Leadervision Reference Guide

REFERENCE GUIDE for PRACTITIONERS of NLP

Descriptions of the Basic Patterns of NLP

This Reference Guide is intended to sustain your studies in NLP as a reference work. It is not an instruction manual.

©Roger Deaner, Carolyn Barratt, Sean Healy First edition printed May 2008 Second edition printed January 2009 Published by LeaderVision Pty Ltd Printed in Victoria, Australia. All rights reserved. This book or any part thereof may not be reproduced in any form without the written permission of all the authors and publisher.

Cover illustration: “Man receiving technology” from Inmagine © pixtal.

Reference Guide for Practitioners of NLP PREFACE and ACKNOWLEDGEMENTS Neuro Linguistic Programming (NLP) is a behavioural science focusing on the structure of human behaviour and modelling the patterns of behavioural excellence which enable us to better achieve our outcomes. NLP helps us to understand how and why people behave the way they do; how people take in information; how they deal with information; and how they use this information. NLP is both a communication process and a set of tools that enable you to influence, communicate and respond so effectively that you can empower every aspect of your life. As leaders in the field of NLP training in Australia, we are delighted by the growing popularity of, and interest in, NLP today. The numberofofNLP trainers, business has coaches life-coaches now teaching applications of NLP andlarge integrating into business been and encouraging. Of concern however has been the tendency for some trainers to present NLP as a quick content based study which can be learnt in days. To have access to the entirety of NLP so that its wide ranging applications are available to you every minute of every day on an unconscious level, NLP must be uncontaminated; learned epistemologically; and with maximum behavioural flexibility. This takes time. A note from Dr John Grinder – co-srcinator of NLP reads: “There is an absurd movement to compete in the marketplace on the basis of money and time as opposed to quality of product. Thus, we find otherwise well-intentioned would-be trainers proposing to create well-trained practitioners of NLP in, for example, seven days. This is a most unfortunate development, as well-intentioned people attracted by the elegance and effectiveness of the patterns of excellence for which NLP is justly well known, are misled by such absurd claims and thereby fail to avail themselves of well-organised and well-presented programs that actually train their participants to be effective in implementing the patterns (as opposed to talking about them.)”

It is our commitment to excellence in teaching enduring comprehensive skills that sets ourtotal programs apart. We are dedicated to: upholding highand standards in the training of NLP; a rigorous approach; and delivering outstanding quality. Our outcome for our students is for them to develop and maintain superior skills and abilities in using NLP in any context; together, with the confidence they need to achieve their outcomes. Practitioners of NLP taught by us are exceptional in their ability to use the patterns and skills of NLP in a naturally elegant and non intrusive manner. This Reference Guide isn’t intended to be a complete text on NLP. It is intended to sustain your studies in NLP and as a reference work for your NLP training. It is a reminder of the elements you have covered and will support you as you continue to develop your skills. It will allow you to more readily discuss aspects of NLP with your colleagues or other members of the NLP community and to have a greater conscious understanding. We wish to acknowledge the many people whose research and authorship have contributed everything to the domain of NLP. We especially acknowledge all those whose works are quoted within these pages, including: Dr John Grinder, Richard Bandler, Robert Dilts, Leslie CameronBandler, Steve & Connirae Andreas, Charlotte Bretto, Judith DeLozier, Carman Bostic St.Clair, Wyatt Woodsmall, Marvin Oka, Jules and Chris Collingwood, Philippa Bond and Barbara Wait.

Sean Healy

Carolyn Barratt

Roger Deaner

© 2008 Roger Deaner, Sean Healy and Carolyn Barratt. All rights reserved. Reproduction in any form prohibited without the express approval of the authors

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Reference Guide for Practitioners of NLP TABLE OF CONTENTS PREFACE AND ACKNOWLEDGEMENTS ............... ................ ................ .............. .............. 1 TABLE OF CONTENTS ............... ................ ................. .............. ................ ................ .......... 2 INTRODUCTION ............... ................ ................ .............. ................ ................ ............... ...... 6 WHAT IS NLP? ................ ................ ................ .............. ................ ................ ............. .......... 6 Some Definitions Of NLP ................................................................................................... 7 HISTORY OF NLP ................ ................ ................ ............. ................ ................ .............. ..... 8 SECTION 1 – ESSENTIAL NLP ............... ................ ................ .............. ................. ............. 9

ECOLOGY FRAMES .............. ................ ................ ............... ................ ................ ............. 10 What is “Ecology”? ........................................................................................................... 10 Guidelines for Ecology Checks ......................................................................................... 11 Specific Ecology Checks .................................................................................................. 11 ALL MEMORIES ARE MYTHS ................ ................ ................ ............... ................ ............. 13 FEEDBACK ................ ................ ................ .............. ................ ................ .............. ............ 14 PRESUPPOSITIONS OF NLP ................ ................ ................ ............... ................ ............. 15 BATESON’S LEVELS OF LEARNING .............. ................ ................ ............... ................ .... 16 .............. ................ ................ .............. ................ ................. .............. ............... 17 RAPPORT Testing for Rapport .......................................................................................................... 18

INDEX COMPUTATIONS .............. ................ ................ ............... ................ ................ ...... 19 REPRESENTATION SYSTEMS ................ ................ ................ .............. ................ ............ 20 Visual Predicates and Phrases ......................................................................................... 22 Auditory Predicates and Phrases ..................................................................................... 23 Kinaesthetic Predicates and Phrases ............................................................................... 24 Olfactory and Gustatory Predicates and Phrases ............................................................. 25 Unspecified Predicates and Phrases ................................................................................ 26 Non-Verbal Identifiers....................................................................................................... 27 CALIBRATION ............. ................ ................. .............. ................ ................ .............. .......... 29 EYE ACCESSING CUES .............. ................ ................ .............. ................ ................ ........ 30 Eliciting Representational Systems Accessing Cues ........................................................ 35 PRESENT TO DESIRED STATE MODEL ................ ................ ................ .............. ............ 37 SETTING AN OUTCOME .............. ................ ................ .............. ................ ................ ........ 38 Keys To Well Formed Outcomes ...................................................................................... 38 Well Formedness Conditions for Outcomes ..................................................................... 39

