1000.eng Ten Commandments Of Human Relationships
1001.eng 1. Speak to People
1002.eng There is nothing like a cheerful word of greeting. To really connect, look them in the eye as you speak.
1003.eng 2. Smile at People
1004.eng It takes 72 muscles to frown, only 14 to smile. They can hear the difference in your voice - even over the phone.
1005.eng 3. Call People by Name
1006.eng The sweetest music to anyone's ear is the sound of his/her own name. Be sure you say it correctly. Say it often.
1007.eng The 10 human relations commandments are required in every type of relationship... A deep understanding of human interactions is imperative.
1008.eng 4. Be Friendly and Helpful
1009.eng To have friends and build relationships, be a friend first.
1010.eng 5. Be Cordial
1011.eng Sincerely speak and act as if everything you do is a genuine pleasure.
1012.eng 6. Be Genuinely Interested In People
1013.eng You can like almost everybody if you try. They don't care how much you know until they know how much you care. Be sure they know how much you care.
1014.eng 7. Be Generous With Praise
1015.eng Praise publicly, correct privately. Everyone wins this way.
1016.eng 8. Be Considerateof the feelings of others. There are usually three sides to a controversy: yours, the other person's, and the right side. Keep ego and emotions in check.
1017.eng 9. Be Alert
1018.eng To give excellent service. What counts most is what we do for others not ourselves.
1019.eng 10. Have a Good Sense of Humor
1020.eng Don't take yourself too seriously. When you add lots of patience, and humility, you will have a recipe for enduring success.
1021.eng
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NLP School
2008.01.13. 09:34 VanHalen
1000.eng Why should organisations invest in NLP training?
1001.eng Neuro Linguistic Programming is widely used in business and has found its way discretely into many courses on sales, presentations, planning and team building, often without being mentioned by name.
1002.eng You could choose for you or your staff to study something narrowly applicable to one area, or you could choose to study NLP, knowing that the principles can be applied widely throughout both business and personal life.
1003.eng We may have some limits on what’s possible for us, but we probably don’t know what they are yet, so let’s not get too hasty with them.
1004.eng You can use NLP in:
1005.eng Creating rapport with customers, partners and staff
1006.eng Aligning work with values for greater motivation and loyalty of customers and staff
1007.eng Setting outcomes, creatively designing effective plans
1008.eng Detecting people’s decision making strategies
1009.eng Public speaking and presentations
1010.eng We offer the following NLP courses
1011.eng Introduction to NLP Courses
1012.eng NLP Practitioner Courses
1013.eng Management Training Courses
1014.eng Leadership Development Courses
1015.eng Advanced Communication Courses
1016.eng Presentation Training Courses
1017.eng Sales Training Courses
1018.eng NLP for Coaching
1019.eng We offer NLP courses in London and Paris, so whether you want the multicultural buzz of the English capital or the romantic flavours of Parisian cuisine to accompany your introduction to NLP, we have it covered!
1020.eng What are the benefits of NLP?
1021.eng If you are about to invest a significant amount of your time and energy in an NLP course, we assume you want some practical, life long benefits.
1022.eng We run NLP courses for business and personal life and we put together bespoke NLP courses.
1023.eng In London or Paris, the benefits of NLP are the same - here are just some examples:
1024.eng NLP for business
1025.eng NLP for personal life
1026.eng Rapid career development
1027.eng Improved personal relationships
1028.eng Lowering work related stress
1029.eng Increased confidence
1030.eng Increased self belief
1031.eng Healthy level of self honesty
1032.eng Improved time management
1033.eng Explore what you want
1034.eng Enhanced leadership and management skills
1035.eng Ability to cope with change –even welcome it!
1036.eng Balance work and personal life.
1037.eng Our credentials as NLP experts
1038.eng The people who attend our NLP courses have a choice, so we would expect you to ask for our qualifications and experience in teaching NLP courses.
1039.eng NLP has no global certifying body, however we are aligned, recognised and accredited by NLP University in Santa Cruz, California, which as one independent consultant put it, supplies 'the gold standard in NLP training.
1040.eng '
1041.eng Robert Dilts and Judith Delozier’s NLP University is regarded as the most respected and rigorous NLP trainers' institute in the world and the certification is accepted accordingly.
1042.eng But don’t just take our word for it, read some testimonials from past trainees who have completed our NLP practitioner course and see some of the companies we work with.
1043.eng What can you expect from our NLP courses?
1044.eng Let’s start with a piece of written feedback we received after an NLP Practitioner course in London.
1045.eng Steve is a Managing Director with a young family:
1046.eng "I am more effective, more motivated and far less stressed.
1047.eng I feel at one with my work and personal life, I don't feel disconnected anymore.
1048.eng My family say I have improved - high praise indeed.
1049.eng My staff say I have improved - some have been caught smiling!
1050.eng I am now trying to coach staff rather than get on their backs when things go wrong - this has been far more productive.
1051.eng By far the best training I have ever had - highly intelligent, well paced and insightful.
1052.eng "
1053.eng Our NLP courses balance theory with application, giving you the opportunity to interact with your fellow students and explore NLP hands on.
1054.eng We are careful to respect your individual learning style and ensure a warm, encouraging atmosphere established within the group.
1055.eng Most importantly, we enjoy a positive and fun environment!
1056.eng >>> TOP 1057.eng What sets our NLP courses apart?
1058.eng NLP is all about the study of excellence and how we can learn what certain people do to make them stand out in a crowd.
1059.eng We often ask, “What is the difference that makes the difference?
1060.eng ” Here is what sets us apart:
1061.eng Class size
1062.eng Some NLP Practitioner courses have as many as 700 attendees, and some Introduction to NLP courses even more! As you can imagine, the amount of ‘quality time’ you get with the trainers themselves is severely limited.
1063.eng We have made a considered decision that our NLP Practitioner courses will have less than 30 people attending, so you get to know other students and, most importantly, our trainers..
1064.eng Influences and Learning
1065.eng Everything you do is made so much more powerful when you believe in it because you have proven it to yourself.
1066.eng Our NLP trainers have learnt from virtually all of the main founders within the field of NLP.
1067.eng Furthermore, they have used the various NLP models and processes countless times whilst coaching clients over the years and have identified what they consider works best.
1068.eng Our NLP Practitioner course is therefore based on modelling the best qualities from all of the founders of NLP.
1069.eng Modelling excellence is the essence of NLP.
1070.eng We want you to learn NLP, but also apply that learning to assist in the leadership of your own lives.
1071.eng >>> TOP 1072.eng Credentials
1073.eng NLP University has passed us as Certified NLP Trainers.
1074.eng We are therefore able to certify students in NLP.
1075.eng Robert Dilts' and Judith DeLozier’s NLP University is considered one of the leading training providers in this field and the NLP certificate you receive from your NLP Practitioner course will be recognised internationally.
1076.eng Your certificate will be accepted by other NLP training organisations (should you wish to do further training) and by employers.
1077.eng Please see www.
1078.eng nlpu.
1079.eng com for further details.
1080.eng Robert and Edward have attended certified NLP courses for NLP Practitioner, NLP Master Practitioner, NLP Trainer, NLP Coach, Hypnotherapy in NLP and various other related NLP courses.
1081.eng They have over 200 days of NLP training between them, much with leading figures in the field.
1082.eng These NLP trainers include Robert Dilts, Richard Bandler, John Grinder, Stephen Gilligan, Ian McDermott, Tad James, Judith DeLozier, Robert McDonald, Joseph O’Connor and Suzi Smith.
1083.eng >>> TOP 1084.eng Mission & Values
1085.eng The following is based on Robert Dilts’ Logical Levels of NLP:
1086.eng Mission: Deepening Freedom
1087.eng Values: Equality, integrity, mastery, ecology and fun.
1088.eng Capability: We have learnt from the best in NLP both in terms of what works and how to transmit that knowledge effectively.
1089.eng Behaviour: We allow adequate time for our students to understand and “have a go.
1090.eng ” You cannot learn to ride a bicycle by listening and watching alone.
1091.eng Environment: Pleasant, bright, professional training rooms near city centres.
1092.eng >>> TOP 1093.eng What is my next step?
1094.eng We have put together a page dedicated to explaining exactly what NLP is, an introduction to NLP.
1095.eng Please click here for that.
1096.eng We have various videos of our Introduction to NLP courses and our NLP Practitioner courses in action, at the top of each page.
1097.eng For specific details about our NLP courses in London, click here...
1098.eng For specific details of our NLP courses in Paris, click here...
1099.eng We are always happy to answer questions in person or on the phone, please contact us here for any enquiries.
1100.eng >>> TOP 1101.eng What is NLP?
1102.eng NLP stands for Neuro Linguistic Programming.
1103.eng Its strange name stems from its origins in the 1970’s: learning how to do things by combining the best parts of different fields, including neurology, linguistics and systems theory
1104.eng Tools from NLP work so well that it forms the basis of much of today’s communication training and performance training.
1105.eng NLP is for business courses are widely respected by leading employers.
1106.eng NLP has found its way discretely into many courses on sales, presentations, planning, and team building, often without being mentioned by name.
1107.eng In the expanding field of coaching, many coaching training programmes borrow from NLP or use it as a base, and our courses have attracted many coaches seeking to deepen their understanding of their profession.
1108.eng In personal development, NLP is an ideal way to address a personal issue, or build strengths in both familiar and unfamiliar areas.
1109.eng NLP offers a cognitive framework, a supportive environment and practical tools that can help you in many ways.
1110.eng Within the Human Resources profession, an understanding of NLP can help make the most out of investment in staff by working on beliefs as well as behaviours and by making learning sustainable.
1111.eng NLP is also used in many additional fields including sports, art, health, education, politics, in fact, anywhere that involves human endeavour.
1112.eng >>> TOP 1113.eng What will an NLP course do for me?
1114.eng NLP communication training will enable you to:
1115.eng Improve your verbal and non-verbal communication
1116.eng Deepen your appreciation of thinking styles
1117.eng Learn techniques for high performance states
1118.eng Change unwanted habits for desired ones
1119.eng Set goals to fit (and change) your life
1120.eng Use language with greater precision
1121.eng Perform at your best
1122.eng Enjoy activities you used to fear
1123.eng >>> TOP 1124.eng Who invented NLP?
1125.eng NLP originated with the meeting of two remarkable minds at the University of Santa Cruz in the 1970s.
1126.eng John Grinder, a professor of linguistics, met Richard Bandler, a student of mathematics who was trying out therapy on his fellow students based on the transcripts of a famous therapist.
1127.eng The results were remarkable.
1128.eng Grinder reputedly said to Bandler, “If you show me what you are doing, I will explain to you how you are doing it.
1129.eng ”
1130.eng The result was a collaboration on the idea of making explicit the verbal and behavioural patterns that create excellence in human life.
1131.eng Their first subjects of study were Fritz Perls (the creator of Gestalt therapy) and Virginia Satir, an exceptionally effective family therapist.
1132.eng They went on to study Milton Erickson who was the founder of the American Society of Clinical Hypnosis, and perhaps the greatest influence on medical hypnosis of the 20th century.
1133.eng >>> TOP 1134.eng How has NLP evolved?
1135.eng From its conception in the 1970s out of an academic enquiry into how people excel in various fields, NLP has mushroomed.
1136.eng The result has been the distillation of certain principles and subtle communications structures that can be taught, learned, and applied in any area of your life.
1137.eng You will be able to enhance, discover, adjust or transform thought into action, allowing you to attain far-reaching positive changes in yourself and inspire them in others.
1138.eng Over the past 30 years NLP has undergone and continues to undergo considerable refinement.
1139.eng Many of its techniques and principles have passed into common usage under other names and appear to us daily, not only in the classroom and in coaching situations, but also in cinema, television and, of course, in business communications.
1140.eng >>> TOP 1141.eng NLP today
1142.eng A further group of interested people in Santa Cruz assisted in the creation of the original modelling and research.
1143.eng By the early 1980’s, Bandler and Grinder's cooperation ended and NLP found a new direction under others within this Santa Cruz group.
1144.eng Of this group, it was Robert Dilts who firstly revolutionised the therapy and health models.
1145.eng He also created wider models, adding to the individualistic focus of the founders.
1146.eng NLP was now evolving to include systems thinking with much wider applications for the fields of business and organisational processes.
1147.eng For example, Dilts’ “Disney Imagineering” project creation process is now used by Disney themselves.
1148.eng More recently, Robert’s international focus has led to an NLP community with an abundant and generative mentality.
1149.eng At the NLP School Europe, we teach the material from the founders, along with the more modern contributions from Dilts, Gilligan, DeLozier, Andreas, etc.
1150.eng >>> TOP 1151.eng Is now the right time for an NLP course?
1152.eng If you wish to make a significant change in your career, health, wealth, relationships, family or personal sense of comfort –NLP has approaches that work.
1153.eng People often come to a “crossroads” in their life when they want to discover something new.
1154.eng NLP’s popularity at this junction point comes from providing tools to improve performance and to feel better about yourself without providing any specific ideology.
1155.eng NLP is simply a field created by various people who wanted to get the best from numerous disciplines that the academic establishment often insist are to be studied separately.
1156.eng NLP was founded on the principle of modelling excellence; finding out what high achievers do and then replicating the patterns that had led to their successful behaviour.
1157.eng Albert Einstein said that “a problem cannot be solved with the same level of thinking that created it.
1158.eng ” If you are ready to try something new to bring real positive change in your life and the lives of people close to you, then it is worth exploring what NLP has to offer.
1159.eng Ready to book a place on an NLP course?
1160.eng Click here...
1161.eng >>> TOP 1162.eng How do people use NLP?
1163.eng The applications of NLP are wide and varied.
1164.eng Often people come to our courses with a particular interest in NLP for business, NLP coaching, health and NLP, NLP for personal development, NLP for sales and negotiation, NLP for Human Resources, NLP techniques for teaching or sports, to name just a few.
1165.eng Whatever your initial area of interest or focus, NLP has a huge breadth of applications.
1166.eng Can you think of any area in life which wouldn’t benefit from better rapport skills, listening and coaching skills and an outcome focus, for example?
1167.eng Rapport Skills: Good managers, team workers and customer-facing staff naturally show good people skills.
1168.eng NLP training can improve these and, more importantly, it can enable people to value these skills as an essential part of their roles.
1169.eng Of course, NLP communication skills impact on your personal life and family relationships too.
1170.eng Coaching Skills: Listening is a skill.
1171.eng Being able to listen to people within a coaching framework enables them to identify solutions and construct the steps to implement them.
1172.eng This works just as well with at home with the children as it does with management skills in the workplace.
1173.eng Outcome Focus: Keeping yourself or others focused requires tact and determination as well as the non-judgmental coaching skills mentioned above.
1174.eng It also requires that people anticipate what could go wrong, as well as being imaginative.
1175.eng The NLP Project Outcome Process provides a framework that can identify areas that may be overlooked in normal project planning.
1176.eng These areas can be the ‘difference that makes the difference’ and ensure that you or your organisation delivers on promises.
1177.eng Download how you can apply NLP to various career paths
1178.eng >>> TOP 1179.eng How can I justify NLP training to my employer?
1180.eng NLP has been adopted by business consultants and trainers and has become very popular in business across the world.
1181.eng Companies such as Microsoft, Royal Bank of Scotland, Microsoft, and PriceWaterhouse Coopers, to name just a few, offer NLP courses to their staff.
1182.eng Many of the attendees on our NLP courses are people who are facing new challenges and their boss wants them to “hit the ground running.
1183.eng ” As NLP is the basis of much of executive coaching, it is reasonable to say to your boss that NLP training will be an inexpensive and rapid way of delivering extensive coaching to you.
1184.eng Coaching usually enables someone not only to learn new communication skills, but also improves their confidence in challenging situations.
1185.eng Tools from NLP work so well that they have found their way into most management skills training, sales and negotiation skills training and advanced presentation skills training, often without being mentioned by name or being used in their source material.
1186.eng Whether undertaking staff reviews, planning team building exercises, project planning, formulating goals, communicating with your stakeholders, or undertaking public speaking or presentations, NLP will help you excel.
1187.eng Download NLP for goal setting, communication, motivation, systems thinking, and other areas which impact effectiveness at work
1188.eng >>> TOP 1189.eng NLP for Personal Development
1190.eng An interview with Robert Steinhouse, the founder and co-trainer of NLP School Europe.
1191.eng Q: What will NLP do for my personal life?
1192.eng A: NLP actually changes the way people respond, and that change can be easy and quick.
1193.eng NLP provides specific techniques which actually change how you behave instinctively in stressful situations.
1194.eng People are often delighted that this actually works (and so are family and colleagues!)
1195.eng Often people find that other methods of change explain why they behave the way they do; after NLP, people manage to find a way to change so they respond the way they want to in important situations.
1196.eng Q: So have you ‘written off’ other psychology and self-help?
1197.eng A: No, not at all.
1198.eng I remain very keen on philosophy and psychology and believe it is important to understand the ‘why we behave’ as well as the ‘how to change behaviour.
1199.eng ” I also believe both are integrally connected.
1200.eng However, it is frustrating to learn more and more about what motivates behaviour without the technology NLP provides to actually change it.
1201.eng NLP training is more than simply a change technology, it also summarises many of the key principles in psychology into a clear system to understand how people actually work.
1202.eng Q: Does NLP have wider benefits than just changing how we respond?
1203.eng A: Yes.
1204.eng We live in a time when there is much confusion in how to lead our lives, be it our roles in work, with family, friends, our health, development and how it simply feels to be us on a day to day, moment to moment basis.
1205.eng NLP focuses on process, not content, so it does not provide any answers to the “big questions.
1206.eng ” It does, however, allow people to feel comfortable without having all the answers and be happy to simply explore.
1207.eng This is the reason I believe that NLP has become so popular.
1208.eng It firstly provides tools to change so we can be happier and more effective in our lives.
1209.eng It also provides a framework to question our world in a way that leaves us at a greater level of comfort and curiosity as to what is possible, rather than fear and confusion for what we know deep down is never possible.
1210.eng Life is not a certain ride, but wherever it takes us, NLP can teach us how to enjoy the journey and how to adapt to make it bearable when the going gets tough.
1211.eng Q: Tell me three things that are different about your NLP training courses?
1212.eng A: NLP is a broad school and our NLP training includes approaches from other disciplines to make it more effective.
1213.eng Visualisation and Meditation
1214.eng We teach visualisation and meditation patterns so people can quickly learn to use these on their own.
1215.eng The benefit of visualisations is firstly to find a way to quickly relax and make use of our body’s natural calming systems.
1216.eng This can be essential to gain refreshment when we have little time to rest.
1217.eng It is also an important capability to learn to calm down and be aware of one’s internal state.
1218.eng It is also essential to be able to quiet internal dialogue (or self talking) to make yourself ready to use the NLP change processes.
1219.eng A Working Understanding of Psycho-Dynamics
1220.eng The work of Freud was simplified and developed further in the 1950’s and 60's by Canadian psychologist Eric Berne in his field Transactional Analysis (TA).
1221.eng In many ways TA was one of the first popular forms of self help, with well known books such as “I’m OK, You’re OK” and “Games People Play.
1222.eng ”
1223.eng By teaching these TA models (how people sometimes behave as a child, adult or parent,) and combining them with the power of NLP, people get a greater understanding of why people behave the way they do.
1224.eng Also, once people understand this model, it can truly help in keeping calm and resourceful in life’s most important relationships.
1225.eng A Rigorous Approach to Mind and Body
1226.eng In NLP we say “mind and body are one system.
1227.eng ” However, our society values the mind foremost, with schooling focusing on how to logically process information.
1228.eng People are often very focused and concerned about their career and financial planning.
1229.eng At the same time they see their body as a vehicle to have fun and spend that hard earned money.
1230.eng The reality is that all big decisions are based on both; we do not get married, choose whether we will work with a certain boss or organisation, have friends or choose where we live based purely on cold logic.
1231.eng NLP training teaches people how to consciously become aware of the information the body is trying to convey.
1232.eng The most happy and successful people seem to be aligned between their mind and body, this need not be an accident any longer and we can learn to understand and listen to what is truly important to us and those we care for.
1233.eng >>> TOP 1234.eng NLP courses for Business and Organisations
1235.eng Introduction
1236.eng NLP courses for Business –Who Attends?
1237.eng NLP Management Training Courses
1238.eng NLP Leadership Development Course
1239.eng NLP for Sales, Customer and other Stakeholder Relationships
1240.eng NLP courses for Presentation Skills
1241.eng NLP courses for Negotiation Skills
1242.eng NLP courses for Sales and Relationship Management
1243.eng NLP courses for Communication Skills.
1244.eng Introduction
1245.eng We have listed below how our NLP training courses are applicable to individuals working in different roles within an organisation.
1246.eng NLP can be learnt by anyone regardless of their educational background.
1247.eng However, the people who attend our NLP for Business courses in London and Paris have often completed graduate level leadership development training courses, management training courses, communication training courses, presentation training courses and/or sales training courses.
1248.eng These people are now looking for a deeper understanding of human motivation and behaviour, so they can take the ‘next step’ in their careers and lives.
1249.eng >>> TOP 1250.eng NLP courses for Business –Who Attends?
1251.eng NLP has always attracted entrepreneurs, as it provides a rapid way to become effective in business.
1252.eng In recent years, NLP has become increasingly popular for business and large organisations.
1253.eng For example, we have given NLP training to businesses ranging from Prudential, Royal Bank of Scotland, L’Oréal, Disney, Coca-Cola, KPMG, Saatchi and Saatchi and Channel 4, to name just a few.
1254.eng We have also provided NLP training to non-business organisations such as the UK National Health Service, the Arts Council, the BBC, as well as various French government departments including Defence and Commerce.
1255.eng >>> TOP 1256.eng NLP Management Training Courses
1257.eng For people who are newly promoted to management, or to managing large teams (especially international teams,) NLP training provides a rapid way to “hit the ground running.
1258.eng Our NLP trainers are both executive coaches, who work with large organisations to enable managers to work more effectively.
1259.eng The ability to delegate, whilst maintaining ownership of the outcome, requires a different attitude as well as specific skills.
1260.eng Our NLP courses for business focus on coaching and a highly rigorous goal-setting process, which is an ideal form of project management training.
1261.eng Courses which focus only on the process side miss the importance of the listening skills, which then motivate people to carry through on the actions required to get the job done.
1262.eng Our NLP courses focus on both process and people.
1263.eng >>> TOP 1264.eng NLP Leadership Development Course
1265.eng In our view, NLP and leadership development training are perfectly suited.
1266.eng Many of the models invented in NLP are commonly used in leading business schools.
1267.eng Leadership is the ability to create and maintain a culture in which effective performance takes place.
1268.eng Leadership is also the ability to create a dynamic culture, where changing practices to meet a changing world are seen as “part and parcel” of people’s roles.
1269.eng On leadership in NLP, we say that great leaders have a vision which is beyond their own identity; a vision which is somehow greater than them and exists outside of them.
1270.eng This type of vision can more easily be shared and therefore it also continues to have a positive effect, even when that particular leader is no longer with the organisation.
1271.eng Leadership development is something that is required throughout an organisation and not just at the top.
1272.eng It is necessary for people to create a vision for leading their own lives.
1273.eng Leadership, ultimately, starts within the individual and NLP training enables people to understand how to apply leadership directly to their lives.
1274.eng >>> TOP 1275.eng NLP for Sales, Customer and other Stakeholder Relationships
1276.eng NLP courses for Presentation Skills
1277.eng Many of the techniques used in modern presentation skills training have been created in the field of NLP.
1278.eng The most important point is the impact the presentation has made on the audience.
1279.eng If the audience has “switched off” then nothing will have been communicated, although much may have been said.
1280.eng NLP has modelled the most effective public speakers in the world and identified what they do and how to replicate what they do.
1281.eng Common to all successful presentation is the ability to use stage craft and passion when communicating; NLP teaches specific techniques so the presenter deliberately becomes comfortable and then engaging; and the audience responds accordingly.
1282.eng >>> TOP 1283.eng NLP courses for Negotiation Skills
1284.eng Being able to read glances around a meeting room table can be the difference that makes the difference in business.
1285.eng Highly effective negotiators already know who the decision-maker is and who else is influential in making that decision from watching body language and voice tone.
1286.eng NLP’s focus on the non-verbal side of communication makes something that everyone already does naturally more deliberate, so that influence can be brought and time wasters detected.
1287.eng Our training also has the benefit of a highly successful and experienced sales and negotiation trainer.
1288.eng >>> TOP 1289.eng NLP courses for Sales and Relationship Management
1290.eng The single most important factor in sales success is simply this: does the customer like you?
1291.eng Part of being liked is the body language techniques mentioned above; these have been refined from highly effective communicators and are taught as part of the training.
1292.eng People also like to be understood and NLP training enables someone to see and sense that they are being listened to.
1293.eng Being able to listen to a customer with presence and curiosity; and being genuinely interested in the customer’s needs makes for the greatest connection.
1294.eng It is easier to be sincerely interested in others rather than faking being interested while covertly gaining on your own agenda.
1295.eng It is possible to be both sincerely interested in others and genuinely influence them to your product or service, if it is right for them.
1296.eng This is the most effective form of salesmanship.
1297.eng >>> TOP 1298.eng NLP courses for Communication Skills
1299.eng NLP offers tools for non-verbal communication, coaching skills and project management planning, along with excellent overall models to enhance communication skills.
1300.eng NLP definitions of sensory language types and learning styles enables people to identify their own preferences and communicate more effectively with others.
1301.eng Having the opportunity to take an NLP course in London or Paris attracts an international group to our NLP courses.
1302.eng This enables people to learn with people from other nationalities and gain a deeper appreciation of what makes us similar, as well as some of the more subtle differences.
1303.eng Our NLP training is therefore an ideal way to improve communication between people and organisations.
1304.eng >>> TOP 1305.eng Next training dates
1306.eng NLP Essential Skills
1307.eng NLP Essential Skills is a perfect way to explore what NLP can bring to you.
1308.eng In three days, and for £295/£395, you'll explore rapport and influence, goals and outcomes, values and motivation, models to improve relationships, core coaching competencies and a lot more.
1309.eng It's also the first module of NLP Practitioner training, if that's your aim.
1310.eng NLP Practitioner Training in Istanbul and e-learning package
1311.eng To really kick start your New Year, why not sign up for our special eight day residential and e-learning NLP Practitioner training in vibrant Istanbul?
1312.eng The package costs £2,200 and includes four star hotel accommodation for eight nights, meals, tours and materials.
1313.eng NLP Coaching Upgrade Package
1314.eng Upgrade to your Module 1 training
1315.eng Click here to see all our NLP training dates in London, Paris and Istanbul.
1316.eng Advanced "Sales on a Beermat" training, with Mike Southon
1317.eng After this workshop you will enjoy the selling you have to do.
1318.eng Based on the best-selling book ‘Sales on a Beermat’, this workshop shows how selling is vital to the success of every company, and can be effectively delivered by everyone...
1319.eng More detail....
1320.eng
1321.eng
Coaching, NLP, tréningek, tanácsadás - coaching.fw.hu
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1001.eng Neuro Linguistic Programming is widely used in business and has found its way discretely into many courses on sales, presentations, planning and team building, often without being mentioned by name.
1002.eng You could choose for you or your staff to study something narrowly applicable to one area, or you could choose to study NLP, knowing that the principles can be applied widely throughout both business and personal life.
1003.eng We may have some limits on what’s possible for us, but we probably don’t know what they are yet, so let’s not get too hasty with them.
1004.eng You can use NLP in:
1005.eng Creating rapport with customers, partners and staff
1006.eng Aligning work with values for greater motivation and loyalty of customers and staff
1007.eng Setting outcomes, creatively designing effective plans
1008.eng Detecting people’s decision making strategies
1009.eng Public speaking and presentations
1010.eng We offer the following NLP courses
1011.eng Introduction to NLP Courses
1012.eng NLP Practitioner Courses
1013.eng Management Training Courses
1014.eng Leadership Development Courses
1015.eng Advanced Communication Courses
1016.eng Presentation Training Courses
1017.eng Sales Training Courses
1018.eng NLP for Coaching
1019.eng We offer NLP courses in London and Paris, so whether you want the multicultural buzz of the English capital or the romantic flavours of Parisian cuisine to accompany your introduction to NLP, we have it covered!
1020.eng What are the benefits of NLP?
1021.eng If you are about to invest a significant amount of your time and energy in an NLP course, we assume you want some practical, life long benefits.
1022.eng We run NLP courses for business and personal life and we put together bespoke NLP courses.
1023.eng In London or Paris, the benefits of NLP are the same - here are just some examples:
1024.eng NLP for business
1025.eng NLP for personal life
1026.eng Rapid career development
1027.eng Improved personal relationships
1028.eng Lowering work related stress
1029.eng Increased confidence
1030.eng Increased self belief
1031.eng Healthy level of self honesty
1032.eng Improved time management
1033.eng Explore what you want
1034.eng Enhanced leadership and management skills
1035.eng Ability to cope with change –even welcome it!
1036.eng Balance work and personal life.
1037.eng Our credentials as NLP experts
1038.eng The people who attend our NLP courses have a choice, so we would expect you to ask for our qualifications and experience in teaching NLP courses.
1039.eng NLP has no global certifying body, however we are aligned, recognised and accredited by NLP University in Santa Cruz, California, which as one independent consultant put it, supplies 'the gold standard in NLP training.
1040.eng '
1041.eng Robert Dilts and Judith Delozier’s NLP University is regarded as the most respected and rigorous NLP trainers' institute in the world and the certification is accepted accordingly.
1042.eng But don’t just take our word for it, read some testimonials from past trainees who have completed our NLP practitioner course and see some of the companies we work with.
1043.eng What can you expect from our NLP courses?
1044.eng Let’s start with a piece of written feedback we received after an NLP Practitioner course in London.
1045.eng Steve is a Managing Director with a young family:
1046.eng "I am more effective, more motivated and far less stressed.
1047.eng I feel at one with my work and personal life, I don't feel disconnected anymore.
1048.eng My family say I have improved - high praise indeed.
1049.eng My staff say I have improved - some have been caught smiling!
1050.eng I am now trying to coach staff rather than get on their backs when things go wrong - this has been far more productive.
1051.eng By far the best training I have ever had - highly intelligent, well paced and insightful.
1052.eng "
1053.eng Our NLP courses balance theory with application, giving you the opportunity to interact with your fellow students and explore NLP hands on.
1054.eng We are careful to respect your individual learning style and ensure a warm, encouraging atmosphere established within the group.
1055.eng Most importantly, we enjoy a positive and fun environment!
1056.eng >>> TOP 1057.eng What sets our NLP courses apart?
1058.eng NLP is all about the study of excellence and how we can learn what certain people do to make them stand out in a crowd.
1059.eng We often ask, “What is the difference that makes the difference?
1060.eng ” Here is what sets us apart:
1061.eng Class size
1062.eng Some NLP Practitioner courses have as many as 700 attendees, and some Introduction to NLP courses even more! As you can imagine, the amount of ‘quality time’ you get with the trainers themselves is severely limited.
1063.eng We have made a considered decision that our NLP Practitioner courses will have less than 30 people attending, so you get to know other students and, most importantly, our trainers..
1064.eng Influences and Learning
1065.eng Everything you do is made so much more powerful when you believe in it because you have proven it to yourself.
1066.eng Our NLP trainers have learnt from virtually all of the main founders within the field of NLP.
1067.eng Furthermore, they have used the various NLP models and processes countless times whilst coaching clients over the years and have identified what they consider works best.
1068.eng Our NLP Practitioner course is therefore based on modelling the best qualities from all of the founders of NLP.
1069.eng Modelling excellence is the essence of NLP.
1070.eng We want you to learn NLP, but also apply that learning to assist in the leadership of your own lives.
1071.eng >>> TOP 1072.eng Credentials
1073.eng NLP University has passed us as Certified NLP Trainers.
1074.eng We are therefore able to certify students in NLP.
1075.eng Robert Dilts' and Judith DeLozier’s NLP University is considered one of the leading training providers in this field and the NLP certificate you receive from your NLP Practitioner course will be recognised internationally.
1076.eng Your certificate will be accepted by other NLP training organisations (should you wish to do further training) and by employers.
1077.eng Please see www.
1078.eng nlpu.
1079.eng com for further details.
1080.eng Robert and Edward have attended certified NLP courses for NLP Practitioner, NLP Master Practitioner, NLP Trainer, NLP Coach, Hypnotherapy in NLP and various other related NLP courses.
1081.eng They have over 200 days of NLP training between them, much with leading figures in the field.
1082.eng These NLP trainers include Robert Dilts, Richard Bandler, John Grinder, Stephen Gilligan, Ian McDermott, Tad James, Judith DeLozier, Robert McDonald, Joseph O’Connor and Suzi Smith.
1083.eng >>> TOP 1084.eng Mission & Values
1085.eng The following is based on Robert Dilts’ Logical Levels of NLP:
1086.eng Mission: Deepening Freedom
1087.eng Values: Equality, integrity, mastery, ecology and fun.
1088.eng Capability: We have learnt from the best in NLP both in terms of what works and how to transmit that knowledge effectively.
1089.eng Behaviour: We allow adequate time for our students to understand and “have a go.
1090.eng ” You cannot learn to ride a bicycle by listening and watching alone.
1091.eng Environment: Pleasant, bright, professional training rooms near city centres.
1092.eng >>> TOP 1093.eng What is my next step?
1094.eng We have put together a page dedicated to explaining exactly what NLP is, an introduction to NLP.
1095.eng Please click here for that.
1096.eng We have various videos of our Introduction to NLP courses and our NLP Practitioner courses in action, at the top of each page.
1097.eng For specific details about our NLP courses in London, click here...
1098.eng For specific details of our NLP courses in Paris, click here...
1099.eng We are always happy to answer questions in person or on the phone, please contact us here for any enquiries.
1100.eng >>> TOP 1101.eng What is NLP?
1102.eng NLP stands for Neuro Linguistic Programming.
1103.eng Its strange name stems from its origins in the 1970’s: learning how to do things by combining the best parts of different fields, including neurology, linguistics and systems theory
1104.eng Tools from NLP work so well that it forms the basis of much of today’s communication training and performance training.
1105.eng NLP is for business courses are widely respected by leading employers.
1106.eng NLP has found its way discretely into many courses on sales, presentations, planning, and team building, often without being mentioned by name.
1107.eng In the expanding field of coaching, many coaching training programmes borrow from NLP or use it as a base, and our courses have attracted many coaches seeking to deepen their understanding of their profession.
1108.eng In personal development, NLP is an ideal way to address a personal issue, or build strengths in both familiar and unfamiliar areas.
1109.eng NLP offers a cognitive framework, a supportive environment and practical tools that can help you in many ways.
1110.eng Within the Human Resources profession, an understanding of NLP can help make the most out of investment in staff by working on beliefs as well as behaviours and by making learning sustainable.
1111.eng NLP is also used in many additional fields including sports, art, health, education, politics, in fact, anywhere that involves human endeavour.
1112.eng >>> TOP 1113.eng What will an NLP course do for me?
1114.eng NLP communication training will enable you to:
1115.eng Improve your verbal and non-verbal communication
1116.eng Deepen your appreciation of thinking styles
1117.eng Learn techniques for high performance states
1118.eng Change unwanted habits for desired ones
1119.eng Set goals to fit (and change) your life
1120.eng Use language with greater precision
1121.eng Perform at your best
1122.eng Enjoy activities you used to fear
1123.eng >>> TOP 1124.eng Who invented NLP?
1125.eng NLP originated with the meeting of two remarkable minds at the University of Santa Cruz in the 1970s.
1126.eng John Grinder, a professor of linguistics, met Richard Bandler, a student of mathematics who was trying out therapy on his fellow students based on the transcripts of a famous therapist.
1127.eng The results were remarkable.
1128.eng Grinder reputedly said to Bandler, “If you show me what you are doing, I will explain to you how you are doing it.
1129.eng ”
1130.eng The result was a collaboration on the idea of making explicit the verbal and behavioural patterns that create excellence in human life.
1131.eng Their first subjects of study were Fritz Perls (the creator of Gestalt therapy) and Virginia Satir, an exceptionally effective family therapist.
1132.eng They went on to study Milton Erickson who was the founder of the American Society of Clinical Hypnosis, and perhaps the greatest influence on medical hypnosis of the 20th century.
1133.eng >>> TOP 1134.eng How has NLP evolved?
1135.eng From its conception in the 1970s out of an academic enquiry into how people excel in various fields, NLP has mushroomed.
1136.eng The result has been the distillation of certain principles and subtle communications structures that can be taught, learned, and applied in any area of your life.
1137.eng You will be able to enhance, discover, adjust or transform thought into action, allowing you to attain far-reaching positive changes in yourself and inspire them in others.
1138.eng Over the past 30 years NLP has undergone and continues to undergo considerable refinement.
1139.eng Many of its techniques and principles have passed into common usage under other names and appear to us daily, not only in the classroom and in coaching situations, but also in cinema, television and, of course, in business communications.
1140.eng >>> TOP 1141.eng NLP today
1142.eng A further group of interested people in Santa Cruz assisted in the creation of the original modelling and research.
1143.eng By the early 1980’s, Bandler and Grinder's cooperation ended and NLP found a new direction under others within this Santa Cruz group.
1144.eng Of this group, it was Robert Dilts who firstly revolutionised the therapy and health models.
1145.eng He also created wider models, adding to the individualistic focus of the founders.
1146.eng NLP was now evolving to include systems thinking with much wider applications for the fields of business and organisational processes.
1147.eng For example, Dilts’ “Disney Imagineering” project creation process is now used by Disney themselves.
1148.eng More recently, Robert’s international focus has led to an NLP community with an abundant and generative mentality.
1149.eng At the NLP School Europe, we teach the material from the founders, along with the more modern contributions from Dilts, Gilligan, DeLozier, Andreas, etc.
1150.eng >>> TOP 1151.eng Is now the right time for an NLP course?
1152.eng If you wish to make a significant change in your career, health, wealth, relationships, family or personal sense of comfort –NLP has approaches that work.
1153.eng People often come to a “crossroads” in their life when they want to discover something new.
1154.eng NLP’s popularity at this junction point comes from providing tools to improve performance and to feel better about yourself without providing any specific ideology.
1155.eng NLP is simply a field created by various people who wanted to get the best from numerous disciplines that the academic establishment often insist are to be studied separately.
1156.eng NLP was founded on the principle of modelling excellence; finding out what high achievers do and then replicating the patterns that had led to their successful behaviour.
1157.eng Albert Einstein said that “a problem cannot be solved with the same level of thinking that created it.
1158.eng ” If you are ready to try something new to bring real positive change in your life and the lives of people close to you, then it is worth exploring what NLP has to offer.
1159.eng Ready to book a place on an NLP course?
1160.eng Click here...
1161.eng >>> TOP 1162.eng How do people use NLP?
1163.eng The applications of NLP are wide and varied.
1164.eng Often people come to our courses with a particular interest in NLP for business, NLP coaching, health and NLP, NLP for personal development, NLP for sales and negotiation, NLP for Human Resources, NLP techniques for teaching or sports, to name just a few.
1165.eng Whatever your initial area of interest or focus, NLP has a huge breadth of applications.
1166.eng Can you think of any area in life which wouldn’t benefit from better rapport skills, listening and coaching skills and an outcome focus, for example?
1167.eng Rapport Skills: Good managers, team workers and customer-facing staff naturally show good people skills.
1168.eng NLP training can improve these and, more importantly, it can enable people to value these skills as an essential part of their roles.
1169.eng Of course, NLP communication skills impact on your personal life and family relationships too.
1170.eng Coaching Skills: Listening is a skill.
1171.eng Being able to listen to people within a coaching framework enables them to identify solutions and construct the steps to implement them.
1172.eng This works just as well with at home with the children as it does with management skills in the workplace.
1173.eng Outcome Focus: Keeping yourself or others focused requires tact and determination as well as the non-judgmental coaching skills mentioned above.
1174.eng It also requires that people anticipate what could go wrong, as well as being imaginative.
1175.eng The NLP Project Outcome Process provides a framework that can identify areas that may be overlooked in normal project planning.
1176.eng These areas can be the ‘difference that makes the difference’ and ensure that you or your organisation delivers on promises.
1177.eng Download how you can apply NLP to various career paths
1178.eng >>> TOP 1179.eng How can I justify NLP training to my employer?
1180.eng NLP has been adopted by business consultants and trainers and has become very popular in business across the world.
1181.eng Companies such as Microsoft, Royal Bank of Scotland, Microsoft, and PriceWaterhouse Coopers, to name just a few, offer NLP courses to their staff.
1182.eng Many of the attendees on our NLP courses are people who are facing new challenges and their boss wants them to “hit the ground running.
1183.eng ” As NLP is the basis of much of executive coaching, it is reasonable to say to your boss that NLP training will be an inexpensive and rapid way of delivering extensive coaching to you.
1184.eng Coaching usually enables someone not only to learn new communication skills, but also improves their confidence in challenging situations.
1185.eng Tools from NLP work so well that they have found their way into most management skills training, sales and negotiation skills training and advanced presentation skills training, often without being mentioned by name or being used in their source material.
1186.eng Whether undertaking staff reviews, planning team building exercises, project planning, formulating goals, communicating with your stakeholders, or undertaking public speaking or presentations, NLP will help you excel.
1187.eng Download NLP for goal setting, communication, motivation, systems thinking, and other areas which impact effectiveness at work
1188.eng >>> TOP 1189.eng NLP for Personal Development
1190.eng An interview with Robert Steinhouse, the founder and co-trainer of NLP School Europe.
1191.eng Q: What will NLP do for my personal life?
1192.eng A: NLP actually changes the way people respond, and that change can be easy and quick.
1193.eng NLP provides specific techniques which actually change how you behave instinctively in stressful situations.
1194.eng People are often delighted that this actually works (and so are family and colleagues!)
1195.eng Often people find that other methods of change explain why they behave the way they do; after NLP, people manage to find a way to change so they respond the way they want to in important situations.
1196.eng Q: So have you ‘written off’ other psychology and self-help?
1197.eng A: No, not at all.
1198.eng I remain very keen on philosophy and psychology and believe it is important to understand the ‘why we behave’ as well as the ‘how to change behaviour.
1199.eng ” I also believe both are integrally connected.
1200.eng However, it is frustrating to learn more and more about what motivates behaviour without the technology NLP provides to actually change it.
1201.eng NLP training is more than simply a change technology, it also summarises many of the key principles in psychology into a clear system to understand how people actually work.
1202.eng Q: Does NLP have wider benefits than just changing how we respond?
1203.eng A: Yes.
1204.eng We live in a time when there is much confusion in how to lead our lives, be it our roles in work, with family, friends, our health, development and how it simply feels to be us on a day to day, moment to moment basis.
1205.eng NLP focuses on process, not content, so it does not provide any answers to the “big questions.
1206.eng ” It does, however, allow people to feel comfortable without having all the answers and be happy to simply explore.
1207.eng This is the reason I believe that NLP has become so popular.
1208.eng It firstly provides tools to change so we can be happier and more effective in our lives.
1209.eng It also provides a framework to question our world in a way that leaves us at a greater level of comfort and curiosity as to what is possible, rather than fear and confusion for what we know deep down is never possible.
1210.eng Life is not a certain ride, but wherever it takes us, NLP can teach us how to enjoy the journey and how to adapt to make it bearable when the going gets tough.
1211.eng Q: Tell me three things that are different about your NLP training courses?
1212.eng A: NLP is a broad school and our NLP training includes approaches from other disciplines to make it more effective.
1213.eng Visualisation and Meditation
1214.eng We teach visualisation and meditation patterns so people can quickly learn to use these on their own.
1215.eng The benefit of visualisations is firstly to find a way to quickly relax and make use of our body’s natural calming systems.
1216.eng This can be essential to gain refreshment when we have little time to rest.
1217.eng It is also an important capability to learn to calm down and be aware of one’s internal state.
1218.eng It is also essential to be able to quiet internal dialogue (or self talking) to make yourself ready to use the NLP change processes.
1219.eng A Working Understanding of Psycho-Dynamics
1220.eng The work of Freud was simplified and developed further in the 1950’s and 60's by Canadian psychologist Eric Berne in his field Transactional Analysis (TA).
1221.eng In many ways TA was one of the first popular forms of self help, with well known books such as “I’m OK, You’re OK” and “Games People Play.
1222.eng ”
1223.eng By teaching these TA models (how people sometimes behave as a child, adult or parent,) and combining them with the power of NLP, people get a greater understanding of why people behave the way they do.
1224.eng Also, once people understand this model, it can truly help in keeping calm and resourceful in life’s most important relationships.
1225.eng A Rigorous Approach to Mind and Body
1226.eng In NLP we say “mind and body are one system.
1227.eng ” However, our society values the mind foremost, with schooling focusing on how to logically process information.
1228.eng People are often very focused and concerned about their career and financial planning.
1229.eng At the same time they see their body as a vehicle to have fun and spend that hard earned money.
1230.eng The reality is that all big decisions are based on both; we do not get married, choose whether we will work with a certain boss or organisation, have friends or choose where we live based purely on cold logic.
1231.eng NLP training teaches people how to consciously become aware of the information the body is trying to convey.
1232.eng The most happy and successful people seem to be aligned between their mind and body, this need not be an accident any longer and we can learn to understand and listen to what is truly important to us and those we care for.
1233.eng >>> TOP 1234.eng NLP courses for Business and Organisations
1235.eng Introduction
1236.eng NLP courses for Business –Who Attends?
1237.eng NLP Management Training Courses
1238.eng NLP Leadership Development Course
1239.eng NLP for Sales, Customer and other Stakeholder Relationships
1240.eng NLP courses for Presentation Skills
1241.eng NLP courses for Negotiation Skills
1242.eng NLP courses for Sales and Relationship Management
1243.eng NLP courses for Communication Skills.
1244.eng Introduction
1245.eng We have listed below how our NLP training courses are applicable to individuals working in different roles within an organisation.
1246.eng NLP can be learnt by anyone regardless of their educational background.
1247.eng However, the people who attend our NLP for Business courses in London and Paris have often completed graduate level leadership development training courses, management training courses, communication training courses, presentation training courses and/or sales training courses.
1248.eng These people are now looking for a deeper understanding of human motivation and behaviour, so they can take the ‘next step’ in their careers and lives.
1249.eng >>> TOP 1250.eng NLP courses for Business –Who Attends?
1251.eng NLP has always attracted entrepreneurs, as it provides a rapid way to become effective in business.
1252.eng In recent years, NLP has become increasingly popular for business and large organisations.
1253.eng For example, we have given NLP training to businesses ranging from Prudential, Royal Bank of Scotland, L’Oréal, Disney, Coca-Cola, KPMG, Saatchi and Saatchi and Channel 4, to name just a few.
1254.eng We have also provided NLP training to non-business organisations such as the UK National Health Service, the Arts Council, the BBC, as well as various French government departments including Defence and Commerce.
1255.eng >>> TOP 1256.eng NLP Management Training Courses
1257.eng For people who are newly promoted to management, or to managing large teams (especially international teams,) NLP training provides a rapid way to “hit the ground running.
1258.eng Our NLP trainers are both executive coaches, who work with large organisations to enable managers to work more effectively.
1259.eng The ability to delegate, whilst maintaining ownership of the outcome, requires a different attitude as well as specific skills.
1260.eng Our NLP courses for business focus on coaching and a highly rigorous goal-setting process, which is an ideal form of project management training.
1261.eng Courses which focus only on the process side miss the importance of the listening skills, which then motivate people to carry through on the actions required to get the job done.
1262.eng Our NLP courses focus on both process and people.
1263.eng >>> TOP 1264.eng NLP Leadership Development Course
1265.eng In our view, NLP and leadership development training are perfectly suited.
1266.eng Many of the models invented in NLP are commonly used in leading business schools.
1267.eng Leadership is the ability to create and maintain a culture in which effective performance takes place.
1268.eng Leadership is also the ability to create a dynamic culture, where changing practices to meet a changing world are seen as “part and parcel” of people’s roles.
1269.eng On leadership in NLP, we say that great leaders have a vision which is beyond their own identity; a vision which is somehow greater than them and exists outside of them.
1270.eng This type of vision can more easily be shared and therefore it also continues to have a positive effect, even when that particular leader is no longer with the organisation.
1271.eng Leadership development is something that is required throughout an organisation and not just at the top.
1272.eng It is necessary for people to create a vision for leading their own lives.
1273.eng Leadership, ultimately, starts within the individual and NLP training enables people to understand how to apply leadership directly to their lives.
1274.eng >>> TOP 1275.eng NLP for Sales, Customer and other Stakeholder Relationships
1276.eng NLP courses for Presentation Skills
1277.eng Many of the techniques used in modern presentation skills training have been created in the field of NLP.
1278.eng The most important point is the impact the presentation has made on the audience.
1279.eng If the audience has “switched off” then nothing will have been communicated, although much may have been said.
1280.eng NLP has modelled the most effective public speakers in the world and identified what they do and how to replicate what they do.
1281.eng Common to all successful presentation is the ability to use stage craft and passion when communicating; NLP teaches specific techniques so the presenter deliberately becomes comfortable and then engaging; and the audience responds accordingly.
