NLP

1600.eng. That perfume that reminds us straight away of “her”.
1601.eng. Gustatory:
1602.eng. Someone bakes us pie for us “just like Mum used to make”and as we take a bite we get an automatic feeling that goes with it.
1603.eng. We bite into an orange and our lips swell up because when we were a kid we bit an orange with a wasp on it and got bitten in turn!
1604.eng. We can install our own anchors in any of these sensory systems.
1605.eng. What sort of feelings would you like to anchor?
1606.eng. How might you use anchoring?
1607.eng. Perhaps these:
1608.eng. Immediately access a desired resourceful state Overcome a fear or a phobia Replace stress with calm Replace sadness with peace
1609.eng. Setting Anchors
1610.eng. There are three things to remember in setting anchors:
1611.eng. precision, precision, precision!
1612.eng. Set the anchor in the same way, with the same intensity, with the same duration, at just the moment the person is coming into the “peak”of the state you wish to anchor.
1613.eng. If you were setting a kinaesthetic anchor, for instance, you would make sure you touch exactly the same spot (you could use a chalk mark, or a spot on a seam, or even a freckle) with the same intensity (a stronger touch does not mean it sets “harder”!) and for exactly the same time duration.
1614.eng. The reason we set anchors as people are coming into the peak of a state, rather than at the peak, is that internal states tend to drop away very quickly once the peak of the state is actually reached.
1615.eng. Do you really want to anchor “dropping away”?
1616.eng. Then make sure you set your anchor as the person is coming into the peak of the state.
1617.eng. Exercise 18 – Collapse Anchors (Kinaesthetic Anchors)
1618.eng. In groups of 3 or more:
1618a.eng a. A helps B to elicit an unresourceful state which B would like to eliminate and anchors that state.
1618b.eng b. Break to a neutral state.
1618c.eng c. Repeat 1 and 2 until when B is neutral and you “fire”the anchor, B gets some of that unresourceful state automatically.
1618d.eng d. A helps B to elicit a highly resourceful state which B typically enjoys very much and anchors that state in a different place (this state need not relate to the unresourceful state in any way – a logical connection is not required).
1618e.eng e. Break to a neutral state.
1618f.eng f. Repeat 4 and 5 until when B is neutral and you “fire”the anchor, B gets some of the resourceful state automatically.
1618g.eng g. A then asks B to go back into the unresourceful state and fires off the “unresourceful”anchor.
1619.eng. 6 As soon as A sees that B has entered that state, A says “and put that over the top of it”as he/she simultaneously fires the “resourceful”anchor.
1620.eng. 7 Repeat this last step twice.
1621.eng. Can B access the unresourceful state at all now?
1622.eng. Even when the unresourceful anchor is fired?
1623.eng. Swap until everyone has had a turn at being A, B, and observer.
1624.eng. What does this exercise remind you of (that you've already experienced in this course)?
1625.eng. State Management
1626.eng. At any given time we are in a particular “internal state”which is unique to us and our neurology.
1627.eng. Our performance, indeed our pleasure in life itself, is a direct result of that internal state.
1628.eng. So, do we wish to choose our internal state for at least a significant portion of time, or are we content to accept whatever state happens to be unconsciously manifesting at the moment?
1629.eng. The direction in which we proceed in life depends absolutely on where we direct our minds.
1630.eng. Our internal state is the sum total of our current experience.
1631.eng. Experience has structure.
1632.eng. That structure can be described in terms of submodalities and can be modified.
1633.eng. Do you remember the “Change Belief”exercise?
1634.eng. We know we can’t just decide to change a belief, but we can alter the submodalities of a belief and automatically and effortlessly change the belief.
1635.eng. Similarly, we can elicit a state within ourselves and others if we are aware of the submodalities of that state.
1636.eng. Exercise 19 – Eliciting the Structure of an Internal State – Joy When eliciting a state from another person GO FIRST :-) !
1637.eng. In groups of 4 or more, A attempts (internally) to recall a time when he/she felt particularly joyful and then asks B to recall a time when B felt particularly joyful.
1637a.eng a. A then elicits all the qualities/features of that state, checking as many submodalities as possible and noting key words.
1638.eng. The rest of the group may offer assistance to A.
1639.eng. 2 Swap over roles until everyone has been A, B, and observer.
1640.eng. 3 Together the group compares notes, compiling a generic list of the qualities/features and submodalities of “joy”.
1641.eng. 4 Together the group makes up a set of hints/instructions for helping people to feel “joy”based on the generic list.
1642.eng. This could be called a “script for elicitation”.
1643.eng. The script will start:
1644.eng. “I wonder if you can remember a time when you felt particularly joyful.
1645.eng. Do you remember that your ………….
1646.eng. , and your ………… and you may even had said to yourself something like ‘…………………….
1647.eng. ’”.
1648.eng. Exercise 20 – Installing a State – Joy
a. In groups of 4 or more (which will have at least 2 people from another group from the previous exercise), A talks B into a state of “joy”using the script put together previously.
1649.eng. Swap until everyone has had a turn being A, B and observer.
1650.eng. Everyone in the group enters a neutral state, and then sees how quickly he/she can reaccess the internal state of “joy”.
1651.eng. Exercise 21 – Eliciting and Installing States – Relaxation, Confidence, Connection, Fascination Remember to GO FIRST.
1652.eng. In groups of 4 or more complete the following process for each one of these states just as we have for joy.
a. A elicits from B the features/qualities of the state, including submodalities.
b. Group members take turns being A, B and observer.
c. The group constructs a generic list of features/qualities and submodalities of the state.
d. The group constructs an induction script for installing the state, commencing with “I wonder if you can recall a time when you felt ………(the state)”5 After first going to a neutral state, the members of the group discover how quickly they can now access the state.
1653.eng. Anchoring States – Visually and Auditorially Exercise 22 – Visual Anchoring
1654.eng. In groups of 4 of more participants discuss appropriate visual anchors which they may use.
1655.eng. A elicits the state of “confidence”in B, several times, and each time sets the visual anchor.
1656.eng. (Remember to go to a “neutral”state in between elicitations.)
1657.eng. A then tests the effectiveness of the anchor by having B go to a neutral state, and without saying anything, fires the visual anchor.
1658.eng. B gives feedback.
1659.eng. Members of the group swap to take turns being A, B and observer.
1660.eng. Try to use different visual anchors for each “turn”.