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Reference Guide for Practitioners of NLP THE THREE LEGS OF NLP .............. ................ ................ .............. ................ ................ ... 40 SUBMODALITIES .............. ................ ................ .............. ................ ................ ............... .... 42 Submodality Distinctions .................................................................................................. 43 STATE – BEHAVIOURS – RESULTS MAP ................ ................ ................ .............. .......... 44 PHYSIOLOGY OF EXCELLENCE ................ ................ .............. .............. ................ .......... 44 ANCHORING................ ................ ................. .............. ................ ................ .............. .......... 45 Critical Factors Involved in Successful Anchoring ............................................................ 46 Stacking Anchors ............................................................................................................. 50 Collapsing Anchors .......................................................................................................... 50 Change Personal History ................................................................................................. 51 Chaining ............................. ............... ................ ................ ................ .............................. . 51 Erasing, Transferring and Stealing Anchors ..................................................................... 53 META MODEL .............. ................ ................. .............. ................ ................ .............. .......... 54 Three Universal Brain Processes ..................................................................................... 54 The Structure Behind the Meta Model .............................................................................. 54 Key Principles for Understanding the Use of the Meta Model ........................................... 55 Elements of the Meta Model ............................................................................................. 56 The Meta Model Table (© Philippa Bond) ............... ................ ................ .......................... 57 HYPNOTIC LANGUAGING ................ ................ ................ .............. .............. .................. ... 58 Communicating with the Other Mind ................................................................................ 59 Inverse Meta Model Patterns ............................................................................................ 61 Milton Model Patterns....................................................................................................... 63 Deep Metaphor Construction ............................................................................................ 66 MULTIPLE PERCEPTUAL POSITIONS ................ ................. ................ .............. ............... 68 LOGICAL LEVELS AND LOGICAL TYPES ............... ................ ................ .............. ............ 69 Chunking ............................. .............................. ................ ................. ............................. 70 SIX STEP REFRAME .............. ................ ................ ............... ................ ................ ............. 71 SECTION 2 – ADVANCED NLP........ .......... ........... ......... ......... ........... ........... .......... .......... . 73

THE OUTCOME, INTENTION, CONSEQUENCE MODEL ................ ................ ................ . 74 SYNAESTHESIA ............... ................ ................ .............. ................ ................ ............... .... 75 Circuitry Clearing .............................................................................................................. 76 Overlapping............... ................ ............... ................ ................ .............................. .......... 77 SWISH PATTERNS ................ ................ ................ .............. ................. ................ ............. 78 Basic Swish ............... ................ ............... ................ ................ .............................. .......... 78 DesignerSwish Swish................ ................................................................................................................ 78 Auditory ................ .............................. ................ ............... ................ .... 79 Kinaesthetic Swish ........................................................................................................... 79 Digital Swish ............................. ................. .............................. .............................. .......... 79

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Reference Guide for Practitioners of NLP STALKING TO EXCELLENCE ................ ................ ................ ............... ................ ............. 80 NEW ORLEANS FLEXIBILITY DRILL .............. ................ ................ ............... ................ .... 81 SELF EDITS (Memory Management for Peak Performance) ............. ................ ................ . 82 FUTURE PACING .............. ................ ................ .............. ................ ................ ............... .... 83 FRAMING ............. ................ ................ ............... ................ ................ .............. .............. ... 84 REFRAMING .............. ................ ................ .............. ................ .............. ................ ............ 85 BELIEF CHANGE PATTERN .............. ................ ................ .............. ................ ................ . 86 DILTS’ NEUROLOGICAL LEVELS OF INTERVENTION ............... ................ ................ ...... 87 SYSTEMIC NEUROLOGICAL NETWORK ............... ................ ................ .............. ............ 89 NEW BEHAVIOUR GENERATOR ................ ................ .............. .............. ................ .......... 90 CREATING A NEW PART ............. ................ ................ ............... ................ ................ ...... 91 TIME ................ ................ ................ .............. ................ ................ ............... ................ ...... 92 Time Sorts..................... ................ .............................. ................ ............... ................ ...... 93 Personal History Lines (Timelines) ................................................................................... 93 Emotion and Time Codes ................................................................................................. 94 THE RE-IMPRINT PATTERN .............. ................ ................ .............. ................ ................ . 95 The ‘Not the Re-Imprint’ Pattern ....................................................................................... 96 CONGRUENCY and INCONGRUITIES ................ ................. ................ .............. ............... 97 Congruency .............................. ............... ................ ................ .............................. .......... 97 Incongruities.............................. ................. .............................. .............................. .......... 98 PARTS NEGOTIATION, PARTS INTEGRATION (Spatial reframe) .............. ................ ...... 99 VISUAL SQUASH .............. ................ ................ .............. ................ ................ ............... .. 100 YES  NO SIGNALS ................ ................ ................ .............. ................. ................ ........... 101 TRAUMA REDUCTION PROCESS (Phobia cure) ................ .............. ................ .............. . 102 COMPULSION BLOWOUTS ................ ................ ................ .............. ................ ............... 103 THE GODIVA CHOCOLATE PATTERN ................ ................. ................ .............. ............. 104 WISHING WANTING HAVING.............. ................ ................ .............. ................ ............... 105 CONFUSION TO UNDERSTANDING .............. ................ ................ ............... ................ .. 106

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Reference Guide for Practitioners of NLP STRATEGIES .............. ................ ................ .............. ................ .............. ................ .......... 107 Neurological Aspects...................................................................................................... 107 Representational Accesses of Strategies with Notation .................................................. 108 Eliciting Strategies .......................................................................................................... 109 T.O.T.E. Strategy Example............................................................................................. 109 T.O.T.E. Model of Strategies .......................................................................................... 110 THE SCORE MODEL .............. ................ ................ ............... ................ ................ ........... 111 GENIUS STATE (High Performance State) ............... ................ ................ .............. .......... 112 SECTION 3 – ROLES AND GUIDELINES, APPENDICES AND REFERENCES ............. 113

