
1399.eng. Unconscious incompetence As a newborn, we don’t even know we can’t drive a car.
1400.eng. We have unconscious incompetence when it comes to the skill of driving.
1401.eng. Conscious incompetence As a child or young person, we are aware that we cannot, as yet, drive a car.
1402.eng. We are conscious of our incompetence.
1403.eng. Conscious competence Learning to drive a car, and at first when we have gained our licence, we can certainly execute the various skills involved, but we do so consciously, acutely aware of working the clutch and accelerator together, braking, indicating, watching the road and the cars around us, checking mirrors, etc, etc, etc.
1404.eng. We have conscious competence.
1405.eng. Unconscious competence After a while, we find we are driving without conscious thought.
1406.eng. Have you ever driven home from work, pulled up in the driveway and realised that you don’t remember the trip?
1407.eng. Genius/artistry/magic This is the level of skill where we produce behaviours or experience intuitions which we have no idea how they got there.
1408.eng. It seems to come about when our unconscious competence has been building and bubbling away under the surface over time.
1409.eng. It is way and beyond what we can consciously produce or even account for.
1410.eng. This is the level of skill of Erickson, Satir, Perls, and others.
1411.eng. They could reliably produce the behaviour, when they were”in the flow", but they could not directly teach others to do the same because they did not know or understand the depth of their own abilities.
1412.eng. Exercise 12 - Unconscious Calibration - How I Know I'm Me
1413.eng. In groups of 3 or more, A enters a state called”how I know I'm me", and B calibrates and attempts to model A's experience.
1414.eng. Discussion is encouraged to assist B to obtain as precise a calibration as possible.
1415.eng. Once B is successful (has explained A's experience using at least 6 submodalities and can duplicate the experience to A and the group's satisfaction, B then moves into a state which represents”calibrating A", and C calibrates to an models this state.
1416.eng. (At this stage C is not watching A at all, but is focused on B.)
1417.eng. Exercise 13 - Unconscious Calibration - More Rapport
1418.eng. A sits while B makes true statements about A, ending with”and I like you very much".
1419.eng. (EG, I notice that you are sitting in your chair and that your left leg is crossed over your right leg and I like you very much.)
1420.eng. C sits where he/she can see both A and B in peripheral vision but is focused on B.
1421.eng. C's task is to calibrate and get into a rapport state with B.
1422.eng. Exercise 14 - Unconscious Calibration - Mindreading
a. B observes and calibrates A's thinking alternately of a green triangle, a red square, and a blue circle until he/she is satisfied that he/she can calibrate the difference with some ease.
1423.eng. (Hint:
1424.eng. use peripheral vision rather than staring or scrutinizing.
1425.eng. Peripheral vision is better than foveal vision for detection movement or change.)
1426.eng. 2 A then thinks of one of these shapes at random (without speaking) with B calibrating and guessing which A is thinking of.
1427.eng. 3 Try this back to back, then back to back without touching.
1428.eng. In each case C calibrates to B's calibrating.
1429.eng. Now repeat this whole exercise from 1-3.
1430.eng. How much better did you do the second time?
1431.eng. Warning:
1432.eng. If you don't follow the exact directions for this exercise, or are less than hones, you may well not get the full benefits.
1433.eng. Calibration and Rapport with Groups
1434.eng. Some of the applications of being able to calibrate groups and to achieve and maintain rapport are:
1435.eng. Coaching Be more aware of people's thoughts and feelings
1436.eng. Interpersonal Skill Detect signs of unease, doubt or misunderstanding
1437.eng. Meetings Identify possible hidden agendas
1438.eng. Negotiation Gain insight into possible underlying agendas
1439.eng. Selling Gain insights into unspoken needs or problems
1. The Value of Non-Verbal Behaviour Any presenter benefits from noticing and understanding the importance of non-verbal behaviour.
1440.eng. Whether we are aware of it or not, we nevertheless respond (we cannot not respond!).
1441.eng. If we are consciously aware, we can be more purposeful in our response and more accurate in our determination of what is necessary to help the situation and in turn get the response from our audience that we hope for.
1. What to Look and Listen For
1442.eng. Incongruity - a mismatch between verbal and non-verbal communication.
1443.eng. For example someone may say they understand a task which is to be done, yet do so with a high-pitched voice and jerky hand movements.
1444.eng. Boredom - doodling, yawning, muttering to a neighbour, looking out a window, reading the handout.
1445.eng. Change - someone who has been sitting forward, now leans back, perhaps with the beginnings of a frown or a puzzled expression.
1446.eng. This may signify a change in thinking.