1661.eng. Exercise 23 – Auditory Anchoring
1662.eng. As above, but this time using auditory anchors.
1663.eng. TIME LINES
1664.eng. In NLP we refer to “time lines”to describe how people spatially store information about events which occurred in different times.
1665.eng. It is supposed that if we did not have a system for coding time in this way, it might be difficult to differentiate between something which happened last week and something which happened, say, six months ago.
1666.eng. It can be very obvious where people spatially store their memories.
1667.eng. How often do you notice that when people refer to past events they gesture to their left, or behind themselves?
1668.eng. And when people refer to the future, they often gesture to their right, or in front.
1669.eng. We label these two commonly-observed configurations (left to right, or back to front) as “Through Time”or “In Time”.
1670.eng. (Remember there are many, many variations on these.
1671.eng. Sample Diagram of “Through Time”(Looking down on person’s head)
i. Past Present Future O
1672.eng. For a Through Time person, time is linear and sequential and it is believed that memories will generally be dissociated.
1673.eng. Through Time people generally find that for them planning is a simple task and have an excellent judgement of the passing of time, therefore tending to be on time for appointments and able to judge how long a task will take.
1674.eng. Sample Diagram of “In Time” Future o Present Past
1675.eng. For an In Time person, the past exists behind them and the future in front.
1676.eng. They are very much “in the moment”and not as aware of time duration, thus tending to misjudge the length of time required for a task and tending to be late for appointments.
1677.eng. It is believed that memories will generally be associated.
1678.eng. Using Time Lines
1679.eng. Time Lines, like all experience, have structure and therefore have submodalities.
1680.eng. These may easily be manipulated to change the meaning of events which occurred in the past, or to influence events which may happen in the future.
1681.eng. You may already know what sort of Time Line you have.
1682.eng. In fact, you may be aware that you run two or more Time Lines, depending upon the type of task you’re engaged in.
1683.eng. What if you don’t know what Time Line you have?
1684.eng. You can usually elicit someone’s Time Line very directly by asking them to remember an event from the past, and then asking what direction that came from.
1685.eng. Then ask them to think of a possible future event and ask what direction that came from.
1686.eng. It is often easy to elicit someone’s Time Line merely by watching them talk about past, present and future events.
1687.eng. They will tell you non-verbally.
1688.eng. Some people even point as they speak!
1689.eng. Exercise 24 – Check out Your Time Line
1690.eng. Relax and close your eyes, and then float up above your time line as if you were in an aeroplane and your line was far below.
1691.eng. What does it look like?
1692.eng. What is its shape?
1693.eng. How thick is it?
1694.eng. What texture?
1695.eng. Warm?
1696.eng. Cool?
1697.eng. What direction does it run?
1698.eng. Is it black/white or colour?
1699.eng. How bright or dim is it?
1700.eng. How clear or unclear is it?
1701.eng. Is it moving or still?
1702.eng. Look back along your time line and notice how you’ve represented all the events of your life.
1703.eng. Are there areas which are darker or lighter?
1704.eng. Does the colour differ?
1705.eng. On your time line, pick out an insignificant event from your past.
1706.eng. Make sure this is an event which is not at all important to you.
1707.eng. What happens when you darken this area of your time line?
1708.eng. Turn it black?
1709.eng. What happens when you brighten it?
1710.eng. White it out?
1711.eng. What happens when you playfully boot it off your time line altogether?
1712.eng. And turn it face down alongside your time line?
1713.eng. And watch as it turns to dust and blows away in the breeze?
1714.eng. And what delightful constructed memory could we put there instead?
1715.eng. Let’s see.
1716.eng. Look along your time line until you find a truly wonderful event and notice all of the features of your time line at that point.
1717.eng. Alongside that wonderful event, make a duplicate of the time line at that point.
1718.eng. A full-colour photo-copy.
1719.eng. Take that full-colour photo-copy back to the point in your time line where you booted off that old, nothing memory, and gently insert the photo-copy into that point.
1720.eng. Move back just before that point and look along your time line to where you are now.
1721.eng. Notice the effect on the whole of your time line, including into the future.
1722.eng. And when you’re ready, put your time line back where it belongs and come back to us here, now, in this room.
1723.eng. Debrief.
1724.eng. Exercise 25 – Using the Time Line to Program Your Future (Effortless Goal Achievement)
a. In pairs, A asks B what they want.
1725.eng. Use Well-formedness Conditions to help specify their outcomes and make sure the outcome is stated as completely as possible.
1726.eng. (Make sure the outcome is not an emotional state, but an actual thing which your partner wishes to achieve.
1727.eng. Putting an internal state into the future merely delays having it.
1728.eng. We have already learned that any internal state is available now!)
1729.eng. A helps B to create a detailed image of the desired outcome:
1730.eng. use as many visual, auditory and kinaesthetic submodalities as necessary to get a very solid image.
1731.eng. Anchor.
1732.eng. A tells B to float above his/her time line and go to the future to the time when it would be most appropriate to have accomplished this desired outcome.
1733.eng. A asks B to bring up the image of the desired outcome (fires anchor) and insert
1734.eng. this into the time line, immediately then associating into the image.
1735.eng. A asks B to notice their feelings and adjust their submodalities until they feel that the image is real.
1736.eng. A asks B to step out of the desired outcome image and turn to look back at the present.
1737.eng. A tells B to notice that all the events between then and now are changing and rearranging to totally support them in achieving their desired outcome.
1738.eng. A tells B to return to the present and now look toward the future and notice that the accomplishment of this desired outcome sets a direction of achievement for them into the future.
1739.eng. Note:
1740.eng. If B requires certain resources to achieve their desired outcome, such as learning something, they can float back into a time in the past where they learned something (anything) easily, associate into this experience, anchor it and bring it with them.
1741.eng. As they move along the time line from that point, tell them to look down and find the appropriate point to put all that they need in order to ensure their desired outcome.
1742.eng. Debrief.
1743.eng. Block 3 Neuro-somatic Changework, Introduction to the Meta Model and Sleight of Mouth
1744.eng. In this block we investigate the EFT process, a neuro-somatic tool developed by genius NLPer and Stanford engineer, Gary Craig.
1745.eng. You will gain an understanding of the sub-kinaesthetic system known as the meridian system, and facility with the use of language to help elicit internal states in self and others.
1746.eng. You'll also learn about the Meta Model, a tool for understanding the building blocks of language as a representation of experience.