THE ROLE OF THE META PERSON ............. ................ ................. .............. ................ .... 114 GUIDELINES FOR STUDY GROUPS .............. ................ ................ ............... ................ .. 115 THE LEADERVISION NLP PRACTITIONER CERTIFICATION PROCESS .............. ......... 117 CASE STUDY FORMAT ............... ................ ................. .............. ................ ................ ...... 118 APPENDICES .............. ................ ................. .............. ................ ................ .............. ........ 120 Appendix 1 Clues For Reading Another Person ........................................................... 120 Appendix 2 The Precision Model (hands) .................................................................... 121 Appendix 3 Lower Lip Calibration (from “Influencing with Integrity” by Genie Laborde) 122 Appendix 4 Chaining Anchors Examples ..................................................................... 123 Appendix 5 Neuro Linguistic Programming (book excerpt - by Robert Dilts) ................ 124 Appendix 6 Structure of Magic-Appendix B (book excerpt – Bandler & Grinder) ........... 128 Appendix 7 English Grammar ....................................................................................... 131 Appendix 8 Glossary of NLP Terms ............................................................................. 136 REFERENCES AND RECOMMENDED READING ................ ................ ................ ........... 146 ABOUT THE AUTHORS ............... ................ ................. .............. ................ ................ ...... 149

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Reference Guide for Practitioners of NLP INTRODUCTION In the study of NLP, it is useful to be sceptical, to “believe nothing and test everything”. Rather than treat the trainer as all knowing or this book as having the definitive “right” methodology, definitions, instructions and exercises, think of this book as a guide to learning Neuro Linguistic Programming. Dr John Grinder, co-srcinator of NLP, refers to NLP as a “meta discipline” and an epistemology. He further states that, “The core activity that defines NLP is modelling”. Neuro Linguistic Programming is a codification of the patterns of human behaviour. The methodology of teaching NLP and using NLP to help others involves speaking, questioning, presenting and instructing such that your communication is directly compatible with the way the brain of other people works. In learning NLP you will also develop a way of listening that reaches behind the surface message to the real message.

WHAT IS NLP? Pure Neuro Linguistic Programming (NLP) is based on the early srcinal work of its co-creators, John Grinder and Richard Bandler, together with the contributing work of their colleagues - Frank Pucelik, Leslie Cameron Bandler, Judith de Lozier, Steve Gilligan, David Gordon, Robert Dilts, and Connierae Christina HallSteve to mention a few. Andreas and Perhaps the most succinct method of defining the broad body of skills and insights contained within NLP is to expand on the words used within the name. Neuro explores the neurological relationship and interaction between our body and our minds. Linguistic – refers to how we communicate and are communicated with both verbally and non-verbally. Programming – refers to the patterns and codes of reactions, behaviours, emotions and habits (conscious and unconscious) which are our lifelong means of expression. The purpose of NLP is to study, describe and transfer models of human excellence. As a meta-discipline it focuses on the discovery and coding of those patterns of human behaviour which distinguish excellent performance from average performance in any human endeavour. It is these distinguishing patterns which combine to form the practical, reliable and learnable techniques and methodologies called NLP. Using these patterns it is possible to replicate an expert’s intuitive application of their skill or their unique formula for achieving excellence. This replication can transfer from one discipline or skill set to another unrelated discipline or skill set. (I.e. transferring skills sets from say the performing arts to say a business application) Replication can also be

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Reference Guide for Practitioners of NLP successfully applied from applications within disciplines - such as from one successful company to another. Importantly NLP also allows people to model and adapt the skills of others who they recognise as role models in their area of expertise. These people have excelled through naturally created patterns of excellence, then repeated and refined them with consistent positive results. NLP allows people to define and contextualise the strategies, techniques and physiology used by their role-models to achieve excellence. NLP also provides the master keys to give people the capacity to understand, control and if necessary change what it is that defines them as a person such as their thinking, reactions, emotions, beliefs, habits and even their identity.

Some Definitions of NLP “NLP is the study of the structure of subjective experience.” Dr. John Grinder and Richard Bandler (1980).

“NLP is an accelerated learning strategy for the detection and utilization of patterns in the world". Judith DeLozier and John Grinder (1987) “NLP is a about an attitude and a methodology which leaves behind a trail of techniques. “ Richard Bandler

“Neuro-Linguistic Programming (NLP) is a meta discipline which focuses on the discovery and coding of patterns which distinguish the most capable of practitioners of some particular discipline (managerial practice, medical practice, therapy…) from average practitioner. These distinguishing patterns are thesports, substance of NLP.” Dr the John Grinder “NLP could be the most important synthesis of knowledge about human communications to emerge since the sixties.” Science Digest “NLP offers the potential for making changes without the usual agony that accompanies these phenomena' and that it 'allows for increasing options, flexibility, creativity and therefore greater freedom of action than most of us know.” Training and Development Journal “We think of NLP as a field that explores the patterns and organisation of effective human intuition.” Chris Collingwood & Jules Collingwood. (2001). “NLP offers a pathway through self confidence and self trust to self reliance. Using NLP individuals can gain the tools of exceptional human expression.” Roger Deaner

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Reference Guide for Practitioners of NLP HISTORY OF NLP In the early 1970 a student of mathematics, Richard Bandler, and a linguistics professor, John Grinder, at the University of California at Santa Cruz joined forces to model the highlevel therapy skills of Fritz Perls and Virginia Satir. After enjoying immediate and powerful results from this initial modelling, they then set out to model the hypnotic skills of Milton Erickson. Within two years (and with the help of their then student, Steve Andreas) they produced the first books on NLP titled, “The Structure of Magic” (volume 1 and 2) and “Patterns of the Hypnotic Language of Milton H Erickson” (volume 1 and 2). Soon afterwards Robert Dilts was commissioned to write the first scholarly book of NLP which he entitled “Neuro-Linguistic Programming” (volume 1). This book set forth NLP as a model and detailed the key features of the model. Early colleagues, Frank Pucelik, Leslie Cameron Bandler, and Judith de Lozier contributed enormously to this early body of work, and others such as Steve Gilligan, David Gordon, Steve and Connierae Andreas and Christina Hall have also contributed much srcinal research, developing new ways of thinking about human behaviour and new patterns of interventions, contributing volumes to many of the classic NLP text books. NLP has grown out of and has been influenced by General Semantics (Korzybski), Anthropology and Cybernetics (Bateson), Transformational Grammar (Noam Chomsky), Reframing (Watzalawick), Family Systems (Virginia Satir), Gestalt Therapy (Perls) and Medical Hypnosis (Milton Erickson). Today NLP technology is found in all aspects of human endeavour including Business and Management, Marketing and Advertising, Performance Arts and Sports, Consulting, Coaching and Counselling, Health Sciences and Education. It is an acknowledged and practice discipline behavioural science, psychology and performance development. Itwidely is a body of works whichinelicits within its students an attitude which often allows them to experience a wild and wonderful passion for exploration, experimentation and innovation. NLP allows us to manipulate our thinking and behaviour in order to gain greater expertise in a field of endeavour which excites and interests us. And because conscious manipulation can lead to misuse and abuse, early exploration of behavioural enhancement is littered with a lack of ecology. Dr John Grinder became concerned about this lack and, in 1987, together with Judith de Lozier, he developed New Code Conscious (what) NLP, redefining the srcinal NLP as Classic Code.