1282.eng >>> TOP 1283.eng NLP courses for Negotiation Skills
1284.eng Being able to read glances around a meeting room table can be the difference that makes the difference in business.
1285.eng Highly effective negotiators already know who the decision-maker is and who else is influential in making that decision from watching body language and voice tone.
1286.eng NLP’s focus on the non-verbal side of communication makes something that everyone already does naturally more deliberate, so that influence can be brought and time wasters detected.
1287.eng Our training also has the benefit of a highly successful and experienced sales and negotiation trainer.
1288.eng >>> TOP 1289.eng NLP courses for Sales and Relationship Management
1290.eng The single most important factor in sales success is simply this: does the customer like you?
1291.eng Part of being liked is the body language techniques mentioned above; these have been refined from highly effective communicators and are taught as part of the training.
1292.eng People also like to be understood and NLP training enables someone to see and sense that they are being listened to.
1293.eng Being able to listen to a customer with presence and curiosity; and being genuinely interested in the customer’s needs makes for the greatest connection.
1294.eng It is easier to be sincerely interested in others rather than faking being interested while covertly gaining on your own agenda.
1295.eng It is possible to be both sincerely interested in others and genuinely influence them to your product or service, if it is right for them.
1296.eng This is the most effective form of salesmanship.
1297.eng >>> TOP 1298.eng NLP courses for Communication Skills
1299.eng NLP offers tools for non-verbal communication, coaching skills and project management planning, along with excellent overall models to enhance communication skills.
1300.eng NLP definitions of sensory language types and learning styles enables people to identify their own preferences and communicate more effectively with others.
1301.eng Having the opportunity to take an NLP course in London or Paris attracts an international group to our NLP courses.
1302.eng This enables people to learn with people from other nationalities and gain a deeper appreciation of what makes us similar, as well as some of the more subtle differences.
1303.eng Our NLP training is therefore an ideal way to improve communication between people and organisations.
1304.eng >>> TOP 1305.eng Next training dates
1306.eng NLP Essential Skills
1307.eng NLP Essential Skills is a perfect way to explore what NLP can bring to you.
1308.eng In three days, and for £295/£395, you'll explore rapport and influence, goals and outcomes, values and motivation, models to improve relationships, core coaching competencies and a lot more.
1309.eng It's also the first module of NLP Practitioner training, if that's your aim.
1310.eng NLP Practitioner Training in Istanbul and e-learning package
1311.eng To really kick start your New Year, why not sign up for our special eight day residential and e-learning NLP Practitioner training in vibrant Istanbul?
1312.eng The package costs £2,200 and includes four star hotel accommodation for eight nights, meals, tours and materials.
1313.eng NLP Coaching Upgrade Package
1314.eng Upgrade to your Module 1 training
1315.eng Click here to see all our NLP training dates in London, Paris and Istanbul.
1316.eng Advanced "Sales on a Beermat" training, with Mike Southon
1317.eng After this workshop you will enjoy the selling you have to do.
1318.eng Based on the best-selling book ‘Sales on a Beermat’, this workshop shows how selling is vital to the success of every company, and can be effectively delivered by everyone...
1319.eng More detail....
1320.eng
1321.eng
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NLP exercises - IV
2008.01.13. 08:46 VanHalen
1000.eng Experiencing the Structure of Experience
1001.eng The whole issue of the “structure of experience” or the “process of experience” as used in Neuro-Linguistic Programming can be difficult and deadly dull to communicate with words, but easy to demonstrate with experience.
1002.eng So, we invite you to try this experiment, right there in the privacy of your own mind and body.
1003.eng (Note:
1004.eng This demonstration is not designed to change anything in your permanent experience, but simply to introduce you and your brain to some of the amazing connections and relationships in your internal processing that you have probably not been aware of before.)
1005.eng The objective of this experiment is to demonstrate how your experience, and your experience of your experience, depends as much on how you represent it internally, as it does on what that experience is (the process of the experience vs. the content).
1006.eng Our objective is to shift your experience of something, a memory from the past, without changing the content of that experience.
1007.eng This is a small demonstration of one aspect of the NLP information and skills toolbox.
1008.eng Ready?
1009.eng Do these steps in order:
1010.eng Step 1:
1011.eng Recall a past experience that gives you a pleasant or good feeling.
1012.eng Notice what that good feeling feels like.
1013.eng Notice also what the picture is, in your mind’s eye, that goes with that good feeling.
1014.eng If you don’t have a picture that goes with the feeling, take a moment to think about it, and just let one occur to you.
1015.eng Step 2:
1016.eng Look at your inner picture and notice the feeling that goes with it.
1017.eng Step 3:
1018.eng Now look more closely at that inner picture and answer this question:
1019.eng “Is this picture in color, or in black and white, or somewhere in between”?
1020.eng Step 4:
1021.eng If your picture is in color, use your internal visual controls to make it black and white.
1022.eng Just use your brain to turn down the color, just as you would on a color TV.
1023.eng If your picture is black and white, or without much color, turn the color up—use your brain to make the picture much more colorful.
1024.eng In what way(s) does this change in color change the meaning or the feeling of the experience that goes with the picture?
1025.eng Step 5:
1026.eng If you want, set your internal color control to wherever it helps this picture have the most positive and enjoyable feeling for you.
1027.eng Step 6:
1028.eng To experiment further, notice how bright your picture is, and make some kind of significant change in this brightness.
1029.eng For example, have the picture fade out to totally dark or gray, then try shifting it so that it becomes extremely bright and just “flashes out”.
1030.eng Notice how these changes in brightness change the feeling that goes with the experience.
1031.eng Try making a simultaneous change in color and brightness.
1032.eng What happens to the meaning or the feeling?
1033.eng To experiment more, notice where the internal picture is in the context of the external space of the room you are in.
1034.eng Notice if, in your mind’s eye, the picture is far away from your body, if it is right at the end of your nose, or if it is in the middle distance somewhere.
1035.eng Make a big change in this distance factor.
1036.eng Zoom the picture off into the far distance, and then zoom it in toward your head.
1037.eng What happens to the meaning or the feeling that this memory has for you?
1038.eng Step 7:
1039.eng In doing steps 1-6 you have probably caused some significant changes in the meaning or the feeling that goes with the memory of this experience.
1040.eng But notice that you have not made content changes about this memory—you have merely changed the structure of the visual component of the experience.
1041.eng By way of completing the experiment, set the color, brightness and distance of the picture to where they feel the best, and then let go of the picture and its accompanying feeling(s).
1042.eng Our experience of the external world is built from input from our five senses, and so is our experience of our internal world.
1043.eng The above mind/brain experiment operates in the realm of what NLP calls internal representations.
1044.eng These internal representations are the sensory events—sights, sounds, feelings, smells and tastes—that are the building blocks of our experience as human beings.
1045.eng Our experience of something in our lives—past, present or future, depends on how we structure and process our experience in terms of our internal sensory representations.
1046.eng Treasure Hunt
1047.eng Most of us have had the experience of going on a treasure hunt—if not personally, then at least through the reality TV shows that have people racing around the world following clues to get to some exotic final destination.
1048.eng The basic theme is that you get a clue, follow it to another clue, and eventually you find the treasure.
1049.eng Personal change, growth, and development can be a bit like a treasure hunt.
1050.eng The perspective of Neuro-Linguistic Programming is that the treasure you are seeking is there, inside, waiting to be discovered.
1051.eng Discovering it takes going beyond the obvious clues.
1052.eng Most of the time we only pay attention to the big clues.
1053.eng The little ones go unnoticed, and the treasure remains hidden.
1054.eng In fact, the really obvious "clues" often aren't clues at all but symptoms of something more hidden.
1055.eng They are, however, a place to start.
1056.eng Discovering the little clues can be difficult to do on your own because they are most often so hidden.
1057.eng But you can begin with the following exercises.
1058.eng Training in Neuro—Linguistic Programming or working with an NLP Practitioner are both very effective ways to continue.
1059.eng To start, acknowledge to yourself something that is present in your life that you don't want or something that you have been wanting to be present for a long time but that has been elusive.
1060.eng Acknowledging something like this doesn't mean you are broken, bad, or wrong in any way.
1061.eng It just means that there is something in your life experience that is pointing to something more fundamental, more basic, and more hidden.
1062.eng Something that, for one reason or another, you put there and that served you very well at the time.
1063.eng Something that is badly outdated and that you can change.
1064.eng To begin, bring to mind the life issue you want to explore.
1065.eng Take a moment to write it down.
1066.eng Work with just one thing at a time.
1067.eng If you have more than one thing you would like to work with, repeat the exercises taking each issue one at a time.
1068.eng In these exercises, we are inviting you to a deeper exploration of what you have just written down—that something that you don't want but that hangs around, or that something you do want that seems not possible.
1069.eng To do these exercises you will need to allow yourself to experience whatever issue you are working with.
1070.eng The more fully you allow yourself to be aware of it and feel what it feels like, the more effective the exercises will be.
1071.eng Acknowledging and allowing yourself to experience, without judgment, that issue is a huge step toward resolving it.
1072.eng The objective in these exercises is to discover some of the little clues.
1073.eng The little clues are often the things in our lives that we hold as so true, so real that we don't even consider them as having any possibility of change.
1074.eng The little clues, the ones that really pay off, are wrapped in our concept of what is.
1075.eng These are the things that we believe are as unchangeable as gravity.
1076.eng Exercise #1 .
1077.eng .
1078.eng .
1079.eng Personal Statements 1.
1080.eng Make a list of statements about yourself regarding the issue you are working with, and about the issue itself, that you believe are totally true.
1081.eng Start with the really obvious stuff "I am female (male)" and work your way to some of the more subtle ones "It's not OK for me to .
1082.eng .
1083.eng .
1084.eng „.
1085.eng Sit quietly, pen in hand, and just write down what comes.
1086.eng 2.
1087.eng Look at the list and ask yourself if everyone else believes these things about themselvesor about that kind of issue.
1088.eng The ones to which you say, "No, not everyone believes this," are all clues to how you might, through your beliefs, be keeping what you don't want present in your life or preventing what you do want from being there.
1089.eng Exercise #2 .
1090.eng .
1091.eng .
1092.eng What do you avoid?
1093.eng 1.
1094.eng Continue to acknowledge and allow yourself to experience the issue you are working with.
1095.eng Again, sit quietly with pen in hand and allow yourself to become aware of the things that you avoid regarding this issue.
1096.eng Write them down.
1097.eng What do you avoid doing?
1098.eng What do you avoid saying?
1099.eng What do you avoid acknowledging?
1100.eng The things we avoid are also little clues.
1101.eng We must respond to what we are avoiding in order to avoid it, and this limits our flexibility.
1102.eng How might things change if you stopped avoiding those things you just discovered?
1103.eng What if you found a way to allow yourself to deal directly with them?
1104.eng Exercise #3 .
1105.eng .
1106.eng .
1107.eng What emotions do you avoid?
1108.eng 1.
1109.eng Again, stay as fully present to the experience of your issue as you can.
1110.eng This time, notice the feelings and emotions that are connected with it.
1111.eng Sit quietly, pen in hand, and notice what is there.
1112.eng Write it down.
1113.eng Some of these feelings you may have been aware of for a long time.
1114.eng They are right there, connected to the issue every time you think about it.
1115.eng Allow yourself to go beyond these.
1116.eng What other feelings and emotions do you become aware of?
1117.eng The feelings and emotions we avoid are also little clues.
1118.eng What would happen if you found a way for it to be okay for you to experience them?
1119.eng What new actions might you then be able to take?
1120.eng Neuro—Linguistic Programming can be described many ways.
1121.eng One simple description is, "NLP is about changing your mind regarding what is or isn't possible for you”.
1122.eng When we change our mind, new connections are made possible in our mind and new possibility appears.
1123.eng At NLP Marin, Neuro-Linguistic Programming has become famous for asking and then guiding you to effectively answer two important questions:
1124.eng “What would you like”?
1125.eng and “What stops you”?
1126.eng Using our Holographic NLP model, the clarifying work that is done between and around these two questions gets at an inner truth, unique to each person, which then allows lives and relationships and careers to transform.
1127.eng We hope these simple exercises have assisted you to change your mind in some significant way(s).
1128.eng To explore further, you might consider a
1129.eng
Coaching, NLP, tréningek, tanácsadás - coaching.fw.hu
Tűzjárás, tűzönjárás - tuzjaras.fw.hu
Webdesign, weblapkészítés, webmarketing, tanácsadás - webdesign-ddt.fw.hu
1001.eng The whole issue of the “structure of experience” or the “process of experience” as used in Neuro-Linguistic Programming can be difficult and deadly dull to communicate with words, but easy to demonstrate with experience.
1002.eng So, we invite you to try this experiment, right there in the privacy of your own mind and body.
1003.eng (Note:
1004.eng This demonstration is not designed to change anything in your permanent experience, but simply to introduce you and your brain to some of the amazing connections and relationships in your internal processing that you have probably not been aware of before.)
1005.eng The objective of this experiment is to demonstrate how your experience, and your experience of your experience, depends as much on how you represent it internally, as it does on what that experience is (the process of the experience vs. the content).
1006.eng Our objective is to shift your experience of something, a memory from the past, without changing the content of that experience.
1007.eng This is a small demonstration of one aspect of the NLP information and skills toolbox.
1008.eng Ready?
1009.eng Do these steps in order:
1010.eng Step 1:
1011.eng Recall a past experience that gives you a pleasant or good feeling.
1012.eng Notice what that good feeling feels like.
1013.eng Notice also what the picture is, in your mind’s eye, that goes with that good feeling.
1014.eng If you don’t have a picture that goes with the feeling, take a moment to think about it, and just let one occur to you.
1015.eng Step 2:
1016.eng Look at your inner picture and notice the feeling that goes with it.
1017.eng Step 3:
1018.eng Now look more closely at that inner picture and answer this question:
1019.eng “Is this picture in color, or in black and white, or somewhere in between”?
1020.eng Step 4:
1021.eng If your picture is in color, use your internal visual controls to make it black and white.
1022.eng Just use your brain to turn down the color, just as you would on a color TV.
1023.eng If your picture is black and white, or without much color, turn the color up—use your brain to make the picture much more colorful.
1024.eng In what way(s) does this change in color change the meaning or the feeling of the experience that goes with the picture?
1025.eng Step 5:
1026.eng If you want, set your internal color control to wherever it helps this picture have the most positive and enjoyable feeling for you.
1027.eng Step 6:
1028.eng To experiment further, notice how bright your picture is, and make some kind of significant change in this brightness.
1029.eng For example, have the picture fade out to totally dark or gray, then try shifting it so that it becomes extremely bright and just “flashes out”.
1030.eng Notice how these changes in brightness change the feeling that goes with the experience.
1031.eng Try making a simultaneous change in color and brightness.
1032.eng What happens to the meaning or the feeling?
1033.eng To experiment more, notice where the internal picture is in the context of the external space of the room you are in.
1034.eng Notice if, in your mind’s eye, the picture is far away from your body, if it is right at the end of your nose, or if it is in the middle distance somewhere.
1035.eng Make a big change in this distance factor.
1036.eng Zoom the picture off into the far distance, and then zoom it in toward your head.
1037.eng What happens to the meaning or the feeling that this memory has for you?
1038.eng Step 7:
1039.eng In doing steps 1-6 you have probably caused some significant changes in the meaning or the feeling that goes with the memory of this experience.
1040.eng But notice that you have not made content changes about this memory—you have merely changed the structure of the visual component of the experience.
1041.eng By way of completing the experiment, set the color, brightness and distance of the picture to where they feel the best, and then let go of the picture and its accompanying feeling(s).
1042.eng Our experience of the external world is built from input from our five senses, and so is our experience of our internal world.
1043.eng The above mind/brain experiment operates in the realm of what NLP calls internal representations.
1044.eng These internal representations are the sensory events—sights, sounds, feelings, smells and tastes—that are the building blocks of our experience as human beings.
1045.eng Our experience of something in our lives—past, present or future, depends on how we structure and process our experience in terms of our internal sensory representations.
1046.eng Treasure Hunt
1047.eng Most of us have had the experience of going on a treasure hunt—if not personally, then at least through the reality TV shows that have people racing around the world following clues to get to some exotic final destination.
1048.eng The basic theme is that you get a clue, follow it to another clue, and eventually you find the treasure.
1049.eng Personal change, growth, and development can be a bit like a treasure hunt.
1050.eng The perspective of Neuro-Linguistic Programming is that the treasure you are seeking is there, inside, waiting to be discovered.
1051.eng Discovering it takes going beyond the obvious clues.
1052.eng Most of the time we only pay attention to the big clues.
1053.eng The little ones go unnoticed, and the treasure remains hidden.
1054.eng In fact, the really obvious "clues" often aren't clues at all but symptoms of something more hidden.
1055.eng They are, however, a place to start.
1056.eng Discovering the little clues can be difficult to do on your own because they are most often so hidden.
1057.eng But you can begin with the following exercises.
1058.eng Training in Neuro—Linguistic Programming or working with an NLP Practitioner are both very effective ways to continue.
1059.eng To start, acknowledge to yourself something that is present in your life that you don't want or something that you have been wanting to be present for a long time but that has been elusive.
1060.eng Acknowledging something like this doesn't mean you are broken, bad, or wrong in any way.
1061.eng It just means that there is something in your life experience that is pointing to something more fundamental, more basic, and more hidden.
1062.eng Something that, for one reason or another, you put there and that served you very well at the time.
1063.eng Something that is badly outdated and that you can change.
1064.eng To begin, bring to mind the life issue you want to explore.
1065.eng Take a moment to write it down.
1066.eng Work with just one thing at a time.
1067.eng If you have more than one thing you would like to work with, repeat the exercises taking each issue one at a time.
1068.eng In these exercises, we are inviting you to a deeper exploration of what you have just written down—that something that you don't want but that hangs around, or that something you do want that seems not possible.
1069.eng To do these exercises you will need to allow yourself to experience whatever issue you are working with.
1070.eng The more fully you allow yourself to be aware of it and feel what it feels like, the more effective the exercises will be.
1071.eng Acknowledging and allowing yourself to experience, without judgment, that issue is a huge step toward resolving it.
1072.eng The objective in these exercises is to discover some of the little clues.
1073.eng The little clues are often the things in our lives that we hold as so true, so real that we don't even consider them as having any possibility of change.
1074.eng The little clues, the ones that really pay off, are wrapped in our concept of what is.
1075.eng These are the things that we believe are as unchangeable as gravity.
1076.eng Exercise #1 .
1077.eng .
1078.eng .
1079.eng Personal Statements 1.
1080.eng Make a list of statements about yourself regarding the issue you are working with, and about the issue itself, that you believe are totally true.
1081.eng Start with the really obvious stuff "I am female (male)" and work your way to some of the more subtle ones "It's not OK for me to .
1082.eng .
1083.eng .
1084.eng „.
1085.eng Sit quietly, pen in hand, and just write down what comes.
1086.eng 2.
1087.eng Look at the list and ask yourself if everyone else believes these things about themselvesor about that kind of issue.
1088.eng The ones to which you say, "No, not everyone believes this," are all clues to how you might, through your beliefs, be keeping what you don't want present in your life or preventing what you do want from being there.
1089.eng Exercise #2 .
1090.eng .
1091.eng .
1092.eng What do you avoid?
1093.eng 1.
1094.eng Continue to acknowledge and allow yourself to experience the issue you are working with.
1095.eng Again, sit quietly with pen in hand and allow yourself to become aware of the things that you avoid regarding this issue.
1096.eng Write them down.
1097.eng What do you avoid doing?
1098.eng What do you avoid saying?
1099.eng What do you avoid acknowledging?
1100.eng The things we avoid are also little clues.
1101.eng We must respond to what we are avoiding in order to avoid it, and this limits our flexibility.
1102.eng How might things change if you stopped avoiding those things you just discovered?
1103.eng What if you found a way to allow yourself to deal directly with them?
1104.eng Exercise #3 .
1105.eng .
1106.eng .
1107.eng What emotions do you avoid?
1108.eng 1.
1109.eng Again, stay as fully present to the experience of your issue as you can.
1110.eng This time, notice the feelings and emotions that are connected with it.
1111.eng Sit quietly, pen in hand, and notice what is there.
1112.eng Write it down.
1113.eng Some of these feelings you may have been aware of for a long time.
1114.eng They are right there, connected to the issue every time you think about it.
1115.eng Allow yourself to go beyond these.
1116.eng What other feelings and emotions do you become aware of?
1117.eng The feelings and emotions we avoid are also little clues.
1118.eng What would happen if you found a way for it to be okay for you to experience them?
1119.eng What new actions might you then be able to take?
1120.eng Neuro—Linguistic Programming can be described many ways.
1121.eng One simple description is, "NLP is about changing your mind regarding what is or isn't possible for you”.
1122.eng When we change our mind, new connections are made possible in our mind and new possibility appears.
1123.eng At NLP Marin, Neuro-Linguistic Programming has become famous for asking and then guiding you to effectively answer two important questions:
1124.eng “What would you like”?
1125.eng and “What stops you”?
1126.eng Using our Holographic NLP model, the clarifying work that is done between and around these two questions gets at an inner truth, unique to each person, which then allows lives and relationships and careers to transform.
1127.eng We hope these simple exercises have assisted you to change your mind in some significant way(s).
1128.eng To explore further, you might consider a
1129.eng
Coaching, NLP, tréningek, tanácsadás - coaching.fw.hu
Tűzjárás, tűzönjárás - tuzjaras.fw.hu
Webdesign, weblapkészítés, webmarketing, tanácsadás - webdesign-ddt.fw.hu
Szólj hozzá!
NLP Quis (2)
2008.01.06. 16:49 VanHalen
1540.eng. [##] avoid
1541.eng. [##] achieve
1542.eng. [##] need
1543.eng. Which is not the case? Regarding Conditions
1544.eng. [##] these indicate how the client will go about achieving their outcome.
1545.eng. [##] establish what needs to be in place.
1546.eng. [##] the most significant ones need to be identified.
1547.eng. [##] all need to be identified.
1548.eng. [##] there can be many of them.
1549.eng. [##] these need to be linked directly with the desired outcome.
1550.eng. Long questions allow the client to explore as extensively as they want to.
1551.eng. [##] True
1552.eng. [##] False
1553.eng. Where you look and what you look at, as the modeller, has no effect on the client.
1554.eng. [##] True
1555.eng. [##] False
1556.eng. Which is not true? A proposed remedy is likely to include words like:
1557.eng. [##] don't
1558.eng. [##] remove
1559.eng. [##] want
1560.eng. [##] get rid of
1561.eng. Which is not true. A Desired Outcome can contain:
1562.eng. [##] an ecology check
1563.eng. [##] the current problem
1564.eng. [##] a proposed remedy
1565.eng. [##] the actual desired outcome
1566.eng. With NLP, the Map is the Territory.
1567.eng. [##] True
1568.eng. [##] False
1569.eng. Integrating Spirituality into Therapy
1570.eng. It is essential to feel compassion for ourselves.
1571.eng. [##] True
1572.eng. [##] False
1573.eng. Client "i think I'm just too shy to find a relationship. I'm afraid of women and being rejected." Therapist "So you'd like to be able to get into a relationship?"
1574.eng. [##] reflect in past tense
1575.eng. [##] global to partial
1576.eng. [##] reality to percetion
1577.eng. [##] problems into preferences
1578.eng. [##] expectancy talk
1579.eng. Compassion can be achieved by:
1580.eng. [##] knowing they are not what they do
1581.eng. [##] focussing on the behaviour
1582.eng. [##] separating the problem from the identity
1583.eng. [##] knowing they are this and much more
1584.eng. The counterbalance to spirituality is fear.
1585.eng. [##] True
1586.eng. [##] False
1587.eng. Client "I've been really depressed." Therapist "you've been depressed most of the time lately."
1588.eng. [##] reflect in past tense
1589.eng. [##] global to partial
1590.eng. [##] reality to perception
1591.eng. [##] problems to preferences
1592.eng. [##] expectancy talk
1593.eng. “When you first open your eyes, what the first thing you will notice that will let you know that this miracle has occurred?” is an example of which future pull intervention?
1594.eng. [##] Crystal ball method
1595.eng. [##] Letter to self
1596.eng. [##] The Miracle Question
1597.eng. [##] Scaling
1598.eng. Acknowledgment with future possibilities involves:
1599.eng. [##] turning problems into preferences
1600.eng. [##] reflecting in past tense
1601.eng. [##] going from global into partial
1602.eng. [##] going from truth/reality to perception
1603.eng. From a poll of Marriage and Family Therapists (2002) 96% said that spiritual issues should be included in clinical work.
1604.eng. [##] True
1605.eng. [##] False
1606.eng. Being optimistic and being aware of possbilities is the same thing.
1607.eng. [##] True
1608.eng. [##] False
1609.eng. Which is not true? Unowned bad feelings manifest themselves in:
1610.eng. [##] bigotry
1611.eng. [##] aspects of self, attributed to others
1612.eng. [##] understanding of self
1613.eng. [##] harsh self talk
1614.eng. Soliciting times when a client has felt connected to something greater hinders the therapeutic process.
1615.eng. [##] True
1616.eng. [##] False
1617.eng. To change it is useful to identify the underlying patterns.
1618.eng. [##] True
1619.eng. [##] False
1620.eng. Which is not true? Changing problem patterns can be achieved by:
1621.eng. [##] doing something different in the same context
1622.eng. [##] transfer useful patterns from another context
1623.eng. [##] search for exceptions
1624.eng. [##] acknowledging and mindfulness
1625.eng. Asking someone to say how they could move from a '3' to a '5', and how long it might take them, is an example of which future pull intervention?
1626.eng. [##] letter to self
1627.eng. [##] crystal ball method
1628.eng. [##] scaling
1629.eng. [##] miracle question
1630.eng. "What are you listening or watching for?" "What do you think or believe you must do or be or have?" "What do you think or believe you cannot do or be or have?" are examples of:
1631.eng. [##] future pull
1632.eng. [##] mindfulness
1633.eng. [##] challenge of premises
1634.eng. [##] externalise the problem
1635.eng. [##] use of rituals
1636.eng. Working with how a client views his problem could involve:
1637.eng. [##] future pull and mindfulness
1638.eng. [##] working with execeptions and additional resources
1639.eng. [##] inclusion and permission
1640.eng. [##] challenge premises and presuppositions
1641.eng. Externalising the problem invites the client to seek resources:
1642.eng. [##] outside of themselves
1643.eng. [##] in the transpersonal zone
1644.eng. [##] in the personal zone
1645.eng. [##] in the interpersonal zone
1646.eng. What does this question generate? "What places or times in nature are the best for you?"
1647.eng. [##] connection
1648.eng. [##] compassion
1649.eng. [##] contribution
1650.eng. [##] constancy
1651.eng. Having all present family members sit down for Sunday lunch, is an example of which ritual.
1652.eng. [##] continuity
1653.eng. [##] connecting
1654.eng. [##] remembering
1655.eng. [##] inclusion
1656.eng. Which is not true? These are examples off future pull or expectancy talk.
1657.eng. [##]
1658.eng. Suggest small increments rather than big leaps
1659.eng. Suggest small increments rather than big leaps
1660.eng. [##] Mention the presence of something rather than the absence of something
1661.eng. [##] Use non specific optimistic language
1662.eng. [##] Rephrase from what is unwanted to what is desired
1663.eng. Which is not true: Inclusive language involves
1664.eng. [##] aberrance
1665.eng. [##] oxymorons
1666.eng. [##] inclusion of opposites
1667.eng. [##] permission
1668.eng. Witnessing involves problem solving.
1669.eng. [##] True
1670.eng. [##] False
1671.eng. The four places for intervention in therapy are
1672.eng. [##] being
1673.eng. [##] viewing
1674.eng. [##] reviewing
1675.eng. [##] doing
1676.eng. [##] undoing
1677.eng. [##] context
1678.eng. To bring spirituality into therapy it is useful to discover what the clients perceptions are of God.
1679.eng. [##] True
1680.eng. [##] False
1681.eng. You can change a pattern by changing:
1682.eng. [##] actions
1683.eng. [##] cause
1684.eng. [##] location
1685.eng. [##] timing
1686.eng. [##] non[##]verbals
1687.eng. The Art and Science of Therapy
1688.eng. Appropriate behaviour is the combination of need and want.
1689.eng. [##] True
1690.eng. [##] False
1691.eng. The best way to change knowledge is:
1692.eng. [##] reframe it.
1693.eng. [##] to know more about it.
1694.eng. [##] argue against it.
1695.eng. [##] provide a counter example.
1696.eng. More distinctions generates greater appreciation and choices of intervention.
1697.eng. [##] True
1698.eng. [##] False
1699.eng. Which is not true? Conceptual information allows us to:
1700.eng. [##] recognise patterns.
1701.eng. [##] check easily how the elements fit together.
1702.eng. [##] become confused.
1703.eng. [##] provides opportunity to scope and label.
1704.eng. Much of conflict arises when the explorer has an unclear identity.
1705.eng. [##] True
1706.eng. [##] False
1707.eng. A mythical model is one which is based on:
1708.eng. [##] the imposition of future actions
1709.eng. [##] recognising similarities with other structures
1710.eng. [##] identifying previous models
1711.eng. [##] setting up limitations through connections
1712.eng. Upsets can only be negative.
1713.eng. [##] True
1714.eng. [##] False
1715.eng. To enable a client to reach a desired standard, you need to offer one of the following:
1716.eng. [##] therapy, counselling, advice
1717.eng. [##] therapy, teaching, coaching
1718.eng. [##] coaching, training, teaching
1719.eng. [##] therapy, counselling, coaching
1720.eng. We respond to Crises by:
1721.eng. [##] coping with difficulties
1722.eng. [##] life learning about our limitations
1723.eng. [##] solving problems
1724.eng. [##] exploring concepts
1725.eng. Remedial change is useful for addressing concerns.
1726.eng. [##] True
1727.eng. [##] False
1728.eng. The FADS Model addresses both Motivation Direction Traits meta programmes.
1729.eng. [##] True
1730.eng. [##] False
1731.eng. Generative change highlights the need to be set up optimally before an anticipated change.
1732.eng. [##] True
1733.eng. [##] False
1734.eng. Which is not true? Generative change:
1735.eng. [##] incorporates the resources of curiosity and wonder
1736.eng. [##] starts in the set up stage before the event
1737.eng. [##] addressing the conceptual issues around the event
1738.eng. [##] anticipates consequences
1739.eng. There may be a relationship between elements of experience.
1740.eng. [##] True
1741.eng. [##] False
1742.eng. Generative change brings the performance up to standard.
1743.eng. [##] True
1744.eng. [##] False
1745.eng. Life learning and addressing conceptual issues comes from:
1746.eng. [##] identifying the desired situation
1747.eng. [##] locating the set down space
1748.eng. [##] minimal re[##]veiw or reflection
1749.eng. [##] bringing the desired situation into the set down space
1750.eng. Angst, as in the FADS Model, describes:
1751.eng. [##] fear
1752.eng. [##] lack of stimulation
1753.eng. [##] development
1754.eng. [##] learning
1755.eng. To establish how the client views their experience realistically, you ask:
1756.eng. [##] What would you like, want, or need?
1757.eng. [##] What will happen if your do or don't change?
1758.eng. [##] What happens?
1759.eng. [##] How should things happen?
1760.eng. Which is not true? Formal Modelling:
1761.eng. [##] incorporates natural modelling
1762.eng. [##] can be disproved with new knowledge
1763.eng. [##] is rigorous and can be tested
1764.eng. [##] is a scientific approach
1765.eng. Which is not true? Discovering how someone puts meaning onto their evidence can be found by asking:
1766.eng. [##] How did you think it through?
1767.eng. [##] How did you decide that?
1768.eng. [##] How did you come to this conclusion?
1769.eng. [##] How did you realise that this was the case?
1770.eng. Remedial change follows the sequence of:
1771.eng. [##] resources, present situation and unknown
1772.eng. [##] resources, present situation and desired situation
1773.eng. [##] present situation, resources and desired situation
1774.eng. [##] desired situation and set down
1775.eng. Therapy seeks to re[##]structure the client's:
1776.eng. [##] model of the world
1777.eng. [##] expressed surface structure
1778.eng. [##] how the MOW was constructed
1779.eng. [##] the VAKOG filters/selectors
1780.eng. Formal modelling involves checking out:
1781.eng. [##] mythical models
1782.eng. [##] metaphorical models
1783.eng. [##] mystical models
1784.eng. [##] all three
1785.eng. Modelling is about identifying what you,as the Modeller, don't know.
1786.eng. [##] True
1787.eng. [##] False
1788.eng. You can detect where the conflict lies when you establish:
1789.eng. [##] desires, events, rules, consequences
1790.eng. [##] desires, events, fears, concerns
1791.eng. [##] events, consequences, angst, needs
1792.eng. [##] desires, rules, consquences, needs
1793.eng. David Gordon's Structure of Experience
1794.eng. Which is not true? If the learner of an ability does not already doesn't hold one of the necessary beliefs, then you had best
1795.eng. [##] abandon attempts at acquisition
1796.eng. [##] offer a reframe
1797.eng. [##] explore other reference experiences
1798.eng. [##] suggest an 'act as if'
1799.eng. Elicitation is merely a process of recording what the exemplar says.
1800.eng. [##] True
1801.eng. [##] False
1802.eng. It is not important to determine the exact Criterion.
1803.eng. [##] True
1804.eng. [##] False
1805.eng. Which is correct? The Sustaining Emotion is the one which
1806.eng. [##] is the strongest
1807.eng. [##] lasts the longest
1808.eng. [##] is there all the time
1809.eng. [##] needs to be there for the ability to happen
1810.eng. Modelling:
1811.eng. [##] enables you to take on an ability for yourself
1812.eng. [##] enables another to take on a desired ability
1813.eng. [##] gives you an opportunity to change the structure
1814.eng. [##] expands your own experience
1815.eng. [##] reveals the beauty within the exemplar
1816.eng. [##] all of these
1817.eng. Which question would not elicit a Secondary Strategy?
1818.eng. [##] What do you do if [Criterion/Definition] is not sufficiently met?
1819.eng. [##] How do you normally go about doing that?
1820.eng. [##] What do you do when it cannot work?
1821.eng. [##] What do you do when that is not working?
1822.eng. Which is not true? The Criterial Equivalence:
1823.eng. [##] offers the meaning of the criterion
1824.eng. [##] can be different for different people
1825.eng. [##] is essential to gain understanding of the exemplar's map
1826.eng. [##] is random and can alter
1827.eng. The purpose of the Strategy is to statisfy the Criterion.
1828.eng. [##] True
1829.eng. [##] False
1830.eng. The Secondary Strategies keep us in the Operation loop of the TOTE.
1831.eng. [##] True
1832.eng. [##] False
1833.eng. Modelling starts when you ask "What do I specifically want to do?"
1834.eng. [##] True
1835.eng. [##] False
1836.eng. Asking "What is necessary for there to be [criterion]?" elicits:
1837.eng. [##] Evidence
1838.eng. [##] Definition
1839.eng. [##] Enabling Cause Effect
1840.eng. [##] Motivating Cause Effect
1841.eng. A generic model retains the personality of the individual exemplars.
1842.eng. [##] True
1843.eng. [##] False
1844.eng. Which is not true? When eliciting elements of experience you need to:
1845.eng. [##] select one example from the one exemplar
1846.eng. [##] select two or more examples from the one exemplar
1847.eng. [##] select two or more exemplars with the same ability
1848.eng. [##] select two or more exemplars in the same context
1849.eng. Which is not true? It is worth modelling abilities which:
1850.eng. [##] are relatively rare
1851.eng. [##] common but you don't have personal access to them
1852.eng. [##] are recognised as being desireable
1853.eng. [##] benefit others
1854.eng. Congruence results when the External Behaviours match the Internal Processes.
1855.eng. [##] True
1856.eng. [##] False
1857.eng. Supporting beliefs are not essential to include in the belief template.
1858.eng. [##] True
1859.eng. [##] False
1860.eng. Within the Array you have to start off with Beliefs.
1861.eng. [##] True
1862.eng. [##] False
1863.eng. it is important to model the External Behaviours.
1864.eng. [##] True
1865.eng. [##] False
1866.eng. Which is not true? A Criterion:
1867.eng. [##] is the macro for the whole experience
1868.eng. [##] is an aribtrary filter
1869.eng. [##] generates meaning and evidence requirements
1870.eng. [##] is the beating heart of any experience
1871.eng. Asking "What do you see, hear, feel that lets you know you have [criterion]?" elicits:
1872.eng. [##] evidence
1873.eng. [##] definition
1874.eng. [##] enabling cause effect
1875.eng. [##] motivating cause effect
1876.eng. Beliefs and Values
1877.eng. With the Reimprinting process, it is important to be mindful of the need to dissociate off the timeline.
1878.eng. [##] True
1879.eng. [##] False
1880.eng. When people are getting to the edge of their map, they are often likely to say things like
1881.eng. [##] "I don't know."
1882.eng. [##] "This sounds really stupid."
1883.eng. [##] "This makes no sense."
1884.eng. [##] Anyone of the above
1885.eng. "I'm not good enough" is evidence of which limiting belief?
1886.eng. [##] hopeless
1887.eng. [##] helpless
1888.eng. [##] worthless
1889.eng. Secondary gains sabotage intention and desire to change.
1890.eng. [##] True
1891.eng. [##] False
1892.eng. "Although, Even though, In the same way that" elicit which Cause?
1893.eng. [##] Final
1894.eng. [##] Antecedent
1895.eng. [##] Constraining
1896.eng. [##] Formal
1897.eng. Statement: NLP requires flexibility.
1898.eng. Reframe: That's very inflexible thinking.
1899.eng. What reframe is this?
1900.eng. [##] Model of the World
1901.eng. [##] Meta Frame
1902.eng. [##] Apply to Self
1903.eng. [##] Frame Size
1904.eng. Statement: Air travel is the biggest polluter and people who fly are profoundly selfish.
1905.eng. Reframe: Even though flight brings countries and people together in a way that supports trade and peace?
1906.eng. What reframe is this?
1907.eng. [##] Counter Example
1908.eng. [##] Intention
1909.eng. [##] Another Outcome
1910.eng. [##] Reality
1911.eng. A Belief Audit tests us for our readiness to change against the Dilts criteria.
1912.eng. [##] True
1913.eng. [##] False
1914.eng. "I can never remember names" is a belief at which level?
1915.eng. [##] identity
1916.eng. [##] capability
1917.eng. [##] behaviour
1918.eng. Severe disagreements arise when an important value is violated.
1919.eng. [##] True
1920.eng. [##] False
1921.eng. Statement: People who follow fashion are incapable of independent thought.
1922.eng. Reframe: Trendsetters create their individual style through combining the latest fashions.
1923.eng. What is the reframe?
1924.eng. [##] Chunk Up
1925.eng. [##] Chunk Down
1926.eng. [##] Consequence
1927.eng. [##] Reality Strategy
1928.eng. Beliefs are nested together and interlinked.
1929.eng. [##] True
1930.eng. [##] False
1931.eng. Belief Strengthening uses the Aristotle Effects.
1932.eng. [##] True
1933.eng. [##] False
1934.eng. Statement: Vanity leads to downfall.
1935.eng. Reframe: Taking pride in one's achievements can be useful if used carefully.
1936.eng. What reframe is this?
1937.eng. [##] Chunk Up
1938.eng. [##] Intention
1939.eng. [##] Reality
1940.eng. [##] Counter Example
1941.eng. Beliefs resulted from a decision we took at some stage earlier in our lives, and served us usefully at that time.
1942.eng. [##] True
1943.eng. [##] False
1944.eng. Someone who behaves different from us
1945.eng. [##] cannot share the same value as us
1946.eng. [##] doesn't know the meaning of that value in behaviour
1947.eng. [##] can have a different way of expressing that value
1948.eng. According to Miller, limiting beliefs are usually formed in the years
1949.eng. [##] up to age 7
1950.eng. [##] 7[##]14
1951.eng. [##] 15[##]21
1952.eng. "You are what you eat" is a belief statement at which level?
1953.eng. [##] environment
1954.eng. [##] identity
1955.eng. [##] capability
1956.eng. "It won't work. You are wasting your time." is evidence of which limiting belief?
1957.eng. [##] hopeless
1958.eng. [##] helpless
1959.eng. [##] worthless
1960.eng. We can detect beliefs in the language we use.
1961.eng. [##] True
1962.eng. [##] False
1963.eng. Statement: Our railway system is an embarrassment in a country that is supposed to be in the first world.
1964.eng. Reframe: It's interesting to explore the journey that started with the British invention of the steam engine to the delays we are experiencing today.
1965.eng. Which is the reframe?
1966.eng. [##] Frame size
1967.eng. [##] Consquence
1968.eng. [##] Redefine
1969.eng. [##] Another Outcome
1970.eng. There is no relationship between values and culture.
1971.eng. [##] True
1972.eng. [##] False
1973.eng. "It always goes wrong for me." is evidence of which limiting belief?
1974.eng. [##] hopeless
1975.eng. [##] helpless
1976.eng. [##] worthless
1977.eng. Statement: Untidyness is a sign of an untidy mind.
1978.eng. Reframe: Being respectful and lovling is a sign of a healthy heart.
1979.eng. Which reframe is this?
1980.eng. [##] Chunk Up
1981.eng. [##] Higher Criteria
1982.eng. [##] Metaphor
1983.eng. [##] Consequence
1984.eng. If the person is not ready yet to go into the unknown, what are they not likely to offer the Guide?
1985.eng. [##] money
1986.eng. [##] red herrings
1987.eng. [##] rambling anecdotes
1988.eng. [##] more evidence of the same
1989.eng. Meta Programmes
1990.eng. A salesman who leaves you alone to decide for yourself, without being pushy and telling you what other people have said about the item, has understood that you are ...
1991.eng. [##] Proximity, Thinking
1992.eng. [##] External, Away from
1993.eng. [##] Reactive, and Internal
1994.eng. [##] Difference, Procedures
1995.eng.
1996.eng. Who would be delighted with this?
1997.eng. [##] Specific, Proactive
1998.eng. [##] Specific, External
1999.eng. [##] General, Move Towards
2000.eng. [##] General, Options
2001.eng.
2002.eng. Which sandcastle would suit a Difference Trait?
2003.eng. [##] A
2004.eng. [##] B
2005.eng. [##] C
2006.eng. [##] D
2007.eng. You can't determine someone's Attention Direction on the phone.
2008.eng. [##] True
2009.eng. [##] False
2010.eng. You are a sucker for a sob story, especially if the salesman is telling you about how much his daughter's wedding is costing him and how he has had to work all hours in the day to meet the payments. This is because your attention is on
2011.eng. [##] your desire to make the best purchasing decision
2012.eng. [##] his feelings and his needs
2013.eng. [##] how to get the hell out of there!
2014.eng.
2015.eng. This is a godsend for whom?
2016.eng. [##] Proactive, Independent
2017.eng. [##] Sameness, Reactive
2018.eng. [##] Proactive, Cooperative
2019.eng. Asking someone "How do you know someone else is doing a good job?" is a way to discover what?
2020.eng. [##] Stress Response Trait
2021.eng. [##] Organisation Trait
2022.eng. [##] Convincer Channel
2023.eng. [##] Convincer Mode
2024.eng. "You can get started once you've weighed up the pros and cons."
2025.eng. This would connect with someone who is ..
2026.eng. [##] Proactive
2027.eng. [##] Reactive
2028.eng. [##] Both
2029.eng. "Break the rules, opportunities, having choices" are words which are music to the ears of someone who is which trait?
2030.eng. [##] Procedures
2031.eng. [##] Proactive
2032.eng. [##] Difference
2033.eng. [##] Options
2034.eng. Exactly, precisely, nitty gritty, specifics, are all words you would use to connect with someone who work trait is General.
2035.eng. [##] True
2036.eng. [##] False
2037.eng.
2038.eng. Who would suit this holiday down to the ground?
2039.eng. [##] Proactive, Feeling
2040.eng. [##] Sameness, Reactive
2041.eng. [##] Independent, Thinking
2042.eng. "What is important about finding the right job?" is the question to find out what?
2043.eng. [##] Critieria or values?
2044.eng. [##] the Direction Trait?
2045.eng. [##] the Source Trait
2046.eng. "If the Reviews are poor I wouldn't even consider buying the book." How might you respond.
2047.eng. [##] I never read reviews.
2048.eng. [##] You should make up your own mind.
2049.eng. [##] Einstein would say that Reviews are only for those who like the sound of thier own voice.
2050.eng.
2051.eng. Who would be motivated by this?
2052.eng. [##] Sameness, Cooperative
2053.eng. [##] Independent, Difference
2054.eng. [##] Procedures, Specific
2055.eng. Giving someone a probabtionary period would make sense to an automatic convincer.
2056.eng. [##] True
2057.eng. [##] False
2058.eng. A book of rules and regulations is a treat for someone who is Reason Trait is procedures.
2059.eng. [##] True
2060.eng. [##] False
2061.eng. Agony Aunt columns are an irrelevance for someone who has a My/Your Rule Structure.
2062.eng. [##] True
2063.eng. [##] False
2064.eng. For recruitment purposes, you have introduced active assessment exercises, although you believe you can spot the right person just by seeing them within the first five minutes.
2065.eng. This is because you are convinced ..
2066.eng. [##] Reading, Consistent
2067.eng. [##] Observing, Automatic
2068.eng. [##] Experiencing, Number of Times
2069.eng. [##] Hearing, Automatic
2070.eng.
2071.eng. Who would need to eat each of these to find out if they like them or not [##] those convinced by ...
2072.eng. [##] Seeing
2073.eng. [##] Doing
2074.eng. [##] Hearing
2075.eng. [##] Reading
2076.eng. Asking for references is evidence for someone who is convinced by
2077.eng. [##] observing
2078.eng. [##] reading
2079.eng. [##] experiencing
2080.eng. [##] hearing
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1541.eng. [##] achieve
1542.eng. [##] need
1543.eng. Which is not the case? Regarding Conditions
1544.eng. [##] these indicate how the client will go about achieving their outcome.
1545.eng. [##] establish what needs to be in place.
1546.eng. [##] the most significant ones need to be identified.
1547.eng. [##] all need to be identified.
1548.eng. [##] there can be many of them.
1549.eng. [##] these need to be linked directly with the desired outcome.
1550.eng. Long questions allow the client to explore as extensively as they want to.
1551.eng. [##] True
1552.eng. [##] False
1553.eng. Where you look and what you look at, as the modeller, has no effect on the client.
1554.eng. [##] True
1555.eng. [##] False
1556.eng. Which is not true? A proposed remedy is likely to include words like:
1557.eng. [##] don't
1558.eng. [##] remove
1559.eng. [##] want
1560.eng. [##] get rid of
1561.eng. Which is not true. A Desired Outcome can contain:
1562.eng. [##] an ecology check
1563.eng. [##] the current problem
1564.eng. [##] a proposed remedy
1565.eng. [##] the actual desired outcome
1566.eng. With NLP, the Map is the Territory.
1567.eng. [##] True
1568.eng. [##] False
1569.eng. Integrating Spirituality into Therapy
1570.eng. It is essential to feel compassion for ourselves.
1571.eng. [##] True
1572.eng. [##] False
1573.eng. Client "i think I'm just too shy to find a relationship. I'm afraid of women and being rejected." Therapist "So you'd like to be able to get into a relationship?"
1574.eng. [##] reflect in past tense
1575.eng. [##] global to partial
1576.eng. [##] reality to percetion
1577.eng. [##] problems into preferences
1578.eng. [##] expectancy talk
1579.eng. Compassion can be achieved by:
1580.eng. [##] knowing they are not what they do
1581.eng. [##] focussing on the behaviour
1582.eng. [##] separating the problem from the identity
1583.eng. [##] knowing they are this and much more
1584.eng. The counterbalance to spirituality is fear.
1585.eng. [##] True
1586.eng. [##] False
1587.eng. Client "I've been really depressed." Therapist "you've been depressed most of the time lately."
1588.eng. [##] reflect in past tense
1589.eng. [##] global to partial
1590.eng. [##] reality to perception
1591.eng. [##] problems to preferences
1592.eng. [##] expectancy talk
1593.eng. “When you first open your eyes, what the first thing you will notice that will let you know that this miracle has occurred?” is an example of which future pull intervention?
1594.eng. [##] Crystal ball method
1595.eng. [##] Letter to self
1596.eng. [##] The Miracle Question
1597.eng. [##] Scaling
1598.eng. Acknowledgment with future possibilities involves:
1599.eng. [##] turning problems into preferences
1600.eng. [##] reflecting in past tense
1601.eng. [##] going from global into partial
1602.eng. [##] going from truth/reality to perception
1603.eng. From a poll of Marriage and Family Therapists (2002) 96% said that spiritual issues should be included in clinical work.
1604.eng. [##] True
1605.eng. [##] False
1606.eng. Being optimistic and being aware of possbilities is the same thing.