1747.eng. You will recognise and respond to the distortions, deletions and generalisations that occur when we attempt to describe our experience of the world.
1748.eng. This is an empowering tool for communication, persuasion, and logical thinking.
1749.eng. Sleight of mouth is fun to learn and easy to apply.
1750.eng. Essentially we use”tricks of language”to expose deletions, distortions and generalisations in such a way that we expand the personal freedom of self and others.
1751.eng. Assessment Criteria for this Module
a. Demonstrate knowledge of an aspect of the sub-kinaesthetic system known as the”meridian system”or the”human biofield":
1752.eng. 5 reversal points and 9 general points.
1753.eng. 2 Demonstrate ability to use language to precisely elicit key internal states representative of”problem”states.
1754.eng. Includes ability to utilise the language and metaphor of others.
1755.eng. 3 Demonstrate ability to creatively challenge an outcome through testing and calibration of internal states and”future pacing”apparent changes.
1756.eng. 4 Describe and understand the key aspects of the Meta Model:
1757.eng. distortions, deletions and generalisations.
1758.eng. This includes an understanding of the following terms:
1759.eng. Surface structure Deep structure Comparative deletion Modal operator of possibility Modal operator of necessity
1760.eng. Nominalisation Referential index Universal quantifier Cause/Effect Complex Equivalence Incompletely specified verb Presupposition
1761.eng. 5 Demonstrate the use of verb tense as a way of inducing change through modification of temporal coding.
1762.eng. EFT - Emotional Freedom Techniques
1763.eng. In 1998 the news got out on the NLP chat lists that there was a new therapy called EFT that claimed results bordering on miraculous.
1764.eng. It had the strange name of Emotional Freedom Techniques, and partly involved tapping on energy meridian points.
1765.eng. My chat groups went into a sort of frenzy on EFT, to the point where EFT had taken over the topic of discussion to the exclusion of the original”purpose”of the groups.
1766.eng. The topic was even banned on some lists and various groups split off to continue uninterrupted discussion and investigation of this seemingly miraculous new approach.
1767.eng. A Brief History of EFT - The fascinating story of how EFT was born
1768.eng. “Tapping on the energy system while being tuned to an emotional (or physical) problem is an extraordinary healing technique that is deserving of the Nobel Prize.
1769.eng. Its impact on the healing sciences is bound to be enormous.
1770.eng. „ Dr F Gallo
1771.eng. EFT actually has its genesis in Traditional Chinese Medicine.
1772.eng. The ancient Chinese, and many other ancient cultures, believed that we all have an “energy body”and that energy flows through this body along lines called “meridians”.
1773.eng. They believed that “blockage”in the meridians caused illness.
1774.eng. They identified many different points on the physical body, which, when stimulated, seemed to impact on the energy body and thus influence health.
1775.eng. Modern acupuncture and acupressure, as well as reflexology and other energy therapies, have their genesis in TCM.
1776.eng. You may be surprised to hear that Western science has finally caught up with this several-thousand-year-old knowledge.
1777.eng. Not only can we easily measure changes in electrical resistance at acupuncture points, but in the mid-eighties French researchers proved the existence of the meridian system.
1778.eng. Vernejoul set about testing for the existence of a previously”unknown”circulatory system by injecting a radioactive tracer dye into acupuncture points.
1779.eng. (Vernejoul, P, et al (1985).
1780.eng. Etude des meridiens d'acupuncture par les traceurs radioctifs.
1781.eng. Bulletin of the Academy of National Medicine (Paris), 169, 1071-1075.) The resulting pattern of dye clearly showed the traditional meridian lines.
1782.eng. When the dye was injected into non-acupuncture points, no lines appeared.
1783.eng. The lines did not correspond with any circulatory system previously known to science, but nevertheless were physical channels through tissue and organs.
1784.eng. The most important contribution of Western science has been the discovery that when we combine emotional/mental work with stimulation of meridian points, the body and mind appear to work together to gently but quickly heal many psychological and physical problems.
1785.eng. When we consider the truly holographic nature of the universe, why should this not be so?
1786.eng. After all, if we cut a finger, all our physical healing
1787.eng. resources are automatically brought to bear and work towards life and health.
1788.eng. We now know that mental, emotional, psychological and even spiritual healing happens in the same way.
1789.eng. The whole of our body-mind trends towards health and wholeness …… given appropriate conditions.
1790.eng. The first dramatic breakthrough was made by Dr Roger Callahan, who developed Thought Field Therapy (originally called the Callahan Techniques), a system of diagnosis and treatment of emotional causes according to a range of particular algorithms, or sequences of tapping on precise meridian points.
1791.eng. The story goes that Dr Callahan was working with a chronically phobic patient, Mary, who had had such a fear of water that she had to be accompanied by someone wherever she went, just in case she saw so much as a photograph of water.
1792.eng. Mary couldn't even face an inch of water in her bath tub, nor could she look at a puddle of water on the road!
1793.eng. Dr Callahan deduced that Mary had a blockage in a meridian point just below the eye.
1794.eng. Upon tapping this point, Mary's phobia was completely and permanently eliminated and to this day (nearly 20 years later) Mary has no problem with water.
1795.eng. Needless to say, Dr Callahan was extremely excited by his discovery and at first thought he had discovered the cure to all phobias (a sort of therapeutic”Eureka!
1796.eng. „experience).
1797.eng. Indeed, some of his clients got results in just that way, others required different or more complex treatment.
1798.eng. Eventually Dr Callahan went on to develop the very complex and sophisticated system known as Thought Field Therapy.
1799.eng. This system was structured around the basic principle that there was one and only one sequence of tapping points (called an”algorithm") which would relieve a particular problem.
1800.eng. It took a great deal of time and cost a very large amount of money ($US100 000) to learn the full techniques.
1801.eng. Dr Callahan suffered disdain and ridicule from his own profession as a result of his work and his efforts to bring it to a wider audience.
1802.eng. His licence and livelihood were threatened by the governing Psychological Board in California and he was unable to have his excellent research published because no editor would touch this formerly highly-esteemed researcher.
1803.eng. I am reminded of that wonderful piece from Ayn Rand's book”The Fountainhead":
1804.eng. "Throughout the centuries there were men who took the first steps down new roads armed with nothing but their own vision.
1805.eng. Their goals differed, but they all had this in common:
1806.eng. that the step was first, the road new, the vision unborrowed, and the response they received - hatred.