ICEBERG Unconscious (how)

This book addresses both Classic and New Code NLP – offering the benefits of both. Classic Code offers explanations and understandings which can be of particular value in business while New Code, operating in the area of the unconscious maintains integrity and ecology.

© 2008 Roger Deaner, Sean Healy and Carolyn Barratt. All rights reserved. Reproduction in any form prohibited without the express approval of the authors

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Reference Guide for Practitioners of NLP

SECTION 1 ESSENTIAL NLP

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Reference Guide for Practitioners of NLP ECOLOGY FRAMES What Is “Ecology”? “Ecology”, according to the dictionary, is the study of the relationships between living organisms and their interactions with their natural or developed environment. In NLP, Ecology becomes the study of consequences; in particular the systemic relationship of an individual with all aspects of themselves, and with their external world.

In NLP we regard all behaviours (conscious and unconscious) of an individual to be linked systemically both within self and with others. For every aspect we change, get rid of or install, we can potentially alter all other connected behaviours across various contexts. Thus, whenever we do any NLP change work with someone it is imperative we check the consequences of these changes. This is called checking for ecology. Checking for ecology safeguards our change work and ensures the work we do is beneficial to the person we are working with in all areas of their life. Ecology checks ensure that when we help our clients achieve an outcome; this does not contradict, impede or prevent any other of the client’s outcomes throughout any other contexts. All NLP change work is driven by outcomes. The more clearly defined the outcome, the better. If an outcome is badly thought out or badly designed the greater will be the need for ecology checks. Improper attention to ecology also often causes your change work to either not last or not work at all (unfulfilled Secondary Behavioural changes often tend generalise several contexts and usually do soGain). outside of awareness. To ensure you to manage the across ecology, we strongly recommend that you follow up with your clients after each session to find out how they are doing and to discover if you need to do any “clean up” work. As an NLPer, you are affecting a human life; therefore your respect is essential. Respect the client’s model of the world by making sure your work is ecologically “clean”. It can be difficult to consciously think of all consequences for yourself, your client, or a business, and in particular to think of adverse consequences. The use of John Grinder’s “Outcome, Intention and Consequence” model broadens the scope of consideration far more than the conscious mind can conceive. This model enables you to work in a systemically sound and ecological manner, allowing people to intuitively see through to consequences; and further to see ways of adapting the outcome and identity which are not available to the conscious mind.

© 2008 Roger Deaner, Sean Healy and Carolyn Barratt. All rights reserved. Reproduction in any form prohibited without the express approval of the authors

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Reference Guide for Practitioners of NLP Guidelines for Ecology Checks PRESENT STATE/DESIRED STATE: “All Behaviour has a Positive Intent” – Secondary Gain •

Preserve the Secondary Gain of the Present State. Behaviours have their present state, find out the FUNCTION of the current behaviours and make sure it is fulfilled in the achieved desired state. If a person is congruent about wanting to change and as of yet can’t or hasn’t, suspect that there is a good reason for that. Is it that the person truly does not know how to change, or is the Secondary Gain demanding to be fulfilled?

•

Calibrate for Sequential or Simultaneous Incongruency.

APPROPRIATENESS OF THE DESIRED STATE: Symptoms vs. Causes •

Check for the appropriateness of the requested desired state. Often a client will ask for an outcome which is not what they actually need. For instance, if a client comes in and asks for more motivation, you might discover through meta modeling that what the client actually needs is a better way to decide what’s NOT worth doing i.e. procrastinating. A more appropriate outcome for the client might be a streamlined decision making strategy.

USEFULNESS OF THE DESIRED STATE: Remedial vs. Generative Change •

“Is there a different outcome (at a higher logical level) that would give your client what he/she wants and MUCH MORE?” E.g. A client comes to you and wants to take care of their nail biting habit. Considering all the things that anyone could possibly ask for, how is it that they are willing to spend their time and money on something so trivial? (Unless their nails are in a chronically fatal condition) By going to the next logical level you might notice they actually need a better prioritising strategy, or values clarification for more personally empowering outcomes.

Specific Ecology Checks 1 MISMATCHING Mismatching will be your primary tool for ecology checking. Test for loopholes in your clients requested outcomes. Ask questions such as: “What problems could be caused by the proposed change?” • • • • • •

“Will this change get ONLY the outcome that is wanted?” “What will be lost by having “x” behaviour?” “What would happen if we did this change?” “What would happen if we didn’t?” “What won’t happen if we do?” © 2008 Roger Deaner, Sean Healy and Carolyn Barratt. All rights reserved. Reproduction in any form prohibited without the express approval of the authors

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Reference Guide for Practitioners of NLP • • •

“What won’t happen if we don’t?” “Why would I NOT want to make this change?” “Is there any area in my life where I would NOT want this outcome to be present?” etc.

2 RECOVER POSSIBLE DELETIONS You might be able to uncover significant deletions your client has not even considered or has no knowledge about. I.e. has the client considered all contexts of index computations (internal states, internal processes, and external behaviours) between themselves and ALL other relevant people with respect to the proposed change? 3 APPROPRIATE CONTEXTUALISATION Where, when, how, what, and with whom SPECIFICALLY does your client want this outcome? Where, when, how, what, and with whom specifically does your client NOT want this outcome? 4 ASKING THE UNCONSCIOUS Aside from asking their conscious mind all of your ecology check questions, you can also ask their unconscious mind. This is similar to ecology checking in a 6 step reframe in trance. Ask if there is any part that has any objection to having the requested outcome. Calibrate for any unconscious signals. 5 MODAL OPERATORS •

“What prevents you from having this outcome right now?”