1447.eng. Patterns of behaviour - in a lengthy presentation, you may notice that someone consistently looks up to the right and furrows his brow when they need to get clear on something.
1447a.eng. 1. How to Do It Use peripheral vision Listen with a judgment-free mind Ask open questions such as”What's your opinion on this?
1448.eng. „rather than”What problem are you having?"
1449.eng. Exercise 15 - Staying in Touch with Your Audience
1450.eng. The purpose of this exercise is to develop greater awareness of the non-verbal communication of your audience and to respond so that your message is understood.
1451.eng. Take 10 minutes to prepare a presentation to the group lasting no more than 5 minutes.
1452.eng. Each member of the group will have roles to play and will respond to you non-verbally.
1452a.eng. 1. Notice their non-verbal behaviour when they are listening quietly and when they ask questions.
1452b.eng. 2. Keep an open mind.
1452c.eng. 3. Use open questions to individuals to find out the thinking that underlies the response (eg “What’s your opinion of that?”
1453.eng. “What are your thoughts on that?
1454.eng. „Closed questions invite yes/no answers; eg, “Do you want to comment on that?
1455.eng. „).
1456.eng. For the audience:
1456a.eng. 1. Choose a moment to make the non-verbal response and ask the question you have chosen.
1456b.eng. 2. Be aware of your colleagues so that you each make a chosen response at a different time.
1456d.eng. 3. If the presenter is unable to notice your non-verbal response, then just repeat it at a later stage.
1457.eng. Calibration and Rapport - Saying No
1458.eng. It is often necessary to say no, to assert ourselves in order to be heard, or to put a proposal forward in the face of opposition in such a way that it is likely to be listened to.
1459.eng. And yet we wish to maintain rapport in order to have the greatest chance of persuading, leading, guiding.
1460.eng. An Elegant Way of Saying No In the past we have been encouraged to ask clearly for what we want, and in the face of resistance, use the”broken record”technique.
1461.eng. Although this often works, there is a risk of losing rapport and/or co-operation.
1462.eng. Even where the person does as we wish, there is often a feeling that one has been manipulated or co-erced.
1463.eng. NLP offers a more elegant way of saying no by framing the communication in such a way that rapport is engendered and the listener is able to be more responsive.
1464.eng. Framing the Message This means putting the message into a context likely to encourage receptiveness in the listener.
1465.eng. An effective way to do this is to present the logic or the”big picture”prior to giving the message itself.
1466.eng. The Automatic Response to a Demand People's natural reaction to being”pushed”is to push back, so when faced with an unrealistic demand our natural response is to express our objection.
1467.eng. In most cases that will result in turn in reciprocal objection as the person's emotional response prevents their hearing our logic or even our message.
1468.eng. The Recommended Response - NLP Effective negotiators give reasons for their proposals before putting the proposal itself, thus framing the message in such a way that the listener understands the logic and is then more receptive.
1469.eng. This technique generally works well when we need to refuse a request or even an order.
1470.eng. Exercise 16 - Maintaining Rapport When Saying NO
1471.eng. Part 1 In groups of 3 or more, B asks A to do some mundane task (eg stand up, shut door, write name on board).
1472.eng. A must:
1473.eng. Pause Brief reason (give the big picture or logic behind your refusal) Polite refusal Offer of co-operation in the future or now in some other way.
1474.eng. Each person in the group takes turns being A, being B, and being an observer.
1475.eng. Discuss the effect of this exercise (ie, the emotional reaction).
1476.eng. Was it easy/easier to refuse a request using this method?
1477.eng. Did you feel any reduction in rapport when someone refused your request?
1478.eng. Part 2 A thinks of a situation at work where a request or order may be made (or perhaps has already been made) which he/she doesn't wish to comply with.
1479.eng. A coaches B in putting the request to A in a realistic manner.
1480.eng. A refuses B as in the first part of this exercise.
1481.eng. As before, each person takes turns playing all roles, and the effect is discussed after the completion of each”turn".
1482.eng. Block 2 State Management, Anchoring, Time Lines
1483.eng. In NLP we think of state management as the ability to control our neurology to the extent that we can control our internal states.
1484.eng. We know that this provides a powerful ability to create our own reality.
1485.eng. We know we are really skilled when we can induce or help to induce these states in others.
1486.eng. Anchoring is the setting of triggers which elicit internal states and is an important part of state management.
1487.eng. We use the term “time lines”to describe our unique way of internally representing chronological time.
1488.eng. Our experience of time has a structure which can be investigated and modified.
1489.eng. Assessment Criteria for this Unit
1490.eng. What will you need to be able to demonstrate to show that you’ve developed sufficient skills in these areas?