1807.eng. The great creators - the thinkers, the artists, the scientists, the inventors - stood alone against the men of their time.
1808.eng. Every great new thought was opposed.
1809.eng. Every great new invention was denounced.
1810.eng. They fought, they suffered and
1811.eng. they paid.
1812.eng. But they won.
1813.eng. „(Ayn Rand, from Howard Roark's speech in”The Fountainhead")
1814.eng. Since that time, Gary Craig, who was the first person to pay the $US100 000 fee to Dr Callahan to learn his techniques, discovered that the sequence of tapping was unnecessary.
1815.eng. He developed EFT, a sort of one-size-fits-all, very easy and very powerful system, and his mission in life is to bring this healing modality into common use so that everyone has the benefit, not merely the wealthy.
1816.eng. Gary Craig has brought the powerful energy therapies to the whole world, and has been a generous and loving catalyst for the dissemination of the work of other developers in this field.
1817.eng. Psychological Reversal & Secondary Gain - The Real Reasons Behind our Limitations
1818.eng. Psychological Reversal
1819.eng. One of the major contributions to our understanding of medical and emotional problems lies in the concept of psychological reversal.
1820.eng. The principle of Psychological Reversal (PR) is that if your natural energy flow becomes “reversed”due to shock, stress, or trauma, healing cannot take place easily as the body is fighting against the natural healing process.
1821.eng. This may be entirely unconscious, or, you may be aware that you have a fear of getting over the problem, a fear you will not get over the problem, a feeling you don’t deserve to get over it, or even a feeling that it is not safe to get over it.
1822.eng. Dr Willem Lammers says “Reversals are … what seems to make sense for a coherent, intentional adult person.
1823.eng. In NLP and TA, much is said about positive intention.
1824.eng. As children, we need to know who we are and we need structure and affection.
1825.eng. When we look at psychological reversal, this is usually about patterns we developed as children to get our needs met.
1826.eng. When you grew up without money, and if your parents didn’t move easily in their worlds, you may lose their love as you make a lot of money and start to reach out into the bigger world.
1827.eng. I like Goulding’s idea of early decision:
1828.eng. We understand very early what we must do to guarantee our parents’ love and affection, and we do it, even if we have to hold ourselves back, keep ourselves poor, or make ourselves ill.”
1829.eng. This has finally put paid to the idea that some people “don’t want to get better”, or that those suffering from long standing depression, anxiety, weight or addiction problems just “have no will power”.
1830.eng. In such cases, reversal is almost always at the root of the problem
1831.eng. Secondary Gain
1832.eng. This is a term used to describe the benefit/s which always accompany a problem.
1833.eng. Someone suffering from a phobia may receive attention or care, someone who has an addiction may receive a feeling of safety or security, someone who has a compulsion may be placing controls on others and getting security or predictability in that way, someone who overeats may be avoiding starvation.
1834.eng. There are as many good reasons for doing unhelpful things as there are people on the planet (any maybe more!).
1835.eng. The vital thing is to respect the benefit s or needs which are being fulfilled (the secondary gains) and make sure that you still get those benefits or needs met or exceeded as you move towards greater health.
1836.eng. This is applying change in an ecological way.
1837.eng. The Actual EFT Process - Let's Get Right Down to it!
1838.eng. Because Psychological reversal is at the heart of just about every problem, we always deal with it first.
1839.eng. Step 1 involves tapping on a certain point while saying a sentence about the problem.
1840.eng. This is called”the set-up".
1841.eng. Step 2 involves tapping through nine acupoints several times while saying just a word or two that”sums up”the problem.
1842.eng. These tapping series are called”the rounds".
1843.eng. Step 1 - Dealing with Psychological Reversal - The Set-Up
1844.eng. Because psychological reversal (that part of us which self-sabotages or continually gives us the opposite of what we believe we want) is so common, and usually below consciousness, it is useful to deal with reversal or possible reversal prior to commencing the tapping routine.
1845.eng. After all, if we didn't have some reversal on the problem, we probably wouldn't have the problem!
1846.eng. There are several well-accepted methods of dealing with reversal, and some practitioners differentiate between criteria-related reversals, global reversals and mini- reversals.
1847.eng. We like to keep matters very simple and find that one simple process works extremely well for reversals of all kinds.
1848.eng. This addressing of psychological reversal is called”The Set-Up”and involves tapping or rubbing on certain points while saying certain words in order to”attune”to or focus on a problem.
1849.eng. Choosing your PR”Weapon"
1850.eng. There are at least five points that are commonly used very successfully to deal with PR, but you need only remember one of them, the one that you actually like using the most !
1851.eng. You can always change which point you use for PR, and in fact I use different points depending how I feel at the time.
1852.eng. Experiment now with the points below and get a feel for where they are and how you like each one.
1853.eng. Most of these points are tapped, and these are:
1854.eng. the karate chop point, the thymus point, and the underarm point (see pictures).
1855.eng. Thymus Underarm Karate chop point (edge of hand)
1856.eng. Two of these points are rubbed, and these are:
1857.eng. the”tender”spot (actually a neurolymphatic drainage point) and the two collarbone points (these last two are rubbed at the same time, usually with one hand, using the thumb and index finger).
1858.eng. The”K27's”are in the hollows formed betwe e the junction of each collarbone with the sternum.
1859.eng. To attend to psychological reversal, these are rubbed in a circular motion, usually just using thumb and forefin ger of one hand.
1860.eng. The”sore-spot”can be difficult to locate.
1861.eng. Just press around your ribs on your upper left chest wall until you find a spot that is more sensitive than any other area (and may even be very tender indeed).
1862.eng. What to Say While You're Tapping or Rubbing a PR Point
1863.eng. Having chosen which PR point you want to use, you now need to prepare to say something (a sentence) which describes the problem as well as stating self love or self acceptance.
1864.eng. What we say often sounds very negative because we are describing the problem exactly as it is, in our own language, in order to precisely elicit the negative internal state which has presented us with the”problem".
1865.eng. This sentence will generally take the form of”Even though I have this ……………….
1866.eng. (problem), I deeply and profoundly love and accept myself.
1867.eng. „This sentence is said three times while tapping or rubbing on the PR point you've chosen.
1868.eng. For example, a client had such a severe spider phobia that she couldn't go out at night for fear of walking into a web.
1869.eng. After tapping on”Even though I have this fear of spiders, I deeply and completely accept myself", and following on with all the other points, she had absolutely no improvement.