1607.eng. [##] True
1608.eng. [##] False
1609.eng. Which is not true? Unowned bad feelings manifest themselves in:
1610.eng. [##] bigotry
1611.eng. [##] aspects of self, attributed to others
1612.eng. [##] understanding of self
1613.eng. [##] harsh self talk
1614.eng. Soliciting times when a client has felt connected to something greater hinders the therapeutic process.
1615.eng. [##] True
1616.eng. [##] False
1617.eng. To change it is useful to identify the underlying patterns.
1618.eng. [##] True
1619.eng. [##] False
1620.eng. Which is not true? Changing problem patterns can be achieved by:
1621.eng. [##] doing something different in the same context
1622.eng. [##] transfer useful patterns from another context
1623.eng. [##] search for exceptions
1624.eng. [##] acknowledging and mindfulness
1625.eng. Asking someone to say how they could move from a '3' to a '5', and how long it might take them, is an example of which future pull intervention?
1626.eng. [##] letter to self
1627.eng. [##] crystal ball method
1628.eng. [##] scaling
1629.eng. [##] miracle question
1630.eng. "What are you listening or watching for?" "What do you think or believe you must do or be or have?" "What do you think or believe you cannot do or be or have?" are examples of:
1631.eng. [##] future pull
1632.eng. [##] mindfulness
1633.eng. [##] challenge of premises
1634.eng. [##] externalise the problem
1635.eng. [##] use of rituals
1636.eng. Working with how a client views his problem could involve:
1637.eng. [##] future pull and mindfulness
1638.eng. [##] working with execeptions and additional resources
1639.eng. [##] inclusion and permission
1640.eng. [##] challenge premises and presuppositions
1641.eng. Externalising the problem invites the client to seek resources:
1642.eng. [##] outside of themselves
1643.eng. [##] in the transpersonal zone
1644.eng. [##] in the personal zone
1645.eng. [##] in the interpersonal zone
1646.eng. What does this question generate? "What places or times in nature are the best for you?"
1647.eng. [##] connection
1648.eng. [##] compassion
1649.eng. [##] contribution
1650.eng. [##] constancy
1651.eng. Having all present family members sit down for Sunday lunch, is an example of which ritual.
1652.eng. [##] continuity
1653.eng. [##] connecting
1654.eng. [##] remembering
1655.eng. [##] inclusion
1656.eng. Which is not true? These are examples off future pull or expectancy talk.
1657.eng. [##]
1658.eng. Suggest small increments rather than big leaps
1659.eng. Suggest small increments rather than big leaps
1660.eng. [##] Mention the presence of something rather than the absence of something
1661.eng. [##] Use non specific optimistic language
1662.eng. [##] Rephrase from what is unwanted to what is desired
1663.eng. Which is not true: Inclusive language involves
1664.eng. [##] aberrance
1665.eng. [##] oxymorons
1666.eng. [##] inclusion of opposites
1667.eng. [##] permission
1668.eng. Witnessing involves problem solving.
1669.eng. [##] True
1670.eng. [##] False
1671.eng. The four places for intervention in therapy are
1672.eng. [##] being
1673.eng. [##] viewing
1674.eng. [##] reviewing
1675.eng. [##] doing
1676.eng. [##] undoing
1677.eng. [##] context
1678.eng. To bring spirituality into therapy it is useful to discover what the clients perceptions are of God.
1679.eng. [##] True
1680.eng. [##] False
1681.eng. You can change a pattern by changing:
1682.eng. [##] actions
1683.eng. [##] cause
1684.eng. [##] location
1685.eng. [##] timing
1686.eng. [##] non[##]verbals
1687.eng. The Art and Science of Therapy
1688.eng. Appropriate behaviour is the combination of need and want.
1689.eng. [##] True
1690.eng. [##] False
1691.eng. The best way to change knowledge is:
1692.eng. [##] reframe it.
1693.eng. [##] to know more about it.
1694.eng. [##] argue against it.
1695.eng. [##] provide a counter example.
1696.eng. More distinctions generates greater appreciation and choices of intervention.
1697.eng. [##] True
1698.eng. [##] False
1699.eng. Which is not true? Conceptual information allows us to:
1700.eng. [##] recognise patterns.
1701.eng. [##] check easily how the elements fit together.
1702.eng. [##] become confused.
1703.eng. [##] provides opportunity to scope and label.
1704.eng. Much of conflict arises when the explorer has an unclear identity.
1705.eng. [##] True
1706.eng. [##] False
1707.eng. A mythical model is one which is based on:
1708.eng. [##] the imposition of future actions
1709.eng. [##] recognising similarities with other structures
1710.eng. [##] identifying previous models
1711.eng. [##] setting up limitations through connections
1712.eng. Upsets can only be negative.
1713.eng. [##] True
1714.eng. [##] False
1715.eng. To enable a client to reach a desired standard, you need to offer one of the following:
1716.eng. [##] therapy, counselling, advice
1717.eng. [##] therapy, teaching, coaching
1718.eng. [##] coaching, training, teaching
1719.eng. [##] therapy, counselling, coaching
1720.eng. We respond to Crises by:
1721.eng. [##] coping with difficulties
1722.eng. [##] life learning about our limitations
1723.eng. [##] solving problems
1724.eng. [##] exploring concepts
1725.eng. Remedial change is useful for addressing concerns.
1726.eng. [##] True
1727.eng. [##] False
1728.eng. The FADS Model addresses both Motivation Direction Traits meta programmes.
1729.eng. [##] True
1730.eng. [##] False
1731.eng. Generative change highlights the need to be set up optimally before an anticipated change.
1732.eng. [##] True
1733.eng. [##] False
1734.eng. Which is not true? Generative change:
1735.eng. [##] incorporates the resources of curiosity and wonder
1736.eng. [##] starts in the set up stage before the event
1737.eng. [##] addressing the conceptual issues around the event
1738.eng. [##] anticipates consequences
1739.eng. There may be a relationship between elements of experience.
1740.eng. [##] True
1741.eng. [##] False
1742.eng. Generative change brings the performance up to standard.
1743.eng. [##] True
1744.eng. [##] False
1745.eng. Life learning and addressing conceptual issues comes from:
1746.eng. [##] identifying the desired situation
1747.eng. [##] locating the set down space
1748.eng. [##] minimal re[##]veiw or reflection
1749.eng. [##] bringing the desired situation into the set down space
1750.eng. Angst, as in the FADS Model, describes:
1751.eng. [##] fear
1752.eng. [##] lack of stimulation
1753.eng. [##] development
1754.eng. [##] learning
1755.eng. To establish how the client views their experience realistically, you ask:
1756.eng. [##] What would you like, want, or need?
1757.eng. [##] What will happen if your do or don't change?
1758.eng. [##] What happens?
1759.eng. [##] How should things happen?
1760.eng. Which is not true? Formal Modelling:
1761.eng. [##] incorporates natural modelling
1762.eng. [##] can be disproved with new knowledge
1763.eng. [##] is rigorous and can be tested
1764.eng. [##] is a scientific approach
1765.eng. Which is not true? Discovering how someone puts meaning onto their evidence can be found by asking:
1766.eng. [##] How did you think it through?
1767.eng. [##] How did you decide that?
1768.eng. [##] How did you come to this conclusion?
1769.eng. [##] How did you realise that this was the case?
1770.eng. Remedial change follows the sequence of:
1771.eng. [##] resources, present situation and unknown
1772.eng. [##] resources, present situation and desired situation
1773.eng. [##] present situation, resources and desired situation
1774.eng. [##] desired situation and set down
1775.eng. Therapy seeks to re[##]structure the client's:
1776.eng. [##] model of the world
1777.eng. [##] expressed surface structure
1778.eng. [##] how the MOW was constructed
1779.eng. [##] the VAKOG filters/selectors
1780.eng. Formal modelling involves checking out:
1781.eng. [##] mythical models
1782.eng. [##] metaphorical models
1783.eng. [##] mystical models
1784.eng. [##] all three
1785.eng. Modelling is about identifying what you,as the Modeller, don't know.
1786.eng. [##] True
1787.eng. [##] False
1788.eng. You can detect where the conflict lies when you establish:
1789.eng. [##] desires, events, rules, consequences
1790.eng. [##] desires, events, fears, concerns
1791.eng. [##] events, consequences, angst, needs
1792.eng. [##] desires, rules, consquences, needs
1793.eng. David Gordon's Structure of Experience
1794.eng. Which is not true? If the learner of an ability does not already doesn't hold one of the necessary beliefs, then you had best
1795.eng. [##] abandon attempts at acquisition
1796.eng. [##] offer a reframe
1797.eng. [##] explore other reference experiences
1798.eng. [##] suggest an 'act as if'
1799.eng. Elicitation is merely a process of recording what the exemplar says.
1800.eng. [##] True
1801.eng. [##] False
1802.eng. It is not important to determine the exact Criterion.
1803.eng. [##] True
1804.eng. [##] False
1805.eng. Which is correct? The Sustaining Emotion is the one which
1806.eng. [##] is the strongest
1807.eng. [##] lasts the longest
1808.eng. [##] is there all the time
1809.eng. [##] needs to be there for the ability to happen
1810.eng. Modelling:
1811.eng. [##] enables you to take on an ability for yourself
1812.eng. [##] enables another to take on a desired ability
1813.eng. [##] gives you an opportunity to change the structure
1814.eng. [##] expands your own experience
1815.eng. [##] reveals the beauty within the exemplar
1816.eng. [##] all of these
1817.eng. Which question would not elicit a Secondary Strategy?
1818.eng. [##] What do you do if [Criterion/Definition] is not sufficiently met?
1819.eng. [##] How do you normally go about doing that?
1820.eng. [##] What do you do when it cannot work?
1821.eng. [##] What do you do when that is not working?
1822.eng. Which is not true? The Criterial Equivalence:
1823.eng. [##] offers the meaning of the criterion
1824.eng. [##] can be different for different people
1825.eng. [##] is essential to gain understanding of the exemplar's map
1826.eng. [##] is random and can alter
1827.eng. The purpose of the Strategy is to statisfy the Criterion.
1828.eng. [##] True
1829.eng. [##] False
1830.eng. The Secondary Strategies keep us in the Operation loop of the TOTE.
1831.eng. [##] True
1832.eng. [##] False
1833.eng. Modelling starts when you ask "What do I specifically want to do?"
1834.eng. [##] True
1835.eng. [##] False
1836.eng. Asking "What is necessary for there to be [criterion]?" elicits:
1837.eng. [##] Evidence
1838.eng. [##] Definition
1839.eng. [##] Enabling Cause Effect
1840.eng. [##] Motivating Cause Effect
1841.eng. A generic model retains the personality of the individual exemplars.
1842.eng. [##] True
1843.eng. [##] False
1844.eng. Which is not true? When eliciting elements of experience you need to:
1845.eng. [##] select one example from the one exemplar
1846.eng. [##] select two or more examples from the one exemplar
1847.eng. [##] select two or more exemplars with the same ability
1848.eng. [##] select two or more exemplars in the same context
1849.eng. Which is not true? It is worth modelling abilities which:
1850.eng. [##] are relatively rare
1851.eng. [##] common but you don't have personal access to them
1852.eng. [##] are recognised as being desireable
1853.eng. [##] benefit others
1854.eng. Congruence results when the External Behaviours match the Internal Processes.
1855.eng. [##] True
1856.eng. [##] False
1857.eng. Supporting beliefs are not essential to include in the belief template.
1858.eng. [##] True
1859.eng. [##] False
1860.eng. Within the Array you have to start off with Beliefs.
1861.eng. [##] True
1862.eng. [##] False
1863.eng. it is important to model the External Behaviours.
1864.eng. [##] True
1865.eng. [##] False
1866.eng. Which is not true? A Criterion:
1867.eng. [##] is the macro for the whole experience
1868.eng. [##] is an aribtrary filter
1869.eng. [##] generates meaning and evidence requirements
1870.eng. [##] is the beating heart of any experience
1871.eng. Asking "What do you see, hear, feel that lets you know you have [criterion]?" elicits:
1872.eng. [##] evidence
1873.eng. [##] definition
1874.eng. [##] enabling cause effect
1875.eng. [##] motivating cause effect
1876.eng. Beliefs and Values
1877.eng. With the Reimprinting process, it is important to be mindful of the need to dissociate off the timeline.
1878.eng. [##] True
1879.eng. [##] False
1880.eng. When people are getting to the edge of their map, they are often likely to say things like
1881.eng. [##] "I don't know."
1882.eng. [##] "This sounds really stupid."
1883.eng. [##] "This makes no sense."
1884.eng. [##] Anyone of the above
1885.eng. "I'm not good enough" is evidence of which limiting belief?
1886.eng. [##] hopeless
1887.eng. [##] helpless
1888.eng. [##] worthless
1889.eng. Secondary gains sabotage intention and desire to change.
1890.eng. [##] True
1891.eng. [##] False
1892.eng. "Although, Even though, In the same way that" elicit which Cause?
1893.eng. [##] Final
1894.eng. [##] Antecedent
1895.eng. [##] Constraining
1896.eng. [##] Formal
1897.eng. Statement: NLP requires flexibility.
1898.eng. Reframe: That's very inflexible thinking.
1899.eng. What reframe is this?
1900.eng. [##] Model of the World
1901.eng. [##] Meta Frame
1902.eng. [##] Apply to Self
1903.eng. [##] Frame Size
1904.eng. Statement: Air travel is the biggest polluter and people who fly are profoundly selfish.
1905.eng. Reframe: Even though flight brings countries and people together in a way that supports trade and peace?
1906.eng. What reframe is this?
1907.eng. [##] Counter Example
1908.eng. [##] Intention
1909.eng. [##] Another Outcome
1910.eng. [##] Reality
1911.eng. A Belief Audit tests us for our readiness to change against the Dilts criteria.
1912.eng. [##] True
1913.eng. [##] False
1914.eng. "I can never remember names" is a belief at which level?
1915.eng. [##] identity
1916.eng. [##] capability
1917.eng. [##] behaviour
1918.eng. Severe disagreements arise when an important value is violated.
1919.eng. [##] True
1920.eng. [##] False
1921.eng. Statement: People who follow fashion are incapable of independent thought.
1922.eng. Reframe: Trendsetters create their individual style through combining the latest fashions.
1923.eng. What is the reframe?
1924.eng. [##] Chunk Up
1925.eng. [##] Chunk Down
1926.eng. [##] Consequence
1927.eng. [##] Reality Strategy
1928.eng. Beliefs are nested together and interlinked.
1929.eng. [##] True
1930.eng. [##] False
1931.eng. Belief Strengthening uses the Aristotle Effects.
1932.eng. [##] True
1933.eng. [##] False
1934.eng. Statement: Vanity leads to downfall.
1935.eng. Reframe: Taking pride in one's achievements can be useful if used carefully.
1936.eng. What reframe is this?
1937.eng. [##] Chunk Up
1938.eng. [##] Intention
1939.eng. [##] Reality
1940.eng. [##] Counter Example
1941.eng. Beliefs resulted from a decision we took at some stage earlier in our lives, and served us usefully at that time.
1942.eng. [##] True
1943.eng. [##] False
1944.eng. Someone who behaves different from us
1945.eng. [##] cannot share the same value as us
1946.eng. [##] doesn't know the meaning of that value in behaviour
1947.eng. [##] can have a different way of expressing that value
1948.eng. According to Miller, limiting beliefs are usually formed in the years
1949.eng. [##] up to age 7
1950.eng. [##] 7[##]14
1951.eng. [##] 15[##]21
1952.eng. "You are what you eat" is a belief statement at which level?
1953.eng. [##] environment
1954.eng. [##] identity
1955.eng. [##] capability
1956.eng. "It won't work. You are wasting your time." is evidence of which limiting belief?
1957.eng. [##] hopeless
1958.eng. [##] helpless
1959.eng. [##] worthless
1960.eng. We can detect beliefs in the language we use.
1961.eng. [##] True
1962.eng. [##] False
1963.eng. Statement: Our railway system is an embarrassment in a country that is supposed to be in the first world.
1964.eng. Reframe: It's interesting to explore the journey that started with the British invention of the steam engine to the delays we are experiencing today.
1965.eng. Which is the reframe?
1966.eng. [##] Frame size
1967.eng. [##] Consquence
1968.eng. [##] Redefine
1969.eng. [##] Another Outcome
1970.eng. There is no relationship between values and culture.
1971.eng. [##] True
1972.eng. [##] False
1973.eng. "It always goes wrong for me." is evidence of which limiting belief?
1974.eng. [##] hopeless
1975.eng. [##] helpless
1976.eng. [##] worthless
1977.eng. Statement: Untidyness is a sign of an untidy mind.
1978.eng. Reframe: Being respectful and lovling is a sign of a healthy heart.
1979.eng. Which reframe is this?
1980.eng. [##] Chunk Up
1981.eng. [##] Higher Criteria
1982.eng. [##] Metaphor
1983.eng. [##] Consequence
1984.eng. If the person is not ready yet to go into the unknown, what are they not likely to offer the Guide?
1985.eng. [##] money
1986.eng. [##] red herrings
1987.eng. [##] rambling anecdotes
1988.eng. [##] more evidence of the same
1989.eng. Meta Programmes
1990.eng. A salesman who leaves you alone to decide for yourself, without being pushy and telling you what other people have said about the item, has understood that you are ...
1991.eng. [##] Proximity, Thinking
1992.eng. [##] External, Away from
1993.eng. [##] Reactive, and Internal
1994.eng. [##] Difference, Procedures
1995.eng.
1996.eng. Who would be delighted with this?
1997.eng. [##] Specific, Proactive
1998.eng. [##] Specific, External
1999.eng. [##] General, Move Towards
2000.eng. [##] General, Options
2001.eng.
2002.eng. Which sandcastle would suit a Difference Trait?
2003.eng. [##] A
2004.eng. [##] B
2005.eng. [##] C
2006.eng. [##] D
2007.eng. You can't determine someone's Attention Direction on the phone.
2008.eng. [##] True
2009.eng. [##] False
2010.eng. You are a sucker for a sob story, especially if the salesman is telling you about how much his daughter's wedding is costing him and how he has had to work all hours in the day to meet the payments. This is because your attention is on
2011.eng. [##] your desire to make the best purchasing decision
2012.eng. [##] his feelings and his needs
2013.eng. [##] how to get the hell out of there!
2014.eng.
2015.eng. This is a godsend for whom?
2016.eng. [##] Proactive, Independent
2017.eng. [##] Sameness, Reactive
2018.eng. [##] Proactive, Cooperative
2019.eng. Asking someone "How do you know someone else is doing a good job?" is a way to discover what?
2020.eng. [##] Stress Response Trait
2021.eng. [##] Organisation Trait
2022.eng. [##] Convincer Channel
2023.eng. [##] Convincer Mode
2024.eng. "You can get started once you've weighed up the pros and cons."
2025.eng. This would connect with someone who is ..
2026.eng. [##] Proactive
2027.eng. [##] Reactive
2028.eng. [##] Both
2029.eng. "Break the rules, opportunities, having choices" are words which are music to the ears of someone who is which trait?
2030.eng. [##] Procedures
2031.eng. [##] Proactive
2032.eng. [##] Difference
2033.eng. [##] Options
2034.eng. Exactly, precisely, nitty gritty, specifics, are all words you would use to connect with someone who work trait is General.
2035.eng. [##] True
2036.eng. [##] False
2037.eng.
2038.eng. Who would suit this holiday down to the ground?
2039.eng. [##] Proactive, Feeling
2040.eng. [##] Sameness, Reactive
2041.eng. [##] Independent, Thinking
2042.eng. "What is important about finding the right job?" is the question to find out what?
2043.eng. [##] Critieria or values?
2044.eng. [##] the Direction Trait?
2045.eng. [##] the Source Trait
2046.eng. "If the Reviews are poor I wouldn't even consider buying the book." How might you respond.
2047.eng. [##] I never read reviews.
2048.eng. [##] You should make up your own mind.
2049.eng. [##] Einstein would say that Reviews are only for those who like the sound of thier own voice.
2050.eng.
2051.eng. Who would be motivated by this?
2052.eng. [##] Sameness, Cooperative
2053.eng. [##] Independent, Difference
2054.eng. [##] Procedures, Specific
2055.eng. Giving someone a probabtionary period would make sense to an automatic convincer.
2056.eng. [##] True
2057.eng. [##] False
2058.eng. A book of rules and regulations is a treat for someone who is Reason Trait is procedures.
2059.eng. [##] True
2060.eng. [##] False
2061.eng. Agony Aunt columns are an irrelevance for someone who has a My/Your Rule Structure.
2062.eng. [##] True
2063.eng. [##] False
2064.eng. For recruitment purposes, you have introduced active assessment exercises, although you believe you can spot the right person just by seeing them within the first five minutes.
2065.eng. This is because you are convinced ..
2066.eng. [##] Reading, Consistent
2067.eng. [##] Observing, Automatic
2068.eng. [##] Experiencing, Number of Times
2069.eng. [##] Hearing, Automatic
2070.eng.
2071.eng. Who would need to eat each of these to find out if they like them or not [##] those convinced by ...
2072.eng. [##] Seeing
2073.eng. [##] Doing
2074.eng. [##] Hearing
2075.eng. [##] Reading
2076.eng. Asking for references is evidence for someone who is convinced by
2077.eng. [##] observing
2078.eng. [##] reading
2079.eng. [##] experiencing
2080.eng. [##] hearing
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NLP Quis (1)
2008.01.06. 16:17 VanHalen
1001.eng. Influencing Others
1002.eng. Orchestrate, chorus, thunderous are:
1003.eng. [##] unspecified predicates
1004.eng. [##] visual predicates
1005.eng. [##] auditory predicates
1006.eng. [##] kinaesthetic predicates
1007.eng. Beliefs are formed from a useful decision taken in the past
1008.eng. [##] True
1009.eng. [##] False
1010.eng. Incongruent responses will be the result of a successful intervention
1011.eng. [##] True
1012.eng. [##] False
1013.eng. It is important to monitor shifts in physiology because they:
1014.eng. [##] indicate current state
1015.eng. [##] are required for calibration
1016.eng. [##] inform our response
1017.eng. [##] all of these
1018.eng. These are characteristics of Ericksonian hypnosis:
1019.eng. [##] direct suggestion and authoritarian
1020.eng. [##] permissive and sleeping
1021.eng. [##] permissive and waking
1022.eng. [##] indirect and authoritarian
1023.eng. Temporal predicates are used to loosen the hold on current reality
1024.eng. [##] True
1025.eng. [##] False
1026.eng. Rapport is the foundation of all relationships
1027.eng. [##] True
1028.eng. [##] False
1029.eng. We can choose how much rapport to establish
1030.eng. [##] True
1031.eng. [##] False
1032.eng. There are fixed locations for visual, auditory and kinaesthetic processing
1033.eng. [##] True
1034.eng. [##] False
1035.eng. Our physiology is an indicator of our internal processing
1036.eng. [##] True
1037.eng. [##] False
1038.eng. To increase rapport it is important to pace the level of chunk size someone is using
1039.eng. [##] True
1040.eng. [##] False
1041.eng. The R in SCORE stands for results
1042.eng. [##] True
1043.eng. [##] False
1044.eng. All behaviour can be replicated if we have the same resources available
1045.eng. [##] True
1046.eng. [##] False
1047.eng. A Strategy is:
1048.eng. [##] a consistent combination of behaviours
1049.eng. [##] a skill
1050.eng. [##] a conscious process
1051.eng. [##] none of these
1052.eng. Timelines
1053.eng. [##] have a predictable structure
1054.eng. [##] are fixed for that person
1055.eng. [##] are independent of language and state
1056.eng. [##] are unique to that individual
1057.eng. We need to be face to face to establish really deep rapport
1058.eng. [##] True
1059.eng. [##] False
1060.eng. You know you have rapport if
1061.eng. [##] you mirror and match
1062.eng. [##] you match voice tone
1063.eng. [##] you go second position
1064.eng. [##] you create a shift
1065.eng. Modelling occurs naturally
1066.eng. [##] True
1067.eng. [##] False
1068.eng. We have only learnt a model when we can teach it to others
1069.eng. [##] True
1070.eng. [##] False
1071.eng. Which is the odd one out?
1072.eng. [##] begun to
1073.eng. [##] since
1074.eng. [##] when
1075.eng. [##] reliable
1076.eng. Influencing Self
1077.eng. Successful learning is dependent on
1078.eng. [##] sustained motivation
1079.eng. [##] feedback
1080.eng. [##] clear purpose
1081.eng. [##] interest the subject
1082.eng. Content Reframes are ones where the meaning is altered.
1083.eng. [##] True
1084.eng. [##] False
1085.eng. Our unconscious mind knows far quicker than our conscious mind.
1086.eng. [##] True
1087.eng. [##] False
1088.eng. We are always ourselves, regardless of the perceptual position we are in.
1089.eng. [##] True
1090.eng. [##] False
1091.eng. Brighter, colour, tone, fuzzy are all:
1092.eng. [##] kinaesthetic submodalities
1093.eng. [##] auditory submodalities
1094.eng. [##] olfactory submodalities
1095.eng. [##] visual submodalities
1096.eng. Confusion is something to be avoided when learning.
1097.eng. [##] True
1098.eng. [##] False
1099.eng. To get a full experience at the neuro[##]logical level of spirituality, we need to amplify the submodalities within that experience.
1100.eng. [##] True
1101.eng. [##] False
1102.eng. If you haven’t had a reference experience you cannot create the state.
1103.eng. [##] True
1104.eng. [##] False
1105.eng. We are not our behaviours.
1106.eng. [##] True
1107.eng. [##] False
1108.eng. Effective Reframes have to:
1109.eng. [##] work within existing sets of rules
1110.eng. [##] be as valid or more valid than the existing belief
1111.eng. [##] contradict the held belief
1112.eng. [##] consider values
1113.eng. I CAN'T do this now – is a statement at
1114.eng. [##] environment level
1115.eng. [##] behaviour level
1116.eng. [##] capability level
1117.eng. [##] identity level
1118.eng. Confusion occurs when
1119.eng. [##] we can’t find a match with existing generalisations
1120.eng. [##] we become stressed
1121.eng. [##] we have all the information
1122.eng. [##] we delete or distort
1123.eng. Motivation is based on expectations and self[##]interest
1124.eng. [##] True
1125.eng. [##] False
1126.eng. Our collection of Parts is fixed for all time.
1127.eng. [##] True
1128.eng. [##] False
1129.eng. Peak states are impossible to reaccess.
1130.eng. [##] True
1131.eng. [##] False
1132.eng. Which is not the case? Our perceptions are filtered through
1133.eng. [##] our beliefs
1134.eng. [##] our language
1135.eng. [##] our senses
1136.eng. [##] our physiology
1137.eng. Differences between maps
1138.eng. [##] automatically create conflict
1139.eng. [##] require value judgement
1140.eng. [##] provide a learning opportunity
1141.eng. [##] are found within shared maps
1142.eng. NLP Presuppositions are the basic beliefs fundamental to NLP thinking.
1143.eng. [##] True
1144.eng. [##] False
1145.eng. Which of the following wouldn’t cause a state change?
1146.eng. [##] changing submodalities
1147.eng. [##] shifting focus of attention
1148.eng. [##] reaccessing a previous experience
1149.eng. [##] doing nothing
1150.eng. NLP first and foremost is:
1151.eng. [##] a set of tools
1152.eng. [##] an attitude of curiosity
1153.eng. [##] a way of influencing others
1154.eng. [##] none of these
1155.eng. Somatic Modelling
1156.eng. Most of the information you gather when modelling is not needed.
1157.eng. [##] True
1158.eng. [##] False
1159.eng. Language talks about experience. It is not having the experience.
1160.eng. [##] True
1161.eng. [##] False
1162.eng. Breathing slowly, establishing a present space, pushing past and future behind and in front, centering body, and creating a bubble around self and other, being open, letting energy flow out, will generate:
1163.eng. [##] Core State
1164.eng. [##] Modelling State
1165.eng. [##] Tracker State
1166.eng. [##] all three
1167.eng. Which is not accurate? Somatic Syntax is:
1168.eng. [##] the coding of cellular memory
1169.eng. [##] the spontaneous expression of experience
1170.eng. [##] able to be transferred
1171.eng. [##] able to be predetermined
1172.eng. Which is not accurate? We can enhance our Core State through introducing energy of the
1173.eng. [##] Lover
1174.eng. [##] Warrior
1175.eng. [##] Jester
1176.eng. [##] none of these
1177.eng. Intuition relies on
1178.eng. [##] body
1179.eng. [##] intellect
1180.eng. [##] emotion
1181.eng. [##] all three
1182.eng. Third Generation NLP is concerned with
1183.eng. [##] applications which are generative and systemic
1184.eng. [##] relationships between self and others
1185.eng. [##] focussing on the individual
1186.eng. [##] none of these
1187.eng. 4 square breathing involves:
1188.eng. [##] breathing in for 4 and breathing out for 4
1189.eng. [##] breathing in for 2 and breathing out for 4
1190.eng. [##] breathing in, holding, breathing out, holding
1191.eng. [##] none of these
1192.eng. Which of these statements doesn't ring true?
1193.eng. [##] Only certain gestures contain information.
1194.eng. [##] If I can't imagine it, I have no feelings.
1195.eng. [##] Adding rhythm helps body keep time.
1196.eng. [##] I scan my body to locate tension so I can release it.
1197.eng. Consciously understanding what the exemplar is doing whilst you are in the unconscious uptake phase is really useful.
1198.eng. [##] True
1199.eng. [##] False
1200.eng. Skilled performance involves:
1201.eng. [##] implicit and explicit behaviours
1202.eng. [##] knowing and doing
1203.eng. [##] conscious and unconscious
1204.eng. [##] self conscious awareness
1205.eng. The body requires verbal commands to direct its movement.
1206.eng. [##] True
1207.eng. [##] False
1208.eng. When pulled off centre, it is important to:
1209.eng. [##] reconnect with the present
1210.eng. [##] explore where you go to
1211.eng. [##] identify the trigger
1212.eng. [##] pause and breathe
1213.eng. Nerk Nerk state involves
1214.eng. [##] having assumptions about what exemplar is experiencing
1215.eng. [##] working from past experience
1216.eng. [##] shedding our own map
1217.eng. [##] focussing on surface structure
1218.eng. Preparation for modelling does not involve
1219.eng. [##] relationship with exemplar
1220.eng. [##] personal state
1221.eng. [##] context of the event
1222.eng. [##] access to exemplar
1223.eng. Which is not accurate? When we are in Core State:
1224.eng. [##] we have beliefs which are life enhancing
1225.eng. [##] we give ourselves time and space to explore
1226.eng. [##] we become unsafe and vulnerable
1227.eng. [##] we open ourselves to possibilities
1228.eng. According to Dilts and Delozier, how many stages are there in the Modelling process?
1229.eng. [##] 1
1230.eng. [##] 2
1231.eng. [##] 3
1232.eng. [##] 4
1233.eng. Mirroring and matching has no effect on intuition.
1234.eng. [##] True
1235.eng. [##] False
1236.eng. Which is not the case? Somatic Syntax can be used to:
1237.eng. [##] give expression to deep structure experience
1238.eng. [##] give ideas or reasons
1239.eng. [##] modify somatic strategies
1240.eng. [##] acquire new behaviours
1241.eng. The unconscious uptake phase involves
1242.eng. [##] setting up filters
1243.eng. [##] considering end user
1244.eng. [##] acting as if you are the exemplar
1245.eng. [##] setting lifelines
1246.eng. Problem, Remedy or Outcome
1247.eng. You ask "And when your headaches go away, then what happens? in response to:
1248.eng. [##] the problem statement
1249.eng. [##] the remedy statement
1250.eng. [##] the outcome statement
1251.eng. Client "It gets depressing listening to her moaning."
1252.eng. You "And when it gets depressing listening to her moaning, what would you like to have happen?
1253.eng. Client "I am able to ask for myself."
1254.eng. What do you now ask?
1255.eng. [##] And what kind of moaning is that kind of moaning?
1256.eng. [##] And when you are able to ask for yourself, then what happens?
1257.eng. [##] And when you ask for yourself, who is the you that asks for yourself?
1258.eng. Client "It's like a bucket of adrenaline spills over if something bad happens."
1259.eng. You "And when a bucket of adrenaline spills over if something bad happens, what would you like to have happen?"
1260.eng. Client "I can turn off the tap."
1261.eng. You ask:
1262.eng. [##] And when you can turn off the tap, is there a relationship between the tap and the bucket?
1263.eng. [##] And when you can turn off the tap, then what happens?
1264.eng. [##] And when you can turn off the tap, what would you like to have happen?
1265.eng. "Where would you like to sit?" What is the next question?
1266.eng. [##] And what would you like to have happen?
1267.eng. [##] And when ... what would you like to have happen?
1268.eng. [##] And where would you like me to sit?
1269.eng. You ask "And when you have to learn not to be distracted from your goals, then what happens? in response to:
1270.eng. [##] the problem statement
1271.eng. [##] the remedy statement
1272.eng. [##] the outcome statement
1273.eng. I want to control my drinking without even thinking of it.
1274.eng. [##] problem
1275.eng. [##] remedy
1276.eng. [##] outcome
1277.eng. You ask "And what would you like to have happen?" when?
1278.eng. [##] after a problem statement?
1279.eng. [##] at the start of the session?
1280.eng. [##] after establishing the seating locations?
1281.eng. Client "I just crumple whenever I think of her."
1282.eng. You "And when you crumple whenever you think of her, what would you like to have happen?"
1283.eng. Client "I want to be able to stand up to her, no matter what."
1284.eng. You ask:
1285.eng. [##] And when you stand up to her no matter what, what kind of stand up is that stand up?
1286.eng. [##] And when you stand up to her, then what happens?
1287.eng. [##] And when you stand up to her, what would you like to have happen?
1288.eng. Client "I started a relationship recently, but I am not sure how secure I feel in the relationship."
1289.eng. You "And when you are not sure how secure you feel in the relationship, what would you like to have happen?
1290.eng. Client "I just feel so bad about myself."
1291.eng. What do you ask?
1292.eng. [##] And when you feel bad about yourself, what kind of bad is that bad?
1293.eng. [##] And when you feel bad about yourself, what would you like to have happen?
1294.eng. [##] And when you feel bad about yourself, then what happens?
1295.eng. You ask "And when you are very irresponsible, what would you like to have happen? in response to:
1296.eng. [##] the problem statement
1297.eng. [##] the remedy statement
1298.eng. [##] the outcome statement
1299.eng. Client "I just have to accept this"
1300.eng. You "And when you just have to accept this, what would you like to have happen?
1301.eng. What can this question cause?
1302.eng. [##] expansion of the landscape
1303.eng. [##] elaboration of an outcome
1304.eng. [##] suggest a problem which isn't there
1305.eng. "People see me as the smart fat girl no one's attracted to." What is your next question?
1306.eng. [##] And what kind of fat girl is that fat girl?
1307.eng. [##] And when ... what would you like to have happen?
1308.eng. [##] And when ... then what happens?
1309.eng. "My greatest desire is to stop smoking." What is the next question?
1310.eng. [##] Where would you like me to sit?
1311.eng. [##] And when ... then what happens?
1312.eng. [##] And when ... what would you like to have happen?
1313.eng. "I don't think I have the strenth to do it." What is the next question?
1314.eng. [##] And when ...what kind of strength is that kind of strength?
1315.eng. [##] And when ... then what happens?
1316.eng. [##] And when ... what would you like to have happen?
1317.eng. "I want to be able to take it or leave it." What is the next question?
1318.eng. [##] And when ... then what happens?
1319.eng. [##] And when ......... what kind of leave is that leave?
1320.eng. [##] And when ... what would you like to have happen?
1321.eng. Which is NOT accurate?
1322.eng. [##] "And when ... then what happens?" addresses remedies
1323.eng. [##] "And where would you like me to sit?" addresses spatial landscape
1324.eng. [##] "And when... what would you rather have happen?" addresses remedies
1325.eng. I hope to dare to be myself.
1326.eng. [##] problem
1327.eng. [##] remedy
1328.eng. [##] outcome
1329.eng. Client "In my heart I know I have to do something about this."
1330.eng. You "And when in your heart you know you have to do something about this, what kind of something is that something?"
1331.eng. Client "It's stuck and can't see."
1332.eng. You ask:
1333.eng. [##] And when stuck and can't see, what would you like to have happen?
1334.eng. [##] And when stuck and can't see, then what happens?
1335.eng. [##] And when it is stuck, where is that stuck?
1336.eng. I'm not meant to be happy.
1337.eng. [##] problem
1338.eng. [##] remedy
1339.eng. [##] outcome
1340.eng. Which is correct?
1341.eng. [##] "And what kind of .... is that kind of?" addresses problems
1342.eng. [##] "And what kind of .... is that kind of?" responds to an outcome statement
1343.eng. [##] "And what kind of .... is that kind of?" addresses remedies
1344.eng. Personality Alignment
1345.eng. The Personality Alignment process involves
1346.eng. [##] investigation, intervention and integration
1347.eng. [##] investigation, intervention and instigation
1348.eng. [##] intervention, integration and interruption
1349.eng. [##] investigation, intervention and interrogation
1350.eng. Which of these skills are not required in Personality Alignment?
1351.eng. [##] Use of Meta Model
1352.eng. [##] Pacing
1353.eng. [##] Submodality Changework
1354.eng. [##] Pattern Detection
1355.eng. Which verbal patterns are not used in the Investigation stage?
1356.eng. [##] Meta Model questioning
1357.eng. [##] Reframing
1358.eng. [##] Meta Programme responses
1359.eng. [##] Trance language
1360.eng. Which of these aspects are not presupposed in the 6 Step Reframe process?
1361.eng. [##] Parts require respect.
1362.eng. [##] Parts are open to reason and suggestion.
1363.eng. [##] Parts interact with each other.
1364.eng. [##] Parts are at our beck and call.
1365.eng. Which is not useful to believe. The 6 Step Reframe
1366.eng. [##] presupposes much of Parts work thinking.
1367.eng. [##] is an example of what is possible with Parts.
1368.eng. [##] is all you need to know about Parts work.
1369.eng. [##] grew out of work by Virginia Satir.
1370.eng. We are not our Behaviour.
1371.eng. [##] True
1372.eng. [##] False
1373.eng. Parts can be also be referred to as aspects of our personality.
1374.eng. [##] True
1375.eng. [##] False
1376.eng. Our Parts only express themselves occasionally.
1377.eng. [##] True
1378.eng. [##] False
1379.eng. Which is not the case? We can recognise the presence of a Part through
1380.eng. [##] voice tone
1381.eng. [##] language
1382.eng. [##] none of these
1383.eng. [##] mannerisms
1384.eng. "Who is speaking?" "Who brought you here today?" "Who haven't we met yet?" are all examples of
1385.eng. [##] intervention questions
1386.eng. [##] investigation questions
1387.eng. [##] integration questions
1388.eng. [##] interruption questions
1389.eng. It helps to bring a Part alive if you assume they have a shape and form.
1390.eng. [##] True
1391.eng. [##] False
1392.eng. Which is the odd one out? The following features can combine to give form to a Part.
1393.eng. [##] gender, age, positive intention
1394.eng. [##] colour, metaphor, sound
1395.eng. [##] clothing, mannerisms, name
1396.eng. [##] feelings, language, purpose
1397.eng. No word is merely a throwaway.
1398.eng. [##] True
1399.eng. [##] False
1400.eng. Which is the odd one out? When a Part becomes stuck it could be because
1401.eng. [##] you, the guide, have become stuck
1402.eng. [##] you have lost rapport
1403.eng. [##] the Part doesn't know where to look
1404.eng. [##] there are no further options to explore
1405.eng. Which is the odd one out? Recapping is an essential pursuit because it
1406.eng. [##] it reminds you of what you have covered
1407.eng. [##] it is an opportunity for you to show off
1408.eng. [##] it lets the explorer recap and regroup
1409.eng. [##] it lets the explorer know you've been paying attention
1410.eng. It is not important to come alongside and accept each Part.
1411.eng. [##] True
1412.eng. [##] False
1413.eng. The elements of Sponsorship include
1414.eng. [##] Playful, Curious, Adventurous
1415.eng. [##] Tender, Aggressive, Superficial
1416.eng. [##] Tender, Fierce, Playful
1417.eng. [##] Tender, Caring, Honest
1418.eng. Which is the odd one out. Using the explorer's words and gestures allows you to
1419.eng. [##] re anchor throughout the process
1420.eng. [##] pace the hallucination of the explorer
1421.eng. [##] avoid installation of your map
1422.eng. [##] give up thinking for yourself
1423.eng. Inviting a Part to choose alternative clothing is an intervention you can use.
1424.eng. [##] True
1425.eng. [##] False
1426.eng. Which is the odd one out? Parts can be
1427.eng. [##] destroyed
1428.eng. [##] renamed
1429.eng. [##] gain a different purpose
1430.eng. [##] regressed
1431.eng. It doesn't matter if the other Parts object to a new Part.
1432.eng. [##] True
1433.eng. [##] False
1434.eng. Parts know what age they would prefer to be.
1435.eng. [##] True
1436.eng. [##] False
1437.eng. Change can happen just by gaining new information.
1438.eng. [##] True
1439.eng. [##] False
1440.eng. It is useful to assume that there will be archetypes operating within a system.
1441.eng. [##] True
1442.eng. [##] False
1443.eng. The absence of a Child Part within a system is worth exploring.
1444.eng. [##] True
1445.eng. [##] False
1446.eng. The Wise Part is useful because
1447.eng. [##] it can offer an overview of the system
1448.eng. [##] it can let you know which Part you should meet next
1449.eng. [##] it is a source of understanding
1450.eng. [##] it helps when you run out of things to say
1451.eng. Which is the odd one out? When considering the introduction of a New Part, you need to
1452.eng. [##] gain agreement from all the other Parts
1453.eng. [##] establish the required conditions
1454.eng. [##] tell the system what it needs
1455.eng. [##] find an appropriate way of effecting the introduciton
1456.eng. The system always knows what New Part is missing.
1457.eng. [##] True
1458.eng. [##] False
1459.eng. There are certain Parts that are commonly absent from within a system.
1460.eng. [##] True
1461.eng. [##] False
1462.eng. You should agree with the explorer's desire to remove a Part.
1463.eng. [##] True
1464.eng. [##] False
1465.eng. Which is the odd one out? With an 'unwanted' Part you could usefully
1466.eng. [##] get rid of it.
1467.eng. [##] establish its positive intention.
1468.eng. [##] explore what you can presuppose from its behaviour.
1469.eng. [##] enable it to transform into a more acceptable form.
1470.eng. A Part has to have a positive intention.
1471.eng. [##] True
1472.eng. [##] False
1473.eng. A Part can become redundant.
1474.eng. [##] True
1475.eng. [##] False
1476.eng. It is essential that all the Parts are reintegrated fully into the explorer at the end of the process.
1477.eng. [##] True
1478.eng. [##] False
1479.eng. Modelling in the Moment
1480.eng. Which is not true. A useful response to personal reactions is:
1481.eng. [##] value them as being significant for the process
1482.eng. [##] let them go
1483.eng. [##] set them aside
1484.eng. [##] provide information about possible misconnections
1485.eng. Which is not the case? The name and address is provided by:
1486.eng. [##] And what kind of ...
1487.eng. [##] And that's like what ...
1488.eng. [##] And whereabouts is ...
1489.eng. [##] And is there anything else ...
1490.eng. [##] And where is ...
1491.eng. A question will have arisen from time spent in the Musing Space when it uses:
1492.eng. [##] the most recent comment
1493.eng. [##] a new metaphor
1494.eng. [##] relationships between expressed components
1495.eng. [##] previously expressed components and metaphors
1496.eng. A sweeping gesture moving in a curve from left to right is likely to be describing a journey from past, through present, to future. This is an example of:
1497.eng. [##] what's presented
1498.eng. [##] inherent logic
1499.eng. [##] inferred logic
1500.eng. [##] modeller's fantasy
1501.eng. Conditions need to be developed in the same way as the landscape.
1502.eng. [##] True
1503.eng. [##] False
1504.eng. When exploring a landscape you need to go for:
1505.eng. [##] span and depth
1506.eng. [##] depth
1507.eng. [##] span
1508.eng. [##] none of these
1509.eng. Modelling has no connections with changework interventions.
1510.eng. [##] True
1511.eng. [##] False
1512.eng. Which is not true? Personal Reactions arise from the modeller's:
1513.eng. [##] desire to fix
1514.eng. [##] personal beliefs
1515.eng. [##] need to problem solve
1516.eng. [##] desire to discover the structure
1517.eng. Which is not the case? Going through your transcript is a means of:
1518.eng. [##] working off line
1519.eng. [##] expanding your musing space
1520.eng. [##] testing the client's logic
1521.eng. [##] finding out where the gaps lie
1522.eng. Musing Space takes into consideration the inherent and inferred logic arising from what a client offers.
1523.eng. [##] True
1524.eng. [##] False
1525.eng. Which is not true? "And what would you like to have happen?" can result in:
1526.eng. [##] current problem
1527.eng. [##] proposed remedy
1528.eng. [##] desired outcome
1529.eng. [##] none of these
1530.eng. Musing about where the rainbow starts and finishes is an example of working with:
1531.eng. [##] what's presented
1532.eng. [##] inherent logic
1533.eng. [##] inferred logic
1534.eng. [##] modeller's fantasy
1535.eng. It is useful to be dissociated when modelling.
1536.eng. [##] True
1537.eng. [##] False
1538.eng. Which is not true? A Desired Outcome would likely contain the words:
1539.eng. [##] find
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1002.eng. Orchestrate, chorus, thunderous are:
1003.eng. [##] unspecified predicates
1004.eng. [##] visual predicates
1005.eng. [##] auditory predicates
1006.eng. [##] kinaesthetic predicates
1007.eng. Beliefs are formed from a useful decision taken in the past
1008.eng. [##] True
1009.eng. [##] False
1010.eng. Incongruent responses will be the result of a successful intervention
1011.eng. [##] True
1012.eng. [##] False
1013.eng. It is important to monitor shifts in physiology because they:
1014.eng. [##] indicate current state
1015.eng. [##] are required for calibration
1016.eng. [##] inform our response
1017.eng. [##] all of these
1018.eng. These are characteristics of Ericksonian hypnosis:
1019.eng. [##] direct suggestion and authoritarian
1020.eng. [##] permissive and sleeping
1021.eng. [##] permissive and waking
1022.eng. [##] indirect and authoritarian
1023.eng. Temporal predicates are used to loosen the hold on current reality
1024.eng. [##] True
1025.eng. [##] False
1026.eng. Rapport is the foundation of all relationships
1027.eng. [##] True
1028.eng. [##] False
1029.eng. We can choose how much rapport to establish
1030.eng. [##] True
1031.eng. [##] False
1032.eng. There are fixed locations for visual, auditory and kinaesthetic processing
1033.eng. [##] True
1034.eng. [##] False
1035.eng. Our physiology is an indicator of our internal processing
1036.eng. [##] True
1037.eng. [##] False
1038.eng. To increase rapport it is important to pace the level of chunk size someone is using
1039.eng. [##] True
1040.eng. [##] False
1041.eng. The R in SCORE stands for results
1042.eng. [##] True
1043.eng. [##] False
1044.eng. All behaviour can be replicated if we have the same resources available
1045.eng. [##] True
1046.eng. [##] False
1047.eng. A Strategy is:
1048.eng. [##] a consistent combination of behaviours
1049.eng. [##] a skill
1050.eng. [##] a conscious process
1051.eng. [##] none of these
1052.eng. Timelines
1053.eng. [##] have a predictable structure
1054.eng. [##] are fixed for that person
1055.eng. [##] are independent of language and state
1056.eng. [##] are unique to that individual
1057.eng. We need to be face to face to establish really deep rapport
1058.eng. [##] True
1059.eng. [##] False
1060.eng. You know you have rapport if
1061.eng. [##] you mirror and match
1062.eng. [##] you match voice tone
1063.eng. [##] you go second position
1064.eng. [##] you create a shift
1065.eng. Modelling occurs naturally
1066.eng. [##] True
1067.eng. [##] False
1068.eng. We have only learnt a model when we can teach it to others
1069.eng. [##] True
1070.eng. [##] False
1071.eng. Which is the odd one out?
1072.eng. [##] begun to
1073.eng. [##] since
1074.eng. [##] when
1075.eng. [##] reliable
1076.eng. Influencing Self
1077.eng. Successful learning is dependent on
1078.eng. [##] sustained motivation
1079.eng. [##] feedback
1080.eng. [##] clear purpose
1081.eng. [##] interest the subject
1082.eng. Content Reframes are ones where the meaning is altered.
1083.eng. [##] True
1084.eng. [##] False
1085.eng. Our unconscious mind knows far quicker than our conscious mind.
1086.eng. [##] True
1087.eng. [##] False
1088.eng. We are always ourselves, regardless of the perceptual position we are in.
1089.eng. [##] True
1090.eng. [##] False
1091.eng. Brighter, colour, tone, fuzzy are all:
1092.eng. [##] kinaesthetic submodalities
1093.eng. [##] auditory submodalities
1094.eng. [##] olfactory submodalities
1095.eng. [##] visual submodalities
1096.eng. Confusion is something to be avoided when learning.