1491.eng. 8 Demonstrate ability to change a “stuck”state at will.
1492.eng. Assessment:
1493.eng. Resource Triangle Exercise.
1494.eng. 9 Demonstrate the ability to enter particular states at will:
1495.eng. confidence, connection, relaxation, fascination, joy.
1496.eng. Assessment:
1497.eng. provision of written generic induction for each of these states, physiological change evident to others on entering these states.
1498.eng. 10 Demonstrate the ability to induce or help induce these states in others.
1499.eng. Assessment:
1500.eng. group exercise.
1501.eng. 11 Demonstrate ability to anchor in the 3 main representational systems:
1502.eng. visual, auditory and kinaesthetic.
1503.eng. Assessment:
1504.eng. group exercise.
1505.eng. 12 Demonstrate ability to elicit unique time-line configurations.
1506.eng. Assessment:
1507.eng. group exercise.
1508.eng. 13 Demonstrate knowledge of difference between the two main types of time lines “through time”and “in time”.
1509.eng. Assessment:
1510.eng. produce diagrams.
1511.eng. 14 Demonstrate ability to manipulate aspects of a timeline for both past and future using submodalities and also the VAK dissociation technique.
1512.eng. Assessment:
1513.eng. Group exercises to correct a past unresourceful decision, and to program ones future with a desired outcome.
1514.eng. If You’re Stuck – Move!
1515.eng. (The Amazing Resource Triangle)
1516.eng. One of the fastest and most powerful NLP techniques for resolving stuck internal states is the Resource Triangle, which I first came across in the training of Rex Steven Sikes, a renowned US NLP trainer.
1517.eng. This deceptively simple floor exercise requires some facility in state management, as well as enough discipline to avoid any analytical thought whatsoever during the exercise (although of course analysis or evaluation afterwards may be most enlightening!).
1518.eng. The technique also includes 2 particularly clever NLP language patterns (you’ll learn more about those later when you study the Meta Model and the Milton Model).
1519.eng. To use the Resource Triangle, arrange 3 pieces of paper in a triangle on the floor as per page 34.
1520.eng. Keep in mind that in this example we are using the state of “depression”as an example of a stuck state which can be eliminated using this process.
1521.eng. Any stuck state could be substituted.
1522.eng. Points to remember:
a. When stepping onto the “S”, be sure you stand there only long enough to get the beginning “trigger”to the feeling which you have been experiencing as a problem.
1523.eng. Quickly step back onto the “D”and dissociate (detach from) the feeling you are freeing yourself from.
1524.eng. 2 To detach quickly, you might like to try a number of different techniques:
1525.eng. Imagine you’ve left yourself standing on the “S”and observe the back of yourself, watching yourself breathe.
1526.eng. Imagine you are in a bubble or have a thick Perspex sheet between yourself and the “S”.
1527.eng. Quickly count back from 20 by 3’s.
1528.eng. Gaze out the window and “make a shape”out of the first cloud you see.
1529.eng. 3 While standing on the “D”, decide which resource state you wish to make use of before you step onto the “R”.
1530.eng. Copyright Lifeworks Group – 2000 Page 334 The resource state does not need to be a positive state – it can be a very negative one.
1531.eng. The important thing is that it is an intense state which you can access with relative ease.
1532.eng. Try these:
1533.eng. The experience of laying or walking on a beautiful beach.
1534.eng. The experience of walking through putrid mud.
1535.eng. The experience of being in a spa (make it fantastic!).
1536.eng. The experience of being acutely embarrassed.
1537.eng. The experience of doing something exhilarating (paragliding?).
1538.eng. The experience of desperation (Drowning?
1539.eng. Needing to get to a toilet?
1540.eng. Falling?) Any bizarre or disgusting experience (see “the chicken leg fantasy”, below).
1541.eng. The Chicken Leg Fantasy Imagine that you are standing there with a big, fat, warm, cooked chicken leg in each hand.
1542.eng. Mmmmmm.
1543.eng. And imagine that you take first one, and then the other, and gently insert one into each ear (have a yuuuuccckkkk tonality in your voice now and mimic the movements of inserting the chicken legs).
1544.eng. And it’s sort of greasy and yucky as you feel the warmth against your cheeks and smell that greasy cooked chicken smell and ….
1545.eng. Oh no, it’s reeeaaalllly greasy and oh no, it’s starting to drip, drip, drip down your shoulders and down your front (put a really disgusted look on your face as you gingerly lift your shirt outward away from the “grease”) and it’s sticking to your shirt and it’s slowly congealing into a cold, sticky mass of chicken fat around the waistband of your trousers.