1870.eng. So I asked her how she thought of spiders and how she might describe her fear to someone else, to which she answered,”Oh, I'm scared shitless of spiders!
1871.eng. „ Eureka!
1872.eng. This was just what we needed.
1873.eng. So we proceeded to tap on”Even though I'm scared shitless of spiders, I deeply and completely accept myself.
1874.eng. „ Then we got instant improvement or even elimination of the problem.
1875.eng. I have seen this happen so many times.
1876.eng. If you choose words which don't”resonate”with you, or which don't accurately describe the way you really think about the problem/issue, the results may not be anything remarkable.
1877.eng. Step 2 - Tapping through the”Rounds”(the series of 9 points)
1878.eng. Now it is time to address the nine points which make up the bulk of the work in EFT.
1879.eng. It will take about 10-12 seconds for the entire round, maybe faster, and involve tapping 5-7 times on each of the points.
1880.eng. We also say something to help us get the right focus for this bit.
1881.eng. This is where we cut down the whole problem into a”nutshell”and say one or two words which serve to represent the whole shebang.
1882.eng. We say this just once for every point we treat, from the crown down to the under arm point, and we go through the”round”three times.
1883.eng. In our version of EFT we use nine basic tapping points which you'll find on the picture below.
1884.eng. These points are named very logically:
1885.eng. crown (top of head), occipital ridge (the bump on the back of your head), eyebrow (inner edge), outer eye, under eye, top lip, lower lip (actually the chin crease), collarbone (actually just below and to one
1886.eng. side of the sternum), and under arm (about 4 inches down from the armpit).
1887.eng. This series of points is used over and over from start to finish as we work through a problem.
1888.eng. You might just like to tap through these from start to finish a few times just to get the feel of it.
1889.eng. I've had people experience surprising results just from doing this!
1890.eng. (In one group I was working with, a lady in a wheelchair, who was suffering extreme back pain, started to”tap through”with me just to learn the points.
1891.eng. She suddenly exclaimed”My pain's gone!
1892.eng. „much to everyone's delighted amazement.)
1893.eng. Every two or three”rounds”of tapping from crown to underarm, just go back and do the PR again.
1894.eng. When you go back and repeat the PR, you need only say the set-up statement once, and then go on to tap 1-2 rounds of the full set of points.
1895.eng. If you notice change, it's helpful to change the set-up statement slightly to something like”Even though I still have some of this headache ….
1896.eng. ", and then the reminder word/s would be”Remaining headache".
1897.eng. This validates the work of the body/unconscious and helps aid further healing/relief.
a. Crown.
1898.eng. Centre of imaginary line drawn over top of skull from top of ear to top of ear.
a. Occipital ridge.
1899.eng. Centre of large”bump”at back of head.
a. Eyebrow.
1900.eng. Beginning of hairline of brow (or where it used to start :-) ) 1 Outer eye (still on the bony orbit of the eye socket).
a. Under eye.
1901.eng. On the bone.
a. Top lip.
1902.eng. Actually on the lip margin.
a. Lower lip.
1903.eng. Actually in the chin crease.
a. Collar bone.
1904.eng. The K27 in the hollow formed by junction of collarbone and sternum.
a. Under arm.
1905.eng. About 7-8 cm down from the armpit, or about where the bra strap is.
1906.eng. If EFT Seems Slow or Ineffective
1907.eng. Just now and then we may seem to make no or little progress with EFT.
1908.eng. That may be merely a perception (maybe there are so many interacting aspects that it's not until you've dealt with a particular proportion of them that you begin to notice a change), or in fact nothing much may be happening.
1909.eng. For beginners, usually the problem will be an incomplete or inadequate set-up, not getting into the issue properly, or other very routine matters.
1910.eng. Often, for instance, the problem is stated too”globally”or generally, and a little playing around with words will get a very specific wording which comes with the right”ring”so that you know it's the one to focus on.
1911.eng. Here's an example:
1912.eng. "Even though I just can't seem to get ahead at work, I deeply and profoundly accept myself."
1913.eng. Now maybe that's a decent starting point if you can't think of anything more accurate, and you'll probably find specific thoughts or images popping into your head as you work through it.
1914.eng. These thoughts might be like this:
1915.eng. I'm nervous when my boss is in the room.
1916.eng. I hate talking with clients on the phone.
1917.eng. My pay check is lousy.
1918.eng. I feel sick that Z got the promotion instead of me.
1919.eng. I'm going to get the sack.
1920.eng. I can't support my family.
1921.eng. Working on these specifics will most likely bring up things that are even more specific, and which may even seem unrelated, particularly childhood memories which you might consider to be of minor importance.
1922.eng. Trust me, they only seem irrelevant.
1923.eng. There are three more really simple ways to get things going:
1924.eng. The 9-Gamut
1925.eng. This is a seemingly weird but very effective tapping process which actually accesses every area of the brain, calling in all your conscious and unconscious resources.
1926.eng. This one is my first ports of call because it seems the fastest, easiest thing to do.
1927.eng. For the 9-Gamut, we tap continuously on the point between the fourth and fifth knuckle (either hand -see picture).
1928.eng. This point is known by various names:
1929.eng. Tri-heater, Triple Warmer, Gamut Spot, etc.
1930.eng. The Gamut Point
1931.eng. While we do this, we focus as continuously as we can on the issue and go through the following nine steps:
1932.eng. 1Close eyes 2Open eyes 3 Look down hard right (keep head straight) 4 Look down hard left 5 Roll eyes clockwise (right around in your skull as far as they can go) 6 Roll eyes anti-clockwise 7 Hum (a little bit of”Happy Birthday”will do nicely") 8 Count (just to five will do) 9 Hum again Now re-examine the issue and notice if there is a change.
1933.eng. There usually is.
1934.eng. Suppress that Psychological Reversal!
1935.eng. Some people feel that although PR is dealt with in the EFT set-up, it may”pop back in”from time to time, stopping real progress.
1936.eng. I don't know whether that's true, but I do know the following thing often works:
1937.eng. While going through the whole EFT process, from set-up to completion of several”rounds", keep rubbing the”tender spot” or the two collarbone points (see page ).
1938.eng. This maintains suppression of reversal until the whole procedure can take effect.
1939.eng. Sometimes all We Need is Another Set of Hands!
1940.eng. Sometimes we are doing all the”right”things and yet nothing's happening.
1941.eng. Try allowing someone else to tap on you and say the words with you and notice the difference.