1097.eng. [##] True
1098.eng. [##] False
1099.eng. To get a full experience at the neuro[##]logical level of spirituality, we need to amplify the submodalities within that experience.
1100.eng. [##] True
1101.eng. [##] False
1102.eng. If you haven’t had a reference experience you cannot create the state.
1103.eng. [##] True
1104.eng. [##] False
1105.eng. We are not our behaviours.
1106.eng. [##] True
1107.eng. [##] False
1108.eng. Effective Reframes have to:
1109.eng. [##] work within existing sets of rules
1110.eng. [##] be as valid or more valid than the existing belief
1111.eng. [##] contradict the held belief
1112.eng. [##] consider values
1113.eng. I CAN'T do this now – is a statement at
1114.eng. [##] environment level
1115.eng. [##] behaviour level
1116.eng. [##] capability level
1117.eng. [##] identity level
1118.eng. Confusion occurs when
1119.eng. [##] we can’t find a match with existing generalisations
1120.eng. [##] we become stressed
1121.eng. [##] we have all the information
1122.eng. [##] we delete or distort
1123.eng. Motivation is based on expectations and self[##]interest
1124.eng. [##] True
1125.eng. [##] False
1126.eng. Our collection of Parts is fixed for all time.
1127.eng. [##] True
1128.eng. [##] False
1129.eng. Peak states are impossible to reaccess.
1130.eng. [##] True
1131.eng. [##] False
1132.eng. Which is not the case? Our perceptions are filtered through
1133.eng. [##] our beliefs
1134.eng. [##] our language
1135.eng. [##] our senses
1136.eng. [##] our physiology
1137.eng. Differences between maps
1138.eng. [##] automatically create conflict
1139.eng. [##] require value judgement
1140.eng. [##] provide a learning opportunity
1141.eng. [##] are found within shared maps
1142.eng. NLP Presuppositions are the basic beliefs fundamental to NLP thinking.
1143.eng. [##] True
1144.eng. [##] False
1145.eng. Which of the following wouldn’t cause a state change?
1146.eng. [##] changing submodalities
1147.eng. [##] shifting focus of attention
1148.eng. [##] reaccessing a previous experience
1149.eng. [##] doing nothing
1150.eng. NLP first and foremost is:
1151.eng. [##] a set of tools
1152.eng. [##] an attitude of curiosity
1153.eng. [##] a way of influencing others
1154.eng. [##] none of these
1155.eng. Somatic Modelling
1156.eng. Most of the information you gather when modelling is not needed.
1157.eng. [##] True
1158.eng. [##] False
1159.eng. Language talks about experience. It is not having the experience.
1160.eng. [##] True
1161.eng. [##] False
1162.eng. Breathing slowly, establishing a present space, pushing past and future behind and in front, centering body, and creating a bubble around self and other, being open, letting energy flow out, will generate:
1163.eng. [##] Core State
1164.eng. [##] Modelling State
1165.eng. [##] Tracker State
1166.eng. [##] all three
1167.eng. Which is not accurate? Somatic Syntax is:
1168.eng. [##] the coding of cellular memory
1169.eng. [##] the spontaneous expression of experience
1170.eng. [##] able to be transferred
1171.eng. [##] able to be predetermined
1172.eng. Which is not accurate? We can enhance our Core State through introducing energy of the
1173.eng. [##] Lover
1174.eng. [##] Warrior
1175.eng. [##] Jester
1176.eng. [##] none of these
1177.eng. Intuition relies on
1178.eng. [##] body
1179.eng. [##] intellect
1180.eng. [##] emotion
1181.eng. [##] all three
1182.eng. Third Generation NLP is concerned with
1183.eng. [##] applications which are generative and systemic
1184.eng. [##] relationships between self and others
1185.eng. [##] focussing on the individual
1186.eng. [##] none of these
1187.eng. 4 square breathing involves:
1188.eng. [##] breathing in for 4 and breathing out for 4
1189.eng. [##] breathing in for 2 and breathing out for 4
1190.eng. [##] breathing in, holding, breathing out, holding
1191.eng. [##] none of these
1192.eng. Which of these statements doesn't ring true?
1193.eng. [##] Only certain gestures contain information.
1194.eng. [##] If I can't imagine it, I have no feelings.
1195.eng. [##] Adding rhythm helps body keep time.
1196.eng. [##] I scan my body to locate tension so I can release it.
1197.eng. Consciously understanding what the exemplar is doing whilst you are in the unconscious uptake phase is really useful.
1198.eng. [##] True
1199.eng. [##] False
1200.eng. Skilled performance involves:
1201.eng. [##] implicit and explicit behaviours
1202.eng. [##] knowing and doing
1203.eng. [##] conscious and unconscious
1204.eng. [##] self conscious awareness
1205.eng. The body requires verbal commands to direct its movement.
1206.eng. [##] True
1207.eng. [##] False
1208.eng. When pulled off centre, it is important to:
1209.eng. [##] reconnect with the present
1210.eng. [##] explore where you go to
1211.eng. [##] identify the trigger
1212.eng. [##] pause and breathe
1213.eng. Nerk Nerk state involves
1214.eng. [##] having assumptions about what exemplar is experiencing
1215.eng. [##] working from past experience
1216.eng. [##] shedding our own map
1217.eng. [##] focussing on surface structure
1218.eng. Preparation for modelling does not involve
1219.eng. [##] relationship with exemplar
1220.eng. [##] personal state
1221.eng. [##] context of the event
1222.eng. [##] access to exemplar
1223.eng. Which is not accurate? When we are in Core State:
1224.eng. [##] we have beliefs which are life enhancing
1225.eng. [##] we give ourselves time and space to explore
1226.eng. [##] we become unsafe and vulnerable
1227.eng. [##] we open ourselves to possibilities
1228.eng. According to Dilts and Delozier, how many stages are there in the Modelling process?
1229.eng. [##] 1
1230.eng. [##] 2
1231.eng. [##] 3
1232.eng. [##] 4
1233.eng. Mirroring and matching has no effect on intuition.
1234.eng. [##] True
1235.eng. [##] False
1236.eng. Which is not the case? Somatic Syntax can be used to:
1237.eng. [##] give expression to deep structure experience
1238.eng. [##] give ideas or reasons
1239.eng. [##] modify somatic strategies
1240.eng. [##] acquire new behaviours
1241.eng. The unconscious uptake phase involves
1242.eng. [##] setting up filters
1243.eng. [##] considering end user
1244.eng. [##] acting as if you are the exemplar
1245.eng. [##] setting lifelines
1246.eng. Problem, Remedy or Outcome
1247.eng. You ask "And when your headaches go away, then what happens? in response to:
1248.eng. [##] the problem statement
1249.eng. [##] the remedy statement
1250.eng. [##] the outcome statement
1251.eng. Client "It gets depressing listening to her moaning."
1252.eng. You "And when it gets depressing listening to her moaning, what would you like to have happen?
1253.eng. Client "I am able to ask for myself."
1254.eng. What do you now ask?
1255.eng. [##] And what kind of moaning is that kind of moaning?
1256.eng. [##] And when you are able to ask for yourself, then what happens?
1257.eng. [##] And when you ask for yourself, who is the you that asks for yourself?
1258.eng. Client "It's like a bucket of adrenaline spills over if something bad happens."
1259.eng. You "And when a bucket of adrenaline spills over if something bad happens, what would you like to have happen?"
1260.eng. Client "I can turn off the tap."
1261.eng. You ask:
1262.eng. [##] And when you can turn off the tap, is there a relationship between the tap and the bucket?
1263.eng. [##] And when you can turn off the tap, then what happens?
1264.eng. [##] And when you can turn off the tap, what would you like to have happen?
1265.eng. "Where would you like to sit?" What is the next question?
1266.eng. [##] And what would you like to have happen?
1267.eng. [##] And when ... what would you like to have happen?
1268.eng. [##] And where would you like me to sit?
1269.eng. You ask "And when you have to learn not to be distracted from your goals, then what happens? in response to:
1270.eng. [##] the problem statement
1271.eng. [##] the remedy statement
1272.eng. [##] the outcome statement
1273.eng. I want to control my drinking without even thinking of it.
1274.eng. [##] problem
1275.eng. [##] remedy
1276.eng. [##] outcome
1277.eng. You ask "And what would you like to have happen?" when?
1278.eng. [##] after a problem statement?
1279.eng. [##] at the start of the session?
1280.eng. [##] after establishing the seating locations?
1281.eng. Client "I just crumple whenever I think of her."
1282.eng. You "And when you crumple whenever you think of her, what would you like to have happen?"
1283.eng. Client "I want to be able to stand up to her, no matter what."
1284.eng. You ask:
1285.eng. [##] And when you stand up to her no matter what, what kind of stand up is that stand up?
1286.eng. [##] And when you stand up to her, then what happens?
1287.eng. [##] And when you stand up to her, what would you like to have happen?
1288.eng. Client "I started a relationship recently, but I am not sure how secure I feel in the relationship."
1289.eng. You "And when you are not sure how secure you feel in the relationship, what would you like to have happen?
1290.eng. Client "I just feel so bad about myself."
1291.eng. What do you ask?
1292.eng. [##] And when you feel bad about yourself, what kind of bad is that bad?
1293.eng. [##] And when you feel bad about yourself, what would you like to have happen?
1294.eng. [##] And when you feel bad about yourself, then what happens?
1295.eng. You ask "And when you are very irresponsible, what would you like to have happen? in response to:
1296.eng. [##] the problem statement
1297.eng. [##] the remedy statement
1298.eng. [##] the outcome statement
1299.eng. Client "I just have to accept this"
1300.eng. You "And when you just have to accept this, what would you like to have happen?
1301.eng. What can this question cause?
1302.eng. [##] expansion of the landscape
1303.eng. [##] elaboration of an outcome
1304.eng. [##] suggest a problem which isn't there
1305.eng. "People see me as the smart fat girl no one's attracted to." What is your next question?
1306.eng. [##] And what kind of fat girl is that fat girl?
1307.eng. [##] And when ... what would you like to have happen?
1308.eng. [##] And when ... then what happens?
1309.eng. "My greatest desire is to stop smoking." What is the next question?
1310.eng. [##] Where would you like me to sit?
1311.eng. [##] And when ... then what happens?
1312.eng. [##] And when ... what would you like to have happen?
1313.eng. "I don't think I have the strenth to do it." What is the next question?
1314.eng. [##] And when ...what kind of strength is that kind of strength?
1315.eng. [##] And when ... then what happens?
1316.eng. [##] And when ... what would you like to have happen?
1317.eng. "I want to be able to take it or leave it." What is the next question?
1318.eng. [##] And when ... then what happens?
1319.eng. [##] And when ......... what kind of leave is that leave?
1320.eng. [##] And when ... what would you like to have happen?
1321.eng. Which is NOT accurate?
1322.eng. [##] "And when ... then what happens?" addresses remedies
1323.eng. [##] "And where would you like me to sit?" addresses spatial landscape
1324.eng. [##] "And when... what would you rather have happen?" addresses remedies
1325.eng. I hope to dare to be myself.
1326.eng. [##] problem
1327.eng. [##] remedy
1328.eng. [##] outcome
1329.eng. Client "In my heart I know I have to do something about this."
1330.eng. You "And when in your heart you know you have to do something about this, what kind of something is that something?"
1331.eng. Client "It's stuck and can't see."
1332.eng. You ask:
1333.eng. [##] And when stuck and can't see, what would you like to have happen?
1334.eng. [##] And when stuck and can't see, then what happens?
1335.eng. [##] And when it is stuck, where is that stuck?
1336.eng. I'm not meant to be happy.
1337.eng. [##] problem
1338.eng. [##] remedy
1339.eng. [##] outcome
1340.eng. Which is correct?
1341.eng. [##] "And what kind of .... is that kind of?" addresses problems
1342.eng. [##] "And what kind of .... is that kind of?" responds to an outcome statement
1343.eng. [##] "And what kind of .... is that kind of?" addresses remedies
1344.eng. Personality Alignment
1345.eng. The Personality Alignment process involves
1346.eng. [##] investigation, intervention and integration
1347.eng. [##] investigation, intervention and instigation
1348.eng. [##] intervention, integration and interruption
1349.eng. [##] investigation, intervention and interrogation
1350.eng. Which of these skills are not required in Personality Alignment?
1351.eng. [##] Use of Meta Model
1352.eng. [##] Pacing
1353.eng. [##] Submodality Changework
1354.eng. [##] Pattern Detection
1355.eng. Which verbal patterns are not used in the Investigation stage?
1356.eng. [##] Meta Model questioning
1357.eng. [##] Reframing
1358.eng. [##] Meta Programme responses
1359.eng. [##] Trance language
1360.eng. Which of these aspects are not presupposed in the 6 Step Reframe process?
1361.eng. [##] Parts require respect.
1362.eng. [##] Parts are open to reason and suggestion.
1363.eng. [##] Parts interact with each other.
1364.eng. [##] Parts are at our beck and call.
1365.eng. Which is not useful to believe. The 6 Step Reframe
1366.eng. [##] presupposes much of Parts work thinking.
1367.eng. [##] is an example of what is possible with Parts.
1368.eng. [##] is all you need to know about Parts work.
1369.eng. [##] grew out of work by Virginia Satir.
1370.eng. We are not our Behaviour.
1371.eng. [##] True
1372.eng. [##] False
1373.eng. Parts can be also be referred to as aspects of our personality.
1374.eng. [##] True
1375.eng. [##] False
1376.eng. Our Parts only express themselves occasionally.
1377.eng. [##] True
1378.eng. [##] False
1379.eng. Which is not the case? We can recognise the presence of a Part through
1380.eng. [##] voice tone
1381.eng. [##] language
1382.eng. [##] none of these
1383.eng. [##] mannerisms
1384.eng. "Who is speaking?" "Who brought you here today?" "Who haven't we met yet?" are all examples of
1385.eng. [##] intervention questions
1386.eng. [##] investigation questions
1387.eng. [##] integration questions
1388.eng. [##] interruption questions
1389.eng. It helps to bring a Part alive if you assume they have a shape and form.
1390.eng. [##] True
1391.eng. [##] False
1392.eng. Which is the odd one out? The following features can combine to give form to a Part.
1393.eng. [##] gender, age, positive intention
1394.eng. [##] colour, metaphor, sound
1395.eng. [##] clothing, mannerisms, name
1396.eng. [##] feelings, language, purpose
1397.eng. No word is merely a throwaway.
1398.eng. [##] True
1399.eng. [##] False
1400.eng. Which is the odd one out? When a Part becomes stuck it could be because
1401.eng. [##] you, the guide, have become stuck
1402.eng. [##] you have lost rapport
1403.eng. [##] the Part doesn't know where to look
1404.eng. [##] there are no further options to explore
1405.eng. Which is the odd one out? Recapping is an essential pursuit because it
1406.eng. [##] it reminds you of what you have covered
1407.eng. [##] it is an opportunity for you to show off
1408.eng. [##] it lets the explorer recap and regroup
1409.eng. [##] it lets the explorer know you've been paying attention
1410.eng. It is not important to come alongside and accept each Part.
1411.eng. [##] True
1412.eng. [##] False
1413.eng. The elements of Sponsorship include
1414.eng. [##] Playful, Curious, Adventurous
1415.eng. [##] Tender, Aggressive, Superficial
1416.eng. [##] Tender, Fierce, Playful
1417.eng. [##] Tender, Caring, Honest
1418.eng. Which is the odd one out. Using the explorer's words and gestures allows you to
1419.eng. [##] re anchor throughout the process
1420.eng. [##] pace the hallucination of the explorer
1421.eng. [##] avoid installation of your map
1422.eng. [##] give up thinking for yourself
1423.eng. Inviting a Part to choose alternative clothing is an intervention you can use.
1424.eng. [##] True
1425.eng. [##] False
1426.eng. Which is the odd one out? Parts can be
1427.eng. [##] destroyed
1428.eng. [##] renamed
1429.eng. [##] gain a different purpose
1430.eng. [##] regressed
1431.eng. It doesn't matter if the other Parts object to a new Part.
1432.eng. [##] True
1433.eng. [##] False
1434.eng. Parts know what age they would prefer to be.
1435.eng. [##] True
1436.eng. [##] False
1437.eng. Change can happen just by gaining new information.
1438.eng. [##] True
1439.eng. [##] False
1440.eng. It is useful to assume that there will be archetypes operating within a system.
1441.eng. [##] True
1442.eng. [##] False
1443.eng. The absence of a Child Part within a system is worth exploring.
1444.eng. [##] True
1445.eng. [##] False
1446.eng. The Wise Part is useful because
1447.eng. [##] it can offer an overview of the system
1448.eng. [##] it can let you know which Part you should meet next
1449.eng. [##] it is a source of understanding
1450.eng. [##] it helps when you run out of things to say
1451.eng. Which is the odd one out? When considering the introduction of a New Part, you need to
1452.eng. [##] gain agreement from all the other Parts
1453.eng. [##] establish the required conditions
1454.eng. [##] tell the system what it needs
1455.eng. [##] find an appropriate way of effecting the introduciton
1456.eng. The system always knows what New Part is missing.
1457.eng. [##] True
1458.eng. [##] False
1459.eng. There are certain Parts that are commonly absent from within a system.
1460.eng. [##] True
1461.eng. [##] False
1462.eng. You should agree with the explorer's desire to remove a Part.
1463.eng. [##] True
1464.eng. [##] False
1465.eng. Which is the odd one out? With an 'unwanted' Part you could usefully
1466.eng. [##] get rid of it.
1467.eng. [##] establish its positive intention.
1468.eng. [##] explore what you can presuppose from its behaviour.
1469.eng. [##] enable it to transform into a more acceptable form.
1470.eng. A Part has to have a positive intention.
1471.eng. [##] True
1472.eng. [##] False
1473.eng. A Part can become redundant.
1474.eng. [##] True
1475.eng. [##] False
1476.eng. It is essential that all the Parts are reintegrated fully into the explorer at the end of the process.
1477.eng. [##] True
1478.eng. [##] False
1479.eng. Modelling in the Moment
1480.eng. Which is not true. A useful response to personal reactions is:
1481.eng. [##] value them as being significant for the process
1482.eng. [##] let them go
1483.eng. [##] set them aside
1484.eng. [##] provide information about possible misconnections
1485.eng. Which is not the case? The name and address is provided by:
1486.eng. [##] And what kind of ...
1487.eng. [##] And that's like what ...
1488.eng. [##] And whereabouts is ...
1489.eng. [##] And is there anything else ...
1490.eng. [##] And where is ...
1491.eng. A question will have arisen from time spent in the Musing Space when it uses:
1492.eng. [##] the most recent comment
1493.eng. [##] a new metaphor
1494.eng. [##] relationships between expressed components
1495.eng. [##] previously expressed components and metaphors
1496.eng. A sweeping gesture moving in a curve from left to right is likely to be describing a journey from past, through present, to future. This is an example of:
1497.eng. [##] what's presented
1498.eng. [##] inherent logic
1499.eng. [##] inferred logic
1500.eng. [##] modeller's fantasy
1501.eng. Conditions need to be developed in the same way as the landscape.
1502.eng. [##] True
1503.eng. [##] False
1504.eng. When exploring a landscape you need to go for:
1505.eng. [##] span and depth
1506.eng. [##] depth
1507.eng. [##] span
1508.eng. [##] none of these
1509.eng. Modelling has no connections with changework interventions.
1510.eng. [##] True
1511.eng. [##] False
1512.eng. Which is not true? Personal Reactions arise from the modeller's:
1513.eng. [##] desire to fix
1514.eng. [##] personal beliefs
1515.eng. [##] need to problem solve
1516.eng. [##] desire to discover the structure
1517.eng. Which is not the case? Going through your transcript is a means of:
1518.eng. [##] working off line
1519.eng. [##] expanding your musing space
1520.eng. [##] testing the client's logic
1521.eng. [##] finding out where the gaps lie
1522.eng. Musing Space takes into consideration the inherent and inferred logic arising from what a client offers.
1523.eng. [##] True
1524.eng. [##] False
1525.eng. Which is not true? "And what would you like to have happen?" can result in:
1526.eng. [##] current problem
1527.eng. [##] proposed remedy
1528.eng. [##] desired outcome
1529.eng. [##] none of these
1530.eng. Musing about where the rainbow starts and finishes is an example of working with:
1531.eng. [##] what's presented
1532.eng. [##] inherent logic
1533.eng. [##] inferred logic
1534.eng. [##] modeller's fantasy
1535.eng. It is useful to be dissociated when modelling.
1536.eng. [##] True
1537.eng. [##] False
1538.eng. Which is not true? A Desired Outcome would likely contain the words:
1539.eng. [##] find
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NLP-Exercises III.a
2008.01.06. 14:21 VanHalen
1965.eng. People are persuaded more easily and naturally when you have been able to learn, to think, to talk, and to write in terms of process, not content.
1966.eng. To communicate in terms of process and not content is a necessary and fundamental step in immediately becoming highly effective and successful at persuasion.#
1967.eng. Consider this.
1968.eng. Process is the “how” – it is the steps to the outcome.
1969.eng. In cooking – this is the recipe.
1970.eng. Content is the “what” – it is the subject matter.
1971.eng. What is being dealt with.
1972.eng. In cooking it is the ingredients.
1973.eng. When you spend all of your time concentrating on the ingredients of what you are cooking; you will not end up cooking anything.
1974.eng. No action or outcome results.#
1975.eng. You can elicit (find out) a person’s process by asking questions such as:#
1976.eng. "What caused .….
1977.eng. ?"
1978.eng. "How did you decide to ...
1979.eng. ?“
1980.eng. “What steps do you go through when you …..
1981.eng. ?#
1982.eng. These questions will get you process information.
1983.eng. And all you have to do as you elicit the process-oriented information is to pay attention and listen to exactly what is said and to look for eye movements and gestures (non-verbal communication) as the person you are persuading speaks.
1984.eng. If you listen and look – you will get the information you require.#
1985.eng. They have to give you the processes and strategies that they are using because it's what there are using all the time.
1986.eng. With practice, a person's process and strategies become easy to observe.#
1987.eng. For influencing purposes, the more you use their processes and strategy and the more you link it to what you want, your product or your service, the more promptly you will get what you want from them.#
1988.eng. Here's an example of how easy and natural it is to discover the person's process and strategy.
1989.eng. Buying a home example:
1990.eng. Lets determine the process that a person might use, from the beginning to the end, when a person decides to buy a home.
1991.eng. First, you ask one of the process/strategy finding questions.
1992.eng. "How did you decide to buy your last home?“
1993.eng. They respond: “First, I thought about what was really important to me and my family, and wrote them down in a list.
1994.eng. Then I called the realtor who sold me my last home.
1995.eng. My wife and I looked at several houses until we found one that we both felt met all our needs.”
1996.eng. Lets analysis what was said from two viewpoints.
1997.eng. First, from the position of what are the overall global aspects to this person's process - such as:
1998.eng. 1.
1999.eng. Think as what is important (criteria) in a house.
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1966.eng. To communicate in terms of process and not content is a necessary and fundamental step in immediately becoming highly effective and successful at persuasion.#
1967.eng. Consider this.
1968.eng. Process is the “how” – it is the steps to the outcome.
1969.eng. In cooking – this is the recipe.
1970.eng. Content is the “what” – it is the subject matter.
1971.eng. What is being dealt with.
1972.eng. In cooking it is the ingredients.
1973.eng. When you spend all of your time concentrating on the ingredients of what you are cooking; you will not end up cooking anything.
1974.eng. No action or outcome results.#
1975.eng. You can elicit (find out) a person’s process by asking questions such as:#
1976.eng. "What caused .….
1977.eng. ?"
1978.eng. "How did you decide to ...
1979.eng. ?“
1980.eng. “What steps do you go through when you …..
1981.eng. ?#
1982.eng. These questions will get you process information.
1983.eng. And all you have to do as you elicit the process-oriented information is to pay attention and listen to exactly what is said and to look for eye movements and gestures (non-verbal communication) as the person you are persuading speaks.
1984.eng. If you listen and look – you will get the information you require.#
1985.eng. They have to give you the processes and strategies that they are using because it's what there are using all the time.
1986.eng. With practice, a person's process and strategies become easy to observe.#
1987.eng. For influencing purposes, the more you use their processes and strategy and the more you link it to what you want, your product or your service, the more promptly you will get what you want from them.#
1988.eng. Here's an example of how easy and natural it is to discover the person's process and strategy.
1989.eng. Buying a home example:
1990.eng. Lets determine the process that a person might use, from the beginning to the end, when a person decides to buy a home.
1991.eng. First, you ask one of the process/strategy finding questions.
1992.eng. "How did you decide to buy your last home?“
1993.eng. They respond: “First, I thought about what was really important to me and my family, and wrote them down in a list.
1994.eng. Then I called the realtor who sold me my last home.
1995.eng. My wife and I looked at several houses until we found one that we both felt met all our needs.”
1996.eng. Lets analysis what was said from two viewpoints.
1997.eng. First, from the position of what are the overall global aspects to this person's process - such as:
1998.eng. 1.
1999.eng. Think as what is important (criteria) in a house.
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NLP exercises - III.
2008.01.06. 13:23 VanHalen
2000.eng. 2.
2001.eng. Write a list of the criteria.
2002.eng. 3.
2003.eng. Call a familiar realtor.
2004.eng. 4.
2005.eng. Look at homes until ….
2006.eng. 5.
2007.eng. See a criteria match.
2008.eng. 6.
2009.eng. Feel real good.
2010.eng. 7.
2011.eng. Buy home.#
2012.eng. Second, analyze the strategy - from the perspective of the exact sequence of their 5 senses that they use to organized their internal and external representational systems – (visual, auditory, kinesthetic, and Criteria List.)
2013.eng. The strategy may be something like this:
2014.eng. 1.
2015.eng. think about - Auditory internal dialogue.
2016.eng. 2.
2017.eng. write down – Kinesthetic – motion not feelings.
2018.eng. 3.
2019.eng. call a realtor – Auditory external.
2020.eng. 4.
2021.eng. look at home – Visual external.
2022.eng. 5.
2023.eng. saw criteria was a match.
2024.eng. Visual
2025.eng. 6.
2026.eng. felt good – Kinesthetic – feelings.#
2027.eng. The Strategy is: Talk to self – write down - talk to someone else – look at – see a match – feel good.
2028.eng. To be persuasive we now reflect back the person's exact strategy in the exact sequence they gave it to you.
2029.eng. Notice their response.
2030.eng. Does their non-verbal communication suggest that they agree with what you said.
2031.eng. So they look emotionally happy?
2032.eng. “Great!
2033.eng. That sounds like a perfect way to go about it.
2034.eng. So, I’m sure that you have thoughts what is important to you and your family in a home, so if you haven’t already done so why don’t you write them down and call me when you and your wife can go and look at some homes.
2035.eng. There are a lot of houses on the market so I’m sure that you will see one that you will feel is perfect for you.”
2036.eng. Keep repeating their strategy over and over.
2037.eng. More simply the strategy is:
2038.eng. Think - write - talk – look - see – feel
2039.eng. and link this with what you want them to do until the person has an overwhelming desire to do as you wish.
2040.eng. 7-Steps to Irresistible Persuasion Using Strategy, Process and Criteria.[[h1]]#
2041.eng. Determine the mutually agreeable outcome.
2042.eng. Establish rapport.
2043.eng. Ask the basic strategy elicitation questions:
2044.eng. "How do you decide ...
2045.eng. ?"
2046.eng. "How do you know ...
2047.eng. ?"
2048.eng. “What steps do you go through when you …..
2049.eng. ?"#
2050.eng. Use all the non-verbal communication cues that the person gives you.
2051.eng. Eye accessing cues.
2052.eng. Visual, auditory, and kinesthetic predicates.
2053.eng. Continue to elicit the major representational systems until complete.
2054.eng. Get all the details about the person's Criteria.
2055.eng. Ask, “What is important to you about …… ?#
2056.eng. Keep cycling through their strategy/process and Criteria list (linked with what you want them to do) repeatedly until you achieve your outcome.
2057.eng. Using the above example of someone buying a home - lets add Criteria to the process.
2058.eng. First, you ask one of the process/strategy finding questions.
2059.eng. "How did you decide to buy your last home?“
2060.eng. They respond: “First, I thought about what was really important to me and my family, and wrote them down in a list.
2061.eng. Then I called the realtor who sold me my last home.
2062.eng. My wife and I looked at several houses until we found one that we both felt met all our needs.”
2063.eng. Ask this question!
2064.eng. Next, you ask the Criteria elicitation question.
2065.eng. “I want to help you find the perfect home.
2066.eng. What is important to you and your family about living in the perfect home?”
2067.eng. Not this question!
2068.eng. Notice how I asked the question.
2069.eng. I wanted to get deeper criteria and values, right away, so the question wasn’t – ‘What is important to you and your family about a perfect home?” This would get answers like: 5 bedrooms, large kitchen, developed basement, 2 car garage etc.
2070.eng. If you followed the “not this question” answer with “What would having a home with 5 bedrooms, large kitchen, developed basement, 2 car garage etc - do for you?” would get the same answer as the “ask this question” above.
2071.eng. So ask this question!
2072.eng. What is important to you and your family about living in the perfect home?”
2073.eng. They respond: “Having a perfect home would mean that we have enough room so everyone has the freedom to do the things that they want to do.
2074.eng. It should be developed so that our family can “play” together and we will have the space to entertain socially.
2075.eng. The criteria are:
2076.eng. 1.
2077.eng. freedom to do the things we want to do
2078.eng. 2.
2079.eng. family can “play” together
2080.eng. 3.
2081.eng. entertain socially#
2082.eng. The new example of being persuasive Using Strategy, Process and Criteria Becomes:#
2083.eng. “Great!
2084.eng. That sounds like a perfect way to go about it.
2085.eng. So, I’m sure that you have thoughts about what is important to you and your family in a home, so if you haven’t already done so why don’t you write them down and call me when you and your wife can go and look at some homes.
2086.eng. There are a lot of houses on the market so I’m sure that you will see one that you will feel is perfect for you.
2087.eng. And once I have helped you find your perfect home so that you and your family have the freedom to do the things you want to do, your family can really feel good as you play together.
2088.eng. And you’ll have the perfect place to entertain your friends socially.”
2089.eng. Please note that: Bold black – denotes Strategy.
2090.eng. Bold red – denotes Criteria.#
2091.eng. Practice Using Criteria with Process and Strategy
2092.eng. 1.
2093.eng. Practice using the basic strategy elicitation questions: for 5 different strategies each week over the next month.
2094.eng. "How do you decide ...
2095.eng. ?
2096.eng. "How do you know ...
2097.eng. ?
2098.eng. “What steps do you go through when you …..
2099.eng. ?#
2100.eng. For Example: How someone motivates himself or herself.
2101.eng. How someone decides to buy or not buy something.
2102.eng. How someone knows how to get into a relationship with someone else.#
2103.eng. 2 Practice observing and listening for non-verbal communication accessing cues that give you each person’s strategy/process#
2104.eng. 3.
2105.eng. For each strategy list the steps here the person goes through on a global level to make a decision:
2106.eng. __________________________________________________
2107.eng. __________________________________________________
2108.eng. __________________________________________________
2109.eng. __________________________________________________
2110.eng. __________________________________________________
2111.eng. 4.
2112.eng. For each strategy list the representational systems by code (V, A, K) the person goes through in order to make a decision:
2113.eng. __________________________________________________
2114.eng. __________________________________________________
2115.eng. __________________________________________________
2116.eng. __________________________________________________
2117.eng. __________________________________________________
2118.eng. 5.
2119.eng. For each strategy list the representational systems by code (V, A, K) the person goes through in order to make a decision:
2120.eng. __________________________________________________
2121.eng. __________________________________________________
2122.eng. __________________________________________________
2123.eng. __________________________________________________#
2124.eng. Irresistible Communication, Influence and Persuasion Part 4[[h1]]
2125.eng. Chaining Emotional States Together or How to Lead Someone From One State to Another State.[[h2]]
2126.eng. Naturally as we have in the past, we will continue to keep in mind that we are using these processes based on being in - or creating long term relationships.[[h2]]
2127.eng. REVIEW
2128.eng. As we have discussed over the last few months, there are several skills necessary to be able to communicate irresistibly.
2129.eng. Some of these skills are:
2130.eng. Establishing and maintaining rapport.
2131.eng. Having a definite outcome.
2132.eng. Using Advance Language Patterns.
2133.eng. Refer to "Advanced Language Patterns Mastery"
2134.eng. Verbal pacing and leading.
2135.eng. Eliciting or creating emotional states.
2136.eng. Basically we are talking about having the ability/skill to either elicit or create an emotional state in the other person, (or yourself!) that is the perfect emotional state for them/you to be in if they/you were to naturally go ahead and carry out the mutually beneficial suggestion or action.
2137.eng. Chaining Emotional States Together.
2138.eng. Develop the skill to be able to lead someone (or yourself) from one emotional state to another.
2139.eng. Matching the other person's criteria.
2140.eng. Matching process/strategy.
2141.eng. This month's skill building exercise is about chaining the emotional states that we learned to elicit last month together in order to lead someone from one emotional state to another emotional state.
2142.eng. We will focus on Skill #6 - Chaining Emotional States Together.
2143.eng. This skill will greatly improve our ability to influence and persuade as well as build rapport.
2144.eng. Chaining Emotional States Together.[[h1]]#
2145.eng. Please note we will only cover just the very basics here.
2146.eng. In order to understand this let's assume that we are going to influence or persuade someone to act or think in a certain way that would be mutually beneficial to them and to us.#
2147.eng. Start with an outcome in mind.
2148.eng. What is the state that you would like them to be in at the end of the process so that they will naturally be able to act or think in a way that is beneficial to both of you.
2149.eng. For our exercise we will chain 3 states together.
2150.eng. We will use some of the states that we learned to elicit in past exercises - slightly modified to fit the context we will be using.
2151.eng. So, we will be chaining three states together.
2152.eng. State A to State B to State C
2153.eng. Curiosity (A) to Open To New Possibilities (B) to Future Success (C)
2154.eng. For our example we will assume that the person has expressed some Curiosity - which we will deepen and then link to Open To New Possibilities and then link to Future Success.
2155.eng. We could, of course, have to paced and led the person from whatever state that they were currently in - if it was not Curiosity, into Curiosity (A).
2156.eng. We could do that by linking their present on-going experience to Curiosity with some of our Advanced Language Patterns that we have already learned - such as cause and effect.
2157.eng. i.e.
2158.eng. You came to my web site and began to read some of the words that were written there.
2159.eng. And as you read, you had thoughts.
2160.eng. And having had those thoughts caused you to begin to become very curious about how you could use this valuable information in your everyday life.
2161.eng. etc.
2162.eng. Most of the time when we are chaining states from one state to another state may require too large of a state shift to go directly from the state that they are in to the desired end state.
2163.eng. So, one or two intermediate states may be required.
2164.eng. In our example to shift someone from Curiosity to Future Success would be too big of a jump.
2165.eng. Therefore, we are using an intermediate state of Open To New Possibilities.#
2166.eng. We'll use that same context that we used to elicit curiosity previously, which will help us integrate the exercises.
2167.eng. The context is that of a sales person wanting to get their customer into a state of Curiosity about their product or service, begin to see what the New Possibilities are and as a result of using the product or service they will experience Future Success.
2168.eng. We will use time distortion to future pace the customer to have already experienced Future Success in their mind.
2169.eng. I'll be the salesperson and you can take the position of a person who is interested in improving your communication by using Advanced Language Patterns Mastery to improve your results.
2170.eng. You can be my friend, John.
2171.eng. Let's assume that we are meeting face to face and you have asked me about my product, "Advanced Language Patterns Mastery"
2172.eng. First we deepen the state of Curiosity[[h3]]
2173.eng. Thank you so much for asking.
2174.eng. You know, John, isn't it interesting how people think?
2175.eng. I find it so amazing that so many of my customers tell me that when you first learn about Advanced Language Patterns, you become so curious about it that you want to learn how you can use it in your life.
2176.eng. And it is so natural.
2177.eng. It's like, have you ever had a time in your life when you notice that there is something happening and you just begin to wonder about it.
2178.eng. And no matter what you are doing, whether it's during the day or during the night, it keeps popping into your mind and that makes you even more curious about it.
2179.eng. Somehow it's really able to peak your interest to the point where you just can't stop thinking about it until you find out more about it.
2180.eng. So, you find someone, like me, to ask about it.
2181.eng. And because you asked about it, you become even more curious about it.
2182.eng. And as you do that, you find yourself asking yourself these questions.
2183.eng. "What's this all about?' "How does this work?" " How can I use this?"
2184.eng. Bridge To Open To New Possibilities And Begin to Elicit The State[[h3]]
2185.eng. It's like you're saying to your self, "I don't know what's really going on here but it seems like what's going on here is so full of opportunities.
2186.eng. I like it.
2187.eng. I don't know exactly what it is yet, but there's something here that is really important for me." And as you think about that and Advanced Language Patterns, it's exactly those kind of thoughts and feelings that you and others become aware of.
2188.eng. It's those very kind of thoughts and feeling that cause you to ask me about it.
2189.eng. And because you're clever enough to not accept things you're told without asking about them, you want to know more about this because it's possible to get really interested in learning how you can make changes in your life through the use of language and language patterns.
2190.eng. And because you have had this growing sense of curiosity and a ever growing sense of new opportunity about this - you want to know more.
2191.eng. You may find that as you learn more about this, John, you start believing how important learning about language patterns is to your life.
2192.eng. And learning more allows you to begin to change some of your beliefs from the ones you used to have, to new and more useful ones.
2193.eng. And it happen, just like that.
2194.eng. You find that you see new opportunities and you see new possibilities and you see these thing in a new and different way.
2195.eng. And you can benefit from that, be open to that and be able to accept the possibility that it can happen almost without any effort at all.
2196.eng. Bridge To Future Success And Begin to Elicit The State[[h3]]
2197.eng. It's really amazing that it does happen just like that, without conscious effort, because you have taken the steps and actions you needed to take to satisfy your curiosity and to see the possibilities for yourself.
2198.eng. By having chosen to learn to use language patterns, you have already are already taking the actions you want to take.
2199.eng. The actions that are the beginning of you future success.
2200.eng. Just imagine, six months from now.
2201.eng. You're proficient in using language patterns and because you've become so proficient, you've have had the success that you wanted and you've been able to get that success without a lot of pain or effort.
2202.eng. And having achieved this success, you can look back on today as the day that you made a decision to be more successful.
2203.eng. And that makes you feel good.
2204.eng. Now, what is the one thing I can tell about "Advanced Language Patterns Mastery" you that will make you even more eager to go ahead.#
2205.eng. Your exercise (the minimum required) for the next four weeks is to think of two situations in your life where you can chain three or more emotional states together to get a beneficial outcome.
2206.eng. During the first two weeks create the necessary wording to elicit and chain the emotional states together for the first situation.
2207.eng. During the final 2 weeks do the same for the second situation.
2208.eng. Please let me know how you enjoyed this exercise.[[h3]]
2209.eng. And email me the some examples of the wording you used to elicit and chain your emotional state together.[[h3]]#
2210.eng.
2211.eng. email: Larry McLauchlin#
2212.eng.
2213.eng. Irresistible Communication, Influence and Persuasion Part 5[[h2]]
2214.eng. Matching The Other Person's Values or Criteria.[[h2]]
2215.eng. Do you want to become an Irresistible Communicator?
2216.eng. To be a Master of Influence and Persuasion?
2217.eng. I make it so easy In Irresistible Communication: Influence and Persuasion for the Professional
2218.eng. Irresistible Communication: Influence and Persuasion for the Professional
2219.eng. Remember we are using these powerful techniques to create long term relationships.
2220.eng. REVIEW
2221.eng. As we have discussed previously, there are several skills necessary to be able to communicate irresistibly.
2222.eng. To repeat (and repetition is the mother of skill), these skills are:
2223.eng. Establishing and maintaining rapport.
2224.eng. Be sure that you are matching the other person exactly.
2225.eng. Start off with a second or two delay in your matching or mirroring and then move to matching the other person almost simultaneously within a minute or two.
2226.eng. Avoid matching the other person using subtle matches.
2227.eng. This is not a match - do and move exactly as they do.
2228.eng. The only way to get into deep rapport is to be willing to do what they do - 100% the same.
2229.eng. Having a definite outcome.
2230.eng. Set an outcome for everything you do.
2231.eng. If your are to influence and persuade you must know the outcome you want to achieve.
2232.eng. Using Advance Language Patterns.
2233.eng. We have already practiced some of the Advanced Language Patterns.
2234.eng. Using 3, 4 or more of them in combination will make it impossible for the conscious mind to recognize and negate all of the suggestions.
2235.eng. Refer to "Advanced Language Patterns Mastery" and the previous exercises for using presuppositions, cause and effect, embedded commands, single and double binds etc.
2236.eng. Verbal pacing and leading.
2237.eng. Pacing what is undeniably true and leading to what we want to be believed as true or what has yet to be established as being true.
2238.eng. In addition using Advanced Language Patterns to covertly insert commands to the other person's unconscious mind.
2239.eng. Eliciting or creating emotional states.
2240.eng. Basically we are talking about having the ability/skill to either elicit or create an emotional state in the other person, that is the perfect emotional state for them to be in if they were to naturally go ahead and carry out the mutually beneficial suggestion or action.
2241.eng. This includes the ability to be able to put yourself into this state (all your verbals and non-verbals will indicate you are in this state) before you create or elicit the same emotional state in others.
2242.eng. Matching the other person's criteria and values.
2243.eng. Eliciting and matching exactly the other person's criteria and values for the context you wish to influence and persuade.
2244.eng. Utilizing criteria is critical!
2245.eng. That is what this Skill Building Exercise will cover.
2246.eng. Matching process/strategy.
2247.eng. Irresistible influence and persuasion is obtained when you are able to determine the process/strategy the other person uses for any particular decision that they make or action that they take..
2248.eng. Again this is context dependent.
2249.eng. Find out their process and put your content into that process and it will be absolutely irresistible to them.
2250.eng. (More about this in a future exercise).
2251.eng. Criteria: What is important to someone.
2252.eng. How they judge whether a standard is met.
2253.eng. Value: an ideal accepted by some individual or group; "he has old-fashioned values"
2254.eng. From here on forward I will use the both terms values to and criteria - since the line between the two of them is not at all clear.
2255.eng. This month's skill building exercise is about eliciting and then using someone's own criteria and values to influence and persuade them powerfully.
2256.eng. Our main focus will be on Skill #7 - Matching the other person's criteria and values.
2257.eng. This skill will greatly improve our ability to influence and persuade as well as build rapport.
2258.eng. Eliciting and matching the other person's criteria and values.[[h1]]#
2259.eng. Please note we will only cover just the very basics here.
2260.eng. In order to understand this let's assume that we are going to influence or persuade someone to act or think in a certain way that would be mutually beneficial to them and to us.#
2261.eng. Eliciting The Other Person's Criteria and Values.[[h3]]
2262.eng. Before we go into how we can elicit someone's values, let's ensure that we understand what we mean by someone's values.
2263.eng. (The following includes excerpts from my unpublished manuscript on Meta-Programs entitled "Patterns of Influence"
2264.eng. Criteria and Values [[h1]]
2265.eng. The Criteria - Values Pattern:
2266.eng. Criteria are context dependent.
2267.eng. Each person has their own non-verbal process for determining when something is good, right or appropriate or bad, wrong and inappropriate for them.
2268.eng. Each person has words and phrases which describe these processes.
2269.eng. These words and phrases are called criteria or values.
2270.eng. When a person's criteria are met they will feel good and when the values are not met they will feel badly.
2271.eng. It is important to note that when someone hears their own personal criteria they will feel good.
2272.eng. It will be as though they just recognized a particular situation which met their values and criteria which gave them pleasant feelings.
2273.eng. This is because they have learned to associate the good feelings with the values words and phrases.
2274.eng. How to Elicit or Find Someone's Values
2275.eng. We elicit or find out someone's values by asking one of two questions.
2276.eng. The general questions to ask are either:
2277.eng. What is important to you in a "X"?
2278.eng. or
2279.eng. What's important to you about a "X"?
2280.eng. Where "X" is the context in which you wish to obtain the criteria..
2281.eng. For example: If you were a car salesperson - you would want to know the person's criteria and values for what they considered a good car, so that you could be sure that the car that you sell them will met their values.
2282.eng. If it does, they may buy it and if it doesn't, they will not buy it.
2283.eng. So, you would ask either of these criteria elicitation questions:
2284.eng. What do you want in a car?
2285.eng. Or
2286.eng. What's important to you about a car?
2287.eng. How To Recognize or Identify The Criteria -Values
2288.eng. In answering the question the person will give you a list of words and phrases.
2289.eng. These will be the criteria which make them feel good about "X".
2290.eng. In our example a car.
2291.eng. If you "say" a person's criteria back to them, they should feel good.
2292.eng. If they do not feel good or show a pleasant response - what you said was not their criteria and values.
2293.eng. In our example, let's say that we ask: What's important to you about a car?
2294.eng. And they respond, "We need something that is economical and has enough room for my family." The two criteria that they gave us here are:
2295.eng. it must be economical.
2296.eng. it must have room for a family.
2297.eng. We could ask essentially the same question again to get more criteria..
2298.eng. We ask, "And what else is important to you?"
2299.eng. In answering, they might say, "It has to also have front wheel drive so we can get around in the winter." Here we get another criteria:
2300.eng. getting around in winter.
2301.eng. Matching The Other Person's Criteria - Values[[h1]]
2302.eng. We Use Other Person's Values or Criteria in Our Language To Create a More Complete Understanding.
2303.eng. We then use the person's criteria in a sentence, in relation to "X", back to them.
2304.eng. We do not interpret the meaning of the words or phases; we use the exact words directly as they said them to us.
2305.eng. We do not paraphrase!
2306.eng. In our example, we might say, "Great, so you're looking for a car that is economical, has plenty of room for your family and has front wheel drive so you can get around in the winter.
2307.eng. Is that right?"
2308.eng. When we "say" these values and criteria back to them, they should feel good and we should be able to notice it in their non-verbal communication (a head nodding, a smile etc.).
2309.eng. If they do not feel good or show a pleasant response, what we said were not their criteria or values and we would re-ask the criteria elicitation questions.
2310.eng. In selling a car to the people in our example, what is real important to the person are:
2311.eng. that it is economical
2312.eng. that it has room for the family
2313.eng. that it can get around in winter
2314.eng. It is important to note that other features and benefits of a car are not as important as these.
2315.eng. So if you were to attempt to sell this person with any other benefit that is important to you - they would not likely buy - because it is not important to them.
2316.eng. The key here is that you do not sell what features and benefits you like, the manufacture emphasizes etc.
2317.eng. you sell what the buyer wants!
2318.eng. While we have emphasized criteria and values here, we assume that all the other skills in irresistible communicating will also be used.#
2319.eng.
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2001.eng. Write a list of the criteria.
2002.eng. 3.
2003.eng. Call a familiar realtor.
2004.eng. 4.
2005.eng. Look at homes until ….
2006.eng. 5.
2007.eng. See a criteria match.
2008.eng. 6.
2009.eng. Feel real good.
2010.eng. 7.
2011.eng. Buy home.#
2012.eng. Second, analyze the strategy - from the perspective of the exact sequence of their 5 senses that they use to organized their internal and external representational systems – (visual, auditory, kinesthetic, and Criteria List.)
2013.eng. The strategy may be something like this:
2014.eng. 1.
2015.eng. think about - Auditory internal dialogue.
2016.eng. 2.
2017.eng. write down – Kinesthetic – motion not feelings.
2018.eng. 3.
2019.eng. call a realtor – Auditory external.
2020.eng. 4.
2021.eng. look at home – Visual external.
2022.eng. 5.
2023.eng. saw criteria was a match.
2024.eng. Visual
2025.eng. 6.
2026.eng. felt good – Kinesthetic – feelings.#
2027.eng. The Strategy is: Talk to self – write down - talk to someone else – look at – see a match – feel good.
2028.eng. To be persuasive we now reflect back the person's exact strategy in the exact sequence they gave it to you.
2029.eng. Notice their response.
2030.eng. Does their non-verbal communication suggest that they agree with what you said.
2031.eng. So they look emotionally happy?
2032.eng. “Great!
2033.eng. That sounds like a perfect way to go about it.
2034.eng. So, I’m sure that you have thoughts what is important to you and your family in a home, so if you haven’t already done so why don’t you write them down and call me when you and your wife can go and look at some homes.
2035.eng. There are a lot of houses on the market so I’m sure that you will see one that you will feel is perfect for you.”
2036.eng. Keep repeating their strategy over and over.
2037.eng. More simply the strategy is:
2038.eng. Think - write - talk – look - see – feel
2039.eng. and link this with what you want them to do until the person has an overwhelming desire to do as you wish.
2040.eng. 7-Steps to Irresistible Persuasion Using Strategy, Process and Criteria.[[h1]]#
2041.eng. Determine the mutually agreeable outcome.
2042.eng. Establish rapport.
2043.eng. Ask the basic strategy elicitation questions:
2044.eng. "How do you decide ...