1546.eng. Oh yuck!
1547.eng. See, it really doesn’t have to be a positive state to work really, really, well.
1548.eng. 5 Use all your acting skills to assist the person to intensify whatever resource state they are using.
1549.eng. As they reach the height of that state (calibrate!) tell them to “Wrap that feeling all around you and take that back (you may need to guide their elbow to gently push them in the direction of the “S”) to where you had had that stuck feeling, and just say to yourself, “How does that, feel differently now.
1550.eng. „ Take special note of the importance of the verbal instructions to your partner, particularly the bolded parts.
1551.eng. These are important language patterns and there is much more going on here than you might first think!
1552.eng. 6 On no account attempt to analyse the experience while stepping around the Resource Triangle.
1553.eng. Do that later if you wish but keep in mind this is a process for the unconscious mind, not the conscious mind.
1554.eng. different to your The more you vary the resource state, the faster and more powerful the effect.
1555.eng. Repeat this process from steps 1-4 several times, each time applying a different resource state.
1556.eng. depressed feeling.
1557.eng. feeling.
1558.eng. intense feeling that is”D”and detach from that vividly imagine an 2 Quickly step back to the 3 Step onto the”R”and that feels different, now.
1559.eng. your depression.
1560.eng. ask yourself to notice how very brief feeling of the depressed feeling and long enough to get a back to where you had had 1 Step onto the”S”just 4 Take that new intense feeling The Resource Triangle 7 Exercise 17 – The Resource Triangle
1561.eng. In groups of 2, help your partner to run through the Resource Triangle on 5 problems or problem states, a minimum of 5 times each.
1562.eng. Swap and repeat.
1563.eng. Write down your description of the Resource Triangle here, including the language patterns.
1564.eng. In your own words, write the steps for the Resource Triangle here:
1565.eng. _________
1566.eng. Anchoring
1567.eng. Anchoring is the utilisation of rapidly-induced stimulus/response bonds to achieve management of internal states.
1568.eng. This is a fascinating area of study, with many exciting applications in the whole of life, as you will see and experience for yourself.
1569.eng. At the end of this module you should have an understanding of the physiology behind effective anchoring, and be able to demonstrate applications of several types of anchoring to a variety of situations.
1570.eng. Precision anchoring is a skill and therefore requires practice in order to achieve real competence.
1571.eng. That means you’ll be practising on yourself because that is the best and fastest way to gain a full appreciation of the effect of anchoring on others.
1572.eng. Most of us can identify stimulus/response bonds in our own lives and this process has been happening for as long as there have been humans.
1573.eng. Pavlov is famous for his stimulus/response bond experiments with dogs.
1574.eng. Where does the response begin?
1575.eng. How does it happen?
1576.eng. We know that all information comes to the brain through a structure called the thalamus.
1577.eng. From there it is “transduced”to the hippocampus and amygdala, structures which code the information with “flight or flight”.
1578.eng. This is all below consciousness.
1579.eng. The importance of this will be recognised when you realise that when a person has a phobic response, the first place in the brain where the electrical activity relating to the response takes place is in the reptilian brain and the central nervous system!
1580.eng. Not the frontal cortex.
1581.eng. Cognitive function is a long way down the track.
1582.eng. (So why do we waste time applying cognitive therapies to non-cognitive problems?
1583.eng. Especially when therapies like NLP have been available for over 20 years!)
1584.eng. We urge you to learn to use these techniques for yourselves and for others.
1585.eng. If you are a therapist, counsellor, mentor or coach, please especially teach these techniques to your clients so they can more rapidly and gently be set free from their various distresses, including the emotional blocks which hold them back from their dreams.
1586.eng. We typically use variations on basic anchoring techniques to relieve clients of a range of distresses:
1587.eng. phobias, compulsions, sensitivities, anger, grief, etc.
1588.eng. We already have a lot of anchors, in all sensory systems:
1589.eng. Visual:
1590.eng. Our husband or wife gives us “that look”and we immediately respond with emotion.
1591.eng. Someone holds out their hand and we automatically reach out to shake it.
1592.eng. Auditory:
1593.eng. We hear an old song from our teenage years and are immediately transported back to that time.
1594.eng. The phone rings and we jump to answer it.
1595.eng. Kinaesthetic:
1596.eng. The feeling of mud between our toes automatically gives rise to feelings of delight or revulsion.
1597.eng. A limp handshake automatically makes our stomach “churn”.
1598.eng. Olfactory:
1599.eng. The feeling we get when we smell fresh-baked bread.