• •

“What would happen if you did have it right now?” “What would happen if you didn’t?” “What causes your present state to remain?”

•

6 AS IF FRAME Having the client act as if that have the outcome right now. While they are in a fully associated state, ask if there is any area in life (any context) in which this change is not working for them. 7 FUTURE PACING Try out the desired behaviour/response in the future in all relevant contexts, with relevant people, activities, places, etc. Do this first disassociated, then associated and in all representational systems. Ask if there are any areas where this new outcome is not working, and/or if there are any parts of them objecting. KEY: Calibrate for incongruency (caveat sequential incongruity). 8 SHIFTING REFERENTIAL INDEX Have the client take on the perspective of significant other people - how might they respond to the change? © 2008 Roger Deaner, Sean Healy and Carolyn Barratt. All rights reserved. Reproduction in any form prohibited without the express approval of the authors

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Reference Guide for Practitioners of NLP 9 DISSOCIATION Ask your client, “If someone else you know (e.g. your best friend?) got this outcome, how might it get in his/her way or cause problems?” 10 TIME DISTORTION Have your client project into the future, next, have them look back into the past when they made the change and notice all the effects in their life since that time. Have there been any unexpected results? Is there anything (else) that needs attending to? Be sure to bring the client back to the present before proceeding or you may prematurely install the change by this method. 11 ROLE PLAYING Have the client actively role play the new behaviour in different major contexts (i.e. work, family, personal, etc.) and with significant people (wife, lover, boss, etc.). Although they can ecology check themselves, as this is essentially an Act As If Frame, the main purpose of this method is for YOU to observe their behaviour and mismatch how it might create possible problems for them. The client can role play themselves, and/or relevant others responding to the change. As the power of the Act As If Frame is in its application of time distortion, be careful you do not prematurely install the change by this method (as the role playing is in fact a behavioural future pace).

ALL MEMORIES ARE MYTHS Patrick McGuiness - 20/11/93: “Never having been an admirer of President John F. Kennedy, I was not emotionally devastated when I heard the news that day 30 years ago. But I do remember vividly the day and what I was doing. At least, I think I do. One of the many disturbing facts about the nature of memory is that people often get completely wrong the most basic facts that they believe they remember so vividly. So no memory recounted of what a person was doing when news of that dramatic event was flashed around the world can be believed without corroboration. Although the courts are reluctant to accept it, no-one’s memory is reliable, and many of the most firmly held memories (and especially rediscovered or disinterred memories) are in fact the product of what the psychologists call ‘confabulation’. So the memories that people relate of that day are often mere stories.

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Reference Guide for Practitioners of NLP FEEDBACK NLPers are constantly operating from and adjusting to feedback. As practitioners we operate as bio-feedback organisms offering a purposive, behavioural reflection directionalised by the outcome set. The Key to feedback is Calibration • •

Eliciting the appropriate state for receiving feedback Always remind yourself of your outcome/intention for the feedback giving

Feedback has many forms – some feedback types are: • • • • • • • • • • • •

Repetition of words, reflection of state Educative feedback Questions The feedback sandwich: Start and end with the positive Solution oriented Process oriented for self Empowerment (people have all the resources they need) Ends vs. Means Evidence Procedure (follow all well-formedness conditions for outcomes) Framing and Reframing Pacing and Leading beliefs, metaprogrammes, values, behaviours And vs. But Meta questioning procedures; what’s your outcome, etc

Points to ponder w hen giving feedback •

Avoid telling, preaching and answers

• •

Watch yourself for any unsupportive tonality and non-verbals Avoid blamer Satir category unless appropriate Ask the person how they want to receive feedback Suggest, don’t tell (offer, invite) Always add choice, never take away Expand their map, don’t switch it Rapport, rapport, rapport Calibration, calibration, calibration

• • • • • •

Receiving Feedback • • • • • • • • • • • •

Be open Use disassociation pattern Present to desired state frame Learning frame Avoid premature closure/synthesis Be responsible for your reactions Avoid defending and reacting Avoid being right, stay with what’s useful Reframe yourself Future pace all new learnings and suggestions Learn to access your own resources Learn to put the suggestions into use/action © 2008 Roger Deaner, Sean Healy and Carolyn Barratt. All rights reserved. Reproduction in any form prohibited without the express approval of the authors

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Reference Guide for Practitioners of NLP PRESUPPOSITIONS OF NLP Presuppositions are the attitudes, assumptions, beliefs, and philosophies which we CHOOSE to USE simply because of the consistent results they produce when we act upon them AS IF they were true. They are not what we necessarily hold to be true, only useful. • • • •

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•

•

Process/form/patterns/structure vs. content The map is not the territory Language is a secondary representation of experience People are not their behaviours (self vs. behaviours) Every behaviour has a positive intent Everything anyone does makes sense to them in that moment People make the best choice available to them in any given moment There are no unresourceful people, only unresourceful states Behaviour is geared towards adaptation People have all the resources they need Always add choice, never take away Resistance is a sign of insufficient pacing There are no resistant people, only inflexible communicators You cannot not communicate The meaning of my communication is the response I get You cannot not respond The mind and body are connected in a cybernetic loop The highest quality communication is behavioural You cannot not influence For things to change first I must change Possible in the world, possible for me, only a question of how Law of requisite variety There is no failure only feedback Respect the other person’s model of the world All behaviour is to be evaluated and changed in terms of context and ecology Learning does not require conscious attention on the content Multiple descriptions aid pattern detection; richer distinctions; and greater behavioural flexibility An outcome is not ecological unless the intention behind and the consequences of the outcome have been considered. Multiple description reification of process.and unconscious learning minimises reductionism and

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Page 15 of 147

Reference Guide for Practitioners of NLP BATESON’S LEVELS OF LEARNING Bateson’s Levels of Learning are not part of the domain of NLP; however this work does form a useful frame of reference for basic NLP, so we have included it here.