2045.eng. ?"
2046.eng. "How do you know ...
2047.eng. ?"
2048.eng. “What steps do you go through when you …..
2049.eng. ?"#
2050.eng. Use all the non-verbal communication cues that the person gives you.
2051.eng. Eye accessing cues.
2052.eng. Visual, auditory, and kinesthetic predicates.
2053.eng. Continue to elicit the major representational systems until complete.
2054.eng. Get all the details about the person's Criteria.
2055.eng. Ask, “What is important to you about …… ?#
2056.eng. Keep cycling through their strategy/process and Criteria list (linked with what you want them to do) repeatedly until you achieve your outcome.
2057.eng. Using the above example of someone buying a home - lets add Criteria to the process.
2058.eng. First, you ask one of the process/strategy finding questions.
2059.eng. "How did you decide to buy your last home?“
2060.eng. They respond: “First, I thought about what was really important to me and my family, and wrote them down in a list.
2061.eng. Then I called the realtor who sold me my last home.
2062.eng. My wife and I looked at several houses until we found one that we both felt met all our needs.”
2063.eng. Ask this question!
2064.eng. Next, you ask the Criteria elicitation question.
2065.eng. “I want to help you find the perfect home.
2066.eng. What is important to you and your family about living in the perfect home?”
2067.eng. Not this question!
2068.eng. Notice how I asked the question.
2069.eng. I wanted to get deeper criteria and values, right away, so the question wasn’t – ‘What is important to you and your family about a perfect home?” This would get answers like: 5 bedrooms, large kitchen, developed basement, 2 car garage etc.
2070.eng. If you followed the “not this question” answer with “What would having a home with 5 bedrooms, large kitchen, developed basement, 2 car garage etc - do for you?” would get the same answer as the “ask this question” above.
2071.eng. So ask this question!
2072.eng. What is important to you and your family about living in the perfect home?”
2073.eng. They respond: “Having a perfect home would mean that we have enough room so everyone has the freedom to do the things that they want to do.
2074.eng. It should be developed so that our family can “play” together and we will have the space to entertain socially.
2075.eng. The criteria are:
2076.eng. 1.
2077.eng. freedom to do the things we want to do
2078.eng. 2.
2079.eng. family can “play” together
2080.eng. 3.
2081.eng. entertain socially#
2082.eng. The new example of being persuasive Using Strategy, Process and Criteria Becomes:#
2083.eng. “Great!
2084.eng. That sounds like a perfect way to go about it.
2085.eng. So, I’m sure that you have thoughts about what is important to you and your family in a home, so if you haven’t already done so why don’t you write them down and call me when you and your wife can go and look at some homes.
2086.eng. There are a lot of houses on the market so I’m sure that you will see one that you will feel is perfect for you.
2087.eng. And once I have helped you find your perfect home so that you and your family have the freedom to do the things you want to do, your family can really feel good as you play together.
2088.eng. And you’ll have the perfect place to entertain your friends socially.”
2089.eng. Please note that: Bold black – denotes Strategy.
2090.eng. Bold red – denotes Criteria.#
2091.eng. Practice Using Criteria with Process and Strategy
2092.eng. 1.
2093.eng. Practice using the basic strategy elicitation questions: for 5 different strategies each week over the next month.
2094.eng. "How do you decide ...
2095.eng. ?
2096.eng. "How do you know ...
2097.eng. ?
2098.eng. “What steps do you go through when you …..
2099.eng. ?#
2100.eng. For Example: How someone motivates himself or herself.
2101.eng. How someone decides to buy or not buy something.
2102.eng. How someone knows how to get into a relationship with someone else.#
2103.eng. 2 Practice observing and listening for non-verbal communication accessing cues that give you each person’s strategy/process#
2104.eng. 3.
2105.eng. For each strategy list the steps here the person goes through on a global level to make a decision:
2106.eng. __________________________________________________
2107.eng. __________________________________________________
2108.eng. __________________________________________________
2109.eng. __________________________________________________
2110.eng. __________________________________________________
2111.eng. 4.
2112.eng. For each strategy list the representational systems by code (V, A, K) the person goes through in order to make a decision:
2113.eng. __________________________________________________
2114.eng. __________________________________________________
2115.eng. __________________________________________________
2116.eng. __________________________________________________
2117.eng. __________________________________________________
2118.eng. 5.
2119.eng. For each strategy list the representational systems by code (V, A, K) the person goes through in order to make a decision:
2120.eng. __________________________________________________
2121.eng. __________________________________________________
2122.eng. __________________________________________________
2123.eng. __________________________________________________#
2124.eng. Irresistible Communication, Influence and Persuasion Part 4[[h1]]
2125.eng. Chaining Emotional States Together or How to Lead Someone From One State to Another State.[[h2]]
2126.eng. Naturally as we have in the past, we will continue to keep in mind that we are using these processes based on being in - or creating long term relationships.[[h2]]
2127.eng. REVIEW
2128.eng. As we have discussed over the last few months, there are several skills necessary to be able to communicate irresistibly.
2129.eng. Some of these skills are:
2130.eng. Establishing and maintaining rapport.
2131.eng. Having a definite outcome.
2132.eng. Using Advance Language Patterns.
2133.eng. Refer to "Advanced Language Patterns Mastery"
2134.eng. Verbal pacing and leading.
2135.eng. Eliciting or creating emotional states.
2136.eng. Basically we are talking about having the ability/skill to either elicit or create an emotional state in the other person, (or yourself!) that is the perfect emotional state for them/you to be in if they/you were to naturally go ahead and carry out the mutually beneficial suggestion or action.
2137.eng. Chaining Emotional States Together.
2138.eng. Develop the skill to be able to lead someone (or yourself) from one emotional state to another.
2139.eng. Matching the other person's criteria.
2140.eng. Matching process/strategy.
2141.eng. This month's skill building exercise is about chaining the emotional states that we learned to elicit last month together in order to lead someone from one emotional state to another emotional state.
2142.eng. We will focus on Skill #6 - Chaining Emotional States Together.
2143.eng. This skill will greatly improve our ability to influence and persuade as well as build rapport.
2144.eng. Chaining Emotional States Together.[[h1]]#
2145.eng. Please note we will only cover just the very basics here.
2146.eng. In order to understand this let's assume that we are going to influence or persuade someone to act or think in a certain way that would be mutually beneficial to them and to us.#
2147.eng. Start with an outcome in mind.
2148.eng. What is the state that you would like them to be in at the end of the process so that they will naturally be able to act or think in a way that is beneficial to both of you.
2149.eng. For our exercise we will chain 3 states together.
2150.eng. We will use some of the states that we learned to elicit in past exercises - slightly modified to fit the context we will be using.
2151.eng. So, we will be chaining three states together.
2152.eng. State A to State B to State C
2153.eng. Curiosity (A) to Open To New Possibilities (B) to Future Success (C)
2154.eng. For our example we will assume that the person has expressed some Curiosity - which we will deepen and then link to Open To New Possibilities and then link to Future Success.
2155.eng. We could, of course, have to paced and led the person from whatever state that they were currently in - if it was not Curiosity, into Curiosity (A).
2156.eng. We could do that by linking their present on-going experience to Curiosity with some of our Advanced Language Patterns that we have already learned - such as cause and effect.
2157.eng. i.e.
2158.eng. You came to my web site and began to read some of the words that were written there.
2159.eng. And as you read, you had thoughts.
2160.eng. And having had those thoughts caused you to begin to become very curious about how you could use this valuable information in your everyday life.
2161.eng. etc.
2162.eng. Most of the time when we are chaining states from one state to another state may require too large of a state shift to go directly from the state that they are in to the desired end state.
2163.eng. So, one or two intermediate states may be required.
2164.eng. In our example to shift someone from Curiosity to Future Success would be too big of a jump.
2165.eng. Therefore, we are using an intermediate state of Open To New Possibilities.#
2166.eng. We'll use that same context that we used to elicit curiosity previously, which will help us integrate the exercises.
2167.eng. The context is that of a sales person wanting to get their customer into a state of Curiosity about their product or service, begin to see what the New Possibilities are and as a result of using the product or service they will experience Future Success.
2168.eng. We will use time distortion to future pace the customer to have already experienced Future Success in their mind.
2169.eng. I'll be the salesperson and you can take the position of a person who is interested in improving your communication by using Advanced Language Patterns Mastery to improve your results.
2170.eng. You can be my friend, John.
2171.eng. Let's assume that we are meeting face to face and you have asked me about my product, "Advanced Language Patterns Mastery"
2172.eng. First we deepen the state of Curiosity[[h3]]
2173.eng. Thank you so much for asking.
2174.eng. You know, John, isn't it interesting how people think?
2175.eng. I find it so amazing that so many of my customers tell me that when you first learn about Advanced Language Patterns, you become so curious about it that you want to learn how you can use it in your life.
2176.eng. And it is so natural.
2177.eng. It's like, have you ever had a time in your life when you notice that there is something happening and you just begin to wonder about it.
2178.eng. And no matter what you are doing, whether it's during the day or during the night, it keeps popping into your mind and that makes you even more curious about it.
2179.eng. Somehow it's really able to peak your interest to the point where you just can't stop thinking about it until you find out more about it.
2180.eng. So, you find someone, like me, to ask about it.
2181.eng. And because you asked about it, you become even more curious about it.
2182.eng. And as you do that, you find yourself asking yourself these questions.
2183.eng. "What's this all about?' "How does this work?" " How can I use this?"
2184.eng. Bridge To Open To New Possibilities And Begin to Elicit The State[[h3]]
2185.eng. It's like you're saying to your self, "I don't know what's really going on here but it seems like what's going on here is so full of opportunities.
2186.eng. I like it.
2187.eng. I don't know exactly what it is yet, but there's something here that is really important for me." And as you think about that and Advanced Language Patterns, it's exactly those kind of thoughts and feelings that you and others become aware of.
2188.eng. It's those very kind of thoughts and feeling that cause you to ask me about it.
2189.eng. And because you're clever enough to not accept things you're told without asking about them, you want to know more about this because it's possible to get really interested in learning how you can make changes in your life through the use of language and language patterns.
2190.eng. And because you have had this growing sense of curiosity and a ever growing sense of new opportunity about this - you want to know more.
2191.eng. You may find that as you learn more about this, John, you start believing how important learning about language patterns is to your life.
2192.eng. And learning more allows you to begin to change some of your beliefs from the ones you used to have, to new and more useful ones.
2193.eng. And it happen, just like that.
2194.eng. You find that you see new opportunities and you see new possibilities and you see these thing in a new and different way.
2195.eng. And you can benefit from that, be open to that and be able to accept the possibility that it can happen almost without any effort at all.
2196.eng. Bridge To Future Success And Begin to Elicit The State[[h3]]
2197.eng. It's really amazing that it does happen just like that, without conscious effort, because you have taken the steps and actions you needed to take to satisfy your curiosity and to see the possibilities for yourself.
2198.eng. By having chosen to learn to use language patterns, you have already are already taking the actions you want to take.
2199.eng. The actions that are the beginning of you future success.
2200.eng. Just imagine, six months from now.
2201.eng. You're proficient in using language patterns and because you've become so proficient, you've have had the success that you wanted and you've been able to get that success without a lot of pain or effort.
2202.eng. And having achieved this success, you can look back on today as the day that you made a decision to be more successful.
2203.eng. And that makes you feel good.
2204.eng. Now, what is the one thing I can tell about "Advanced Language Patterns Mastery" you that will make you even more eager to go ahead.#
2205.eng. Your exercise (the minimum required) for the next four weeks is to think of two situations in your life where you can chain three or more emotional states together to get a beneficial outcome.
2206.eng. During the first two weeks create the necessary wording to elicit and chain the emotional states together for the first situation.
2207.eng. During the final 2 weeks do the same for the second situation.
2208.eng. Please let me know how you enjoyed this exercise.[[h3]]
2209.eng. And email me the some examples of the wording you used to elicit and chain your emotional state together.[[h3]]#
2210.eng.
2211.eng. email: Larry McLauchlin#
2212.eng.
2213.eng. Irresistible Communication, Influence and Persuasion Part 5[[h2]]
2214.eng. Matching The Other Person's Values or Criteria.[[h2]]
2215.eng. Do you want to become an Irresistible Communicator?
2216.eng. To be a Master of Influence and Persuasion?
2217.eng. I make it so easy In Irresistible Communication: Influence and Persuasion for the Professional
2218.eng. Irresistible Communication: Influence and Persuasion for the Professional
2219.eng. Remember we are using these powerful techniques to create long term relationships.
2220.eng. REVIEW
2221.eng. As we have discussed previously, there are several skills necessary to be able to communicate irresistibly.
2222.eng. To repeat (and repetition is the mother of skill), these skills are:
2223.eng. Establishing and maintaining rapport.
2224.eng. Be sure that you are matching the other person exactly.
2225.eng. Start off with a second or two delay in your matching or mirroring and then move to matching the other person almost simultaneously within a minute or two.
2226.eng. Avoid matching the other person using subtle matches.
2227.eng. This is not a match - do and move exactly as they do.
2228.eng. The only way to get into deep rapport is to be willing to do what they do - 100% the same.
2229.eng. Having a definite outcome.
2230.eng. Set an outcome for everything you do.
2231.eng. If your are to influence and persuade you must know the outcome you want to achieve.
2232.eng. Using Advance Language Patterns.
2233.eng. We have already practiced some of the Advanced Language Patterns.
2234.eng. Using 3, 4 or more of them in combination will make it impossible for the conscious mind to recognize and negate all of the suggestions.
2235.eng. Refer to "Advanced Language Patterns Mastery" and the previous exercises for using presuppositions, cause and effect, embedded commands, single and double binds etc.
2236.eng. Verbal pacing and leading.
2237.eng. Pacing what is undeniably true and leading to what we want to be believed as true or what has yet to be established as being true.
2238.eng. In addition using Advanced Language Patterns to covertly insert commands to the other person's unconscious mind.
2239.eng. Eliciting or creating emotional states.
2240.eng. Basically we are talking about having the ability/skill to either elicit or create an emotional state in the other person, that is the perfect emotional state for them to be in if they were to naturally go ahead and carry out the mutually beneficial suggestion or action.
2241.eng. This includes the ability to be able to put yourself into this state (all your verbals and non-verbals will indicate you are in this state) before you create or elicit the same emotional state in others.
2242.eng. Matching the other person's criteria and values.
2243.eng. Eliciting and matching exactly the other person's criteria and values for the context you wish to influence and persuade.
2244.eng. Utilizing criteria is critical!
2245.eng. That is what this Skill Building Exercise will cover.
2246.eng. Matching process/strategy.
2247.eng. Irresistible influence and persuasion is obtained when you are able to determine the process/strategy the other person uses for any particular decision that they make or action that they take..
2248.eng. Again this is context dependent.
2249.eng. Find out their process and put your content into that process and it will be absolutely irresistible to them.
2250.eng. (More about this in a future exercise).
2251.eng. Criteria: What is important to someone.
2252.eng. How they judge whether a standard is met.
2253.eng. Value: an ideal accepted by some individual or group; "he has old-fashioned values"
2254.eng. From here on forward I will use the both terms values to and criteria - since the line between the two of them is not at all clear.
2255.eng. This month's skill building exercise is about eliciting and then using someone's own criteria and values to influence and persuade them powerfully.
2256.eng. Our main focus will be on Skill #7 - Matching the other person's criteria and values.
2257.eng. This skill will greatly improve our ability to influence and persuade as well as build rapport.
2258.eng. Eliciting and matching the other person's criteria and values.[[h1]]#
2259.eng. Please note we will only cover just the very basics here.
2260.eng. In order to understand this let's assume that we are going to influence or persuade someone to act or think in a certain way that would be mutually beneficial to them and to us.#
2261.eng. Eliciting The Other Person's Criteria and Values.[[h3]]
2262.eng. Before we go into how we can elicit someone's values, let's ensure that we understand what we mean by someone's values.
2263.eng. (The following includes excerpts from my unpublished manuscript on Meta-Programs entitled "Patterns of Influence"
2264.eng. Criteria and Values [[h1]]
2265.eng. The Criteria - Values Pattern:
2266.eng. Criteria are context dependent.
2267.eng. Each person has their own non-verbal process for determining when something is good, right or appropriate or bad, wrong and inappropriate for them.
2268.eng. Each person has words and phrases which describe these processes.
2269.eng. These words and phrases are called criteria or values.
2270.eng. When a person's criteria are met they will feel good and when the values are not met they will feel badly.
2271.eng. It is important to note that when someone hears their own personal criteria they will feel good.
2272.eng. It will be as though they just recognized a particular situation which met their values and criteria which gave them pleasant feelings.
2273.eng. This is because they have learned to associate the good feelings with the values words and phrases.
2274.eng. How to Elicit or Find Someone's Values
2275.eng. We elicit or find out someone's values by asking one of two questions.
2276.eng. The general questions to ask are either:
2277.eng. What is important to you in a "X"?
2278.eng. or
2279.eng. What's important to you about a "X"?
2280.eng. Where "X" is the context in which you wish to obtain the criteria..
2281.eng. For example: If you were a car salesperson - you would want to know the person's criteria and values for what they considered a good car, so that you could be sure that the car that you sell them will met their values.
2282.eng. If it does, they may buy it and if it doesn't, they will not buy it.
2283.eng. So, you would ask either of these criteria elicitation questions:
2284.eng. What do you want in a car?
2285.eng. Or
2286.eng. What's important to you about a car?
2287.eng. How To Recognize or Identify The Criteria -Values
2288.eng. In answering the question the person will give you a list of words and phrases.
2289.eng. These will be the criteria which make them feel good about "X".
2290.eng. In our example a car.
2291.eng. If you "say" a person's criteria back to them, they should feel good.
2292.eng. If they do not feel good or show a pleasant response - what you said was not their criteria and values.
2293.eng. In our example, let's say that we ask: What's important to you about a car?
2294.eng. And they respond, "We need something that is economical and has enough room for my family." The two criteria that they gave us here are:
2295.eng. it must be economical.
2296.eng. it must have room for a family.
2297.eng. We could ask essentially the same question again to get more criteria..
2298.eng. We ask, "And what else is important to you?"
2299.eng. In answering, they might say, "It has to also have front wheel drive so we can get around in the winter." Here we get another criteria:
2300.eng. getting around in winter.
2301.eng. Matching The Other Person's Criteria - Values[[h1]]
2302.eng. We Use Other Person's Values or Criteria in Our Language To Create a More Complete Understanding.
2303.eng. We then use the person's criteria in a sentence, in relation to "X", back to them.
2304.eng. We do not interpret the meaning of the words or phases; we use the exact words directly as they said them to us.
2305.eng. We do not paraphrase!
2306.eng. In our example, we might say, "Great, so you're looking for a car that is economical, has plenty of room for your family and has front wheel drive so you can get around in the winter.
2307.eng. Is that right?"
2308.eng. When we "say" these values and criteria back to them, they should feel good and we should be able to notice it in their non-verbal communication (a head nodding, a smile etc.).
2309.eng. If they do not feel good or show a pleasant response, what we said were not their criteria or values and we would re-ask the criteria elicitation questions.
2310.eng. In selling a car to the people in our example, what is real important to the person are:
2311.eng. that it is economical
2312.eng. that it has room for the family
2313.eng. that it can get around in winter
2314.eng. It is important to note that other features and benefits of a car are not as important as these.
2315.eng. So if you were to attempt to sell this person with any other benefit that is important to you - they would not likely buy - because it is not important to them.
2316.eng. The key here is that you do not sell what features and benefits you like, the manufacture emphasizes etc.
2317.eng. you sell what the buyer wants!
2318.eng. While we have emphasized criteria and values here, we assume that all the other skills in irresistible communicating will also be used.#
2319.eng.
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NLP exercises - II.
2008.01.06. 13:19 VanHalen
1500.eng. Timing of the anchor
1501.eng. start the anchor just before you reach the peak of the experience.
1502.eng. pair the anchor with the response as it peaks.
1503.eng. "Hold" it for about 5-10 seconds.
1504.eng. Use a separator state to get a pure anchor
1505.eng. once the response peaks, distract yourself to a neutral state.
1506.eng. the neutral state isolates the pairing between the peak experience and the anchor from other random experiences and associations.
1507.eng. this keeps the association unique.
1508.eng. Use a unique anchor
1509.eng. a distinct visual, auditory or kinesthetic anchor.
1510.eng. Accurate duplication of the anchor
1511.eng. the best response will occur when you reproduce the anchor (trigger) exactly as you set it up
1512.eng. match the visual, auditory and kinesthetic parts of the anchor exactly.#
1513.eng. Thank you for visiting this page.
1514.eng. I have temporarily removed this exercise.
1515.eng. It is one month of practicing basic NLP Anchoring Skill Building Exercises.
1516.eng. If you should really want to learn this - email me for more information.
1517.eng. larry@NLPandHypnosis.com Please put Anchoring Skills as the subject of the email.#
1518.eng.
1519.eng. Irresistible Communication, Influence and Persuasion Part 1[[h2]]
1520.eng. Verbal Pacing and Leading.[[h2]]
1521.eng. Please keep in mind that we are discussing these processes based on being in - or creating long term relationships.
1522.eng. There are several skills necessary to be able to communicate irresistibly.
1523.eng. These skills really are about influence and persuasion.
1524.eng. Some of these skills are:
1525.eng. Establishing and maintaining rapport.
1526.eng. Be sure that you are matching the other person exactly.
1527.eng. Start off with a second or two delay in your matching or mirroring and then move to matching the other person almost simultaneously within a minute or two.
1528.eng. Avoid matching the other person using subtle matches.
1529.eng. This is not a match - do and move exactly as they do.
1530.eng. The only way to get into deep rapport is to be willing to do what they do - 100% the same.#
1531.eng. Having a definite outcome.
1532.eng. Set an outcome for everything you do.
1533.eng. If your are to influence and persuade you must know the outcome you want to achieve.
1534.eng. Using Advance Language Patterns.
1535.eng. We have already practiced some of the Advanced Language Patterns.
1536.eng. Using 3, 4 or more of them in combination will make it impossible for the conscious mind to recognize and negate all of the suggestions.
1537.eng. Refer to "Advanced Language Patterns Mastery" and the previous exercises for using presuppositions, cause and effect, embedded commands, single and double binds etc.#
1538.eng. Verbal pacing and leading.
1539.eng. We will be learning more about this in this month's exercise.
1540.eng. We will be pacing what is undeniably true and leading to what we want to be believed as true or what has yet to be established as being true.#
1541.eng. Eliciting or creating emotional states.
1542.eng. Basically we are talking about having the ability/skill to either elicit or create an emotional state in the other person, that is the perfect emotional state for them to be in if they were to naturally go ahead and carry out the mutually beneficial suggestion or action.
1543.eng. This includes the ability to be able to put yourself into this state (all your verbals and non-verbals will indicate you are in this state) before you create or elicit the same emotional state in others.
1544.eng. Matching the other person's criteria.
1545.eng. Eliciting and matching exactly the other person's criteria for the context you wish to influence and persuade.
1546.eng. Utilizing criteria is critical!!
1547.eng. (More about this in future exercises)
1548.eng. Matching process/strategy.
1549.eng. Irresistible influence and persuasion is obtained when you are able to determine the process/strategy the other person uses.
1550.eng. Again this is context dependent.
1551.eng. Find out their process and put your content into that process and it will be absolutely irresistible to them.
1552.eng. (More about this in future exercises).
1553.eng. O.K., on to what this skill building exercise is about.
1554.eng. Verbal pacing and leading.[[h1]]
1555.eng. When I first started learning about NLP, I learned about pacing, to get rapport, and leading to an outcome.
1556.eng. So, I learned to pace voice tone, tempo, volume and timbre; body physiology; visual, auditory, and kinesthetic predicates: criteria, buzz words etc.
1557.eng. Only later did I discover how to use this same concept for verbal pacing and leading and how powerful it is.
1558.eng. So, how does it work?
1559.eng. It works by blurring the distinction between what is absolutely true and undeniable (observable in the person's own experience) and what we want to be believed as true (or has yet to be established as true).
1560.eng. I am not saying that what you are suggesting is not true; only that it has yet to be established as being true in their minds.
1561.eng. It's harder to explain than to demonstrate, so, let's demonstrate how it works.
1562.eng. We will use this process.
1563.eng. Most of you will already be familiar with it.
1564.eng. Pace, pace, pace.
1565.eng. lead
1566.eng. Pace, pace, lead, lead
1567.eng. Pace, lead, lead, lead
1568.eng. (and then repeat this same pattern over and over, like this)
1569.eng. Pace, pace, pace.
1570.eng. lead
1571.eng. Pace, pace, lead, lead
1572.eng. Pace, lead, lead, lead
1573.eng. etc.
1574.eng. O.K., lets use the verbal pacing and leading process to pace and lead you into learning to use and actual do the process.
1575.eng. Outcome: To use the process to pace and lead you into learning to use and actual do the pacing and leading process.
1576.eng. As you look at what I have written in this skill building exercise and you read each of the words, you have thoughts, in your mind, about what I'm saying and how you can begin to incorporate this material into your everyday life.
1577.eng. And as you have thoughts and have the feelings that you are having, you know that this is something that really interests you and because of that it will be easy for you to learn.
1578.eng. And as you wonder about being able to understand and learn what I'm writing here, you begin to think about where in your life you can use this process and what outcome you might want to obtain by using this skill.
1579.eng. And you wonder how you can set aside enough time to really learn these skills to improve your results.
1580.eng. O.K., exactly what verbal pacing and leading did I just do.
1581.eng. Let's dissect it.
1582.eng. I followed the above pattern that I suggested.#
1583.eng. Pace: As you look at what I have written in this skill building exercise
1584.eng. Pace: and you read each of the words,
1585.eng. Pace: you have thoughts, in your mind, about what I'm saying
1586.eng. Lead: and how you can begin to incorporate this material into your everyday life.#
1587.eng. Pace: And as you have thoughts
1588.eng. Pace: and have the feelings that you are having,
1589.eng. Lead: you know that this is something that really interests you
1590.eng. Lead: and because of that it will be easy for you to learn.#
1591.eng. Pace: And as you wonder about being able to understand and learn what I'm writing here,
1592.eng. Lead: you begin to think about where in your life you can use this process
1593.eng. Lead: and what outcome you might want to obtain by using this skill.
1594.eng. Lead: And you wonder how you can set aside enough time to really learn these skills to improve your results.#
1595.eng. Are you beginning to see how powerful this is?
1596.eng. When used correctly it is almost impossible to tell which statements we are using are undeniably true and which statements we want to be believed as being true (or action we are suggesting be taken).
1597.eng. Of course, I would now talk about these skills for a few sentences without using the pace, pace, pace, lead pattern (just like the two sentences above) and then I would continue on by repeating the same pattern with more verbal pacing and leading.
1598.eng. Such as:
1599.eng. Pace: You came to my Internet site
1600.eng. Pace: and began to look for something that might interest you.
1601.eng. Pace: And when you saw this month's exercises, they seemed interesting enough that you started to read them.
1602.eng. Lead: And as you were reading, what you read caused you to pay even more attention to the process and begin to integrate these techniques with the other information that you have on influence and persuasion to become even more powerful as a communicator.
1603.eng.
1604.eng. ETC.
1605.eng. ETC.
1606.eng. ETC.
1607.eng. O.K., it's your turn.
1608.eng. The skill building exercise this month is to use the following form to become skilled at verbal pacing and leading.
1609.eng. For each of the 4 weeks this month, choose an outcome you want to achieve and a person or persons you will influence and persuade (who will benefit from the achieved outcome, also), using these techniques, to get that outcome.
1610.eng. Use the form to learn and incorporate the techniques and then begin that week to use verbal pacing and leading in your speaking.
1611.eng. After all it is VERBAL pacing and leading.
1612.eng. So, practice using them as you speak.
1613.eng. Yes, it does work when written as well.
1614.eng. Here's the form:
1615.eng. Week _____________
1616.eng. My Outcome______________________________________
1617.eng. Pace: ___________________________________________________
1618.eng. _______________________________________________________
1619.eng. Pace: ___________________________________________________
1620.eng. _______________________________________________________
1621.eng. Pace: ___________________________________________________
1622.eng. _______________________________________________________
1623.eng. Lead: ___________________________________________________
1624.eng. ________________________________________________________
1625.eng. Pace: ___________________________________________________
1626.eng. ________________________________________________________
1627.eng. Pace: ___________________________________________________
1628.eng. ________________________________________________________
1629.eng. Lead: ___________________________________________________
1630.eng. ________________________________________________________
1631.eng. Pace: ___________________________________________________
1632.eng. ________________________________________________________
1633.eng. Lead: ___________________________________________________
1634.eng. ________________________________________________________
1635.eng. Lead: ___________________________________________________
1636.eng. ________________________________________________________
1637.eng. Lead: ___________________________________________________
1638.eng. ________________________________________________________
1639.eng. Continue on using the same outcome and repeating the pacing and leading process.
1640.eng. Pace: ___________________________________________________
1641.eng. _______________________________________________________
1642.eng. Pace: ___________________________________________________
1643.eng. _______________________________________________________
1644.eng. Pace: ___________________________________________________
1645.eng. _______________________________________________________
1646.eng. Lead: ___________________________________________________
1647.eng. ________________________________________________________
1648.eng. Pace: ___________________________________________________
1649.eng. ________________________________________________________
1650.eng. Pace: ___________________________________________________
1651.eng. ________________________________________________________
1652.eng. Lead: ___________________________________________________
1653.eng. ________________________________________________________
1654.eng. Pace: ___________________________________________________
1655.eng. ________________________________________________________
1656.eng. Lead: ___________________________________________________
1657.eng. ________________________________________________________
1658.eng. Lead: ___________________________________________________
1659.eng. ________________________________________________________
1660.eng. Lead: ___________________________________________________
1661.eng. ________________________________________________________#
1662.eng.
1663.eng. These techniques are very powerful.
1664.eng. Have some fun with them as you incorporate their use into your influence and persuasion skills.
1665.eng. Remember to use the other skills given at the beginning of this exercise to add even more power to your influencing and persuasion skills.
1666.eng. Check out the demonstration example.
1667.eng. What were the presuppositions that I used.
1668.eng. The cause and effect patterns.
1669.eng. Where were the embedded commands.
1670.eng. etc.
1671.eng. Use the email links in my site to give me some feedback.
1672.eng. Thanks.#
1673.eng.
1674.eng. Irresistible Communication, Influence and Persuasion Part 3[[h2]]
1675.eng. How to Elicit and Create Emotional States.[[h3]]
1676.eng. Naturally as we have in the past, we will continue to keep in mind that we are using these processes based on being in - or creating long term relationships.
1677.eng. As we have discussed over the last few months, there are several skills necessary to be able to communicate irresistibly.
1678.eng. Some of these skills are:
1679.eng. Establishing and maintaining rapport.
1680.eng. Having a definite outcome.
1681.eng. Using Advance Language Patterns.
1682.eng. Refer to "Advanced Language Patterns Mastery"
1683.eng. Verbal pacing and leading.
1684.eng. If you completed last two months exercise you are gaining more proficiency in using verbal pacing and leading along with Advanced Language Patterns.
1685.eng. Eliciting or creating emotional states.
1686.eng. The subject of this month's exercises.
1687.eng. Basically we are talking about having the ability/skill to either elicit or create an emotional state in the other person, that is the perfect emotional state for them to be in if they were to naturally go ahead and carry out the mutually beneficial suggestion or action.
1688.eng. This includes the ability to be able to put yourself into this state (all your verbals and non-verbals will indicate you are in this state) before you create or elicit the same emotional state in others.
1689.eng. Matching the other person's criteria.
1690.eng. Matching process/strategy.
1691.eng. SEE Part 1 for a more complete description of the above skills.
1692.eng. O.K., on to what this skill building exercise is about.
1693.eng. Lets focus on Skill #5 - eliciting and creating emotional states to improve our ability to influence and persuade as well as build rapport.#
1694.eng. Eliciting and Creating Emotional States.[[h1]]
1695.eng. Before we actually get into Eliciting and Creating Emotional States, let's review a little of what I call working theory or what is it that makes this work so well and so easily.
1696.eng. We'll briefly look at these important concepts.
1697.eng. Start with an outcome in mind.
1698.eng. What is the "emotional state" you want to produce in yourself and in the other person.
1699.eng. Almost anything is possible when you are in rapport with someone.
1700.eng. To create an emotional state in someone else you must first put yourself in that state.
1701.eng. The mind cannot tell the difference between a very intense recalled emotional experience and a very intensely imagined emotional experience.
1702.eng. When a person is immersed in a past emotional experience, with a feeling of present reality, they will relive that experience exactly as the memory was incorporated at the time it actually happened.
1703.eng. In other words they will actually get into that "intense" emotion right here and right now as you are speaking to them.
1704.eng. It is possible to chain a series of states together to lead a person from say curiosity to commitment.#
1705.eng. Please note we will only cover just the very basics here.[[h3]]
1706.eng. In order to understand this let's assume that we are going to influence or persuade someone to act or think in a certain way that would be mutually beneficial to them and to us.
1707.eng. So, let's go through the above concepts one at a time and learn now exactly how it works.
1708.eng. Believe me, it is worth your time to understand these concepts and use them continually in all your communication.
1709.eng. Now, lets move on.
1710.eng. Out major outcome will be to influence or persuade someone to act or think in a certain way.
1711.eng. Start with an outcome in mind.[[h2]]
1712.eng. In this case the outcome is to produce a certain useful state in someone.
1713.eng. Outcome = what is the "emotional state" you want to produce.
1714.eng. For example if you were a salesperson, you might want to create a state of curiosity about your product or service.
1715.eng. Determine what state would it be natural for the person to be in to do or think the way we know would be beneficial to them and us.
1716.eng. i.e.
1717.eng. curiosity.
1718.eng. Anything is possible when you are in rapport with someone.[[h2]]
1719.eng. Get into rapport with the person.
1720.eng. You presuppose that you are in rapport.
1721.eng. i.e.
1722.eng. act as if you already have rapport.
1723.eng. Be sure that you are matching the other person exactly.
1724.eng. Yes, exactly.
1725.eng. Initially start off with a second or two delay in your matching or mirroring.
1726.eng. Then move to matching the other person almost simultaneously within a minute or two.
1727.eng. Avoid matching the other person using subtle matches.
1728.eng. This is not a match - do and move exactly as they do.
1729.eng. The only way to get into deep rapport is to be willing to do what they do - absolutely 100% the same.
1730.eng. To create an emotional state in someone else you must be in that state.[[h2]]
1731.eng. Establish rapport.
1732.eng. Decide what state you want to elicit or create.
1733.eng. Then in your own mind get into the same emotional state that you want the other person to have.
1734.eng. Elicit or create the state as described below.
1735.eng. The mind cannot tell the difference between a very "intense" emotional experience recalled from the past and a very "intense" emotional experience created in the imagination.[[h2]]
1736.eng. Any emotional state can be produced at will - right here - right now!
1737.eng. The sights, sounds and feelings of an emotional experience are "super glued" or linked together.
1738.eng. So by eliciting or creating one of them we will automatically bring in the others.
1739.eng. i.e.
1740.eng. if we were to get a person to feel curious they will automatically bring into mind the total experience with all the visual and auditory components.
1741.eng. We can create an emotional state just by describing it in a certain way.
1742.eng. Eliciting and Creating Emotional States.[[h2]]
1743.eng. Hypnotist talk about re-vivification.
1744.eng. In re-vivification, the person is immersed in the experience, reliving it exactly as the memory/experience was incorporated at the time it actually happened.
1745.eng. Re-vivification, we'll equate it to state elicitation from now on, is much more common than most people realize.
1746.eng. Excellent communicators use it all the time.
1747.eng. Sales people, politicians, therapists, talk show hosts, religious leaders use state elicitation to get listeners to relive previous experiences.
1748.eng. These experiences can either be positively or negatively charged.
1749.eng. Basically we can get another person to immediately experience any mood or emotion - at will.#
1750.eng. What are some of the emotional states will be extremely useful in our communication?
1751.eng. Curiosity
1752.eng. Frustration
1753.eng. Open to new possibilities
1754.eng. Committed
1755.eng. Convinced
1756.eng. Strong connection
1757.eng. Wanton desire
1758.eng. Confidence
1759.eng. Trust
1760.eng. Loyalty
1761.eng. Excitement
1762.eng. etc., etc., etc.#
1763.eng. Let's use the above example of a sales person wanting to get his customer into a state of curiosity about his product or service.
1764.eng. Our outcome then is to get the other person into a state of curiosity and link that state to our product.
1765.eng. How would we go about it?
1766.eng. Naturally this is harder to explain that to actually do.
1767.eng. I'll be the salesperson and you can take the position of a person who is interested in improving your communication by using Advanced Language Patterns to improve your results.
1768.eng. You can be my friend, John.#
1769.eng. Here's the process
1770.eng. First, I decide on the state - curiosity.
1771.eng. Then I ask myself, what are the components that make up the state of curiosity.
1772.eng. For example what would a person be thinking, seeing, hearing, feeling or doing if they were actually in a state of curiosity.
1773.eng. Here's what I came up with.
1774.eng. Components of Curiosity:
1775.eng. Begin to wonder about it.
1776.eng. Peaks my interest.
1777.eng. Ask myself questions.
1778.eng. Continually comes to mind.
1779.eng. There's something in here for me.
1780.eng. What can I learn here?
1781.eng. Now, I use these components and Advanced Language Patterns to tie them together and elicit the state of curiosity.
1782.eng. For example:
1783.eng. I don't know about you, John, but so many of my customers tell me that when you first learn about Advanced Language Patterns, you begin to get really curious and want to learn even more about it.
1784.eng. And it is so natural.
1785.eng. It's like, have you ever had a time in your life when you notice that there is something happening and you just begin to wonder about it.
1786.eng. And no matter what you are doing, whether it's during the day or during the night, it keeps popping into your mind and that makes you even more curious about it.
1787.eng. Somehow it's really able to peaks your interest to the point where you just can't stop thinking about it until you find out more about it.
1788.eng. And the more you continue to think about it, the more you become even more curious about it.
1789.eng. And as you do that, you find yourself asking yourself these questions.
1790.eng. "What's this all about?' "How does this work?" " What can I learn here?" It's like you're saying to your self, "I don't know what's really going on here but it seems like what's going on here is so full of opportunities and I like it.
1791.eng. I don't know exactly what it is yet, but there's something here that is really important for me." And as you think about Advanced Language Patterns, it's exactly those kind of thoughts and feelings that you and others become aware of.
1792.eng. It's really amazing that it does happen just like that, over and over again, until you take the action you need to take to satisfy your curiosity.
1793.eng. Now, is there something that I can do to help you get the results you want?
1794.eng. Or
1795.eng. Isn't it interesting how people think, John, like if you were to think of something that you've been curious about in the past.
1796.eng. Something that somehow gets into your mind, and it's there and no matter what you're doing; sometimes during the day or during the night it continues to pop into your mind until you actually do something about it.
1797.eng. It's like maybe ever time you look into a mirror and see yourself, it pops into your mind and you wonder about it and how it can help you.
1798.eng. And you somehow know deep down inside of you there is something that you have to find out about; no matter what it takes or what it costs, you'll do what ever it takes right now or within a very short time.
1799.eng. Perhaps within a day or too at the latest, because you understand that you have a need to satisfy that curiosity within you.
1800.eng. And that's the interesting thing about people, John., it happens just like that.
1801.eng. It's really very interesting, isn't it?
1802.eng. These are two quick examples of how you might take the components/structure of curiosity and then elicit that state in someone else.
1803.eng. How we can then chain curiosity to another state will be covered in future exercises.#
1804.eng. This month's exercise will be in interactive exercise between you and me.
1805.eng. Together we will develop the components/structure of four different states.
1806.eng. And then we will write our the language we could use to elicit each of the states in someone.
1807.eng. The interactive part takes place when you email me the results of your thinking.
1808.eng. I really will appreciate it when I get this feedback and will publish the most common components for each emotional state.
1809.eng. Having these common components will make it much easier to elicit each of these in the future.
1810.eng. Thank you in advance.
1811.eng. Choose any 4 of the following states, develop the components for the state and write out the script to elicit.
1812.eng. Do one a week.
1813.eng. Curiosity
1814.eng. Frustration
1815.eng. Open to new possibilities
1816.eng. Committed
1817.eng. Convinced
1818.eng. Strong connection
1819.eng. Wanton desire
1820.eng. Confidence
1821.eng. Interest
1822.eng. Learning
1823.eng. Trust
1824.eng. Loyalty
1825.eng. Excitement
1826.eng. Strong connection - instant rapport.
1827.eng. Choose your own state _________________________#
1828.eng. Week One:[[h2]]
1829.eng. The Emotional State is: ________________________________
1830.eng. Components of the state are:
1831.eng. ___________________________________________
1832.eng. ___________________________________________
1833.eng. ___________________________________________
1834.eng. ___________________________________________
1835.eng. ___________________________________________
1836.eng. ___________________________________________
1837.eng. Here's how I would elicit this state:
1838.eng. _____________________________________________________
1839.eng. _____________________________________________________
1840.eng. _____________________________________________________
1841.eng. _____________________________________________________#
1842.eng. Week Two:[[h2]]
1843.eng. The Emotional State is: ________________________________
1844.eng. Components of the state are:
1845.eng. ___________________________________________
1846.eng. ___________________________________________
1847.eng. ___________________________________________
1848.eng. ___________________________________________
1849.eng. ___________________________________________
1850.eng. ___________________________________________
1851.eng. Here's how I would elicit this state:
1852.eng. _____________________________________________________
1853.eng. _____________________________________________________
1854.eng. _____________________________________________________
1855.eng. _____________________________________________________#
1856.eng.
1857.eng. Week Three:[[h2]]
1858.eng. The Emotional State is: ________________________________
1859.eng. Components of the state are:
1860.eng. ___________________________________________
1861.eng. ___________________________________________
1862.eng. ___________________________________________
1863.eng. ___________________________________________
1864.eng. ___________________________________________
1865.eng. ___________________________________________
1866.eng. Here's how I would elicit this state:
1867.eng. _____________________________________________________
1868.eng. _____________________________________________________
1869.eng. _____________________________________________________
1870.eng. _____________________________________________________#
1871.eng. Week Four:[[h2]]
1872.eng. The Emotional State is: ________________________________
1873.eng. Components of the state are:
1874.eng. ___________________________________________
1875.eng. ___________________________________________
1876.eng. ___________________________________________
1877.eng. ___________________________________________
1878.eng. ___________________________________________
1879.eng. ___________________________________________
1880.eng. Here's how I would elicit this state:
1881.eng. _____________________________________________________
1882.eng. _____________________________________________________
1883.eng. _____________________________________________________
1884.eng. _____________________________________________________#
1885.eng. Sent email to: larry@NLPandHypnosis.com.
1886.eng. Please remember this exercise is to be interactive .
1887.eng. By combining our experiences and components and structure of the various states we can generate a list of the most common components for each state.
1888.eng. Having these common components will make it much easier for all of us to elicit each of these in the future.
1889.eng. Thanks Again.#
1890.eng. In a future exercise we will learn how to chain these states together.
1891.eng. For example we might chain Frustration to Curiosity to Interest to Learning.
1892.eng. This of course would be a very useful chain of states to use when someone is having trouble learning something.
1893.eng. Thanks for your interest.#
1894.eng.
1895.eng. Copyright 2003 Leading Edge Communications Ltd.
1896.eng. and Larry McLauchlin#
1897.eng. How to Use Process and Strategy [[h2]]
1898.eng. And [[h2]]
1899.eng. Using Criteria with Process and Strategy[[h2]]
1900.eng. Do you want to become an Irresistible Communicator?
1901.eng. To be a Master of Influence and Persuasion?
1902.eng. Then you must master this information before going on to some of my more advanced material.
1903.eng. Irresistible Communication: Influence and Persuasion for the Professional.
1904.eng. Please keep in mind that we are discussing these processes based on being in - or creating long-term relationships.#
1905.eng. There are several skills necessary to be able to communicate irresistibly.
1906.eng. These skills really are about influence and persuasion.#
1907.eng. The skills we will learn here are:
1908.eng. Establishing and maintaining rapport.
1909.eng. Be sure that you are matching the other person exactly.
1910.eng. Start off with a second or two delay in your matching or mirroring and then move to matching the other person almost simultaneously within a minute or two.
1911.eng. Avoid matching the other person using subtle matches.
1912.eng. This is not a match - do and move exactly as they do.
1913.eng. The only way to get into deep rapport is to be willing to do what they do - 100% the same.
1914.eng. Having a definite outcome.
1915.eng. Set an outcome for everything you do.
1916.eng. If you are to influence and persuade you must know the outcome you want to achieve.
1917.eng. Using Advance Language Patterns.
1918.eng. We have already practiced some of the Advanced Language Patterns.
1919.eng. Using 3, 4 or more of them in combination will make it impossible for the conscious mind to recognize and negate all of the suggestions.
1920.eng. Refer to "Advanced Language Patterns Mastery" and the previous exercises for using presuppositions, cause and effect, embedded commands, single and double binds and more.
1921.eng. Verbal pacing and leading.
1922.eng. Pacing and leading are extremely powerful skills.
1923.eng. Pace what is undeniably true and lead to what you want to be believed as true or what has yet to be established as being true.
1924.eng. Eliciting or creating emotional states.
1925.eng. Basically we are talking about having the ability/skill to either elicit or create an emotional state in the other person, that is the perfect emotional state for them to be in if they were to naturally go ahead and carry out the mutually beneficial suggestion or action.
1926.eng. This includes the ability to be able to put yourself into this state (all your verbal and non-verbal communication will indicate you are in this state) before you create or elicit the same emotional state in others.
1927.eng. Matching the other person's criteria.
1928.eng. Eliciting and matching exactly the other person's criteria for the context you wish to influence and persuade.
1929.eng. Utilizing criteria is critical.
1930.eng. Matching process and strategy.
1931.eng. Irresistible influence and persuasion is obtained when you are able to determine the process and the strategy the other person uses.
1932.eng. Process and strategy are context dependent.
1933.eng. Find the process and strategies that people use.
1934.eng. Then put your content into that process using their strategy and your outcome will be absolutely irresistible to them.
1935.eng. Process and Strategy[[h1]]#
1936.eng. How to easily and naturally discover the other person's decision-making strategy.
1937.eng. Discover how to persuade another person in his or her own unique and irresistible way.
1938.eng. Get others to agree or to buy what you are selling instantly.
1939.eng. Find and use the other person’s strategy and get them to do what you want.
1940.eng. Understand the critical difference between process and content.#
1941.eng. Strategies are the particular sequence of internal and external representations - seeing (visual), hearing (auditory), feeling (kinesthetic), and making sense of - that a person makes to get a specific outcome (for example whether to buy something or not.)#
1942.eng. Although they are not entirely the same, I am going to use the terms “process” and “strategy” interchangeably and combine their use here.#
1943.eng. Our human experience is an endless series of subjective representations in our mind – our awareness is a continual series of images, sounds, feelings, thoughts and words that are important to us.#
1944.eng. To deal with this endless sequence more easily, it's useful for us to classify them in terms of the desired outcomes.
1945.eng. Each individual has different strategies for different situations.#
1946.eng. We use strategies to determine:
1947.eng. How we make decisions
1948.eng. Whether we buy something or not
1949.eng. How to we spell
1950.eng. How to we learn
1951.eng. How we are motivated
1952.eng. How we know they are loved.
1953.eng. And more#
1954.eng. The key to irresistible persuasion is being able to use each individual’s own unique strategy for the outcome they want to achieve.
1955.eng. This is done by sequencing your communication to the person you are persuading in such a way that they cannot say no to you because it is exactly how they do it themselves all of the time.#
1956.eng. People have a naturally developed resistance to being persuaded to take some action.
1957.eng. They have continually been told from birth to do this, do that, not do this, to decide this way, to believe this, to buy this, act like this, feel like this etc.#
1958.eng. It is easier to persuade people to think certain thoughts or remember a feeling than it is to persuade them to act.#
1959.eng. So, what we want to do is to communicate so elegantly that what you say and how you say it are not met with any resistance because it is how they do it themselves.
1960.eng. After all, who normally wants to say no to themselves?#
1961.eng. In actual fact, your objective is to find out and use the strategy that each person normally uses himself or herself to obtain their objective.
1962.eng. By doing so you will cause the person become so excited, want to hear more and have a burning desire to do whatever you suggest.#
1963.eng. What is Process?[[h1]]
1964.eng. What is content?[[h1]]#
1965.eng. People are persuaded more easily and naturally when you have been able to learn, to think, to talk, and to write in terms of process, not content.
1966.eng. To communicate in terms of process and not content is a necessary and fundamental step in immediately becoming highly effective and successful at persuasion.#
1967.eng. Consider this.
1968.eng. Process is the “how” – it is the steps to the outcome.
1969.eng. In cooking – this is the recipe.
1970.eng. Content is the “what” – it is the subject matter.
1971.eng. What is being dealt with.
1972.eng. In cooking it is the ingredients.
1973.eng. When you spend all of your time concentrating on the ingredients of what you are cooking; you will not end up cooking anything.