1942.eng. I believe this works because of the additional energy system of our helper, and sometimes I believe it's actually a very important part of the healing to accept the help of another.
1943.eng. This is particularly the case when dealing with an abandonment issue, or working on self-acceptance.
1944.eng. Focusing
1945.eng. In order to process well, we need to focus on and fully accept inner pictures, sounds and feelings that arise, seemingly without purpose, as we process.
1946.eng. Sometimes things “come up”which may seem ugly, “bad”, unhelpful, or even revolting.
1947.eng. Pushing away or rejecting parts of ourselves or our memories works against the process.
1948.eng. SUMMARY
1949.eng. We are a product of our memories and learnings, with the majority of those being out of conscious awareness.
1950.eng. In other words the majority of”drivers”in our lives are unknown to us.
1951.eng. Mostly the feelings that we feel, we have no idea where they originate, we have no idea they are at cause in our lives, and rather than”running our own bus", we are being driven by a driver unknown and to an unknown destination.
1952.eng. The key to being able to”drive the bus”ourselves is the negative emotions attached to old memories.
1953.eng. All of us carry memories that are charged with negative emotion to some degree, and which are therefore still at cause in our lives.
1954.eng. Exercise 26
1955.eng. Locate and”treat”a memory which you would rather not have.
1956.eng. Exercise 27
1957.eng. Treat a physical pain or discomfort.
1958.eng. Hint:
1959.eng. In treating a physical pain, be very precise in the way you identify the location of the pain, and the type of pain.
1960.eng. Make sure you’re using the language you are thinking in about the problem!
1961.eng. Exercise 28
1962.eng. Identify a negative belief about yourself or another that you would rather not have and treat that with the EFT protocol.
1963.eng. Exercise 29
1964.eng. Identify goals which you have sought but have not yet been able to achieve, and treat these with the EFT protocol.
1965.eng. The Meta-Model
1966.eng. The Meta-Model is a model of language which came from transformational grammar and the work of Korzybski and others.
1967.eng. NLP developer Richard Bandler, in modelling genius therapist Virginia Satir, originally described the Meta-Model in his book”The Structure of Magic, Volume I”(actually his master's thesis).
1968.eng. Virginia Satir was successful in part because she recognised that human beings take language short-cuts in order to communicate the fullness of their experience.
1969.eng. These short-cuts can be thought of as”surface structure", and the more fuller linguistic representation of experience as”deep structure".
1970.eng. In order to represent our experience of the world in such a way that we can consciously cope with the amount of information (7 plus or minus 2 items or chunks of information), our brain engages in the processes of distortion, deletion and generalisation.
1971.eng. Thus we can continue to function and to largely experience the world in terms of our own Map of the World.
1972.eng. This is very useful because it makes the following possible for us:
a. We don't get overloaded with unnecessary information.
b. We are able to learn from events or situations such that we can generalise to similar events or situations and predict outcomes (recognise patterns).
c. We can communicate small amounts of information which serve to represent a greater reality.
1973.eng. People who don't have these abilities are usually classified as disabled; eg those with autism, who are overwhelmed by the 2,000,000 bits of information coming at them each second, both internally generated and externally generated.
1974.eng. They cannot form values and beliefs because they do not experience consistency and recognise few patterns.
1975.eng. So how can an understanding of the Meta-Model benefit us?
1976.eng. When we are able to recognise distortion, deletion, and generalisation, we automatically understand that the world is much bigger than our conscious experience of it.
1977.eng. We gain the ability to achieve much greater specificity in our communications with others and even with our own thoughts.
1978.eng. When we deliberately correct Meta-Model”violations”(distortions, deletions, and generalisations) we expand our own and others Maps of the World.
1979.eng. Distortions 1 Mind Reading (claiming knowledge of someone's internal state).
1980.eng. Example:
1981.eng. "You don't understand me.
1982.eng. „Possible response:
1983.eng. "How do you know I don't understand you?”
1984.eng. 2 Lost Performative (value judgement)
1985.eng. Example:
1986.eng. "It's bad to fail.
1987.eng. „Possible response:
1988.eng. "Who says it's bad?”
1989.eng. „According to whom?”
1990.eng. „How do you know it's bad?”
1991.eng. 3 Cause/Effect (claiming that a”self”is not at cause)
1992.eng. Example:
1993.eng. "You make me upset.
1994.eng. „Possible response:
1995.eng. "How does what I'm doing cause you to choose to feel upset?”
1996.eng. „How, specifically?”
1997.eng. 4 Complex Equivalence (claiming that two experiences are one and the same)
1998.eng. Example:
1999.eng. "Your shouting means you don't like me.
2000.eng. „Possible response:
2001.eng. "Have you ever shouted at someone you liked?”
2002.eng. „How does my shouting mean I don't like you?”
2003.eng. 5 Pre-suppositions (a statement which has to be taken for granted in order for a sentence to make sense)
2004.eng. Example:
2005.eng. "If you knew how important this was, you wouldn't question my request.
2006.eng. „Possible response:
2007.eng. "How do you know I don't know?”
2008.eng. „How am I questioning your request?”
2009.eng. Generalisations 1 Universal Quantifiers (claiming universality:
2010.eng. all, every, never, etc)
2011.eng. Example:
2012.eng. "He never gets it right!
2013.eng. „Possible response:
2014.eng. "Never?”
2015.eng. "What would happen if he did?”
2016.eng. 2 Modal Operators (Of necessity:
2017.eng. should, shouldn't, must, mustn't, etc.
2018.eng. Of possibility:
2019.eng. can, can't, will, won't, etc)
2020.eng. Example:
2021.eng. "I have to be the one to do it.
2022.eng. „Possible response:
2023.eng. "What would happen if you didn't?”
2024.eng. Example:
2025.eng. "I can't take a day off.
2026.eng. „Possible response:
2027.eng. "What would happen if you did?”
2028.eng. „What prevents you?”
2029.eng. Deletions 1 Nominalisations (verbs which have been turned into nouns)
2030.eng. Example:
2031.eng. "Our communication leaves a lot to be desired.
2032.eng. „Possible response:
2033.eng. "Who's communicating what to whom?”
2034.eng. „How would you like to communicate?”
2035.eng. 2 Unspecified verbs (an incompletely described action)
2036.eng. Example:
2037.eng. "I was thrown out.
2038.eng. „Possible response:
2039.eng. "How, specifically, were you thrown out?”