III

LEVEL THREE LEARNING (SELF REFERENTIAL) Patterns of patterns repeating permanently. (Infinitely recursive) Learning HOW to continuously generate NEW learnings for yourself. Generative Learning. E.g. noticing how one learns to learn, and what part of me noticed that, and what part of me noticed that part that noticed I was learning.

II

LEVEL TWO LEARNING (PATTERNS OF PROCESS) Deals with how learnings get generated – such as in Accelerated Learning E.g. give a man a fish, feed him for a meal; teach a man to fish, feed him for a lifetime.

I

LEVEL ONE LEARNING (PATTERNS OF CONTENT) Deals with formulas, procedures and steps E.g. the 7 stages steps of abundance; the 5 steps to success..etc

O

ZERO LEVEL LEARNING (STIMULUS–RESPONSE) Installing learnings through drills and constant repetition. E.g. rote learning as in the old fashioned learning of the times tables.

NOTES

Referring to these different types of learnings as levels, leads to the misapprehension that there is a hierarchy of importance, that somehow level 2 is better than level 1 and so on. This is not the case. Referring to “Types of learnings” would be more accurate. Contextually all types of learning listed here are valid. When learning epistemologically* – as in learning NLP, it is essential the learning occurs at the level of Generative Learning. *Epistemology: the study of knowledge and how we learn and know anything.

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Page 16 of 147

Reference Guide for Practitioners of NLP RAPPORT Rapport is reducing the difference between oneself and another at unconscious levels to create a harmonious relationship. It is a vital component in any form of communication, without which you cannot make progress. Rapport affects the building of relationships by inducing a sameness that facilitates effective communication. This is not about liking a person, but a means to engagement. By actively and consciously building rapport with a person, you are communicating from a “common base” which is created to hold their attention. This facilitates communication flow. Rapport is not about agreeing with the other party, it is about creating a sense of sameness. Once built, the communicating parties will listen to each other and engage in each other’s understandings of the world. At conscious levels, for example in a negotiation, we can be in vigorous disagreement, yet at an unconscious level, using rapport, there can be sameness existing simultaneously. Excellent communicators are skilled at building rapport and are quickly able to put others at ease while in their company. A deep level of rapport exists when other internal elements and emotions, such as: beliefs, values or world views are matched. Pacing is the process by which you can establish and maintain rapport – and pacing is essential. Without it you might find yourself accused of mimicking which can be insulting. Pacing emphasises the importance of acknowledging aspects of the other person’s behaviour, thereby meeting the other person at their model of the world. To pace you use the other person’s own behaviour to establish and maintain rapport. It is very important to have grace and respect in your pacing so that what you are doing is not consciously recognised by the other person. subtle -body reflect their behaviours YOU communicate TO THEM. If the other personBechanges posture, wait a fewas seconds before changing your own to match. Otherwise it may seem unnatural and calculated to the other person. Beginning by recognising that people are always communicating, and doing so in systematic, organised way, pacing is a process of identifying aspects of behaviour engaged in by another person, and adjusting your own behaviour, verbal and non-verbal, to align with the behaviour of the other person. The following offers you a variety of ways to establish meaningful rapport. The outcome from mastering the art of pacing will be the ability to establish rapport with whomever you choose. Remember that it’s the very fact that others think these aspects unimportant that makes them so effective. Whole body matching

Adjust your entire body to match the other person Part body matching Match just the arms, angle of the shoulders, position of the legs to match

theirs. Half body match

Match the upper or lower portion of the other person’s body © 2008 Roger Deaner, Sean Healy and Carolyn Barratt. All rights reserved. Reproduction in any form prohibited without the express approval of the authors

Page 17 of 147

Reference Guide for Practitioners of NLP Vocal qualities

Match the tone, tempo, volume, pauses, intonations, intensity, pitch, etc Head/shoulders angle

Match characteristic poses that the person offers with their head and/or shoulders Facial expressions

Note the way the person uses their face, eg. wrinkles their nose, puckers their lips, raises their eyebrows, etc. Repetitive phrasing

Notice and match, in your own language, the repeated phrases and/or words of the other person. This is especially impactful if these are repeated with the same intonation as used by the other person. Gestures

With minute and graceful movements of your own, match those gestures of the other person. Be sure to use these NATURALLY in the course of your own communications back to the other. Breathing

A powerful and effective way of developing and maintaining rapport that allows you to synchronise with the other person’s external behaviour. Match the rate of breathing and look for the position of breathing (is it in the chest, stomach, or abdomen area) It is easiest to choose one place such as the shoulders to look at when detecting and pacing breathing. Adjust your own breathing to match with the other person’s breathing. Cross over mirroring

Using one aspect of your behaviour to match a different aspect of the other person’s behaviour, eg. adjusting your voice tempo to match the rhythm of a person’s breathing; pacing eye blinks with your finger or head nods, pacing voice tempo or breathing with the rhythm of your pen tapping softly in your hand or the rhythmic movement of your foot. etc… Representational Systems

Detect and utilise in your own language the primary predicates of the other person. (check contents page for representational systems and predicates)

Testing for Rapport There is only one test of rapport. If you adjust you own physiology or tonality does the person with whom you are attempting to build rapport make the same or similar adjustment. If they do you are in rapport. If they resist your lead, then you need to pace them further before retesting. Always remember once rapport is established you will need to periodically check that rapport is being maintained. The more likely the content being dealt with is likely to provoke disagreement at a conscious level, the more need there is to continually check for rapport. Remember that there are some individuals who are not comfortable being rapport and the more you try to pace and lead, the more they will unconsciously break rapport. To build rapport with these people, avoid matching or mirroring their external behaviour. © 2008 Roger Deaner, Sean Healy and Carolyn Barratt. All rights reserved. Reproduction in any form prohibited without the express approval of the authors

Page 18 of 147

Reference Guide for Practitioners of NLP INDEX COMPUTATIONS

Internal process

Internal state

External behaviour

Index Computations is the arbitrary division of various elements of a human being and is

a useful model for approaching human interactions. It is the work of Leslie CameronBandler. Internal Process: is the domain of thinking, an example of which is beliefs. [beliefs = rules

of operation generalised over time]. Richard Bandler’s preference has been to effect change through internal process first in order to change internal state and external behaviour. For example: ‘address the mind and the body will follow.’ External Behaviour: is the domain of conscious and unconscious physiology, actions and

behaviours. John Grinder’s view has been to deal with the external behaviours to cause a shift in internal state and internal process. Refer to notes on physiology of excellence on page 38. For example: ‘address the body and the mind will follow’ Internal State: is the domain of emotions and feelings. Values and the work on values falls

into this category. [values = deeply held emotions that human beings spend time, energy, and money moving towards or away from.] Leslie Cameron-Bandler was of the view that if you shift the internal state you will cause a shift in Internal Process and External Behaviours. This model has been the source of much logical type and logical level confusion as many have the view that one is more important than the others. However they are at the same logical level and of the same class. How you choose to use index computations and which one you choose to start with depends on your outcome and the outcome of the person in front of you. At different times one may be more useful than another, but never is one more important or significant than another. Attending to all three of these elements of a human being whilst communicating with them makes your message or change work impactful, memorable and undeniable.