1974.eng. No action or outcome results.#
1975.eng. You can elicit (find out) a person’s process by asking questions such as:#
1976.eng. "What caused .….
1977.eng. ?"
1978.eng. "How did you decide to ...
1979.eng. ?“
1980.eng. “What steps do you go through when you …..
1981.eng. ?#
1982.eng. These questions will get you process information.
1983.eng. And all you have to do as you elicit the process-oriented information is to pay attention and listen to exactly what is said and to look for eye movements and gestures (non-verbal communication) as the person you are persuading speaks.
1984.eng. If you listen and look – you will get the information you require.#
1985.eng. They have to give you the processes and strategies that they are using because it's what there are using all the time.
1986.eng. With practice, a person's process and strategies become easy to observe.#
1987.eng. For influencing purposes, the more you use their processes and strategy and the more you link it to what you want, your product or your service, the more promptly you will get what you want from them.#
1988.eng. Here's an example of how easy and natural it is to discover the person's process and strategy.
1989.eng. Buying a home example:
1990.eng. Lets determine the process that a person might use, from the beginning to the end, when a person decides to buy a home.
1991.eng. First, you ask one of the process/strategy finding questions.
1992.eng. "How did you decide to buy your last home?“
1993.eng. They respond: “First, I thought about what was really important to me and my family, and wrote them down in a list.
1994.eng. Then I called the realtor who sold me my last home.
1995.eng. My wife and I looked at several houses until we found one that we both felt met all our needs.”
1996.eng. Lets analysis what was said from two viewpoints.
1997.eng. First, from the position of what are the overall global aspects to this person's process - such as:
1998.eng. 1.
1999.eng. Think as what is important (criteria) in a house.
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1501.eng. start the anchor just before you reach the peak of the experience.
1502.eng. pair the anchor with the response as it peaks.
1503.eng. "Hold" it for about 5-10 seconds.
1504.eng. Use a separator state to get a pure anchor
1505.eng. once the response peaks, distract yourself to a neutral state.
1506.eng. the neutral state isolates the pairing between the peak experience and the anchor from other random experiences and associations.
1507.eng. this keeps the association unique.
1508.eng. Use a unique anchor
1509.eng. a distinct visual, auditory or kinesthetic anchor.
1510.eng. Accurate duplication of the anchor
1511.eng. the best response will occur when you reproduce the anchor (trigger) exactly as you set it up
1512.eng. match the visual, auditory and kinesthetic parts of the anchor exactly.#
1513.eng. Thank you for visiting this page.
1514.eng. I have temporarily removed this exercise.
1515.eng. It is one month of practicing basic NLP Anchoring Skill Building Exercises.
1516.eng. If you should really want to learn this - email me for more information.
1517.eng. larry@NLPandHypnosis.com Please put Anchoring Skills as the subject of the email.#
1518.eng.
1519.eng. Irresistible Communication, Influence and Persuasion Part 1[[h2]]
1520.eng. Verbal Pacing and Leading.[[h2]]
1521.eng. Please keep in mind that we are discussing these processes based on being in - or creating long term relationships.
1522.eng. There are several skills necessary to be able to communicate irresistibly.
1523.eng. These skills really are about influence and persuasion.
1524.eng. Some of these skills are:
1525.eng. Establishing and maintaining rapport.
1526.eng. Be sure that you are matching the other person exactly.
1527.eng. Start off with a second or two delay in your matching or mirroring and then move to matching the other person almost simultaneously within a minute or two.
1528.eng. Avoid matching the other person using subtle matches.
1529.eng. This is not a match - do and move exactly as they do.
1530.eng. The only way to get into deep rapport is to be willing to do what they do - 100% the same.#
1531.eng. Having a definite outcome.
1532.eng. Set an outcome for everything you do.
1533.eng. If your are to influence and persuade you must know the outcome you want to achieve.
1534.eng. Using Advance Language Patterns.
1535.eng. We have already practiced some of the Advanced Language Patterns.
1536.eng. Using 3, 4 or more of them in combination will make it impossible for the conscious mind to recognize and negate all of the suggestions.
1537.eng. Refer to "Advanced Language Patterns Mastery" and the previous exercises for using presuppositions, cause and effect, embedded commands, single and double binds etc.#
1538.eng. Verbal pacing and leading.
1539.eng. We will be learning more about this in this month's exercise.
1540.eng. We will be pacing what is undeniably true and leading to what we want to be believed as true or what has yet to be established as being true.#
1541.eng. Eliciting or creating emotional states.
1542.eng. Basically we are talking about having the ability/skill to either elicit or create an emotional state in the other person, that is the perfect emotional state for them to be in if they were to naturally go ahead and carry out the mutually beneficial suggestion or action.
1543.eng. This includes the ability to be able to put yourself into this state (all your verbals and non-verbals will indicate you are in this state) before you create or elicit the same emotional state in others.
1544.eng. Matching the other person's criteria.
1545.eng. Eliciting and matching exactly the other person's criteria for the context you wish to influence and persuade.
1546.eng. Utilizing criteria is critical!!
1547.eng. (More about this in future exercises)
1548.eng. Matching process/strategy.
1549.eng. Irresistible influence and persuasion is obtained when you are able to determine the process/strategy the other person uses.
1550.eng. Again this is context dependent.
1551.eng. Find out their process and put your content into that process and it will be absolutely irresistible to them.
1552.eng. (More about this in future exercises).
1553.eng. O.K., on to what this skill building exercise is about.
1554.eng. Verbal pacing and leading.[[h1]]
1555.eng. When I first started learning about NLP, I learned about pacing, to get rapport, and leading to an outcome.
1556.eng. So, I learned to pace voice tone, tempo, volume and timbre; body physiology; visual, auditory, and kinesthetic predicates: criteria, buzz words etc.
1557.eng. Only later did I discover how to use this same concept for verbal pacing and leading and how powerful it is.
1558.eng. So, how does it work?
1559.eng. It works by blurring the distinction between what is absolutely true and undeniable (observable in the person's own experience) and what we want to be believed as true (or has yet to be established as true).
1560.eng. I am not saying that what you are suggesting is not true; only that it has yet to be established as being true in their minds.
1561.eng. It's harder to explain than to demonstrate, so, let's demonstrate how it works.
1562.eng. We will use this process.
1563.eng. Most of you will already be familiar with it.
1564.eng. Pace, pace, pace.
1565.eng. lead
1566.eng. Pace, pace, lead, lead
1567.eng. Pace, lead, lead, lead
1568.eng. (and then repeat this same pattern over and over, like this)
1569.eng. Pace, pace, pace.
1570.eng. lead
1571.eng. Pace, pace, lead, lead
1572.eng. Pace, lead, lead, lead
1573.eng. etc.
1574.eng. O.K., lets use the verbal pacing and leading process to pace and lead you into learning to use and actual do the process.
1575.eng. Outcome: To use the process to pace and lead you into learning to use and actual do the pacing and leading process.
1576.eng. As you look at what I have written in this skill building exercise and you read each of the words, you have thoughts, in your mind, about what I'm saying and how you can begin to incorporate this material into your everyday life.
1577.eng. And as you have thoughts and have the feelings that you are having, you know that this is something that really interests you and because of that it will be easy for you to learn.
1578.eng. And as you wonder about being able to understand and learn what I'm writing here, you begin to think about where in your life you can use this process and what outcome you might want to obtain by using this skill.
1579.eng. And you wonder how you can set aside enough time to really learn these skills to improve your results.
1580.eng. O.K., exactly what verbal pacing and leading did I just do.
1581.eng. Let's dissect it.
1582.eng. I followed the above pattern that I suggested.#
1583.eng. Pace: As you look at what I have written in this skill building exercise
1584.eng. Pace: and you read each of the words,
1585.eng. Pace: you have thoughts, in your mind, about what I'm saying
1586.eng. Lead: and how you can begin to incorporate this material into your everyday life.#
1587.eng. Pace: And as you have thoughts
1588.eng. Pace: and have the feelings that you are having,
1589.eng. Lead: you know that this is something that really interests you
1590.eng. Lead: and because of that it will be easy for you to learn.#
1591.eng. Pace: And as you wonder about being able to understand and learn what I'm writing here,
1592.eng. Lead: you begin to think about where in your life you can use this process
1593.eng. Lead: and what outcome you might want to obtain by using this skill.
1594.eng. Lead: And you wonder how you can set aside enough time to really learn these skills to improve your results.#
1595.eng. Are you beginning to see how powerful this is?
1596.eng. When used correctly it is almost impossible to tell which statements we are using are undeniably true and which statements we want to be believed as being true (or action we are suggesting be taken).
1597.eng. Of course, I would now talk about these skills for a few sentences without using the pace, pace, pace, lead pattern (just like the two sentences above) and then I would continue on by repeating the same pattern with more verbal pacing and leading.
1598.eng. Such as:
1599.eng. Pace: You came to my Internet site
1600.eng. Pace: and began to look for something that might interest you.
1601.eng. Pace: And when you saw this month's exercises, they seemed interesting enough that you started to read them.
1602.eng. Lead: And as you were reading, what you read caused you to pay even more attention to the process and begin to integrate these techniques with the other information that you have on influence and persuasion to become even more powerful as a communicator.
1603.eng.
1604.eng. ETC.
1605.eng. ETC.
1606.eng. ETC.
1607.eng. O.K., it's your turn.
1608.eng. The skill building exercise this month is to use the following form to become skilled at verbal pacing and leading.
1609.eng. For each of the 4 weeks this month, choose an outcome you want to achieve and a person or persons you will influence and persuade (who will benefit from the achieved outcome, also), using these techniques, to get that outcome.
1610.eng. Use the form to learn and incorporate the techniques and then begin that week to use verbal pacing and leading in your speaking.
1611.eng. After all it is VERBAL pacing and leading.
1612.eng. So, practice using them as you speak.
1613.eng. Yes, it does work when written as well.
1614.eng. Here's the form:
1615.eng. Week _____________
1616.eng. My Outcome______________________________________
1617.eng. Pace: ___________________________________________________
1618.eng. _______________________________________________________
1619.eng. Pace: ___________________________________________________
1620.eng. _______________________________________________________
1621.eng. Pace: ___________________________________________________
1622.eng. _______________________________________________________
1623.eng. Lead: ___________________________________________________
1624.eng. ________________________________________________________
1625.eng. Pace: ___________________________________________________
1626.eng. ________________________________________________________
1627.eng. Pace: ___________________________________________________
1628.eng. ________________________________________________________
1629.eng. Lead: ___________________________________________________
1630.eng. ________________________________________________________
1631.eng. Pace: ___________________________________________________
1632.eng. ________________________________________________________
1633.eng. Lead: ___________________________________________________
1634.eng. ________________________________________________________
1635.eng. Lead: ___________________________________________________
1636.eng. ________________________________________________________
1637.eng. Lead: ___________________________________________________
1638.eng. ________________________________________________________
1639.eng. Continue on using the same outcome and repeating the pacing and leading process.
1640.eng. Pace: ___________________________________________________
1641.eng. _______________________________________________________
1642.eng. Pace: ___________________________________________________
1643.eng. _______________________________________________________
1644.eng. Pace: ___________________________________________________
1645.eng. _______________________________________________________
1646.eng. Lead: ___________________________________________________
1647.eng. ________________________________________________________
1648.eng. Pace: ___________________________________________________
1649.eng. ________________________________________________________
1650.eng. Pace: ___________________________________________________
1651.eng. ________________________________________________________
1652.eng. Lead: ___________________________________________________
1653.eng. ________________________________________________________
1654.eng. Pace: ___________________________________________________
1655.eng. ________________________________________________________
1656.eng. Lead: ___________________________________________________
1657.eng. ________________________________________________________
1658.eng. Lead: ___________________________________________________
1659.eng. ________________________________________________________
1660.eng. Lead: ___________________________________________________
1661.eng. ________________________________________________________#
1662.eng.
1663.eng. These techniques are very powerful.
1664.eng. Have some fun with them as you incorporate their use into your influence and persuasion skills.
1665.eng. Remember to use the other skills given at the beginning of this exercise to add even more power to your influencing and persuasion skills.
1666.eng. Check out the demonstration example.
1667.eng. What were the presuppositions that I used.
1668.eng. The cause and effect patterns.
1669.eng. Where were the embedded commands.
1670.eng. etc.
1671.eng. Use the email links in my site to give me some feedback.
1672.eng. Thanks.#
1673.eng.
1674.eng. Irresistible Communication, Influence and Persuasion Part 3[[h2]]
1675.eng. How to Elicit and Create Emotional States.[[h3]]
1676.eng. Naturally as we have in the past, we will continue to keep in mind that we are using these processes based on being in - or creating long term relationships.
1677.eng. As we have discussed over the last few months, there are several skills necessary to be able to communicate irresistibly.
1678.eng. Some of these skills are:
1679.eng. Establishing and maintaining rapport.
1680.eng. Having a definite outcome.
1681.eng. Using Advance Language Patterns.
1682.eng. Refer to "Advanced Language Patterns Mastery"
1683.eng. Verbal pacing and leading.
1684.eng. If you completed last two months exercise you are gaining more proficiency in using verbal pacing and leading along with Advanced Language Patterns.
1685.eng. Eliciting or creating emotional states.
1686.eng. The subject of this month's exercises.
1687.eng. Basically we are talking about having the ability/skill to either elicit or create an emotional state in the other person, that is the perfect emotional state for them to be in if they were to naturally go ahead and carry out the mutually beneficial suggestion or action.
1688.eng. This includes the ability to be able to put yourself into this state (all your verbals and non-verbals will indicate you are in this state) before you create or elicit the same emotional state in others.
1689.eng. Matching the other person's criteria.
1690.eng. Matching process/strategy.
1691.eng. SEE Part 1 for a more complete description of the above skills.
1692.eng. O.K., on to what this skill building exercise is about.
1693.eng. Lets focus on Skill #5 - eliciting and creating emotional states to improve our ability to influence and persuade as well as build rapport.#
1694.eng. Eliciting and Creating Emotional States.[[h1]]
1695.eng. Before we actually get into Eliciting and Creating Emotional States, let's review a little of what I call working theory or what is it that makes this work so well and so easily.
1696.eng. We'll briefly look at these important concepts.
1697.eng. Start with an outcome in mind.
1698.eng. What is the "emotional state" you want to produce in yourself and in the other person.
1699.eng. Almost anything is possible when you are in rapport with someone.
1700.eng. To create an emotional state in someone else you must first put yourself in that state.
1701.eng. The mind cannot tell the difference between a very intense recalled emotional experience and a very intensely imagined emotional experience.
1702.eng. When a person is immersed in a past emotional experience, with a feeling of present reality, they will relive that experience exactly as the memory was incorporated at the time it actually happened.
1703.eng. In other words they will actually get into that "intense" emotion right here and right now as you are speaking to them.
1704.eng. It is possible to chain a series of states together to lead a person from say curiosity to commitment.#
1705.eng. Please note we will only cover just the very basics here.[[h3]]
1706.eng. In order to understand this let's assume that we are going to influence or persuade someone to act or think in a certain way that would be mutually beneficial to them and to us.
1707.eng. So, let's go through the above concepts one at a time and learn now exactly how it works.
1708.eng. Believe me, it is worth your time to understand these concepts and use them continually in all your communication.
1709.eng. Now, lets move on.
1710.eng. Out major outcome will be to influence or persuade someone to act or think in a certain way.
1711.eng. Start with an outcome in mind.[[h2]]
1712.eng. In this case the outcome is to produce a certain useful state in someone.
1713.eng. Outcome = what is the "emotional state" you want to produce.
1714.eng. For example if you were a salesperson, you might want to create a state of curiosity about your product or service.
1715.eng. Determine what state would it be natural for the person to be in to do or think the way we know would be beneficial to them and us.
1716.eng. i.e.
1717.eng. curiosity.
1718.eng. Anything is possible when you are in rapport with someone.[[h2]]
1719.eng. Get into rapport with the person.
1720.eng. You presuppose that you are in rapport.
1721.eng. i.e.
1722.eng. act as if you already have rapport.
1723.eng. Be sure that you are matching the other person exactly.
1724.eng. Yes, exactly.
1725.eng. Initially start off with a second or two delay in your matching or mirroring.
1726.eng. Then move to matching the other person almost simultaneously within a minute or two.
1727.eng. Avoid matching the other person using subtle matches.
1728.eng. This is not a match - do and move exactly as they do.
1729.eng. The only way to get into deep rapport is to be willing to do what they do - absolutely 100% the same.
1730.eng. To create an emotional state in someone else you must be in that state.[[h2]]
1731.eng. Establish rapport.
1732.eng. Decide what state you want to elicit or create.
1733.eng. Then in your own mind get into the same emotional state that you want the other person to have.
1734.eng. Elicit or create the state as described below.
1735.eng. The mind cannot tell the difference between a very "intense" emotional experience recalled from the past and a very "intense" emotional experience created in the imagination.[[h2]]
1736.eng. Any emotional state can be produced at will - right here - right now!
1737.eng. The sights, sounds and feelings of an emotional experience are "super glued" or linked together.
1738.eng. So by eliciting or creating one of them we will automatically bring in the others.
1739.eng. i.e.
1740.eng. if we were to get a person to feel curious they will automatically bring into mind the total experience with all the visual and auditory components.
1741.eng. We can create an emotional state just by describing it in a certain way.
1742.eng. Eliciting and Creating Emotional States.[[h2]]
1743.eng. Hypnotist talk about re-vivification.
1744.eng. In re-vivification, the person is immersed in the experience, reliving it exactly as the memory/experience was incorporated at the time it actually happened.
1745.eng. Re-vivification, we'll equate it to state elicitation from now on, is much more common than most people realize.
1746.eng. Excellent communicators use it all the time.
1747.eng. Sales people, politicians, therapists, talk show hosts, religious leaders use state elicitation to get listeners to relive previous experiences.
1748.eng. These experiences can either be positively or negatively charged.
1749.eng. Basically we can get another person to immediately experience any mood or emotion - at will.#
1750.eng. What are some of the emotional states will be extremely useful in our communication?
1751.eng. Curiosity
1752.eng. Frustration
1753.eng. Open to new possibilities
1754.eng. Committed
1755.eng. Convinced
1756.eng. Strong connection
1757.eng. Wanton desire
1758.eng. Confidence
1759.eng. Trust
1760.eng. Loyalty
1761.eng. Excitement
1762.eng. etc., etc., etc.#
1763.eng. Let's use the above example of a sales person wanting to get his customer into a state of curiosity about his product or service.
1764.eng. Our outcome then is to get the other person into a state of curiosity and link that state to our product.
1765.eng. How would we go about it?
1766.eng. Naturally this is harder to explain that to actually do.
1767.eng. I'll be the salesperson and you can take the position of a person who is interested in improving your communication by using Advanced Language Patterns to improve your results.
1768.eng. You can be my friend, John.#
1769.eng. Here's the process
1770.eng. First, I decide on the state - curiosity.
1771.eng. Then I ask myself, what are the components that make up the state of curiosity.
1772.eng. For example what would a person be thinking, seeing, hearing, feeling or doing if they were actually in a state of curiosity.
1773.eng. Here's what I came up with.
1774.eng. Components of Curiosity:
1775.eng. Begin to wonder about it.
1776.eng. Peaks my interest.
1777.eng. Ask myself questions.
1778.eng. Continually comes to mind.
1779.eng. There's something in here for me.
1780.eng. What can I learn here?
1781.eng. Now, I use these components and Advanced Language Patterns to tie them together and elicit the state of curiosity.
1782.eng. For example:
1783.eng. I don't know about you, John, but so many of my customers tell me that when you first learn about Advanced Language Patterns, you begin to get really curious and want to learn even more about it.
1784.eng. And it is so natural.
1785.eng. It's like, have you ever had a time in your life when you notice that there is something happening and you just begin to wonder about it.
1786.eng. And no matter what you are doing, whether it's during the day or during the night, it keeps popping into your mind and that makes you even more curious about it.
1787.eng. Somehow it's really able to peaks your interest to the point where you just can't stop thinking about it until you find out more about it.
1788.eng. And the more you continue to think about it, the more you become even more curious about it.
1789.eng. And as you do that, you find yourself asking yourself these questions.
1790.eng. "What's this all about?' "How does this work?" " What can I learn here?" It's like you're saying to your self, "I don't know what's really going on here but it seems like what's going on here is so full of opportunities and I like it.
1791.eng. I don't know exactly what it is yet, but there's something here that is really important for me." And as you think about Advanced Language Patterns, it's exactly those kind of thoughts and feelings that you and others become aware of.
1792.eng. It's really amazing that it does happen just like that, over and over again, until you take the action you need to take to satisfy your curiosity.
1793.eng. Now, is there something that I can do to help you get the results you want?
1794.eng. Or
1795.eng. Isn't it interesting how people think, John, like if you were to think of something that you've been curious about in the past.
1796.eng. Something that somehow gets into your mind, and it's there and no matter what you're doing; sometimes during the day or during the night it continues to pop into your mind until you actually do something about it.
1797.eng. It's like maybe ever time you look into a mirror and see yourself, it pops into your mind and you wonder about it and how it can help you.
1798.eng. And you somehow know deep down inside of you there is something that you have to find out about; no matter what it takes or what it costs, you'll do what ever it takes right now or within a very short time.
1799.eng. Perhaps within a day or too at the latest, because you understand that you have a need to satisfy that curiosity within you.
1800.eng. And that's the interesting thing about people, John., it happens just like that.
1801.eng. It's really very interesting, isn't it?
1802.eng. These are two quick examples of how you might take the components/structure of curiosity and then elicit that state in someone else.
1803.eng. How we can then chain curiosity to another state will be covered in future exercises.#
1804.eng. This month's exercise will be in interactive exercise between you and me.
1805.eng. Together we will develop the components/structure of four different states.
1806.eng. And then we will write our the language we could use to elicit each of the states in someone.
1807.eng. The interactive part takes place when you email me the results of your thinking.
1808.eng. I really will appreciate it when I get this feedback and will publish the most common components for each emotional state.
1809.eng. Having these common components will make it much easier to elicit each of these in the future.
1810.eng. Thank you in advance.
1811.eng. Choose any 4 of the following states, develop the components for the state and write out the script to elicit.
1812.eng. Do one a week.
1813.eng. Curiosity
1814.eng. Frustration
1815.eng. Open to new possibilities
1816.eng. Committed
1817.eng. Convinced
1818.eng. Strong connection
1819.eng. Wanton desire
1820.eng. Confidence
1821.eng. Interest
1822.eng. Learning
1823.eng. Trust
1824.eng. Loyalty
1825.eng. Excitement
1826.eng. Strong connection - instant rapport.
1827.eng. Choose your own state _________________________#
1828.eng. Week One:[[h2]]
1829.eng. The Emotional State is: ________________________________
1830.eng. Components of the state are:
1831.eng. ___________________________________________
1832.eng. ___________________________________________
1833.eng. ___________________________________________
1834.eng. ___________________________________________
1835.eng. ___________________________________________
1836.eng. ___________________________________________
1837.eng. Here's how I would elicit this state:
1838.eng. _____________________________________________________
1839.eng. _____________________________________________________
1840.eng. _____________________________________________________
1841.eng. _____________________________________________________#
1842.eng. Week Two:[[h2]]
1843.eng. The Emotional State is: ________________________________
1844.eng. Components of the state are:
1845.eng. ___________________________________________
1846.eng. ___________________________________________
1847.eng. ___________________________________________
1848.eng. ___________________________________________
1849.eng. ___________________________________________
1850.eng. ___________________________________________
1851.eng. Here's how I would elicit this state:
1852.eng. _____________________________________________________
1853.eng. _____________________________________________________
1854.eng. _____________________________________________________
1855.eng. _____________________________________________________#
1856.eng.
1857.eng. Week Three:[[h2]]
1858.eng. The Emotional State is: ________________________________
1859.eng. Components of the state are:
1860.eng. ___________________________________________
1861.eng. ___________________________________________
1862.eng. ___________________________________________
1863.eng. ___________________________________________
1864.eng. ___________________________________________
1865.eng. ___________________________________________
1866.eng. Here's how I would elicit this state:
1867.eng. _____________________________________________________
1868.eng. _____________________________________________________
1869.eng. _____________________________________________________
1870.eng. _____________________________________________________#
1871.eng. Week Four:[[h2]]
1872.eng. The Emotional State is: ________________________________
1873.eng. Components of the state are:
1874.eng. ___________________________________________
1875.eng. ___________________________________________
1876.eng. ___________________________________________
1877.eng. ___________________________________________
1878.eng. ___________________________________________
1879.eng. ___________________________________________
1880.eng. Here's how I would elicit this state:
1881.eng. _____________________________________________________
1882.eng. _____________________________________________________
1883.eng. _____________________________________________________
1884.eng. _____________________________________________________#
1885.eng. Sent email to: larry@NLPandHypnosis.com.
1886.eng. Please remember this exercise is to be interactive .
1887.eng. By combining our experiences and components and structure of the various states we can generate a list of the most common components for each state.
1888.eng. Having these common components will make it much easier for all of us to elicit each of these in the future.
1889.eng. Thanks Again.#
1890.eng. In a future exercise we will learn how to chain these states together.
1891.eng. For example we might chain Frustration to Curiosity to Interest to Learning.
1892.eng. This of course would be a very useful chain of states to use when someone is having trouble learning something.
1893.eng. Thanks for your interest.#
1894.eng.
1895.eng. Copyright 2003 Leading Edge Communications Ltd.
1896.eng. and Larry McLauchlin#
1897.eng. How to Use Process and Strategy [[h2]]
1898.eng. And [[h2]]
1899.eng. Using Criteria with Process and Strategy[[h2]]
1900.eng. Do you want to become an Irresistible Communicator?
1901.eng. To be a Master of Influence and Persuasion?
1902.eng. Then you must master this information before going on to some of my more advanced material.
1903.eng. Irresistible Communication: Influence and Persuasion for the Professional.
1904.eng. Please keep in mind that we are discussing these processes based on being in - or creating long-term relationships.#
1905.eng. There are several skills necessary to be able to communicate irresistibly.
1906.eng. These skills really are about influence and persuasion.#
1907.eng. The skills we will learn here are:
1908.eng. Establishing and maintaining rapport.
1909.eng. Be sure that you are matching the other person exactly.
1910.eng. Start off with a second or two delay in your matching or mirroring and then move to matching the other person almost simultaneously within a minute or two.
1911.eng. Avoid matching the other person using subtle matches.
1912.eng. This is not a match - do and move exactly as they do.
1913.eng. The only way to get into deep rapport is to be willing to do what they do - 100% the same.
1914.eng. Having a definite outcome.
1915.eng. Set an outcome for everything you do.
1916.eng. If you are to influence and persuade you must know the outcome you want to achieve.
1917.eng. Using Advance Language Patterns.
1918.eng. We have already practiced some of the Advanced Language Patterns.
1919.eng. Using 3, 4 or more of them in combination will make it impossible for the conscious mind to recognize and negate all of the suggestions.
1920.eng. Refer to "Advanced Language Patterns Mastery" and the previous exercises for using presuppositions, cause and effect, embedded commands, single and double binds and more.
1921.eng. Verbal pacing and leading.
1922.eng. Pacing and leading are extremely powerful skills.
1923.eng. Pace what is undeniably true and lead to what you want to be believed as true or what has yet to be established as being true.
1924.eng. Eliciting or creating emotional states.
1925.eng. Basically we are talking about having the ability/skill to either elicit or create an emotional state in the other person, that is the perfect emotional state for them to be in if they were to naturally go ahead and carry out the mutually beneficial suggestion or action.
1926.eng. This includes the ability to be able to put yourself into this state (all your verbal and non-verbal communication will indicate you are in this state) before you create or elicit the same emotional state in others.
1927.eng. Matching the other person's criteria.
1928.eng. Eliciting and matching exactly the other person's criteria for the context you wish to influence and persuade.
1929.eng. Utilizing criteria is critical.
1930.eng. Matching process and strategy.
1931.eng. Irresistible influence and persuasion is obtained when you are able to determine the process and the strategy the other person uses.
1932.eng. Process and strategy are context dependent.
1933.eng. Find the process and strategies that people use.
1934.eng. Then put your content into that process using their strategy and your outcome will be absolutely irresistible to them.
1935.eng. Process and Strategy[[h1]]#
1936.eng. How to easily and naturally discover the other person's decision-making strategy.
1937.eng. Discover how to persuade another person in his or her own unique and irresistible way.
1938.eng. Get others to agree or to buy what you are selling instantly.
1939.eng. Find and use the other person’s strategy and get them to do what you want.
1940.eng. Understand the critical difference between process and content.#
1941.eng. Strategies are the particular sequence of internal and external representations - seeing (visual), hearing (auditory), feeling (kinesthetic), and making sense of - that a person makes to get a specific outcome (for example whether to buy something or not.)#
1942.eng. Although they are not entirely the same, I am going to use the terms “process” and “strategy” interchangeably and combine their use here.#
1943.eng. Our human experience is an endless series of subjective representations in our mind – our awareness is a continual series of images, sounds, feelings, thoughts and words that are important to us.#
1944.eng. To deal with this endless sequence more easily, it's useful for us to classify them in terms of the desired outcomes.
1945.eng. Each individual has different strategies for different situations.#
1946.eng. We use strategies to determine:
1947.eng. How we make decisions
1948.eng. Whether we buy something or not
1949.eng. How to we spell
1950.eng. How to we learn
1951.eng. How we are motivated
1952.eng. How we know they are loved.
1953.eng. And more#
1954.eng. The key to irresistible persuasion is being able to use each individual’s own unique strategy for the outcome they want to achieve.
1955.eng. This is done by sequencing your communication to the person you are persuading in such a way that they cannot say no to you because it is exactly how they do it themselves all of the time.#
1956.eng. People have a naturally developed resistance to being persuaded to take some action.
1957.eng. They have continually been told from birth to do this, do that, not do this, to decide this way, to believe this, to buy this, act like this, feel like this etc.#
1958.eng. It is easier to persuade people to think certain thoughts or remember a feeling than it is to persuade them to act.#
1959.eng. So, what we want to do is to communicate so elegantly that what you say and how you say it are not met with any resistance because it is how they do it themselves.
1960.eng. After all, who normally wants to say no to themselves?#
1961.eng. In actual fact, your objective is to find out and use the strategy that each person normally uses himself or herself to obtain their objective.
1962.eng. By doing so you will cause the person become so excited, want to hear more and have a burning desire to do whatever you suggest.#
1963.eng. What is Process?[[h1]]
1964.eng. What is content?[[h1]]#
1965.eng. People are persuaded more easily and naturally when you have been able to learn, to think, to talk, and to write in terms of process, not content.
1966.eng. To communicate in terms of process and not content is a necessary and fundamental step in immediately becoming highly effective and successful at persuasion.#
1967.eng. Consider this.
1968.eng. Process is the “how” – it is the steps to the outcome.
1969.eng. In cooking – this is the recipe.
1970.eng. Content is the “what” – it is the subject matter.
1971.eng. What is being dealt with.
1972.eng. In cooking it is the ingredients.
1973.eng. When you spend all of your time concentrating on the ingredients of what you are cooking; you will not end up cooking anything.
1974.eng. No action or outcome results.#
1975.eng. You can elicit (find out) a person’s process by asking questions such as:#
1976.eng. "What caused .….
1977.eng. ?"
1978.eng. "How did you decide to ...
1979.eng. ?“
1980.eng. “What steps do you go through when you …..
1981.eng. ?#
1982.eng. These questions will get you process information.
1983.eng. And all you have to do as you elicit the process-oriented information is to pay attention and listen to exactly what is said and to look for eye movements and gestures (non-verbal communication) as the person you are persuading speaks.
1984.eng. If you listen and look – you will get the information you require.#
1985.eng. They have to give you the processes and strategies that they are using because it's what there are using all the time.
1986.eng. With practice, a person's process and strategies become easy to observe.#
1987.eng. For influencing purposes, the more you use their processes and strategy and the more you link it to what you want, your product or your service, the more promptly you will get what you want from them.#
1988.eng. Here's an example of how easy and natural it is to discover the person's process and strategy.
1989.eng. Buying a home example:
1990.eng. Lets determine the process that a person might use, from the beginning to the end, when a person decides to buy a home.
1991.eng. First, you ask one of the process/strategy finding questions.
1992.eng. "How did you decide to buy your last home?“
1993.eng. They respond: “First, I thought about what was really important to me and my family, and wrote them down in a list.
1994.eng. Then I called the realtor who sold me my last home.
1995.eng. My wife and I looked at several houses until we found one that we both felt met all our needs.”
1996.eng. Lets analysis what was said from two viewpoints.
1997.eng. First, from the position of what are the overall global aspects to this person's process - such as:
1998.eng. 1.
1999.eng. Think as what is important (criteria) in a house.
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NLP exercises - I.
2008.01.06. 13:15 VanHalen
1001.eng. Using Advanced Patterns Mastery[[h2]]
1002.eng. Presuppositions[[h2]]
1003.eng. Do you want to become an Irresistible Communicator?
1004.eng. To be a Master of Influence and Persuasion?
1005.eng. Then you must master this information before going on to some of my more advanced material.
1006.eng. How to Become an Expert in Advanced Language Patterns and Hypnotic Language.[[h3]]
1007.eng. One of the things that I did to become an expert in NLP and hypnosis was to master advanced language patterns.
1008.eng. Each and every day I took one language pattern and wrote out many persuasive examples of that pattern for a current concern to me.
1009.eng. I suggest that you take something that is important to you in your "real life" and do the same and write dozens of language patterns daily.
1010.eng. In this way, your ability to use advanced language and use hypnotic patterns and can become unconscious and automatic for you as well..
1011.eng. I have heard that Richard Bandler required his NLP Practitioner students to write out 100 examples of each of these patterns.
1012.eng. You may want to do that also.
1013.eng. Using Presuppositions For Influence and Persuasion[[h3]]
1014.eng. When you use presuppositions, you are able to make a statement and have basic assumptions contained in that statement accepted, unconsciously and automatically as being true.
1015.eng. See "Advanced Language Patterns Mastery" for more information on presuppositions and how to purchase this best selling skill building manual.
1016.eng. The real "power" of using presuppositions comes from your ability to use 3, 4 or more of them together.
1017.eng. Of course, for you to be able to chain many presuppositions together means that you must first learn to use them individually and then to use them in groups.
1018.eng. In this way you can begin to group them together.
1019.eng. Naturally when you become proficient at using presuppositions and begin to group 3 or more presuppositions in a row you will see amazing results.
1020.eng. Because it it is impossible for whoever you are speaking too not to accept the embedded presuppositions and assumptions and think, believe and do as you ask..
1021.eng. Stop right now and choose something important to you that you wish to have others accept as being true or believe it is true.
1022.eng. For these exercises the themes that I will use in demonstrating each advance language pattern are:
1023.eng. "To be an excellent communicator you will need to learn the importance and use of non-verbal communication." Here I will presuppose that in order to be a good communicator you must know how to use the 93% of communication that is non-verbal.
1024.eng. and "Creating and maintaining rapport is critical to building or enhancing a relationship." Here I will presuppose that getting and maintaining rapport is crucial to building a relationship."
1025.eng. OK, pick one, two or more themes for yourself to use throughout the month or if you wish pick a different theme(s) for each language pattern - your choice.#
1026.eng. Using NLP and Hypnosis Presuppositions - Week 1[[h1]]
1027.eng. Day 1 Practice using "Some Quantifiers" - (ALL, EACH, EVERY, SOME, FEW, MANY, NONE)
1028.eng. In my case I'll take the theme number 1: "To be an excellent communicator you will need to learn the importance and use of non-verbal communication." and write an example:
1029.eng. Every one I know who is really excellent at communicating has mastered the use of non-verbal communication.
1030.eng. Now I'll take the theme number 2: "Creating and maintaining rapport is critical to building or enhancing a relationship." Here I will presuppose that getting and maintaining rapport is crucial to building a relationship and write an example for this pattern:
1031.eng. Few people really understand that creating and maintaining rapport is so critical to building relationships.
1032.eng. For today practice using some quantifiers with your theme(s).
1033.eng. Write out at least 5 examples for each theme(s).#
1034.eng. Day 2 Practice using Generic Noun Phrases - (Noun arguments standing for a whole class)
1035.eng. Theme number 1: The world's greatest communicators all have learned that to be a great communicator one has to learn and use non-verbal communication.
1036.eng. Theme number 2: Psychologists tell us that the ability to create rapport is the very foundation of creating a good relationship.
1037.eng. For today practice using generic noun phrases with your theme(s).
1038.eng. Write out at least 5 examples for each theme(s).#
1039.eng. Day 3 Practice using Relative Clauses - (Complex noun arguments, statements that have a noun followed by a phrase beginning with WHO, WHICH, or THAT)
1040.eng. Theme number 1: All of the experts who have spoken to me have talked about the importance of understanding and using non-verbal communication.
1041.eng. Theme number 2: Good relationships are ones which are built on rapport.
1042.eng. For today practice using relative clauses with your theme(s).
1043.eng. Write out at least 5 examples for each theme(s).#
1044.eng. Day 4 Practice using Subordinate Clause of Time - (BEFORE, AFTER, DURING, AS, SINCE, PRIOR, WHILE, YET, NOW, AGAIN)
1045.eng. Theme number 1: Before you can communicate like an expert, you will have to learn non-verbal communication skills.
1046.eng. Theme number 2: After you have build a relationship by creating and maintaining rapport, you will know why it's so important.
1047.eng. For today practice using subordinate clause of time with your theme(s).
1048.eng. Write out at least 5 examples for each theme(s).#
1049.eng. Day 5 Practice using Cleft Sentences - (Sentences starting with IT IS or IT WAS)
1050.eng. Theme number 1: It is knowing how to use non-verbal communication that made Richard Bandler one of the great communicators.
1051.eng. Theme number 2: It was our ability to create and maintain rapport that made our relationship outstanding.
1052.eng. For today practice using cleft sentences quantifiers with your theme(s).
1053.eng. Write out at least 5 examples for each theme(s).#
1054.eng. Using NLP and Hypnosis Presuppositions - Week 2[[h1]]
1055.eng. Day 1 Practice using Pseudo Cleft Sentences - Identified by the form of "What [sentence] is [sentence]".
1056.eng. Theme number 1: What we know about non-verbal communication is it is the key to being an excellent communicator.
1057.eng. Theme number 2: What knowledgeable psychologists tell us about relationships is creating and maintaining rapport is critical.
1058.eng. For today practice using pseudo cleft sentences with your theme(s).
1059.eng. Write out at least 5 examples for each theme(s).#
1060.eng. Day 2 Practice using Stressed Sentences - (Voice stress) such as: I am especially interested in the OUTSTANDING results that NLP has gotten.
1061.eng. Theme number 1: Learning non-verbal communication skills will make a FANTASTIC improvement in your communication skills.
1062.eng. Theme number 2: Creating and maintaining rapport is the only way to have WONDERFUL relationships.
1063.eng. For today practice using stress sentences with your theme(s).
1064.eng. Write out at least 5 examples for each theme(s).#
1065.eng. Day 3 Practice using Complex Adjectives - (NEW, OLD, FORMER, PRESENT, PREVIOUS)
1066.eng. Theme number 1: Enhance your previous communication skills by learning how to use non-verbal communication skills.
1067.eng. Theme number 2: Improve your present and future relationships by learning how to create and maintain rapport.
1068.eng. For today practice using complex adjectives with your theme(s).
1069.eng. Write out at least 5 examples for each theme(s).#
1070.eng. Day 4 Practice using Ordinal Numerals - (FIRST, SECOND, THIRD, FOURTH, ANOTHER, NEXT)
1071.eng. Theme number 1: First, your improve your non-verbal communication skills and then you watch your communication results soar.
1072.eng. Theme number 2: The first change to make to improve your relationships is to learn to create and maintain rapport.
1073.eng. For today practice using ordinal numbers with your theme(s).
1074.eng. Write out at least 5 examples for each theme(s).#
1075.eng. Day 5 Practice using Comparatives - (Words ending with ER, MORE, LESS)
1076.eng. Theme number 1: More people improve their total communication by learning non-verbal communication skills than by any other method.
1077.eng. Theme number 2: Better relationships are developed by creating and maintaining rapport.
1078.eng. For today practice using comparatives with your theme(s).
1079.eng. Write out at least 5 examples for each theme(s).#
1080.eng. Using NLP and Hypnosis Presuppositions - Week 3[[h1]]
1081.eng. Day 1 Practice using Comparative As - (AS........AS) For example: What else gets as many results as NLP does?
1082.eng. (Presupposes that NLP get results.)
1083.eng. Theme number 1: What is as effective in improving your total communications as learning and using non-verbal communication skills?
1084.eng. Theme number 2: Nothing is as important as creating and maintaining rapport in building relationships.
1085.eng. For today practice using the comparative as - as with your theme(s).
1086.eng. Write out at least 5 examples for each theme(s).#
1087.eng. Day 2 Practice using Repetitive Cue Words - (TOO, ALSO, EITHER, AGAIN, BACK)
1088.eng. Theme number 1: You too can be an excellent communicator by learning and using non-verbal communication skills.
1089.eng. Theme number 2: Either we learn how to create and maintain rapport or our relationships will suffer.
1090.eng. For today practice using repetitive cue words with your theme(s).
1091.eng. Write out at least 5 examples for each theme(s).#
1092.eng. Day 3 Practice using Repetitive Verbs and Adverbs - (Verbs and adverbs beginning with "re" for example REPEATEDLY, RETURN, RESTORE, REPLACE, RENEW)
1093.eng. Theme number 1: Repeatedly practicing non-verbal communication skills will cause quantum improvements to your communication results.
1094.eng. Theme number 2: One thing we know is we can renew our relationships by creating and maintaining rapport.
1095.eng. For today practice using repetitive verbs and adverbs with your theme(s).
1096.eng. Write out at least 5 examples for each theme(s).#
1097.eng. Day 4 Practice using Quantifiers - (ONLY, EVEN, EXCEPT, JUST)
1098.eng. Theme number 1: The only way we may become excellent communicators is to lean to use non-verbal communication skills effectively.
1099.eng. Theme number 2: Except for rapport it is difficult to create and maintain good relationships.
1100.eng. For today practice using quantifiers with your theme(s).
1101.eng. Write out at least 5 examples for each theme(s).#
1102.eng. Day 5 Practice using Change of Time Verbs and Adverbs - (BEGIN, END, STOP, START, CONTINUE, PROCEED, ALREADY, YET, STILL, ANYMORE)
1103.eng. Theme number 1: Someone once said to my friend John, "Stop being mediocre; learn and use non-verbal communication ."
1104.eng. Theme number 2: Have you discovered that creating and maintaining rapport is critical to a relationship, yet?
1105.eng. For today practice using change of time verbs and adverbs with your theme(s).
1106.eng. Write out at least 5 examples for each theme(s).#
1107.eng. Using NLP and Hypnosis Presuppositions - Week 4[[h1]]
1108.eng. Day 1 Practice using Change of State Verbs - (CHANGE, TRANSFORM, TURN INTO, BECOME)
1109.eng. Theme number 1: It's a well know fact that to transform your communication ability we need to learn and use non-verbal communication skills.
1110.eng. Theme number 2: Even some of TV's talk show hosts are beginning to know that creating and maintaining rapport is a critical factor in relationships.
1111.eng. For today practice using change of state verbs with your theme(s).
1112.eng. Write out at least 5 examples for each theme(s).#
1113.eng. Day 2 Practice using Factive Verbs and Adjectives - (ODD, AWARE, KNOW, REALIZE, REGRET, BELIEVE, PLEASED)
1114.eng. Theme number 1: Are you aware that to be an excellent communicator it is important to know and use non-verbal communication skills.
1115.eng. Theme number 2: Most people are not aware that creating and maintaining rapport is critical for relationship building.
1116.eng. For today practice using factive verbs and adjectives with your theme(s).
1117.eng. Write out at least 5 examples for each theme(s).#
1118.eng. Day 3 Practice using Commentary Adjectives and Adverbs - (LUCKY, FORTUNATELY, FAR OUT, OUT OF SIGHT, GROOVY, HAPPILY, NECESSARILY, REMARKABLE, INNOCENTLY)
1119.eng. Theme number 1: Lucky for me, I learned early that non-verbal communication skills are vital for an excellent communicator.
1120.eng. Theme number 2: It is remarkable how creating and maintaining rapport improves relationships in just minutes.
1121.eng. For today practice using commentary adjectives and adverbs with your theme(s).
1122.eng. Write out at least 5 examples for each theme(s).#
1123.eng. Day 4 Practice using Counterfactual Conditional Clauses - (Verbs having subjective tense)
1124.eng. Theme number 1: If John hadn't learned non-verbal communication skills, he would not have become the excellent communicator that he is.
1125.eng. Theme number 2: If Carol had known that creating and maintaining rapport was so critical to relationships she could have taken the training necessary.
1126.eng. For today practice using counterfactual conditional clauses with your theme(s).
1127.eng. Write out at least 5 examples for each theme(s).#
1128.eng. Day 5 Practice using Contrary to Expectation - (SHOULD)
1129.eng. Theme number 1: Should you not know how important non-verbal communication skills are, call me to get the next seminar date.
1130.eng. Theme number 2: Should you not be totally happy with your relationships, learn about creating and maintaining rapport will be important for you to learn.
1131.eng. For today practice using contrary to expectation with your theme(s).
1132.eng. Write out at least 5 examples for each theme(s).#
1133.eng. Here is a list of nine other presuppositions to continue you everyday practice with:
1134.eng. Selection Restriction - If my professor gets pregnant, I'll be very happy.
1135.eng. (Restricted to being a professor with the subgroup female) (Presupposes my professor is a woman.)
1136.eng. Questions - By asking a question we presuppose what is asked in a question.
1137.eng. Have you taken my NLP and Hypnosis book?
1138.eng. (Presupposes someone has taken my book.)
1139.eng. Negative Questions - Isn't Leading Edge Communications not the top management consultant company in Calgary?
1140.eng. (Presupposes that Leading Edge Communications is a top management company.)
1141.eng. Rhetorical Questions - Asking a question which does not require an answer.
1142.eng. Who care about that.
1143.eng. (Presupposes no one cares about that subject.)
1144.eng. Spurious Not - I wonder if you are not already more proficient at advanced language patterns than most?
1145.eng. (Presupposes you are already proficient at advanced language patterns.)
1146.eng. Proper Names - Using proper names which presuppose the existence of that person, place or thing.
1147.eng. Are you aware that hypnotic marketers are using Advanced Language Patterns Mastery as a copywriting text?
1148.eng. (The Advanced Language Pattern Mastery manual exists.)
1149.eng. Change of Place Verbs - (COME, GO, LEAVE, ARRIVE, DEPART, ENTER) (Presupposes something has moved or is moving)
1150.eng. To see the table of contents of Advanced Language Patterns Click Here[[h3]]#
1151.eng.
1152.eng. Do you want to become an Irresistible Communicator?
1153.eng. To be a Master of Influence and Persuasion?
1154.eng. Then take a look at Irresistible Communications: Influence and Persuasion for the Professional.#
1155.eng.
1156.eng. Using Multiple Advanced Language Patterns and Hypnotic Language to Increase Your Communication Effectiveness[[h2]]
1157.eng. Do you want to become an Irresistible Communicator?
1158.eng. To be a Master of Influence and Persuasion?
1159.eng. Then you must master this information before going on to some of my more advanced material.
1160.eng. How to Add Power to Your Advanced Language Patterns and Hypnotic Language Mastery.[[h1]]
1161.eng. The real "power" of your ability to use advanced language patterns comes from being able to combine 2, 3, 4 or more of them together.
1162.eng. Of course, to be able to chain many presuppositions together means that we must first learn to use each one individually and then move on so you can group them together.
1163.eng. It has been said that when 3 or more presuppositions are used together that it is impossible not to accept the embedded presuppositions and assumptions.
1164.eng. If you have not completed the previous exercises on presuppositions - or do not have existing experience in their use - please stop and complete those exercises, now.
1165.eng. The previous NLP and hypnosis exercises, as well as the following exercises, are designed to assist you so your can learn easily and quickly how to use the majority of them - the 29 different presuppositions.
1166.eng. However, once you have consciously learned to use each of them - you will find it easy to combine the use of 3, 4 or more of them together.
1167.eng. After you have learned how to do this, it is no longer necessary to know which of the 29 presupposition you have used.
1168.eng. Knowing the names of the presuppositions used will be irrelevant.
1169.eng. All you want to be able to do is to string 3, 4 or more of them together so as to make it consciously impossible for the anyone not to agree with all the assumptions.
1170.eng. You will then begin to use them unconsciously..
1171.eng. You will be surprised and delighted with the results you get.
1172.eng. Please be aware that language patterns will work best after you have established rapport or elicited an emotional state where the thought, action or behavior would naturally occur.
1173.eng. Week 1 - This week we will practice using of advanced language patterns in the context of non-verbal communication.[[h2]]
1174.eng. Week 2 - This week's context is sales and selling.[[h2]]
1175.eng. Week 3 and Week 4 - Week 3's context is personal development and Week 4's context is hypnosis.[[h2]]
1176.eng. Week one, I will continue to use the 2 themes from the previous exercises and demonstrating how to use several patterns together.