2040.eng. 3 Simple deletions (simple, lack of referential index, comparative deletion)
2041.eng. Example (Simple)”I am uncomfortable.
2042.eng. „Possible response:
2043.eng. "About what?”
2044.eng. Example (Lack of Referential Index)”They say it'll rain today.
2045.eng. „Possible response:
2046.eng. "Who, specifically, says?”
2047.eng. Example (Comparative Deletion)”He's better for the job.
2048.eng. „Possible response:
2049.eng. "Better than whom?”
2050.eng. „Compared to whom?”
2051.eng. Exercise 30 - Recognising Meta-Model Violations and responding appropriately.
2052.eng. Identify the specific Meta-Model Violations in the following sentences and determine an appropriate response.
2053.eng. Remember that a single statement can easily contain more than one type of Meta-Model Violation.
a. They all hate me!
2054.eng. Pattern:
2055.eng. Response:
2056.eng. 2 She made me so mad I had to fire her.
2057.eng. Pattern:
2058.eng. Response:
2059.eng. 3 You just don't listen.
2060.eng. Pattern:
2061.eng. Response:
2062.eng. 4 A dog is best.
2063.eng. Pattern:
2064.eng. Response:
2065.eng. 5 If she didn't like me she wouldn't have smiled like that.
2066.eng. Pattern:
2067.eng. Response:
2068.eng. 6 It's good to have lots of trust and communication in a relationship.
2069.eng. Pattern:
2070.eng. Response:
2071.eng. I know you agree that this is a much better place to be.
2072.eng. Pattern:
2073.eng. Response:
2074.eng. Exercise 31 - Meta-Model Violations in business
2075.eng. Each person makes a list of at least 5 common claims or statements which he she has made or heard made in a work situation.
2076.eng. Take turns reading out a statement from your list while the others verbally identify Meta-Model Violations and then respond.
2077.eng. Exercise 32 - Flash Cards
2078.eng. Take turns responding to the flash cards by quickly constructing statements using the particular Meta-Model Violation referred to.
2079.eng. Introduction to Sleight of Mouth
2080.eng. Sleight of Mouth is possibly the most fun set of NLP techniques to learn.
2081.eng. In this module, we are just beginning to get a taste of what sleight of mouth is all about by playing with verb tenses in response to other's communication.
2082.eng. (This is like using time-line techniques without the time-line!)
2083.eng. In fact Dr Connirae Andreas, who is well-known in the NLP world for her contribution to this important area, refers to verb”tenses”and verb”relaxes", because of the effect of loosening rigid beliefs when various past tenses are substituted for various present tenses.
2084.eng. For example, check your internal representation to these:
2085.eng. I am dancing.
2086.eng. I dance.
2087.eng. I danced.
2088.eng. I have danced.
2089.eng. I have been dancing.
2090.eng. I had danced.
2091.eng. I had been dancing.
2092.eng. I have a problem.
2093.eng. I am having a problem.
2094.eng. I had had that problem.
2095.eng. Example of Utilising Verb Tense to”Backtrack”(put a problem in the past instead of the present)
2096.eng. Statement of limitation:
2097.eng. "I just cannot understand this new approach.
2098.eng. „Interventions:
2099.eng. "So you just didn't understand the new approach, did you?”
2100.eng. „So you hadn't understood the new approach, hadn't you.”
2101.eng. „So you had had a problem with that, hadn't you?”
2102.eng. Make these statements to one another and track your internal representation in response to the various interventions.
2103.eng. Experiment with the”tag questions”on the end of the interventions.
2104.eng. What difference do they make?
2105.eng. Exercise 33 - A states a limitation, and B”backtracks”in a way that moves the limit out of the present or makes it more temporary.
2106.eng. Do not attempt to apply logic to A’s limitation, or to debate with A.
2107.eng. A is not allowed to respond verbally to B’s “backtrack”.
2108.eng. Block 4 – Well-formedness, Strategies, Modelling, Beyond Design Human Engineering
2109.eng. In this block we revisit well-formedness conditions in order to further refine or fine- tune our outcomes for this course.
2110.eng. We look at strategies as a methods or”recipes”to achieving those outcomes (goals), and we look at modelling as providing proven strategies for achieving excellence in any field of endeavour.
2111.eng. Lastly we briefly look at what the relatively new field of Design Human Engineering ™ seems to offer in terms of realisation of outcomes, and experiment with Silvia Hartmann-Kent's brilliant”Project Sanctuary”as just one way of getting”beyond DHE".
2112.eng. Assessment Criteria for this Module
a. Facility in revisiting original outcomes to further refine them or add to them, using well-formedness conditions.
b. Understanding of the TOTE model.
c. Elicitation, utilisation and installation of strategies for the achievement of outcomes, including micro-strategies for portions of such outcomes.
d. Ability to use state management as a tool for directing the mind towards goals.
e. Ability to develop metaphor as a tool for unconscious achievement of goals.
2113.eng. Well-formedness Conditions
2114.eng. We know that when we are assessing a goal for its”well-formedness”we are attempting to achieve both realism and ecology.
2115.eng. We are doing our best to ensure that the goal is indeed not only achievable by us, but that the goal truly is desirable by us.
2116.eng. We are unlikely to be able to achieve or maintain a goal which infringes upon the servo-mechanisms of our unconscious mind by being out of alignment with our own guiding principles or values.
2117.eng. The application of well-formedness conditions involves the following:
a. State your goal in the positive (not the absence of a negative), and ensure you are talking about a physical goal, not an internal state or emotion.
b. Put the goal in context.
2118.eng. How, where, when and why do I want this?
2119.eng. Do not say “in six months’ time”.
2120.eng. Instead nominate the date “30 April 2002”.
2121.eng. 3 Sensory specific.
2122.eng. Can you describe the achievement of the goal in all representational systems?
2123.eng. What representational systems of others would inform them that you had achieved this goal?
2124.eng. 4 Goal must be self-fulfilled - not rely on others contributions, and not subject to events outside your control.
2125.eng. 5 Honestly evaluate the effects of achieving the goal.
2126.eng. What will having the goal get for me?
2127.eng. What will having the goal lose for me?
2128.eng. What will not having the goal get for me?
2129.eng. What will not having the goal lose for me?
2130.eng. 6 Is the goal in alignment with other goals, with my values and guiding principles?
2131.eng. Exercise 34 - Re-assess all your outcomes for this course.