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Reference Guide for Practitioners of NLP REPRESENTATION SYSTEMS Representational systems or modalities should not be confused with the five senses. We take in information from the external world through our senses of sight, hearing, smelling, tasting and touch (body sensation). Representational systems describe how we re-present that information internally. The names of the representational systems are: visual; auditory (tonal); kinaesthetic; auditory digital (unspecified); olfactory and gustatory. Each representational system can best represent the aspect of the world that it responds to directly. Many people get into trouble by representing experience with an inappropriate representational system. The following points are useful keys to remembering how to work with Representational Systems: 1.

Digital descriptions are always secondary experience so they contain less information than the primary experience which they describe.

2.

Auditory tonal can add emphasis and help flesh out raw data and is our primary way of conveying emotion.

3.

Visual can represent an enormous amount of data simultaneously and instantaneously.

4.

Auditory digital is valuable as a filing system: • To keep track of experience • To make a running commentary on raw data • To categorise experience • To set directions • To draw conclusions • To plan To make sense of things • • To summarise

5.

Auditory processing is sequential and takes longer than visual processing which is simultaneous.

6.

The kinaesthetic system has more inertia and duration than the other two systems.

7.

When decisions it is difficult represent possibilities words making or feelings. The visual systemtoisfully helpful, because it enablesusing one toonly sounds, simultaneously picture different options and make comparisons between them.

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Page 20 of 147

Reference Guide for Practitioners of NLP 8.

The kinaesthetic system is made up of body sensations that come from the endocrine; muscular; vestibular; skeletal; and digestive systems; and other physiological elements. •

Body sensations are examples of our biology

•

Feelings come from our internal strategy for clustering clumps of body

sensations. How we cluster will result in an evaluation. E.g. a good feeling or a bad feeling. •

Emotions are examples of feelings for which we have prescribed a label

and our labelling is affected by our biography. E.g. churning stomach and an adrenaline rush may be interpreted by some as excitement, and by others as terror. 9.

Kinaesthetic tactile and proprioceptive help provide raw data.

10.

Individuals have a preferred representational system through which stored information is accessed (via neurological search). This is called the lead system. Moment to moment we operate from our primary representational systems which are constantly changing and rotating. And when we make a decision or check for validity we use our reference representational system.

11.

Operating from our primary representational systems, we are only able to hold a single system for a maximum of 30 seconds. The continuing cycling through the various modalities allows us to continually collect and store information.

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Page 21 of 147

Reference Guide for Practitioners of NLP Visual Predicates and Phrases

aim apparition appear blank blind blue

enlighten espy flash focus foggy foresight

obscure observe outlook overshadow oversight overview

survey vanish veil view vision visible

blur bright brilliant clear cloudy colour colourful conceal conspicuous crystal clear dark darken dawn

frame glaze glance glare glow graphic hazy hindsight hues illuminate illusion illustrate image

paint peer perspective peruse photograph picture pinpoint portray preview radiate reflect reveal scrutinize

visualise vivid watch wither witness

demonstrate diagram dim disillusion display dull eclipse elucidate envision

imagine insight inspect light look luminous mirror neat notice

see shine show sight sketch sparkling spotless stare stain

a shadow of a doubt an eyeful bird’s eye view catch a glimpse of sight seeing make a scene scope out get a perspective big picture pretty as a picture naked eye sight for sore eyes tunnel vision well defined photographic memory

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Reference Guide for Practitioners of NLP Auditory Predicates and Phrases acclaim aloud amplify announce articulate attune audible babble beat be heard blank out boisterous boom buzz cacophony cackle call chant

echo exclaim frequency gossip groan groom growl grumble harmony hear hiss hush hum invocate listen loud melody mellifluous

question quiet raspy raucous rebuff resonate resounding retort rhyme rhythm ring roar rumour say scream shout streak shrill

tell tone tune utter unhearing verbal verbalise voice volume whine whisper whistle yell

chime clang click criticism cry debate deaf decry describe dialogue dim discordant discuss

mention moan music mute noise overtone oral pitch phrase proclaim pronounce propose purring

silent silence snap snore sound speak speechless spell squawk squeal state swear symphony

clear as a bell express yourself give an account of idle chatter loud and clear rap session state your purpose sing out tell tale tuned in / tuned out voiced an opinion within hearing word for word

dissonance

prove

talk

blabber mouth call on

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Reference Guide for Practitioners of NLP Kinaesthetic Predicates and Phrases activate active agitate arouse attach backbone blistering block bond bounce break catch compress connect cold contact cool crush

feverish firm flowing fumble get hold of grab grasp grind grope handle hit hold jarring lift link loose manipulate mash

probe pull / push reach resist rough scrap seize shape sharp shocking shuffle smooth soft solid stable steady sticky sting

sway taciturn tackle tender tension tight tired throb throw tough trudge turn twinge twist unbalanced unfeeling visceral warm

depress drive electric energy emote extend engorge fall feel

merge mix move numb panic passive penetrate point pressure

stir strain stress stumble sturdy suffer sultry support swallow

boils down to cool, calm and collected keep your shirt on lay cards on the table mind like a steel trap start from scratch come to grips with