1177.eng. "To be an excellent communicator you will need to learn the importance and use of non-verbal communication." Here I will presuppose that in order to be a good communicator you must know how to use the 93% of communication that is non-verbal.
1178.eng. and "Creating and maintaining rapport is critical to building or enhancing a relationship." Here I will presuppose that getting and maintaining rapport is crucial to building a relationship."
1179.eng. Stop now and choose a theme or two that are important to you -- something that will help you get the results you want.[[h3]]
1180.eng. The objective here is to write a sentence or two which when spoken or read contains the presuppositions, (and later in the exercise - hypnotic language), which will have your presuppositions/assumptions accepted by the listener or the reader as being true and will cause the desired thoughts, behaviors or actions to occur.#
1181.eng. Week 1[[h2]]
1182.eng. Day 1
1183.eng. Practice using Some Quantifiers - (ALL, EACH, EVERY, SOME, FEW, MANY, NONE) and Generic Noun Phrases - (Noun arguments standing for a whole class) and Relative Clauses - (Complex noun arguments, statements that have a noun followed by a phrase beginning with WHO, WHICH, or THAT) together in one or two sentences.
1184.eng. Theme 1.
1185.eng. "To be an excellent communicator you will need to learn the importance and use of non-verbal communication."
1186.eng. To repeat, the objective here is to write a sentence or two which when spoken or read contains the presuppositions, (and later in the exercise - hypnotic language), which will have your presuppositions/assumptions accepted by the listener or the reader as being true and will cause the desired thoughts, behaviors or actions to occur.
1187.eng. My example:
1188.eng. You may already be aware of studies that have shown that all of the experts who really know communication skills recognize the importance of understanding and using non-verbal communication, as well, every NLP practitioner who gets results knows the how critical unspoken communication is in being truly effective.
1189.eng. Let's analyze the this week's examples to see just what is being presupposed by this sentence (what must be assumed to be true for the sentence to make sense):
1190.eng. there are studies that show this (this infers this must be true)
1191.eng. all experts (without any exceptions know this - must be true.)
1192.eng. experts who really know (this infers that if they don't agree then they don't really know communication skills and are not an expert)
1193.eng. understanding and using non-verbal communication is important
1194.eng. non verbal communication is necessary for understanding
1195.eng. as well (not only experts but another group knows this too)
1196.eng. every NLP practitioner who gets results uses non-verbal communication
1197.eng. non-verbal communication is critical
1198.eng. non-verbal communication is truly effective
1199.eng. The above presuppositions are created through the use of:
1200.eng. 2 - some quantifiers - all, every
1201.eng. 3 - generic noun phrases - studies, experts, practitioners
1202.eng. and 3 - relative clauses - that, who, who
1203.eng. Now, an example for theme number 2: "Creating and maintaining rapport is critical to building or enhancing a relationship."
1204.eng. Again using Some Quantifiers - (ALL, EACH, EVERY, SOME, FEW, MANY, NONE) and Generic Noun Phrases - (Noun arguments standing for a whole class) and Relative Clauses - (Complex noun arguments, statements that have a noun followed by a phrase beginning with WHO, WHICH, or THAT)
1205.eng. Theme 2 - My example:
1206.eng. You may be surprised to know that few of the most powerful communicators who really know how critical creating and maintaining rapport is to building and enhancing relationships actually teach their students how to consciously develop relationships with loved one who are important to them.
1207.eng. What is being presupposed here is:
1208.eng. few communicators teach this
1209.eng. powerful communicators know this
1210.eng. creating rapport is critical to relationships
1211.eng. few - actually - teach this
1212.eng. it is possible to consciously develop relationships
1213.eng. we can do this with loved ones
1214.eng. loved ones are important
1215.eng. etc.
1216.eng. The above presuppositions are created through the use of:
1217.eng. 2 - some quantifiers - few, most
1218.eng. 4 - generic noun phrases - communicators, relationships, students, loved ones
1219.eng. and 3 - relative clauses - that, who, who
1220.eng. For today practice using these three presuppositions with your theme(s).
1221.eng. Write out at least 2 examples for each theme(s).[[h3]]#
1222.eng. Day 2
1223.eng. Practice using Subordinate Clause of Time - (BEFORE, AFTER, DURING, AS, SINCE, PRIOR, WHILE, YET, NOW, AGAIN) and Cleft Sentences - (Sentences starting with IT IS or IT WAS) and Stressed Sentences - (Voice stress) such as: I am especially interested in the OUTSTANDING results that NLP has gotten.
1224.eng. Theme 1: "To be an excellent communicator you will need to learn the importance and use of non-verbal communication."
1225.eng. I'm not sure whether it is be before, after or even during this seminar that you will be absolutely amazed when you look back and think about how you understand, now and use non-verbal communication to begin to make fantastic changes to your life.
1226.eng. What is being presupposed here is:
1227.eng. you will be absolutely amazed
1228.eng. you will be amazed because of this seminar
1229.eng. you will look back at this experience later
1230.eng. you will think about this experience later
1231.eng. you will think about how you understand
1232.eng. you understand now
1233.eng. you will use non-verbal communication
1234.eng. you will begin to make changes to your life
1235.eng. the changes will be fantastic
1236.eng. etc.
1237.eng. The above presuppositions are created through the use of:
1238.eng. 3 - subordinate clauses of time - before, after, during
1239.eng. 1 - cleft sentences -it is
1240.eng. and 2 stressed sentences - absolutely amazed, fantastic
1241.eng. Theme 2: "Creating and maintaining rapport is critical to building or enhancing a relationship."
1242.eng. Before you understand completely, you must realize that it is critical to build and enhance satisfying relationships by creating and maintaining rapport.
1243.eng. After you have learned that, your relationships will take on a whole different character.
1244.eng. What is being presupposed here is:
1245.eng. you must do this first
1246.eng. you will understand completely
1247.eng. you must realize this
1248.eng. this is critical
1249.eng. what is critical is creating and maintaining rapport
1250.eng. you will have learned this
1251.eng. you relationships will change
1252.eng. your relationships will be all (whole) be different
1253.eng. etc.
1254.eng. The above presuppositions are created through the use of:
1255.eng. 2 - subordinate clauses of time - before, after
1256.eng. 1 - cleft sentences - it is
1257.eng. and 3 - stressed sentences - critical, whole different
1258.eng. For today practice using these three presuppositions with your theme(s).
1259.eng. Write out at least 2 examples for each theme(s).[[h3]]#
1260.eng. Day 3
1261.eng. Practice using negative questions and Complex Adjectives - (NEW, OLD, FORMER, PRESENT, PREVIOUS) and Ordinal Numerals - (FIRST, SECOND, THIRD, FOURTH, ANOTHER, NEXT)
1262.eng. Theme 1: "To be an excellent communicator you will need to learn the importance and use of non-verbal communication."
1263.eng. Is it not important that you recognize that your present communication skills are not as effective as they could be?
1264.eng. And after you have recognized this for perhaps the third time you may begin to look for new methods and ways to improve and use non-verbal communication skills.
1265.eng. Is that not so?
1266.eng. (tonality downward - as a command)
1267.eng. What is being presupposed here is:
1268.eng. it is important that you recognize ....
1269.eng. your present communication is not totally effective
1270.eng. you communication skills can be better
1271.eng. you will recognize this ....
1272.eng. you will recognize it at least 3 times - you will have recognized it once & twice before
1273.eng. you may look for new method and ways to improve
1274.eng. you can improve and use non-verbal communication skills
1275.eng. this is true
1276.eng. etc.
1277.eng. The above presuppositions are created through the use of:
1278.eng. 2 - negative questions -Is it not .....?, Is that not so?
1279.eng. 2 - complex adjectives - present, new
1280.eng. and 1 - ordinals - third
1281.eng. Theme 2: "Creating and maintaining rapport is critical to building or enhancing a relationship."
1282.eng. I'm not sure whether you have realized or not, yet, that to improve your new and your present relationships, it is vital first to create and maintain rapport.
1283.eng. Is it not this knowledge that will cause quantum leaps in fulfilling your relationships.
1284.eng. Is this not so?
1285.eng. (tonality downward - as a command)
1286.eng. What is being presupposed here is:
1287.eng. you may have realized ....
1288.eng. you will have realized (yet)
1289.eng. you have relationships
1290.eng. you can improve your new and present relationships
1291.eng. creating and maintaining rapport is vital
1292.eng. the first thing to do is create and maintain rapport
1293.eng. there are other thing to do (after first)
1294.eng. this is important knowledge
1295.eng. this knowledge will cause quantum changes
1296.eng. this knowledge will assist in fulfilling your relationships
1297.eng. this is true (Is it not so?)
1298.eng. etc.
1299.eng. The above presuppositions are created through the use of:
1300.eng. 2 - negative questions -Is it not this ....
1301.eng. ?, Is this not so?
1302.eng. 2 - complex adjectives - new, present
1303.eng. and 1 - ordinals - first
1304.eng. For today practice using these three presuppositions with your theme(s).
1305.eng. Write out at least 2 examples for each theme(s).[[h3]]#
1306.eng. Day 4
1307.eng. Practice using Comparatives - (Words ending with ER, MORE, LESS) and AS ...
1308.eng. AS Comparatives and using Repetitive Cue Words - (TOO, ALSO, EITHER, AGAIN, BACK)
1309.eng. Theme 1: "To be an excellent communicator you will need to learn the importance and use of non-verbal communication."
1310.eng. Many people think that nothing gets as good results as becoming better at the using non-verbal communication skills either consciously or unconsciously.
1311.eng. And the more you find this out for yourself, the more you'll be convinced that it is something that you too should do also.
1312.eng. What is being presupposed here is:
1313.eng. many people agree with this
1314.eng. nothing get results like this does
1315.eng. non-verbal communication skills can get better
1316.eng. non-verbal communication skills can be used consciously
1317.eng. non-verbal communication skills can be used unconsciously
1318.eng. you will find this out for yourself
1319.eng. you will be convinced
1320.eng. the more you find it out the more convinced you will be
1321.eng. you will convince yourself it's something you should do
1322.eng. others have (also)
1323.eng. etc.
1324.eng. The above presuppositions are created through the use of:
1325.eng. 4 - comparatives - good, better, more, more
1326.eng. 1 - as - as comparatives - as good results as
1327.eng. and 1 - repetitive cues words - also
1328.eng. Theme 2: "Creating and maintaining rapport is critical to building or enhancing a relationship."
1329.eng. I'm wondering if it has occurred to you already that your relationships are not as satisfying as they could be when you have become better at creating rapport, too.
1330.eng. What is being presupposed here is:
1331.eng. it may have occurred to you
1332.eng. it will occur to you (already)
1333.eng. your relationships are not as satisfying as they could be
1334.eng. your relationships could be improved
1335.eng. you relationships will be better
1336.eng. relationship satisfaction depends on creating rapport
1337.eng. others have improved rapport (too)
1338.eng. etc.
1339.eng. The above presuppositions are created through the use of:
1340.eng. 1 - comparatives - better
1341.eng. 1 - as - as comparatives - as satisfying as
1342.eng. and 1 - repetitive cues words - too
1343.eng. For today practice using these three presuppositions with your theme(s).
1344.eng. Write out at least 2 examples for each theme(s).[[h3]]#
1345.eng. Day 5
1346.eng. Practice using Repetitive Verbs and Adverbs - (Verbs and adverbs beginning with "re" for example REPEATEDLY, RETURN, RESTORE, REPLACE, RENEW) and Quantifiers - (ONLY, EVEN, EXCEPT, JUST) and using Change of Time Verbs and Adverbs - (BEGIN, END, STOP, START, CONTINUE, PROCEED, ALREADY, YET, STILL, ANYMORE)
1347.eng. Theme 1: "To be an excellent communicator you will need to learn the importance and use of non-verbal communication."
1348.eng. What we know is that experts have repeatedly told us that the best communicators have learned and continue to learn to use non-verbal communication skills.
1349.eng. And it only stands to reason that we have to recognize that if we are to continually renew and increase our communication abilities; we should keep up-to-date on non-verbal communication techniques, don't you agree with me.
1350.eng. (tonality downward - as a command)
1351.eng. What is being presupposed here is:
1352.eng. we know something
1353.eng. experts have said this over and over and over
1354.eng. best communicators have learned to use non-verbal communication skills
1355.eng. it is reasonable
1356.eng. there is something we have to recognize
1357.eng. we can renew and increase our communication abilities
1358.eng. we can keep up-to-date on these skills
1359.eng. you agree
1360.eng. etc.
1361.eng. The above presuppositions are created through the use of:
1362.eng. 2 - repetitive verbs and adverbs - repeatedly, renew
1363.eng. 2 - quantifiers - best, only
1364.eng. and 2 - change of time verbs and adverbs - continue, continually
1365.eng. Theme 2: "Creating and maintaining rapport is critical to building or enhancing a relationship."
1366.eng. Stop for a moment and think about your relationships.
1367.eng. Are you repeatedly having difficulties with the people around your?
1368.eng. Only you can answer this question.
1369.eng. No matter what your answer is, it is absolutely clear that you can begin, right now, to renew or restore your relationships.
1370.eng. Think about how much better you will feel after you will have completed this.
1371.eng. What is being presupposed here is:
1372.eng. stop
1373.eng. stop only for a moment
1374.eng. think about relationships
1375.eng. difficulties may be repeating
1376.eng. you may be having difficulties with people around you
1377.eng. there are people around you
1378.eng. only you know the answer
1379.eng. it doesn't matter what your answer is
1380.eng. something is absolutely clear
1381.eng. you can begin
1382.eng. you can begin, now
1383.eng. relationships can be renewed and restored
1384.eng. etc..
1385.eng. etc., etc.,
1386.eng. The above presuppositions are created through the use of:
1387.eng. 3 - repetitive verbs and adverbs - repeatedly, renew, restore
1388.eng. 2 - quantifiers - only, better
1389.eng. and 2 - change of time verbs and adverbs - stop, begin
1390.eng. For today practice using these three presuppositions with your theme(s).
1391.eng. Write out at least 2 examples for each theme(s).[[h3]]#
1392.eng. Week 2[[h2]]
1393.eng. This week we will practice using these advanced language patterns in the context of sales and selling.[[h2]]
1394.eng. Use any 3 or 4 of the following presuppositions:
1395.eng. Some Quantifiers - (ALL, EACH, EVERY, SOME, FEW, MANY, NONE)
1396.eng. Subordinate Clause of Time - (BEFORE, AFTER, DURING, AS, SINCE, PRIOR, WHILE, YET, NOW, AGAIN)
1397.eng. Stressed Sentences - (Voice stress) such as: I am especially interested in OUTSTANDING results.
1398.eng. Ordinal Numerals - (FIRST, SECOND, THIRD, FOURTH, ANOTHER, NEXT)
1399.eng. Comparatives - (Words ending with ER, MORE, LESS)
1400.eng. Repetitive Cue Words - (TOO, ALSO, EITHER, AGAIN, BACK)
1401.eng. Quantifiers - (ONLY, EVEN, EXCEPT, JUST)
1402.eng. Change of Time Verbs and Adverbs - (BEGIN, END, STOP, START, CONTINUE, PROCEED, ALREADY, YET, STILL, ANYMORE)
1403.eng. Change of State Verbs - (CHANGE, TRANSFORM, TURN INTO, BECOME)
1404.eng. Factive Verbs and Adjectives - (ODD, AWARE, KNOW, REALIZE, REGRET, BELIEVE, PLEASED)
1405.eng. Contrary to Expectation - (SHOULD)#
1406.eng. Day 1
1407.eng. Theme :Presuppose that the customer will buy or should buy the car tires you are selling.
1408.eng. When people buy our tires, John, it is because they realize that the safety of their family is more important than the few extra dollars they have to pay over cheaper, poorer quality tires.
1409.eng. I imagine that this is extremely important for you also.
1410.eng. Isn't that right?
1411.eng. (downward tonality of a command)
1412.eng. Subordinate clause of time - when
1413.eng. Factive verbs and adverbs - realize
1414.eng. Comparative - more
1415.eng. Some quantifiers - few
1416.eng. Stressed sentences - extremely important
1417.eng. and others.
1418.eng. For today practice using these three presuppositions with your theme(s).
1419.eng. Write out at least 2 examples for each theme(s).[[h3]]#
1420.eng. Day 2
1421.eng. Theme :Presuppose that the customer will buy or should buy the home you are selling.
1422.eng. I'm not sure whether or not you have realized just how much you will really enjoy and feel totally comfortable in this home.
1423.eng. Just for a moment imagine yourself sitting here in front of a warm cozy fire while outside it's absolutely freezing and the wind is howling and it's almost a blizzard out there.
1424.eng. As you look back at that now wouldn't that feel good.
1425.eng. For a stretch exercise determine which presuppositions are used in these sentences.
1426.eng. For today practice using these three presuppositions with your theme(s).
1427.eng. Write out at least 2 examples for each theme(s).[[h3]]#
1428.eng. Day 3
1429.eng. Theme :Presuppose that the customer will buy or should buy the hot tub you are selling.
1430.eng. You won't be able to forget this fantastic hot tub.
1431.eng. You may be driving to work in the morning or you may be driving home after work and maybe even all day in between, you may think about sitting in the hot tub with your wife giving you a wonderful massage.
1432.eng. And you will imagine just how warm and comfortable you'll feel - so relaxing, - so comfortable.
1433.eng. Doesn't that sound great!
1434.eng. For a stretch exercise determine which presuppositions are used in these sentences.
1435.eng. For today practice using these three presuppositions with your theme(s).
1436.eng. Write out at least 2 examples for each theme(s).[[h3]]#
1437.eng. Day 4
1438.eng. Theme :Presuppose that the customer will buy or should buy the car you are selling.
1439.eng. As you think about it now, imagine yourself getting behind the wheel, fell yourself settling down into these big soft comfortable seats; listen to the purr of that engine.
1440.eng. And as you see all your friends and neighbors waving to you enviously.
1441.eng. You want to feel good now, don't you.
1442.eng. For a stretch exercise determine which presuppositions are used in these sentences.
1443.eng. For today practice using these three presuppositions with your theme(s).
1444.eng. Write out at least 2 examples for each theme(s).[[h3]]#
1445.eng. Day 5
1446.eng. Theme :Presuppose that the customer will buy or should buy the seminar you are selling.
1447.eng. Stop for a moment and recall a time when you were trying to communicate with someone, perhaps it was your boss, your child or your spouse, but no matter how hard you tried you were unable to communicate in a way that achieved what you wanted.
1448.eng. Now, consider that same event, but this time, because of this workshop, you actually have the ability to totally communicate with just the right language pattern to achieve what you want.
1449.eng. Now, that would be ideal wouldn't it!
1450.eng. For a stretch exercise determine which presuppositions are used in these sentences.
1451.eng. For today practice using these three presuppositions with your theme(s).
1452.eng. Write out at least 2 examples for each theme(s).[[h3]]#
1453.eng. Go to Week 3 and Week 4#
1454.eng. Daily Practice Guide For NLP Basic Skills[[h2]]
1455.eng. How to Improve Your Communication Using NLP and Hypnosis Techniques.[[h3]]
1456.eng. Do you want to become an Irresistible Communicator?
1457.eng. To be a Master of Influence and Persuasion?
1458.eng. Then you must master this information before going on to some of my more advanced material.
1459.eng. There will be hundreds and hundreds of opportunities to practice basic NLP skills because you can practice them everyday - in your everyday life and many of these opportunities will be entirely risk free.
1460.eng. Use those times.
1461.eng. You need not take risks.
1462.eng. Practice everyday in all kinds of situations -- enjoy the process.
1463.eng. I suggest that you assume an attitude of adventure, and of playing, and practical learning.
1464.eng. The more you enjoy the adventure, the more deeper, easier you can learn these techniques.
1465.eng. Increase your learnings by noting what you have observed each day in the space provided or write them down in your NLP journal.
1466.eng. If you should happen to not be familiar with or understand basic NLP, a basic NLP book such as "Introduction to NLP (Neuro-Linguistic Programming)" by Joseph O'Connor and John Seymour will help you become familiar with NLP enough with it to be able to complete these exercises.#
1467.eng. Thank you for visiting this page.
1468.eng. I have temporarily removed this exercise.
1469.eng. It is one month of practicing basic NLP Rapport Building Skills.
1470.eng. If you should really want to learn this - email me for more information.
1471.eng. larry@NLPandHypnosis.com Please put Rapport Skills as the subject of the email.#
1472.eng. Return to More NLP and Hypnosis Skill Building Exercises
1473.eng. Copyright 2004 Leading Edge Communications Ltd.
1474.eng. and Larry McLauchlin#
1475.eng. Anchoring Exercises For NLP Basic Skills[[h2]]
1476.eng. How to Create and Lock in Emotions Using NLP and Hypnosis Techniques - Specifically Using Visual, Auditory and Kinesthetic Anchors.[[h3]]
1477.eng. How to Improve Your Communication Using NLP and Hypnosis Techniques.[[h3]]
1478.eng. What is the Basis for Anchoring in NLP and Hypnosis?[[h2]]
1479.eng. our brain is designed to make associations and link our experiences together.
1480.eng. we understand language because we have built links between words and a specific set of internal experiences.
1481.eng. this process of making linkages is called anchoring.
1482.eng. Stimulus-Response Conditioning and Anchors[[h2]]
1483.eng. Pavlov's experiments.
1484.eng. we make these associations all the time and often the anchors that get set up are quite random.
1485.eng. Anchors are neither good nor bad - they are simply more or less useful.
1486.eng. Why Do We Use Anchors?
1487.eng. [[h2]]
1488.eng. the purpose for creating anchors is to provide specific and reproducible ways to access our feelings and emotional states when we need them.
1489.eng. the anchors can be an images, sounds or cue words, or touch/pressure applied to part of your body - they can be internal or external.
1490.eng. anchors can be set up and custom designed by choice.
1491.eng. Components of an Effective Anchor[[h2]]
1492.eng. Intensity of the state accessed
1493.eng. access state fully and intensely.
1494.eng. associate into the state.
1495.eng. seeing what you are seeing.
1496.eng. hearing what you are hearing.
1497.eng. feeling what you are feeling.
1498.eng. Purity of the state
1499.eng. one specific set of feelings or emotional state.
1002.eng. Presuppositions[[h2]]
1003.eng. Do you want to become an Irresistible Communicator?
1004.eng. To be a Master of Influence and Persuasion?
1005.eng. Then you must master this information before going on to some of my more advanced material.
1006.eng. How to Become an Expert in Advanced Language Patterns and Hypnotic Language.[[h3]]
1007.eng. One of the things that I did to become an expert in NLP and hypnosis was to master advanced language patterns.
1008.eng. Each and every day I took one language pattern and wrote out many persuasive examples of that pattern for a current concern to me.
1009.eng. I suggest that you take something that is important to you in your "real life" and do the same and write dozens of language patterns daily.
1010.eng. In this way, your ability to use advanced language and use hypnotic patterns and can become unconscious and automatic for you as well..
1011.eng. I have heard that Richard Bandler required his NLP Practitioner students to write out 100 examples of each of these patterns.
1012.eng. You may want to do that also.
1013.eng. Using Presuppositions For Influence and Persuasion[[h3]]
1014.eng. When you use presuppositions, you are able to make a statement and have basic assumptions contained in that statement accepted, unconsciously and automatically as being true.
1015.eng. See "Advanced Language Patterns Mastery" for more information on presuppositions and how to purchase this best selling skill building manual.
1016.eng. The real "power" of using presuppositions comes from your ability to use 3, 4 or more of them together.
1017.eng. Of course, for you to be able to chain many presuppositions together means that you must first learn to use them individually and then to use them in groups.
1018.eng. In this way you can begin to group them together.
1019.eng. Naturally when you become proficient at using presuppositions and begin to group 3 or more presuppositions in a row you will see amazing results.
1020.eng. Because it it is impossible for whoever you are speaking too not to accept the embedded presuppositions and assumptions and think, believe and do as you ask..
1021.eng. Stop right now and choose something important to you that you wish to have others accept as being true or believe it is true.
1022.eng. For these exercises the themes that I will use in demonstrating each advance language pattern are:
1023.eng. "To be an excellent communicator you will need to learn the importance and use of non-verbal communication." Here I will presuppose that in order to be a good communicator you must know how to use the 93% of communication that is non-verbal.
1024.eng. and "Creating and maintaining rapport is critical to building or enhancing a relationship." Here I will presuppose that getting and maintaining rapport is crucial to building a relationship."
1025.eng. OK, pick one, two or more themes for yourself to use throughout the month or if you wish pick a different theme(s) for each language pattern - your choice.#
1026.eng. Using NLP and Hypnosis Presuppositions - Week 1[[h1]]
1027.eng. Day 1 Practice using "Some Quantifiers" - (ALL, EACH, EVERY, SOME, FEW, MANY, NONE)
1028.eng. In my case I'll take the theme number 1: "To be an excellent communicator you will need to learn the importance and use of non-verbal communication." and write an example:
1029.eng. Every one I know who is really excellent at communicating has mastered the use of non-verbal communication.
1030.eng. Now I'll take the theme number 2: "Creating and maintaining rapport is critical to building or enhancing a relationship." Here I will presuppose that getting and maintaining rapport is crucial to building a relationship and write an example for this pattern:
1031.eng. Few people really understand that creating and maintaining rapport is so critical to building relationships.
1032.eng. For today practice using some quantifiers with your theme(s).
1033.eng. Write out at least 5 examples for each theme(s).#
1034.eng. Day 2 Practice using Generic Noun Phrases - (Noun arguments standing for a whole class)
1035.eng. Theme number 1: The world's greatest communicators all have learned that to be a great communicator one has to learn and use non-verbal communication.
1036.eng. Theme number 2: Psychologists tell us that the ability to create rapport is the very foundation of creating a good relationship.
1037.eng. For today practice using generic noun phrases with your theme(s).
1038.eng. Write out at least 5 examples for each theme(s).#
1039.eng. Day 3 Practice using Relative Clauses - (Complex noun arguments, statements that have a noun followed by a phrase beginning with WHO, WHICH, or THAT)
1040.eng. Theme number 1: All of the experts who have spoken to me have talked about the importance of understanding and using non-verbal communication.
1041.eng. Theme number 2: Good relationships are ones which are built on rapport.
1042.eng. For today practice using relative clauses with your theme(s).
1043.eng. Write out at least 5 examples for each theme(s).#
1044.eng. Day 4 Practice using Subordinate Clause of Time - (BEFORE, AFTER, DURING, AS, SINCE, PRIOR, WHILE, YET, NOW, AGAIN)
1045.eng. Theme number 1: Before you can communicate like an expert, you will have to learn non-verbal communication skills.
1046.eng. Theme number 2: After you have build a relationship by creating and maintaining rapport, you will know why it's so important.
1047.eng. For today practice using subordinate clause of time with your theme(s).
1048.eng. Write out at least 5 examples for each theme(s).#
1049.eng. Day 5 Practice using Cleft Sentences - (Sentences starting with IT IS or IT WAS)
1050.eng. Theme number 1: It is knowing how to use non-verbal communication that made Richard Bandler one of the great communicators.
1051.eng. Theme number 2: It was our ability to create and maintain rapport that made our relationship outstanding.
1052.eng. For today practice using cleft sentences quantifiers with your theme(s).
1053.eng. Write out at least 5 examples for each theme(s).#
1054.eng. Using NLP and Hypnosis Presuppositions - Week 2[[h1]]
1055.eng. Day 1 Practice using Pseudo Cleft Sentences - Identified by the form of "What [sentence] is [sentence]".
1056.eng. Theme number 1: What we know about non-verbal communication is it is the key to being an excellent communicator.
1057.eng. Theme number 2: What knowledgeable psychologists tell us about relationships is creating and maintaining rapport is critical.
1058.eng. For today practice using pseudo cleft sentences with your theme(s).
1059.eng. Write out at least 5 examples for each theme(s).#
1060.eng. Day 2 Practice using Stressed Sentences - (Voice stress) such as: I am especially interested in the OUTSTANDING results that NLP has gotten.
1061.eng. Theme number 1: Learning non-verbal communication skills will make a FANTASTIC improvement in your communication skills.
1062.eng. Theme number 2: Creating and maintaining rapport is the only way to have WONDERFUL relationships.
1063.eng. For today practice using stress sentences with your theme(s).
1064.eng. Write out at least 5 examples for each theme(s).#
1065.eng. Day 3 Practice using Complex Adjectives - (NEW, OLD, FORMER, PRESENT, PREVIOUS)
1066.eng. Theme number 1: Enhance your previous communication skills by learning how to use non-verbal communication skills.
1067.eng. Theme number 2: Improve your present and future relationships by learning how to create and maintain rapport.
1068.eng. For today practice using complex adjectives with your theme(s).
1069.eng. Write out at least 5 examples for each theme(s).#
1070.eng. Day 4 Practice using Ordinal Numerals - (FIRST, SECOND, THIRD, FOURTH, ANOTHER, NEXT)
1071.eng. Theme number 1: First, your improve your non-verbal communication skills and then you watch your communication results soar.
1072.eng. Theme number 2: The first change to make to improve your relationships is to learn to create and maintain rapport.
1073.eng. For today practice using ordinal numbers with your theme(s).
1074.eng. Write out at least 5 examples for each theme(s).#
1075.eng. Day 5 Practice using Comparatives - (Words ending with ER, MORE, LESS)
1076.eng. Theme number 1: More people improve their total communication by learning non-verbal communication skills than by any other method.
1077.eng. Theme number 2: Better relationships are developed by creating and maintaining rapport.
1078.eng. For today practice using comparatives with your theme(s).
1079.eng. Write out at least 5 examples for each theme(s).#
1080.eng. Using NLP and Hypnosis Presuppositions - Week 3[[h1]]
1081.eng. Day 1 Practice using Comparative As - (AS........AS) For example: What else gets as many results as NLP does?
1082.eng. (Presupposes that NLP get results.)
1083.eng. Theme number 1: What is as effective in improving your total communications as learning and using non-verbal communication skills?
1084.eng. Theme number 2: Nothing is as important as creating and maintaining rapport in building relationships.
1085.eng. For today practice using the comparative as - as with your theme(s).
1086.eng. Write out at least 5 examples for each theme(s).#
1087.eng. Day 2 Practice using Repetitive Cue Words - (TOO, ALSO, EITHER, AGAIN, BACK)
1088.eng. Theme number 1: You too can be an excellent communicator by learning and using non-verbal communication skills.
1089.eng. Theme number 2: Either we learn how to create and maintain rapport or our relationships will suffer.
1090.eng. For today practice using repetitive cue words with your theme(s).
1091.eng. Write out at least 5 examples for each theme(s).#
1092.eng. Day 3 Practice using Repetitive Verbs and Adverbs - (Verbs and adverbs beginning with "re" for example REPEATEDLY, RETURN, RESTORE, REPLACE, RENEW)
1093.eng. Theme number 1: Repeatedly practicing non-verbal communication skills will cause quantum improvements to your communication results.
1094.eng. Theme number 2: One thing we know is we can renew our relationships by creating and maintaining rapport.
1095.eng. For today practice using repetitive verbs and adverbs with your theme(s).
1096.eng. Write out at least 5 examples for each theme(s).#
1097.eng. Day 4 Practice using Quantifiers - (ONLY, EVEN, EXCEPT, JUST)
1098.eng. Theme number 1: The only way we may become excellent communicators is to lean to use non-verbal communication skills effectively.
1099.eng. Theme number 2: Except for rapport it is difficult to create and maintain good relationships.
1100.eng. For today practice using quantifiers with your theme(s).
1101.eng. Write out at least 5 examples for each theme(s).#
1102.eng. Day 5 Practice using Change of Time Verbs and Adverbs - (BEGIN, END, STOP, START, CONTINUE, PROCEED, ALREADY, YET, STILL, ANYMORE)
1103.eng. Theme number 1: Someone once said to my friend John, "Stop being mediocre; learn and use non-verbal communication ."
1104.eng. Theme number 2: Have you discovered that creating and maintaining rapport is critical to a relationship, yet?
1105.eng. For today practice using change of time verbs and adverbs with your theme(s).
1106.eng. Write out at least 5 examples for each theme(s).#
1107.eng. Using NLP and Hypnosis Presuppositions - Week 4[[h1]]
1108.eng. Day 1 Practice using Change of State Verbs - (CHANGE, TRANSFORM, TURN INTO, BECOME)
1109.eng. Theme number 1: It's a well know fact that to transform your communication ability we need to learn and use non-verbal communication skills.
1110.eng. Theme number 2: Even some of TV's talk show hosts are beginning to know that creating and maintaining rapport is a critical factor in relationships.
1111.eng. For today practice using change of state verbs with your theme(s).
1112.eng. Write out at least 5 examples for each theme(s).#
1113.eng. Day 2 Practice using Factive Verbs and Adjectives - (ODD, AWARE, KNOW, REALIZE, REGRET, BELIEVE, PLEASED)
1114.eng. Theme number 1: Are you aware that to be an excellent communicator it is important to know and use non-verbal communication skills.
1115.eng. Theme number 2: Most people are not aware that creating and maintaining rapport is critical for relationship building.
1116.eng. For today practice using factive verbs and adjectives with your theme(s).
1117.eng. Write out at least 5 examples for each theme(s).#
1118.eng. Day 3 Practice using Commentary Adjectives and Adverbs - (LUCKY, FORTUNATELY, FAR OUT, OUT OF SIGHT, GROOVY, HAPPILY, NECESSARILY, REMARKABLE, INNOCENTLY)
1119.eng. Theme number 1: Lucky for me, I learned early that non-verbal communication skills are vital for an excellent communicator.
1120.eng. Theme number 2: It is remarkable how creating and maintaining rapport improves relationships in just minutes.
1121.eng. For today practice using commentary adjectives and adverbs with your theme(s).
1122.eng. Write out at least 5 examples for each theme(s).#
1123.eng. Day 4 Practice using Counterfactual Conditional Clauses - (Verbs having subjective tense)
1124.eng. Theme number 1: If John hadn't learned non-verbal communication skills, he would not have become the excellent communicator that he is.
1125.eng. Theme number 2: If Carol had known that creating and maintaining rapport was so critical to relationships she could have taken the training necessary.
1126.eng. For today practice using counterfactual conditional clauses with your theme(s).
1127.eng. Write out at least 5 examples for each theme(s).#
1128.eng. Day 5 Practice using Contrary to Expectation - (SHOULD)
1129.eng. Theme number 1: Should you not know how important non-verbal communication skills are, call me to get the next seminar date.
1130.eng. Theme number 2: Should you not be totally happy with your relationships, learn about creating and maintaining rapport will be important for you to learn.
1131.eng. For today practice using contrary to expectation with your theme(s).
1132.eng. Write out at least 5 examples for each theme(s).#
1133.eng. Here is a list of nine other presuppositions to continue you everyday practice with:
1134.eng. Selection Restriction - If my professor gets pregnant, I'll be very happy.
1135.eng. (Restricted to being a professor with the subgroup female) (Presupposes my professor is a woman.)
1136.eng. Questions - By asking a question we presuppose what is asked in a question.
1137.eng. Have you taken my NLP and Hypnosis book?
1138.eng. (Presupposes someone has taken my book.)
1139.eng. Negative Questions - Isn't Leading Edge Communications not the top management consultant company in Calgary?
1140.eng. (Presupposes that Leading Edge Communications is a top management company.)
1141.eng. Rhetorical Questions - Asking a question which does not require an answer.
1142.eng. Who care about that.
1143.eng. (Presupposes no one cares about that subject.)
1144.eng. Spurious Not - I wonder if you are not already more proficient at advanced language patterns than most?
1145.eng. (Presupposes you are already proficient at advanced language patterns.)
1146.eng. Proper Names - Using proper names which presuppose the existence of that person, place or thing.
1147.eng. Are you aware that hypnotic marketers are using Advanced Language Patterns Mastery as a copywriting text?
1148.eng. (The Advanced Language Pattern Mastery manual exists.)
1149.eng. Change of Place Verbs - (COME, GO, LEAVE, ARRIVE, DEPART, ENTER) (Presupposes something has moved or is moving)
1150.eng. To see the table of contents of Advanced Language Patterns Click Here[[h3]]#
1151.eng.
1152.eng. Do you want to become an Irresistible Communicator?
1153.eng. To be a Master of Influence and Persuasion?
1154.eng. Then take a look at Irresistible Communications: Influence and Persuasion for the Professional.#
1155.eng.
1156.eng. Using Multiple Advanced Language Patterns and Hypnotic Language to Increase Your Communication Effectiveness[[h2]]
1157.eng. Do you want to become an Irresistible Communicator?
1158.eng. To be a Master of Influence and Persuasion?
1159.eng. Then you must master this information before going on to some of my more advanced material.
1160.eng. How to Add Power to Your Advanced Language Patterns and Hypnotic Language Mastery.[[h1]]
1161.eng. The real "power" of your ability to use advanced language patterns comes from being able to combine 2, 3, 4 or more of them together.
1162.eng. Of course, to be able to chain many presuppositions together means that we must first learn to use each one individually and then move on so you can group them together.
1163.eng. It has been said that when 3 or more presuppositions are used together that it is impossible not to accept the embedded presuppositions and assumptions.
1164.eng. If you have not completed the previous exercises on presuppositions - or do not have existing experience in their use - please stop and complete those exercises, now.
1165.eng. The previous NLP and hypnosis exercises, as well as the following exercises, are designed to assist you so your can learn easily and quickly how to use the majority of them - the 29 different presuppositions.
1166.eng. However, once you have consciously learned to use each of them - you will find it easy to combine the use of 3, 4 or more of them together.
1167.eng. After you have learned how to do this, it is no longer necessary to know which of the 29 presupposition you have used.
1168.eng. Knowing the names of the presuppositions used will be irrelevant.
1169.eng. All you want to be able to do is to string 3, 4 or more of them together so as to make it consciously impossible for the anyone not to agree with all the assumptions.
1170.eng. You will then begin to use them unconsciously..
1171.eng. You will be surprised and delighted with the results you get.
1172.eng. Please be aware that language patterns will work best after you have established rapport or elicited an emotional state where the thought, action or behavior would naturally occur.
1173.eng. Week 1 - This week we will practice using of advanced language patterns in the context of non-verbal communication.[[h2]]
1174.eng. Week 2 - This week's context is sales and selling.[[h2]]
1175.eng. Week 3 and Week 4 - Week 3's context is personal development and Week 4's context is hypnosis.[[h2]]
1176.eng. Week one, I will continue to use the 2 themes from the previous exercises and demonstrating how to use several patterns together.
1177.eng. "To be an excellent communicator you will need to learn the importance and use of non-verbal communication." Here I will presuppose that in order to be a good communicator you must know how to use the 93% of communication that is non-verbal.
1178.eng. and "Creating and maintaining rapport is critical to building or enhancing a relationship." Here I will presuppose that getting and maintaining rapport is crucial to building a relationship."
1179.eng. Stop now and choose a theme or two that are important to you -- something that will help you get the results you want.[[h3]]
1180.eng. The objective here is to write a sentence or two which when spoken or read contains the presuppositions, (and later in the exercise - hypnotic language), which will have your presuppositions/assumptions accepted by the listener or the reader as being true and will cause the desired thoughts, behaviors or actions to occur.#
1181.eng. Week 1[[h2]]
1182.eng. Day 1
1183.eng. Practice using Some Quantifiers - (ALL, EACH, EVERY, SOME, FEW, MANY, NONE) and Generic Noun Phrases - (Noun arguments standing for a whole class) and Relative Clauses - (Complex noun arguments, statements that have a noun followed by a phrase beginning with WHO, WHICH, or THAT) together in one or two sentences.
1184.eng. Theme 1.
1185.eng. "To be an excellent communicator you will need to learn the importance and use of non-verbal communication."
1186.eng. To repeat, the objective here is to write a sentence or two which when spoken or read contains the presuppositions, (and later in the exercise - hypnotic language), which will have your presuppositions/assumptions accepted by the listener or the reader as being true and will cause the desired thoughts, behaviors or actions to occur.
1187.eng. My example:
1188.eng. You may already be aware of studies that have shown that all of the experts who really know communication skills recognize the importance of understanding and using non-verbal communication, as well, every NLP practitioner who gets results knows the how critical unspoken communication is in being truly effective.
1189.eng. Let's analyze the this week's examples to see just what is being presupposed by this sentence (what must be assumed to be true for the sentence to make sense):
1190.eng. there are studies that show this (this infers this must be true)
1191.eng. all experts (without any exceptions know this - must be true.)
1192.eng. experts who really know (this infers that if they don't agree then they don't really know communication skills and are not an expert)
1193.eng. understanding and using non-verbal communication is important
1194.eng. non verbal communication is necessary for understanding
1195.eng. as well (not only experts but another group knows this too)
1196.eng. every NLP practitioner who gets results uses non-verbal communication
1197.eng. non-verbal communication is critical
1198.eng. non-verbal communication is truly effective
1199.eng. The above presuppositions are created through the use of:
1200.eng. 2 - some quantifiers - all, every
1201.eng. 3 - generic noun phrases - studies, experts, practitioners
1202.eng. and 3 - relative clauses - that, who, who
1203.eng. Now, an example for theme number 2: "Creating and maintaining rapport is critical to building or enhancing a relationship."
1204.eng. Again using Some Quantifiers - (ALL, EACH, EVERY, SOME, FEW, MANY, NONE) and Generic Noun Phrases - (Noun arguments standing for a whole class) and Relative Clauses - (Complex noun arguments, statements that have a noun followed by a phrase beginning with WHO, WHICH, or THAT)
1205.eng. Theme 2 - My example:
1206.eng. You may be surprised to know that few of the most powerful communicators who really know how critical creating and maintaining rapport is to building and enhancing relationships actually teach their students how to consciously develop relationships with loved one who are important to them.
1207.eng. What is being presupposed here is:
1208.eng. few communicators teach this
1209.eng. powerful communicators know this
1210.eng. creating rapport is critical to relationships
1211.eng. few - actually - teach this
1212.eng. it is possible to consciously develop relationships
1213.eng. we can do this with loved ones
1214.eng. loved ones are important
1215.eng. etc.
1216.eng. The above presuppositions are created through the use of:
1217.eng. 2 - some quantifiers - few, most
1218.eng. 4 - generic noun phrases - communicators, relationships, students, loved ones
1219.eng. and 3 - relative clauses - that, who, who
1220.eng. For today practice using these three presuppositions with your theme(s).
1221.eng. Write out at least 2 examples for each theme(s).[[h3]]#
1222.eng. Day 2
1223.eng. Practice using Subordinate Clause of Time - (BEFORE, AFTER, DURING, AS, SINCE, PRIOR, WHILE, YET, NOW, AGAIN) and Cleft Sentences - (Sentences starting with IT IS or IT WAS) and Stressed Sentences - (Voice stress) such as: I am especially interested in the OUTSTANDING results that NLP has gotten.
1224.eng. Theme 1: "To be an excellent communicator you will need to learn the importance and use of non-verbal communication."
1225.eng. I'm not sure whether it is be before, after or even during this seminar that you will be absolutely amazed when you look back and think about how you understand, now and use non-verbal communication to begin to make fantastic changes to your life.
1226.eng. What is being presupposed here is:
1227.eng. you will be absolutely amazed
1228.eng. you will be amazed because of this seminar
1229.eng. you will look back at this experience later
1230.eng. you will think about this experience later
1231.eng. you will think about how you understand
1232.eng. you understand now
1233.eng. you will use non-verbal communication
1234.eng. you will begin to make changes to your life
1235.eng. the changes will be fantastic
1236.eng. etc.
1237.eng. The above presuppositions are created through the use of:
1238.eng. 3 - subordinate clauses of time - before, after, during
1239.eng. 1 - cleft sentences -it is
1240.eng. and 2 stressed sentences - absolutely amazed, fantastic
1241.eng. Theme 2: "Creating and maintaining rapport is critical to building or enhancing a relationship."
1242.eng. Before you understand completely, you must realize that it is critical to build and enhance satisfying relationships by creating and maintaining rapport.
1243.eng. After you have learned that, your relationships will take on a whole different character.
1244.eng. What is being presupposed here is:
1245.eng. you must do this first
1246.eng. you will understand completely
1247.eng. you must realize this
1248.eng. this is critical
1249.eng. what is critical is creating and maintaining rapport
1250.eng. you will have learned this
1251.eng. you relationships will change
1252.eng. your relationships will be all (whole) be different
1253.eng. etc.
1254.eng. The above presuppositions are created through the use of:
1255.eng. 2 - subordinate clauses of time - before, after
1256.eng. 1 - cleft sentences - it is
1257.eng. and 3 - stressed sentences - critical, whole different
1258.eng. For today practice using these three presuppositions with your theme(s).
1259.eng. Write out at least 2 examples for each theme(s).[[h3]]#
1260.eng. Day 3
1261.eng. Practice using negative questions and Complex Adjectives - (NEW, OLD, FORMER, PRESENT, PREVIOUS) and Ordinal Numerals - (FIRST, SECOND, THIRD, FOURTH, ANOTHER, NEXT)
1262.eng. Theme 1: "To be an excellent communicator you will need to learn the importance and use of non-verbal communication."
1263.eng. Is it not important that you recognize that your present communication skills are not as effective as they could be?
1264.eng. And after you have recognized this for perhaps the third time you may begin to look for new methods and ways to improve and use non-verbal communication skills.
1265.eng. Is that not so?
1266.eng. (tonality downward - as a command)
1267.eng. What is being presupposed here is:
1268.eng. it is important that you recognize ....
1269.eng. your present communication is not totally effective
1270.eng. you communication skills can be better
1271.eng. you will recognize this ....
1272.eng. you will recognize it at least 3 times - you will have recognized it once & twice before
1273.eng. you may look for new method and ways to improve
1274.eng. you can improve and use non-verbal communication skills
1275.eng. this is true
1276.eng. etc.
1277.eng. The above presuppositions are created through the use of:
1278.eng. 2 - negative questions -Is it not .....?, Is that not so?
1279.eng. 2 - complex adjectives - present, new
1280.eng. and 1 - ordinals - third
1281.eng. Theme 2: "Creating and maintaining rapport is critical to building or enhancing a relationship."
1282.eng. I'm not sure whether you have realized or not, yet, that to improve your new and your present relationships, it is vital first to create and maintain rapport.
1283.eng. Is it not this knowledge that will cause quantum leaps in fulfilling your relationships.
1284.eng. Is this not so?
1285.eng. (tonality downward - as a command)
1286.eng. What is being presupposed here is:
1287.eng. you may have realized ....
1288.eng. you will have realized (yet)
1289.eng. you have relationships
1290.eng. you can improve your new and present relationships
1291.eng. creating and maintaining rapport is vital
1292.eng. the first thing to do is create and maintain rapport
1293.eng. there are other thing to do (after first)
1294.eng. this is important knowledge
1295.eng. this knowledge will cause quantum changes
1296.eng. this knowledge will assist in fulfilling your relationships
1297.eng. this is true (Is it not so?)
1298.eng. etc.
1299.eng. The above presuppositions are created through the use of:
1300.eng. 2 - negative questions -Is it not this ....
1301.eng. ?, Is this not so?
1302.eng. 2 - complex adjectives - new, present
1303.eng. and 1 - ordinals - first
1304.eng. For today practice using these three presuppositions with your theme(s).
1305.eng. Write out at least 2 examples for each theme(s).[[h3]]#
1306.eng. Day 4
1307.eng. Practice using Comparatives - (Words ending with ER, MORE, LESS) and AS ...
1308.eng. AS Comparatives and using Repetitive Cue Words - (TOO, ALSO, EITHER, AGAIN, BACK)
1309.eng. Theme 1: "To be an excellent communicator you will need to learn the importance and use of non-verbal communication."
1310.eng. Many people think that nothing gets as good results as becoming better at the using non-verbal communication skills either consciously or unconsciously.
1311.eng. And the more you find this out for yourself, the more you'll be convinced that it is something that you too should do also.
1312.eng. What is being presupposed here is:
1313.eng. many people agree with this
1314.eng. nothing get results like this does
1315.eng. non-verbal communication skills can get better
1316.eng. non-verbal communication skills can be used consciously
1317.eng. non-verbal communication skills can be used unconsciously
1318.eng. you will find this out for yourself
1319.eng. you will be convinced
1320.eng. the more you find it out the more convinced you will be
1321.eng. you will convince yourself it's something you should do
1322.eng. others have (also)
1323.eng. etc.
1324.eng. The above presuppositions are created through the use of:
1325.eng. 4 - comparatives - good, better, more, more
1326.eng. 1 - as - as comparatives - as good results as
1327.eng. and 1 - repetitive cues words - also
1328.eng. Theme 2: "Creating and maintaining rapport is critical to building or enhancing a relationship."
1329.eng. I'm wondering if it has occurred to you already that your relationships are not as satisfying as they could be when you have become better at creating rapport, too.
1330.eng. What is being presupposed here is:
1331.eng. it may have occurred to you
1332.eng. it will occur to you (already)
1333.eng. your relationships are not as satisfying as they could be
1334.eng. your relationships could be improved
1335.eng. you relationships will be better
1336.eng. relationship satisfaction depends on creating rapport
1337.eng. others have improved rapport (too)
1338.eng. etc.