2132.eng. Make sure you have some outcomes which you would expect to achieve during or immediately on completion of the course, and some outcomes which are further out in the future.
2133.eng. Copyright Lifeworks Group – 2000 Page 70Strategies
2134.eng. We use the term strategy to refer to the mental processing that occurs as we undertake goal-directed behaviour.
2135.eng. We have strategies for every single behaviour we engage in, from getting up in the morning, to learning new information, to making decisions, to accessing memories, to performing a physical action, like walking, singing, playing sport.
2136.eng. We can never be consciously aware of every single step in a strategy, but we can usually elicit enough information to be able to use it well to get a predictable result (utilise it) and then to make it our own or teach it to others (install it) .
2137.eng. A Successful Strategy for Getting out of Bed
2138.eng. Here is an example of a strategy for getting out of bed on time in the morning:
a. I wake at 6.
2139.eng. 30 am and look at the clock (V e ) 2 Ask myself, businesslike internal voice”What day is it”(A d ) 3 Say to myself, command tonality”I'd better get out now”(A d ) 4 Get out of bed (K)
2140.eng. Each part of this strategy has an even more detailed strategy, for example step 2:
i. Visualise events of previous day to determine what day that was b) Visualise calender or diary with days of the week on it c) Say to myself,”Friday comes after Thursday, so this must be Friday, and Friday is a work day"
2141.eng. A Poor Strategy for Getting out of Bed (or …… An Excellent Strategy for Sleeping In!)
a. I wake at 6.
2142.eng. 30 am and look at the clock 2 Say to myself, soft and low internal voice”It's so warm and snug in here and so cold outside”3 Picture myself at my desk at work 4 Say to myself, soft and low internal voice”Just 5 more minutes”5 Go back to sleep
2143.eng. The TOTE Model of Strategies
2144.eng. TOTE (Test, Operate, Test, Exit) is a computing term used to describe a process leading to a predictable outcome.
2145.eng. The above successful strategy for getting out of bed could be seen as:
2146.eng. Test 1 (trigger) I need to get up in the morning Operate I run through the days of the week to conclude what time I need to get up today.
2147.eng. Test 2 Is today a working day?
2148.eng. If it is, I will get up.
2149.eng. If it is not, I will go back to sleep.
2150.eng. Result:
2151.eng. it is a working day.
2152.eng. Exit Get up
2153.eng. If Test 2 resulted in”No, it is not a working day", then we would cycle back (loop back) to an earlier stage in the strategy, until finally our”test”reveals that it is now appropriate to get up.
2154.eng. This strategy describes a self-regulating”cybernetic”system for producing a desired result.
2155.eng. We can presume that if our system is optimal, and keeps operating, that given enough time we absolutely must acquire our goal.
2156.eng. Most of our systems run unconsciously, but are probably accessible for modification anyway.
2157.eng. What keeps the system operating?
2158.eng. It is all very well to wish to acquire a goal, but where does the energy come from to keep running the system which is designed to produce that outcome?
2159.eng. We believe it comes from the kinaesthetic representational system, and that is why, when speaking of Design Human Engineering ™, the question most asked by Bandler is:
2160.eng. "How much delight can you stand?
2161.eng. „ Rather than being a flippant or rhetorical question, it is absolutely essential to the achievement of any goal you can think of.
2162.eng. Exercise 35 - Choose any one of your goals and express the process of achieving it in steps.
2163.eng. Exercise 36 - Take each step of your strategy for goal achievement, and express that as a TOTE sequence.
2164.eng. The”exit”of each TOTE sequence will be the”test”of the next.
2165.eng. Successful Strategies
2166.eng. All around us we notice people doing things with varying degrees of skill or effectiveness.
2167.eng. If we are interested in building our own skill or effectiveness, we can go to the trouble of eliciting the strategy of someone who is particularly skilful.
2168.eng. Let's look at spelling strategies.
2169.eng. Someone who is a good speller will depend heavily on visual representation of the word.
2170.eng. Their strategy may be:
a. Hear the word 2 See the word upper left position 3 Does this feel right?
2171.eng. 4 Spell the word or cycle (loop) back to 2, seeing the word in another way
2172.eng. Another (very simple) way of expressing this strategy would be:
i. A e V I K -/+ E In the following exercises, calibrate carefully because sensory cues will possibly be even more informative than the words used by your subject to describe his/her strategy.
2173.eng. Exercise 37 - Who in your group has a good strategy for decision making?
2174.eng. For memorisation?
2175.eng. Elicit all the steps of their strategies, and then put them into notation as in the example above.
2176.eng. Exercise 38 - Run through these strategies yourself.
2177.eng. Do they work for you?
2178.eng. Are they as complete as they need to be?
2179.eng. Would they still work if some steps were omitted?
2180.eng. What internal states are necessary for these strategies to work well?
2181.eng. What happens when you set anchors for heightened versions of these states and fire them during the strategy?
2182.eng. Exercise 39 - Who in your group can admit to often having difficulty making a decision or memorising something.
2183.eng. What is their strategy?
2184.eng. How does this differ from the effective strategies?
2185.eng. Exercise 40 - Who is the most productive and efficient member of the group.
2186.eng. Elicit his/her detailed strategy for task completion.
2187.eng. Is this strategy workable for you?
2188.eng. Can it be made even more effective?
2189.eng. Another way to Elicit a Strategy
2190.eng. It may be helpful to elicit a strategy conversationally or covertly and in that case there are three very important questions to ask, which can be repeated with variations to build up useful information:
2191.eng. What matters to you (what's important to you?) What does that mean to you What does that give you
2192.eng. If you're seeking to persuade someone, then these questions are perfect for eliciting the strategies and the value criteria necessary to help them decide to”buy”your idea or your product.
2193.eng. Exercise 41 - In pairs, conversationally elicit the”buying”strategy of your partner for the product/service/idea that you wish to promote, using only the above three questions.
2194.eng. When you are satisfied that you have enough information, feed this back to your partner conversationally and check whether you have succeeded in helping your partner feel very well disposed toward you and your product/service/idea.
2195.eng. Also get feedback on your rapport skills!
2196.eng. Modelling
2197.eng. Perhaps you can see that modelling, the copying of someone, is closely related to strategy elicitation and installation.
2198.eng. Remember though that in order to replicate someone's behaviour or skill, you also need to replicate the internal states that generate the sequence, otherwise too much conscious attention will be required to run the strategy.
2199.eng. Exercise 41 - In pairs.