1339.eng. The above presuppositions are created through the use of:
1340.eng. 1 - comparatives - better
1341.eng. 1 - as - as comparatives - as satisfying as
1342.eng. and 1 - repetitive cues words - too
1343.eng. For today practice using these three presuppositions with your theme(s).
1344.eng. Write out at least 2 examples for each theme(s).[[h3]]#
1345.eng. Day 5
1346.eng. Practice using Repetitive Verbs and Adverbs - (Verbs and adverbs beginning with "re" for example REPEATEDLY, RETURN, RESTORE, REPLACE, RENEW) and Quantifiers - (ONLY, EVEN, EXCEPT, JUST) and using Change of Time Verbs and Adverbs - (BEGIN, END, STOP, START, CONTINUE, PROCEED, ALREADY, YET, STILL, ANYMORE)
1347.eng. Theme 1: "To be an excellent communicator you will need to learn the importance and use of non-verbal communication."
1348.eng. What we know is that experts have repeatedly told us that the best communicators have learned and continue to learn to use non-verbal communication skills.
1349.eng. And it only stands to reason that we have to recognize that if we are to continually renew and increase our communication abilities; we should keep up-to-date on non-verbal communication techniques, don't you agree with me.
1350.eng. (tonality downward - as a command)
1351.eng. What is being presupposed here is:
1352.eng. we know something
1353.eng. experts have said this over and over and over
1354.eng. best communicators have learned to use non-verbal communication skills
1355.eng. it is reasonable
1356.eng. there is something we have to recognize
1357.eng. we can renew and increase our communication abilities
1358.eng. we can keep up-to-date on these skills
1359.eng. you agree
1360.eng. etc.
1361.eng. The above presuppositions are created through the use of:
1362.eng. 2 - repetitive verbs and adverbs - repeatedly, renew
1363.eng. 2 - quantifiers - best, only
1364.eng. and 2 - change of time verbs and adverbs - continue, continually
1365.eng. Theme 2: "Creating and maintaining rapport is critical to building or enhancing a relationship."
1366.eng. Stop for a moment and think about your relationships.
1367.eng. Are you repeatedly having difficulties with the people around your?
1368.eng. Only you can answer this question.
1369.eng. No matter what your answer is, it is absolutely clear that you can begin, right now, to renew or restore your relationships.
1370.eng. Think about how much better you will feel after you will have completed this.
1371.eng. What is being presupposed here is:
1372.eng. stop
1373.eng. stop only for a moment
1374.eng. think about relationships
1375.eng. difficulties may be repeating
1376.eng. you may be having difficulties with people around you
1377.eng. there are people around you
1378.eng. only you know the answer
1379.eng. it doesn't matter what your answer is
1380.eng. something is absolutely clear
1381.eng. you can begin
1382.eng. you can begin, now
1383.eng. relationships can be renewed and restored
1384.eng. etc..
1385.eng. etc., etc.,
1386.eng. The above presuppositions are created through the use of:
1387.eng. 3 - repetitive verbs and adverbs - repeatedly, renew, restore
1388.eng. 2 - quantifiers - only, better
1389.eng. and 2 - change of time verbs and adverbs - stop, begin
1390.eng. For today practice using these three presuppositions with your theme(s).
1391.eng. Write out at least 2 examples for each theme(s).[[h3]]#
1392.eng. Week 2[[h2]]
1393.eng. This week we will practice using these advanced language patterns in the context of sales and selling.[[h2]]
1394.eng. Use any 3 or 4 of the following presuppositions:
1395.eng. Some Quantifiers - (ALL, EACH, EVERY, SOME, FEW, MANY, NONE)
1396.eng. Subordinate Clause of Time - (BEFORE, AFTER, DURING, AS, SINCE, PRIOR, WHILE, YET, NOW, AGAIN)
1397.eng. Stressed Sentences - (Voice stress) such as: I am especially interested in OUTSTANDING results.
1398.eng. Ordinal Numerals - (FIRST, SECOND, THIRD, FOURTH, ANOTHER, NEXT)
1399.eng. Comparatives - (Words ending with ER, MORE, LESS)
1400.eng. Repetitive Cue Words - (TOO, ALSO, EITHER, AGAIN, BACK)
1401.eng. Quantifiers - (ONLY, EVEN, EXCEPT, JUST)
1402.eng. Change of Time Verbs and Adverbs - (BEGIN, END, STOP, START, CONTINUE, PROCEED, ALREADY, YET, STILL, ANYMORE)
1403.eng. Change of State Verbs - (CHANGE, TRANSFORM, TURN INTO, BECOME)
1404.eng. Factive Verbs and Adjectives - (ODD, AWARE, KNOW, REALIZE, REGRET, BELIEVE, PLEASED)
1405.eng. Contrary to Expectation - (SHOULD)#
1406.eng. Day 1
1407.eng. Theme :Presuppose that the customer will buy or should buy the car tires you are selling.
1408.eng. When people buy our tires, John, it is because they realize that the safety of their family is more important than the few extra dollars they have to pay over cheaper, poorer quality tires.
1409.eng. I imagine that this is extremely important for you also.
1410.eng. Isn't that right?
1411.eng. (downward tonality of a command)
1412.eng. Subordinate clause of time - when
1413.eng. Factive verbs and adverbs - realize
1414.eng. Comparative - more
1415.eng. Some quantifiers - few
1416.eng. Stressed sentences - extremely important
1417.eng. and others.
1418.eng. For today practice using these three presuppositions with your theme(s).
1419.eng. Write out at least 2 examples for each theme(s).[[h3]]#
1420.eng. Day 2
1421.eng. Theme :Presuppose that the customer will buy or should buy the home you are selling.
1422.eng. I'm not sure whether or not you have realized just how much you will really enjoy and feel totally comfortable in this home.
1423.eng. Just for a moment imagine yourself sitting here in front of a warm cozy fire while outside it's absolutely freezing and the wind is howling and it's almost a blizzard out there.
1424.eng. As you look back at that now wouldn't that feel good.
1425.eng. For a stretch exercise determine which presuppositions are used in these sentences.
1426.eng. For today practice using these three presuppositions with your theme(s).
1427.eng. Write out at least 2 examples for each theme(s).[[h3]]#
1428.eng. Day 3
1429.eng. Theme :Presuppose that the customer will buy or should buy the hot tub you are selling.
1430.eng. You won't be able to forget this fantastic hot tub.
1431.eng. You may be driving to work in the morning or you may be driving home after work and maybe even all day in between, you may think about sitting in the hot tub with your wife giving you a wonderful massage.
1432.eng. And you will imagine just how warm and comfortable you'll feel - so relaxing, - so comfortable.
1433.eng. Doesn't that sound great!
1434.eng. For a stretch exercise determine which presuppositions are used in these sentences.
1435.eng. For today practice using these three presuppositions with your theme(s).
1436.eng. Write out at least 2 examples for each theme(s).[[h3]]#
1437.eng. Day 4
1438.eng. Theme :Presuppose that the customer will buy or should buy the car you are selling.
1439.eng. As you think about it now, imagine yourself getting behind the wheel, fell yourself settling down into these big soft comfortable seats; listen to the purr of that engine.
1440.eng. And as you see all your friends and neighbors waving to you enviously.
1441.eng. You want to feel good now, don't you.
1442.eng. For a stretch exercise determine which presuppositions are used in these sentences.
1443.eng. For today practice using these three presuppositions with your theme(s).
1444.eng. Write out at least 2 examples for each theme(s).[[h3]]#
1445.eng. Day 5
1446.eng. Theme :Presuppose that the customer will buy or should buy the seminar you are selling.
1447.eng. Stop for a moment and recall a time when you were trying to communicate with someone, perhaps it was your boss, your child or your spouse, but no matter how hard you tried you were unable to communicate in a way that achieved what you wanted.
1448.eng. Now, consider that same event, but this time, because of this workshop, you actually have the ability to totally communicate with just the right language pattern to achieve what you want.
1449.eng. Now, that would be ideal wouldn't it!
1450.eng. For a stretch exercise determine which presuppositions are used in these sentences.
1451.eng. For today practice using these three presuppositions with your theme(s).
1452.eng. Write out at least 2 examples for each theme(s).[[h3]]#
1453.eng. Go to Week 3 and Week 4#
1454.eng. Daily Practice Guide For NLP Basic Skills[[h2]]
1455.eng. How to Improve Your Communication Using NLP and Hypnosis Techniques.[[h3]]
1456.eng. Do you want to become an Irresistible Communicator?
1457.eng. To be a Master of Influence and Persuasion?
1458.eng. Then you must master this information before going on to some of my more advanced material.
1459.eng. There will be hundreds and hundreds of opportunities to practice basic NLP skills because you can practice them everyday - in your everyday life and many of these opportunities will be entirely risk free.
1460.eng. Use those times.
1461.eng. You need not take risks.
1462.eng. Practice everyday in all kinds of situations -- enjoy the process.
1463.eng. I suggest that you assume an attitude of adventure, and of playing, and practical learning.
1464.eng. The more you enjoy the adventure, the more deeper, easier you can learn these techniques.
1465.eng. Increase your learnings by noting what you have observed each day in the space provided or write them down in your NLP journal.
1466.eng. If you should happen to not be familiar with or understand basic NLP, a basic NLP book such as "Introduction to NLP (Neuro-Linguistic Programming)" by Joseph O'Connor and John Seymour will help you become familiar with NLP enough with it to be able to complete these exercises.#
1467.eng. Thank you for visiting this page.
1468.eng. I have temporarily removed this exercise.
1469.eng. It is one month of practicing basic NLP Rapport Building Skills.
1470.eng. If you should really want to learn this - email me for more information.
1471.eng. larry@NLPandHypnosis.com Please put Rapport Skills as the subject of the email.#
1472.eng. Return to More NLP and Hypnosis Skill Building Exercises
1473.eng. Copyright 2004 Leading Edge Communications Ltd.
1474.eng. and Larry McLauchlin#
1475.eng. Anchoring Exercises For NLP Basic Skills[[h2]]
1476.eng. How to Create and Lock in Emotions Using NLP and Hypnosis Techniques - Specifically Using Visual, Auditory and Kinesthetic Anchors.[[h3]]
1477.eng. How to Improve Your Communication Using NLP and Hypnosis Techniques.[[h3]]
1478.eng. What is the Basis for Anchoring in NLP and Hypnosis?[[h2]]
1479.eng. our brain is designed to make associations and link our experiences together.
1480.eng. we understand language because we have built links between words and a specific set of internal experiences.
1481.eng. this process of making linkages is called anchoring.
1482.eng. Stimulus-Response Conditioning and Anchors[[h2]]
1483.eng. Pavlov's experiments.
1484.eng. we make these associations all the time and often the anchors that get set up are quite random.
1485.eng. Anchors are neither good nor bad - they are simply more or less useful.
1486.eng. Why Do We Use Anchors?
1487.eng. [[h2]]
1488.eng. the purpose for creating anchors is to provide specific and reproducible ways to access our feelings and emotional states when we need them.
1489.eng. the anchors can be an images, sounds or cue words, or touch/pressure applied to part of your body - they can be internal or external.
1490.eng. anchors can be set up and custom designed by choice.
1491.eng. Components of an Effective Anchor[[h2]]
1492.eng. Intensity of the state accessed
1493.eng. access state fully and intensely.
1494.eng. associate into the state.
1495.eng. seeing what you are seeing.
1496.eng. hearing what you are hearing.
1497.eng. feeling what you are feeling.
1498.eng. Purity of the state
1499.eng. one specific set of feelings or emotional state.
Szólj hozzá!
Seven "Keys" to Personal Change
2007.12.22. 10:24 VanHalen
1001. eng Seven "Keys" to Personal Change
1002. eng Ten Years of NLP Bobby G.
1003. eng Bodenhamer, D.Min.
1004. eng For the past ten years I have poured my life into learning NLP and applying it in the therapeutic, teaching and writing world.
1005. eng Over the past ten years I have had the honor of working with approximately 600 therapy clients involving approximately 3000 hours of therapy.
1006. eng I have also had the unique privilege of teaching NLP at Gaston College for the past seven and one-half years.
1007. eng In addition I have taught seven Practitioner Certification Courses and four Master Practitioner Courses.
1008. eng The numbers of one-session seminars I have led are too numerous to count.
1009. eng Needless to say, the past ten years have been quite eventful.
1010. eng What a joy and privilege life has afforded me with all the above experiences.
1011. eng Well, so what?
1012. eng That is a question I have been asking myself.
1013. eng So what?
1014. eng If I were to take all the above and summarize it down to its essence (according to Bob of course), how would I summarize what I have learned into one article?
1015. eng Now, since the major thrust of the work I do involves assisting therapy clients and class participants toward positive change, I will direct the following remarks to what I believe is the essence of personal change from the structural viewpoint of NLP and Meta-States as developed my L.
1016. eng Michael Hall, Ph.D.
1017. eng We call the merged fields of NLP and Meta States, Neuro-Semantics.
1018. eng What were the key elements in the lives of those countless hundreds whom it has been my privilege to work with that brought about positive changes in their lives?
1019. eng Seven Key Structural Elements Involved in Personal Change: In this article I will provide the groundwork by defining some basic beliefs we have in Neuro-Semantics about just “how” your brain works.
1020. eng Note the word “how.”
1021. eng That word is important.
1022. eng In Neuro-Semantics we place prime importance on the mental processes that determine behavior.
1023. eng What do you do inside your head in order to have a problem and what do you have to do inside your head in order to “fix” your problem?
1024. eng What kind of pictures, feelings, sounds and word meanings do you need inside your head in order to do the problem?
1025. eng What kind of pictures, feelings, sounds and word meanings do you need to activate in your head in order to not to have the problem?
1026. eng By the way, we believe that brains aren’t broken; they just run sick thought patterns really well.
1027. eng Indeed, the brain doesn’t care whether or not you think yourself sick or whether you think yourself well.
1028. eng Your brain just does what you tell it to do.
1029. eng This is what this article is about.
1030. eng Those who change their thinking understand and accept these beliefs: 1.
1031. eng The brain primarily processes information from the outside world through the five senses.
1032. eng You experience your world through what you see, hear, feel, smell and taste.
1033. eng Now, importantly to Neuro-Semantics, we believe that when you re-present your world on the screen of your consciousness, you utilize the same programs involved in the event of recall.
1034. eng When you recall something you have seen before, you will recall it with a picture (Visual).
1035. eng When you recall something you have heard before, you will recall it with remembered sounds (Auditory).
1036. eng The same is true for feelings (Kinesthetic), smells (Olfactory) and tastes (Gustatory).
1037. eng We call these the Representational Systems or VAK for short.
1038. eng Your brain not only does this with remembered experiences, it does the same with constructed experiences.
1039. eng I can ask you to imagine seeing yourself where you want to be one year from now.
1040. eng Your brain knows how to construct a picture of the desired you one year from now.
1041. eng Now, these experiences we re-present on the screen of our minds (images) often contain more than just one system.
1042. eng We can recall a picture and also have sounds with it as well as feelings.
1043. eng Furthermore, these images have finer qualities.
1044. eng Usually images that we hold as very important to us will be very close to our eyes visually.
1045. eng They will often be very bright and colorful to let us know this image is important.
1046. eng 2.
1047. eng The brain gives meaning to these images with words.
1048. eng So, I have pictures, feelings, sounds, smells and tastes in my mind, so what?
1049. eng Your brain doesn’t stop there, as a thinking class of life; the human brain has the marvelous ability of giving meaning to these images with words.
1050. eng These words are “about” the images composed of pictures, sounds, feelings, smells and/or taste.
1051. eng 3.
1052. eng The brain doesn’t stop at just the first level of word meaning you gave to the image.
1053. eng Your brain keeps having thoughts (primarily with words) about thoughts.
1054. eng The brain does not stop at one thought, it continues having thoughts about thoughts and there is where the “magic” lies.
1055. eng In Neuro-Semantics we realize that as important as Representation is, there is yet something more powerful and more magical¾ Reference.
1056. eng That's how the brain works.
1057. eng It starts with a referent experience, the event.
1058. eng Something happens.
1059. eng Then we re-present it on the screen of our mind with the Representational System (VAKOG).
1060. eng But by reflexive awareness, we develop a thought and a feeling ABOUT it, now we have our first frame of reference.
1061. eng 4.
1062. eng Repeating thoughts will create unconscious frames-of-mind that will direct our consciousness to the five to nine items we can focus on.
1063. eng These frames of mind operate inside our head totally outside of consciousness.
1064. eng Our brains do not stop at just one thought.
1065. eng It will keep on thinking thoughts about thoughts.
1066. eng These thoughts about thoughts when habituated (drop into the unconscious) become our Frames of Mind¾our perceptual filters through which we view our world.
1067. eng These frames become like eyeglasses through which we view and experience our world.
1068. eng And that doesn't end it.
1069. eng We develop frames-within-frames, each frame embedded in another frame.
1070. eng These higher frames determine our neuro-semantic states that governs the way we think, feel, our health, skills, everything.
1071. eng All the while we are having thoughts about thoughts, these thoughts are interaction with our physiology through our central nervous system and out of that interaction comes what we call “states” of being.
1072. eng And, out of our “states” of being comes our behavior.
1073. eng Thus, “as a man thinketh, so is he” (Proverbs 23:7).
1074. eng These “repeated” unconscious frames of mind become our blessing or our curse.
1075. eng In problem framing, we can have frames of mind that say, “I am worthless.”
1076. eng “I can’t ever do anything right.”
1077. eng “In order for me to have personal worth, I have to do for other people; I am not an OK person in myself.”
1078. eng Etc.
1079. eng Such frames inevitably come from our earlier years and for that reason become quite unconscious and difficult to change on our own.
1080. eng However, they are changeable and they do change for they are just thoughts no matter how much they operate outside of consciousness.
1081. eng In “fixing” ourselves, metaphorically we delete those old frames of mind and install new frames of mind that serve us.
1082. eng This is what Neuro-Semantics is all about.
1083. eng The individuals who make personal changes accept that they have constructed these frames themselves with their internal representations and with the levels, however many, of the meanings that they have given these internal representations.
1084. eng In therapy, I constantly discover old memories of the person hearing dad or mom tell them that they are worthless or that dad or mom was absent in their lives and from that they developed a word meaning frame that “ I must be worthless because dad and/or mom was not here for me.”
1085. eng Etc.
1086. eng Important to personal change is to accept the reality that these frames are constructed and therefore can be de-constructed.
1087. eng 5.
1088. eng People that change believe and are aware that “The Map Is Not The Territory” or “The Menu Is Not The Meal” and they believe it is their map and their map alone that they operate out of.
1089. eng This is another way of saying that our perception is not reality.
1090. eng It is only our perception of it.
1091. eng However, because it is our perception (our Internal Representation and conceptual meanings) it is what we operate from.
1092. eng It doesn’t matter how accurately it maps (perceive) our present reality.
1093. eng We will operate from our perceptions as governed by our higher-level frames of mind.
1094. eng This means: a.
1095. eng Those who change recognize the value of creating a map (perception) that accurately, as far as symbolically possible, maps the present moment.
1096. eng We are a “symbolic class of life.”
1097. eng We do that with the VAKOG and Word meanings acting as “symbols” from our experience of our world through our five senses.
1098. eng But, these are just symbols about our world.
1099. eng They are not the world.
1100. eng We get into trouble when we confuse the two and label our “symbols” as being “real” in the sense that they accurately map out our world.
1101. eng When we consciously or unconsciously operate from frames of mind that we learned in childhood, we certainly are not operating from a map that even comes close to accurately mapping out the adult world we now live in.
1102. eng This is the root of most problems if not all of them.
1103. eng b.
1104. eng Those who change their thinking by recognizing that their map is not the territory will eliminate the problem of cause-effect in their lives.
1105. eng What do I mean?
1106. eng I mean that the individual who understands and accepts that our internal map/perception is not and cannot be the territory (the external world) will stop the foolishness of believing other people control his or her mind without his or her permission.
1107. eng No one can make you believe or feel anything you choose not to believe or feel.
1108. eng Just because we may have grown up in a dysfunctional family does not mean that we are or have to remain a dysfunctional person even if we learned some poor ways to think and behave.
1109. eng We can “own” our own brain, take control of it and learn new ways of thinking.
1110. eng Brains are very flexible.
1111. eng As an example, think of something unpleasant.
1112. eng Now think of something pleasant.
1113. eng Note how rapidly you can change your thinking.
1114. eng Old unwanted patterns of thinking are just habituated thought patterns that “seem real” because they have become unconscious and “feel” real.
1115. eng But, guess what?
1116. eng They can change.
1117. eng Now, many have an “invested” interest in getting you to believe that these thought patterns are “real” and that you can do nothing about them.
1118. eng DON’T BUY THAT LIMITING FRAME.
1119. eng You can change these thought patterns.
1120. eng You can “renew your mind.”
1121. eng You can think on things that are pure, just, right, lovely, etc.
1122. eng Indeed, you can think on anything you choose to think on.
1123. eng Just give yourself permission.
1124. eng c.
1125. eng They recognize that the words and images inside our heads are not “real” in the sense that they are set in concrete - they are changeable.
1126. eng They are just “symbols” of the external world.
1127. eng We have instruments that will detect the nerve cells and the neuro-transmitters that allow one nerve cell to communicate with another nerve cell.
1128. eng However, can neuro-scientist go inside the brain and find/measure a picture, a sound, a feeling or a word?
1129. eng No, they are “abstractions” of the mind hence our conceptual states that are generated at the moment of thought and then they disappear until we think the thought again.
1130. eng Because the images and word meanings inside our head are not “real” in the sense that they are set in concrete, they only have the reality we give them.
1131. eng Consider this, think of a mildly unpleasant memory and note what pops into your mind and how you feel.
1132. eng Now, think of a pleasant memory and notice what pops into your mind and how you feel.
1133. eng Which type thinking best serves you?
1134. eng Why would you want to “create” an image and a thought inside your head that makes you feel bad?
1135. eng Have you ever thought about just not doing that anymore?
1136. eng After all, these thoughts aren’t real unless you generate them.
1137. eng How can we use this knowledge?
1138. eng Simple.
1139. eng Since the thoughts including the decisions inside our heads are just thoughts, we can change them as we will.
1140. eng In other words, if you don’t like a decision you have made, say “no” to it.
1141. eng Apply “no” to the unwanted decision.
1142. eng When you do this you are meta-stating (applying one thought to another.
1143. eng See #7 below.) the unwanted decision with a higher level “no.”
1144. eng What happens when you say “no” to that unwanted decision?
1145. eng Now, create a decision that will serve you and say “yes” to it.
1146. eng Again, you are meta-stating your desired decision with a “yes.”
1147. eng Have you ever thought of this¾ the only difference between a thought and a belief is that a belief is a thought to which you have said, “yes.”
1148. eng A belief is a thought that you have affirmed by saying, “I believe this.
1149. eng This thought is for me.”
1150. eng Now, utilize the same processes of the mind in changing original thoughts by thinking other thoughts about them by saying “no” to the decision/thought you don’t want and “yes” to the decision or thought you do want.
1151. eng How many times do I need to do this?
1152. eng Good question.
1153. eng The brain learns through repetition.
1154. eng Remember how you learned to ride a bicycle or to drive a car?
1155. eng You rehearsed until the knowledge dropped into your unconscious and it became habitual.
1156. eng Do the same thing with saying “no” to what you don’t want and “yes” to what you do want.
1157. eng Every time the decision/thought pops up you don’t want, say “no” to it and then immediately say, “yes” to the one you do want.
1158. eng By doing this you are “breaking” the old unwanted habitual pattern and installing a new direction for your mind to go towards¾ a direction that will best serve you.
1159. eng After all, they are just thoughts so think thoughts that serve you.
1160. eng 6.
1161. eng The awesome power of knowing the difference between associating and dissociating.
1162. eng Before I explain this difference, consider this simple exercise.
1163. eng Imagine yourself walking up to your refrigerator.
1164. eng You open the refrigerator door.
1165. eng Once inside the refrigerator you open the vegetable drawer.
1166. eng Inside the vegetable drawer you see a lemon.
1167. eng You take out the lemon, close the vegetable drawer and then the refrigerator door.
1168. eng Lemon in hand, you walk over to your kitchen cabinet; take out a cutting board and a knife.
1169. eng You proceed to slice the lemon in half then you take one of the halves and slice the half in half and you have two-quarter slices of lemon.
1170. eng You then pick up one of the quarter slices of lemon and put it in your mouth and squeeze the lemon as you feel the lemon juice pouring into your mouth.
1171. eng Is your mouth watering “as if” you actually had a slice of lemon in your mouth?
1172. eng Most people’s mouth will water.
1173. eng This little exercise illustrates that the brain doesn’t know the difference between what you imagine and what you are actually experiencing in the present.
1174. eng Similarly, suppose we consciously or unconsciously imagine ourselves as a little boy or little girl back in our dysfunctional family.
1175. eng Suppose we recall hearing and seeing a parent screaming at us.
1176. eng We hear them telling us how stupid they believe we are.
1177. eng How do you think you would feel even though you are now a grown adult and not a child?
1178. eng You would feel bad, wouldn’t you?
1179. eng That is what I mean by associating.
1180. eng Almost universally, I discover clients are having problems in adulthood due to their imagining themselves still children.
1181. eng They continue using their childhood experiences as their present frame of reference.
1182. eng We call this “associating.”
1183. eng You know if you are associating into a memory if when you recall it you do not see yourself in the picture.
1184. eng Let’s experiment.
1185. eng Recall a mildly painful memory.
1186. eng Get a picture of it.
1187. eng Now, in the picture note whether or not you see yourself or you just see the other people and environment in that picture.
1188. eng If you do not see yourself, mentally, you have associated back into that memory and you will tend to experience the same negative feelings you had when you experienced it.
1189. eng Now, because the brain does not know the difference between what you represent by imagination or by current input, when you mentally place yourself back into some painful memory, you will have negative feelings very similar to what you experienced during that event.
1190. eng If you see yourself in that picture as the younger you, we call that dissociating.
1191. eng When people say something like, “That doesn’t bother me anymore, I have distanced myself from it.”
1192. eng They have in fact dissociated from the memory by seeing themselves in the picture and by pushing the picture away from their eyes so it is at a distance.
1193. eng This diminishes the feelings whereas associating into a memory tends to increase the feelings.
1194. eng When we consciously or unconsciously associate back into our past hurtful memories and operate from the mental frames (conceptual meanings) that we gave them, we are confusing the map with the territory.
1195. eng When we do this we are living our adult lives inside the painful experiences of childhood.
1196. eng The thinking we developed then served us then but it doesn’t serve us in adulthood.
1197. eng If you find yourself:
1198. eng • (Jumping to Conclusions) generalization
1199. eng • (Being Narrow Minded) centration
1200. eng • (Playing the “blame game”) transductive reasoning
1201. eng • (Personalizing) egocentrism
1202. eng • (Making mountains out of molehills.) inductive logic or castraphizing
1203. eng • (Black and white thinking) thinking in absolutes and
1204. eng • (Blocking out past positive examples.) irreversability then you are operating from childhood frames.
1205. eng John Burton, Ed.D.
1206. eng has an article on the Neuro-Semantics’ web site that defines the thinking styles of children.
1207. eng The title of the article is “Hypnotic Language: Solutions in a Word .”
1208. eng If I were to list one common element of the problems that I have confronted during these ten years as a therapist, I would list associating into past painful memories.
1209. eng The problem of unconsciously associating into childhood problem states and bringing that forward into the adult world lies at the root of many problems that I see therapeutically.
1210. eng Note: You may have tried through years of reading and/or attending trainings to “fix” your thinking without it working.
1211. eng Experience has taught me that often times a person will need assistance in activating these associated frames in order to bring them to conscious level.
1212. eng From there it becomes fairly easy to meta-state and reframe them.
1213. eng But know this, you can change your thinking no matter how unconscious the problem state.
1214. eng If you do not know whether or not you are associating into some past memory, you can bet you are doing just that unconsciously if you are having problems with unwanted behaviors and thoughts.
1215. eng 7.
1216. eng People who change know how to apply higher meta-level states to lower level problems.
1217. eng As we have learned, our brains do not stop at just one thought.
1218. eng It will keep on thinking thoughts about thoughts.
1219. eng When we have a “thought about a thought” the second thought will change the first thought and that is where the magic lies.
1220. eng In thinking and behaving the ability of the brain to have thoughts about thoughts is crucial.
1221. eng Here is the secret.
1222. eng When you have one thought (thoughts are composed of images and conceptual meanings) and then entertain another thought “about” the original thought the original thought will change.
1223. eng What in the world does that mean?
1224. eng It is simple.
1225. eng If you have an experience that scares you and from that experience you become afraid of your fear, what will happen?
1226. eng In this case the fear will intensify.
1227. eng Indeed, applying fear to fear leads to paranoia.
1228. eng What if instead of becoming fearful of your fear, you welcomed your fear?
1229. eng You applied the thought that this fear has value to me and I will welcome it?
1230. eng What will happen to the fear?
1231. eng It will modulate the fear where you can step outside of it and learn from it.
1232. eng Then, once you learn what you need to learn from the fear, you apply the thought of faith to your fear, what would happen?
1233. eng What happens to fear when faith is applied to it?
1234. eng Fear disappears in the face of strong faith.
1235. eng Play with your brain.
1236. eng Get a thought of anger.
1237. eng Now, apply to your anger the thought of forgiveness.
1238. eng Take the same anger and apply the thought of love.
1239. eng What about taking your anger and applying the thought of calmness to it, what happens?
1240. eng Would you have ever guessed how easy you could change your states of mind by applying one thought to another thought?
1241. eng Every time we take a thought and apply another thought to it, the original thought will modulate or change in some way.
1242. eng We call this Meta-Stating¾ applying one thought to another thought.
1243. eng And, herein lies the magic.
1244. eng Herein lies your ability to re-format and re-program your thinking.
1245. eng Those whom I have seen who have changed their thinking, inevitably have meta-stated their problem state with higher-level resource states.
1246. eng Instead of meta-stating themselves sick, they learned to meta-state themselves well.
1247. eng They left re-building a new set of higher-level mental frames that served them.
1248. eng I encourage the reader to “process” the materials found in this article.
1249. eng Access some personal problem and take that problem through all seven of the steps explained in this article.
1250. eng You may experience utter amazement at how that “problem” becomes a lesser problem.
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1002. eng Ten Years of NLP Bobby G.
1003. eng Bodenhamer, D.Min.
1004. eng For the past ten years I have poured my life into learning NLP and applying it in the therapeutic, teaching and writing world.
1005. eng Over the past ten years I have had the honor of working with approximately 600 therapy clients involving approximately 3000 hours of therapy.
1006. eng I have also had the unique privilege of teaching NLP at Gaston College for the past seven and one-half years.
1007. eng In addition I have taught seven Practitioner Certification Courses and four Master Practitioner Courses.
1008. eng The numbers of one-session seminars I have led are too numerous to count.
1009. eng Needless to say, the past ten years have been quite eventful.
1010. eng What a joy and privilege life has afforded me with all the above experiences.
1011. eng Well, so what?
1012. eng That is a question I have been asking myself.
1013. eng So what?
1014. eng If I were to take all the above and summarize it down to its essence (according to Bob of course), how would I summarize what I have learned into one article?
1015. eng Now, since the major thrust of the work I do involves assisting therapy clients and class participants toward positive change, I will direct the following remarks to what I believe is the essence of personal change from the structural viewpoint of NLP and Meta-States as developed my L.
1016. eng Michael Hall, Ph.D.
1017. eng We call the merged fields of NLP and Meta States, Neuro-Semantics.
1018. eng What were the key elements in the lives of those countless hundreds whom it has been my privilege to work with that brought about positive changes in their lives?
1019. eng Seven Key Structural Elements Involved in Personal Change: In this article I will provide the groundwork by defining some basic beliefs we have in Neuro-Semantics about just “how” your brain works.
1020. eng Note the word “how.”
1021. eng That word is important.
1022. eng In Neuro-Semantics we place prime importance on the mental processes that determine behavior.
1023. eng What do you do inside your head in order to have a problem and what do you have to do inside your head in order to “fix” your problem?
1024. eng What kind of pictures, feelings, sounds and word meanings do you need inside your head in order to do the problem?
1025. eng What kind of pictures, feelings, sounds and word meanings do you need to activate in your head in order to not to have the problem?
1026. eng By the way, we believe that brains aren’t broken; they just run sick thought patterns really well.
1027. eng Indeed, the brain doesn’t care whether or not you think yourself sick or whether you think yourself well.
1028. eng Your brain just does what you tell it to do.
1029. eng This is what this article is about.
1030. eng Those who change their thinking understand and accept these beliefs: 1.
1031. eng The brain primarily processes information from the outside world through the five senses.
1032. eng You experience your world through what you see, hear, feel, smell and taste.
1033. eng Now, importantly to Neuro-Semantics, we believe that when you re-present your world on the screen of your consciousness, you utilize the same programs involved in the event of recall.
1034. eng When you recall something you have seen before, you will recall it with a picture (Visual).
1035. eng When you recall something you have heard before, you will recall it with remembered sounds (Auditory).
1036. eng The same is true for feelings (Kinesthetic), smells (Olfactory) and tastes (Gustatory).
1037. eng We call these the Representational Systems or VAK for short.
1038. eng Your brain not only does this with remembered experiences, it does the same with constructed experiences.
1039. eng I can ask you to imagine seeing yourself where you want to be one year from now.
1040. eng Your brain knows how to construct a picture of the desired you one year from now.
1041. eng Now, these experiences we re-present on the screen of our minds (images) often contain more than just one system.
1042. eng We can recall a picture and also have sounds with it as well as feelings.
1043. eng Furthermore, these images have finer qualities.
1044. eng Usually images that we hold as very important to us will be very close to our eyes visually.
1045. eng They will often be very bright and colorful to let us know this image is important.
1046. eng 2.
1047. eng The brain gives meaning to these images with words.
1048. eng So, I have pictures, feelings, sounds, smells and tastes in my mind, so what?
1049. eng Your brain doesn’t stop there, as a thinking class of life; the human brain has the marvelous ability of giving meaning to these images with words.
1050. eng These words are “about” the images composed of pictures, sounds, feelings, smells and/or taste.
1051. eng 3.
1052. eng The brain doesn’t stop at just the first level of word meaning you gave to the image.
1053. eng Your brain keeps having thoughts (primarily with words) about thoughts.
1054. eng The brain does not stop at one thought, it continues having thoughts about thoughts and there is where the “magic” lies.
1055. eng In Neuro-Semantics we realize that as important as Representation is, there is yet something more powerful and more magical¾ Reference.
1056. eng That's how the brain works.
1057. eng It starts with a referent experience, the event.
1058. eng Something happens.
1059. eng Then we re-present it on the screen of our mind with the Representational System (VAKOG).
1060. eng But by reflexive awareness, we develop a thought and a feeling ABOUT it, now we have our first frame of reference.
1061. eng 4.
1062. eng Repeating thoughts will create unconscious frames-of-mind that will direct our consciousness to the five to nine items we can focus on.
1063. eng These frames of mind operate inside our head totally outside of consciousness.
1064. eng Our brains do not stop at just one thought.
1065. eng It will keep on thinking thoughts about thoughts.
1066. eng These thoughts about thoughts when habituated (drop into the unconscious) become our Frames of Mind¾our perceptual filters through which we view our world.
1067. eng These frames become like eyeglasses through which we view and experience our world.
1068. eng And that doesn't end it.
1069. eng We develop frames-within-frames, each frame embedded in another frame.
1070. eng These higher frames determine our neuro-semantic states that governs the way we think, feel, our health, skills, everything.
1071. eng All the while we are having thoughts about thoughts, these thoughts are interaction with our physiology through our central nervous system and out of that interaction comes what we call “states” of being.
1072. eng And, out of our “states” of being comes our behavior.
1073. eng Thus, “as a man thinketh, so is he” (Proverbs 23:7).
1074. eng These “repeated” unconscious frames of mind become our blessing or our curse.
1075. eng In problem framing, we can have frames of mind that say, “I am worthless.”
1076. eng “I can’t ever do anything right.”
1077. eng “In order for me to have personal worth, I have to do for other people; I am not an OK person in myself.”
1078. eng Etc.
1079. eng Such frames inevitably come from our earlier years and for that reason become quite unconscious and difficult to change on our own.
1080. eng However, they are changeable and they do change for they are just thoughts no matter how much they operate outside of consciousness.
1081. eng In “fixing” ourselves, metaphorically we delete those old frames of mind and install new frames of mind that serve us.
1082. eng This is what Neuro-Semantics is all about.
1083. eng The individuals who make personal changes accept that they have constructed these frames themselves with their internal representations and with the levels, however many, of the meanings that they have given these internal representations.
1084. eng In therapy, I constantly discover old memories of the person hearing dad or mom tell them that they are worthless or that dad or mom was absent in their lives and from that they developed a word meaning frame that “ I must be worthless because dad and/or mom was not here for me.”
1085. eng Etc.
1086. eng Important to personal change is to accept the reality that these frames are constructed and therefore can be de-constructed.
1087. eng 5.
1088. eng People that change believe and are aware that “The Map Is Not The Territory” or “The Menu Is Not The Meal” and they believe it is their map and their map alone that they operate out of.
1089. eng This is another way of saying that our perception is not reality.
1090. eng It is only our perception of it.
1091. eng However, because it is our perception (our Internal Representation and conceptual meanings) it is what we operate from.
1092. eng It doesn’t matter how accurately it maps (perceive) our present reality.
1093. eng We will operate from our perceptions as governed by our higher-level frames of mind.
1094. eng This means: a.
1095. eng Those who change recognize the value of creating a map (perception) that accurately, as far as symbolically possible, maps the present moment.
1096. eng We are a “symbolic class of life.”
1097. eng We do that with the VAKOG and Word meanings acting as “symbols” from our experience of our world through our five senses.
1098. eng But, these are just symbols about our world.
1099. eng They are not the world.
1100. eng We get into trouble when we confuse the two and label our “symbols” as being “real” in the sense that they accurately map out our world.
1101. eng When we consciously or unconsciously operate from frames of mind that we learned in childhood, we certainly are not operating from a map that even comes close to accurately mapping out the adult world we now live in.
1102. eng This is the root of most problems if not all of them.
1103. eng b.
1104. eng Those who change their thinking by recognizing that their map is not the territory will eliminate the problem of cause-effect in their lives.
1105. eng What do I mean?
1106. eng I mean that the individual who understands and accepts that our internal map/perception is not and cannot be the territory (the external world) will stop the foolishness of believing other people control his or her mind without his or her permission.
1107. eng No one can make you believe or feel anything you choose not to believe or feel.
1108. eng Just because we may have grown up in a dysfunctional family does not mean that we are or have to remain a dysfunctional person even if we learned some poor ways to think and behave.
1109. eng We can “own” our own brain, take control of it and learn new ways of thinking.
1110. eng Brains are very flexible.
1111. eng As an example, think of something unpleasant.
1112. eng Now think of something pleasant.
1113. eng Note how rapidly you can change your thinking.
1114. eng Old unwanted patterns of thinking are just habituated thought patterns that “seem real” because they have become unconscious and “feel” real.
1115. eng But, guess what?
1116. eng They can change.
1117. eng Now, many have an “invested” interest in getting you to believe that these thought patterns are “real” and that you can do nothing about them.
1118. eng DON’T BUY THAT LIMITING FRAME.
1119. eng You can change these thought patterns.
1120. eng You can “renew your mind.”
1121. eng You can think on things that are pure, just, right, lovely, etc.
1122. eng Indeed, you can think on anything you choose to think on.
1123. eng Just give yourself permission.
1124. eng c.
1125. eng They recognize that the words and images inside our heads are not “real” in the sense that they are set in concrete - they are changeable.
1126. eng They are just “symbols” of the external world.
1127. eng We have instruments that will detect the nerve cells and the neuro-transmitters that allow one nerve cell to communicate with another nerve cell.
1128. eng However, can neuro-scientist go inside the brain and find/measure a picture, a sound, a feeling or a word?
1129. eng No, they are “abstractions” of the mind hence our conceptual states that are generated at the moment of thought and then they disappear until we think the thought again.
1130. eng Because the images and word meanings inside our head are not “real” in the sense that they are set in concrete, they only have the reality we give them.
1131. eng Consider this, think of a mildly unpleasant memory and note what pops into your mind and how you feel.
1132. eng Now, think of a pleasant memory and notice what pops into your mind and how you feel.
1133. eng Which type thinking best serves you?
1134. eng Why would you want to “create” an image and a thought inside your head that makes you feel bad?
1135. eng Have you ever thought about just not doing that anymore?
1136. eng After all, these thoughts aren’t real unless you generate them.
1137. eng How can we use this knowledge?
1138. eng Simple.
1139. eng Since the thoughts including the decisions inside our heads are just thoughts, we can change them as we will.
1140. eng In other words, if you don’t like a decision you have made, say “no” to it.
1141. eng Apply “no” to the unwanted decision.
1142. eng When you do this you are meta-stating (applying one thought to another.
1143. eng See #7 below.) the unwanted decision with a higher level “no.”
1144. eng What happens when you say “no” to that unwanted decision?
1145. eng Now, create a decision that will serve you and say “yes” to it.
1146. eng Again, you are meta-stating your desired decision with a “yes.”
1147. eng Have you ever thought of this¾ the only difference between a thought and a belief is that a belief is a thought to which you have said, “yes.”
1148. eng A belief is a thought that you have affirmed by saying, “I believe this.
1149. eng This thought is for me.”
1150. eng Now, utilize the same processes of the mind in changing original thoughts by thinking other thoughts about them by saying “no” to the decision/thought you don’t want and “yes” to the decision or thought you do want.
1151. eng How many times do I need to do this?
1152. eng Good question.
1153. eng The brain learns through repetition.
1154. eng Remember how you learned to ride a bicycle or to drive a car?
1155. eng You rehearsed until the knowledge dropped into your unconscious and it became habitual.
1156. eng Do the same thing with saying “no” to what you don’t want and “yes” to what you do want.
1157. eng Every time the decision/thought pops up you don’t want, say “no” to it and then immediately say, “yes” to the one you do want.
1158. eng By doing this you are “breaking” the old unwanted habitual pattern and installing a new direction for your mind to go towards¾ a direction that will best serve you.
1159. eng After all, they are just thoughts so think thoughts that serve you.
1160. eng 6.
1161. eng The awesome power of knowing the difference between associating and dissociating.
1162. eng Before I explain this difference, consider this simple exercise.
1163. eng Imagine yourself walking up to your refrigerator.
1164. eng You open the refrigerator door.
1165. eng Once inside the refrigerator you open the vegetable drawer.
1166. eng Inside the vegetable drawer you see a lemon.
1167. eng You take out the lemon, close the vegetable drawer and then the refrigerator door.
1168. eng Lemon in hand, you walk over to your kitchen cabinet; take out a cutting board and a knife.
1169. eng You proceed to slice the lemon in half then you take one of the halves and slice the half in half and you have two-quarter slices of lemon.
1170. eng You then pick up one of the quarter slices of lemon and put it in your mouth and squeeze the lemon as you feel the lemon juice pouring into your mouth.
1171. eng Is your mouth watering “as if” you actually had a slice of lemon in your mouth?
1172. eng Most people’s mouth will water.
1173. eng This little exercise illustrates that the brain doesn’t know the difference between what you imagine and what you are actually experiencing in the present.
1174. eng Similarly, suppose we consciously or unconsciously imagine ourselves as a little boy or little girl back in our dysfunctional family.
1175. eng Suppose we recall hearing and seeing a parent screaming at us.
1176. eng We hear them telling us how stupid they believe we are.
1177. eng How do you think you would feel even though you are now a grown adult and not a child?
1178. eng You would feel bad, wouldn’t you?
1179. eng That is what I mean by associating.
1180. eng Almost universally, I discover clients are having problems in adulthood due to their imagining themselves still children.
1181. eng They continue using their childhood experiences as their present frame of reference.
1182. eng We call this “associating.”
1183. eng You know if you are associating into a memory if when you recall it you do not see yourself in the picture.
1184. eng Let’s experiment.
1185. eng Recall a mildly painful memory.
1186. eng Get a picture of it.
1187. eng Now, in the picture note whether or not you see yourself or you just see the other people and environment in that picture.
1188. eng If you do not see yourself, mentally, you have associated back into that memory and you will tend to experience the same negative feelings you had when you experienced it.
1189. eng Now, because the brain does not know the difference between what you represent by imagination or by current input, when you mentally place yourself back into some painful memory, you will have negative feelings very similar to what you experienced during that event.
1190. eng If you see yourself in that picture as the younger you, we call that dissociating.
1191. eng When people say something like, “That doesn’t bother me anymore, I have distanced myself from it.”
1192. eng They have in fact dissociated from the memory by seeing themselves in the picture and by pushing the picture away from their eyes so it is at a distance.
1193. eng This diminishes the feelings whereas associating into a memory tends to increase the feelings.
1194. eng When we consciously or unconsciously associate back into our past hurtful memories and operate from the mental frames (conceptual meanings) that we gave them, we are confusing the map with the territory.
1195. eng When we do this we are living our adult lives inside the painful experiences of childhood.
1196. eng The thinking we developed then served us then but it doesn’t serve us in adulthood.
1197. eng If you find yourself:
1198. eng • (Jumping to Conclusions) generalization
1199. eng • (Being Narrow Minded) centration
1200. eng • (Playing the “blame game”) transductive reasoning
1201. eng • (Personalizing) egocentrism
1202. eng • (Making mountains out of molehills.) inductive logic or castraphizing
1203. eng • (Black and white thinking) thinking in absolutes and
1204. eng • (Blocking out past positive examples.) irreversability then you are operating from childhood frames.
1205. eng John Burton, Ed.D.
1206. eng has an article on the Neuro-Semantics’ web site that defines the thinking styles of children.
1207. eng The title of the article is “Hypnotic Language: Solutions in a Word .”
1208. eng If I were to list one common element of the problems that I have confronted during these ten years as a therapist, I would list associating into past painful memories.
1209. eng The problem of unconsciously associating into childhood problem states and bringing that forward into the adult world lies at the root of many problems that I see therapeutically.
1210. eng Note: You may have tried through years of reading and/or attending trainings to “fix” your thinking without it working.
1211. eng Experience has taught me that often times a person will need assistance in activating these associated frames in order to bring them to conscious level.
1212. eng From there it becomes fairly easy to meta-state and reframe them.
1213. eng But know this, you can change your thinking no matter how unconscious the problem state.
1214. eng If you do not know whether or not you are associating into some past memory, you can bet you are doing just that unconsciously if you are having problems with unwanted behaviors and thoughts.
1215. eng 7.
1216. eng People who change know how to apply higher meta-level states to lower level problems.
1217. eng As we have learned, our brains do not stop at just one thought.
1218. eng It will keep on thinking thoughts about thoughts.
1219. eng When we have a “thought about a thought” the second thought will change the first thought and that is where the magic lies.
1220. eng In thinking and behaving the ability of the brain to have thoughts about thoughts is crucial.
1221. eng Here is the secret.
1222. eng When you have one thought (thoughts are composed of images and conceptual meanings) and then entertain another thought “about” the original thought the original thought will change.
1223. eng What in the world does that mean?
1224. eng It is simple.
1225. eng If you have an experience that scares you and from that experience you become afraid of your fear, what will happen?
1226. eng In this case the fear will intensify.
1227. eng Indeed, applying fear to fear leads to paranoia.
1228. eng What if instead of becoming fearful of your fear, you welcomed your fear?
1229. eng You applied the thought that this fear has value to me and I will welcome it?
1230. eng What will happen to the fear?
1231. eng It will modulate the fear where you can step outside of it and learn from it.
1232. eng Then, once you learn what you need to learn from the fear, you apply the thought of faith to your fear, what would happen?
1233. eng What happens to fear when faith is applied to it?
1234. eng Fear disappears in the face of strong faith.
1235. eng Play with your brain.
1236. eng Get a thought of anger.
1237. eng Now, apply to your anger the thought of forgiveness.
1238. eng Take the same anger and apply the thought of love.
1239. eng What about taking your anger and applying the thought of calmness to it, what happens?
1240. eng Would you have ever guessed how easy you could change your states of mind by applying one thought to another thought?
1241. eng Every time we take a thought and apply another thought to it, the original thought will modulate or change in some way.
1242. eng We call this Meta-Stating¾ applying one thought to another thought.
1243. eng And, herein lies the magic.
1244. eng Herein lies your ability to re-format and re-program your thinking.
1245. eng Those whom I have seen who have changed their thinking, inevitably have meta-stated their problem state with higher-level resource states.
1246. eng Instead of meta-stating themselves sick, they learned to meta-state themselves well.
1247. eng They left re-building a new set of higher-level mental frames that served them.
1248. eng I encourage the reader to “process” the materials found in this article.
1249. eng Access some personal problem and take that problem through all seven of the steps explained in this article.
1250. eng You may experience utter amazement at how that “problem” becomes a lesser problem.
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