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Reference Guide for Practitioners of NLP Olfactory and Gustatory Predicates and Phrases acid acrid aroma bite bitter bland

pungent putrid peppery rancid scent smell

chomp crumbly devour digest drink in eat it up fishy flavourful fruitful flowery fragrant fresh half baked

smoky sniff snort stink satiate savour snacks of sour spicy swallow sweet tasteful tasteless

insipid lean lick meaty mouth watering munch musty nibble odour oily palatable perfumed puff

“Something’s rotten in the state of Denmark” That seems fishy to me That idea stinks A stinking hot day (smells as) sweet as a rose oven baked fresh cooked that’s a tasty thought

regurgitate rotten

the nose knows a tasteless novel

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Reference Guide for Practitioners of NLP Unspecified Predicates and Phrases absent act ambiguous appreciate associate

discern distinct disrupt emit experience

process read realise recall recognise

attend attitude aware be conscious believe blend calibrate cancel celebrate challenge change choice

elect emphasise experience generate guess identify ignore insensitive integrate interrupt intent know

relate remember sensation sense support suppose think thoughtful true understand vague wonder

comprehend compute computer conceive connect consider create deceive decide deliberate demonstrate different

learn memorise motivate ostentatious pattern pay attention perceive persevere plain ponder pretend precede

be alert to what’s going on being in agreement excellent thought being in error that’s not what I mean to say that’s easy / difficult

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Reference Guide for Practitioners of NLP Non-Verbal Identifiers Important Note: Remember that when we operate from our primary

representational systems, we are only able to hold a single system for a maximum of 30 seconds. We are constantly rotating between representational systems which allow us to continually collect and store information.

VISUAL - V People operating in the visual modality often stand or sit with their heads and/or bodies erect and their eyes up. They breathe from the top of their lungs, tend to sit forward in their chair. They memorise by seeing pictures and are rarely distracted by noise. They may have trouble remembering verbal instructions and can “check out” during long verbal explanations or dissertations. In this modality people tend to be up beat, access a quick speech tempo and personal rhythm. They use gestures and draw pictures with their hands. They make pictures in their head, take in information visually, and display strong visual acuity. They have tangential conversations as they jump from picture to picture. If the visual modality dominates their life across contexts they might display the following: well organised; neat; well groomed; orderly; appearances are very important to them, how they, their friends and family look and dress and present themselves is all important; they buy equipment for the home or office based on the LOOK of the equipment not on its function.

AUDITORY - A People operating in the auditory modality sit still, preferring to sit or stand to the side of those they are conversing with so that what they see is not distracting. They breathe from the middle of their chest. Typically they talk to themselves and are easily distracted by noise. Some even move their lips when they talk to themselves. They can repeat things back to you easily, they learn by listening and talking, and memorise sequentially. People using the auditory channel like to communicate verbally, like the sound of their own voice and prefer verbal feedback. Tonality, pitch and timbre of voice is important to them. If the auditory modality dominates their life across contexts they might display the following: enjoyment of music to the extent that you might expect them to own excellent sound equipment. They usually love music and love to talk on the phone.

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Page 27 of 147

Reference Guide for Practitioners of NLP KINAESTHETIC - K People operating in the kinaesthetic modality will typically breathe from the bottom of their lungs, so that you see their stomach move in and out when they breathe. They stand and sit comfortably, staying in touch with their bodies. They are occasionally slow to respond to questions as they really like to experience how various options feel to them before they answer. They prefer to operate through touch, this may be observed in the writing of notes or doodling pictures, touching themselves – rubbing the mouth or chin, or they may touch paper, pen or table top. They will get a “feeling” for a place or space or person. They will be interested in a decision if it “feels right”. If the kinaesthetic modality dominates their life across contexts they might demonstrate the following: • A preference for standing close to people. • Choose to memorise through using their physiology - a slower but longer lasting process. • Tactile (nothing to do with being a touchy feely person). • Gain enjoyment from receiving physical rewards. • A preference for wearing comfortable clothes and shoes. • A strong response to a deep powerful beat in music.

UNSPECIFIED (DIGITAL) - Ad People operating in the digital modality will spend a fair amount of their time talking to themselves. They prefer a thoughtful, reasoned, academic, wordy style of thinking, wanting to know if it “makes sense”. They are more comfortable using language as precisely as possible and do their utmost to delete emotive language. They can also exhibit characteristics of the other major representational systems.

OLFACTORY AND GUSTATORY Not a lot is known about people operating in the olfactory and gustatory modalities. The empirical evidence suggests that those with a strong olfactory sense in use will find strong smells overpower their ability to relate to their world. They determine reality through the naturally occurring smells and tastes and have a strong abreaction to perfumes, incense and chemical cleaners. Those with a strongly evolved gustatory modality are the creative cooks, able to blend flavours, tastes, textures and sensations in their mind to create new food sensations. People who use these modalities frequently may choose professions as perfumiers, vinters, chefs, compounding chemists and, in many cases, healers and diagnosticians.

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Page 28 of 147

Reference Guide for Practitioners of NLP CALIBRATION Calibration is the ability to determine a client’s state through observation of their unconscious external behaviours and comparison with their earlier unconscious behaviours. A coarser form of calibration can be achieved by comparing the unconscious external behaviours with a gestalt of universal unconscious external behaviours. Calibration is best achieved by observing the client with “soft focus”. In this way the NLPer can register changes in their peripheral sight or peripheral hearing. Frequently the vision is centred just above the top lip of the client. A picture or sound diagram is made at the start of an interaction and is compared with a second picture or sound diagram made later. Changes can then be registered. Practice is required to refine your ability to notice and register unconscious changes that are made by the client. Finely tuned sensory acuity is necessary for you to be able to notice these changes so that you can then adjust your behaviour in response to a client.

KEY NONVERBAL INDICATORS FOR CALIBRATION INCLUDE: •

Skin colour

•

Skin shininess

•

Muscle tonus

•

Lower lip size

•

Pupil dilation

•

Breathing location

•

Breathing rate

•

Breathing depth

•

Breathing pauses.

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Page 29 of 147

Reference Guide for Practitioners of NLP EYE ACCESSING CUES Neuro Linguistic Programming is a powerful model for modifying human behaviour. The basic building blocks of the NLP model are representational systems. They are the processes by which human beings perceive, represent and operate in the world. All human experience (both external and internal) may be decomposed to these basic primitives. The basic representational systems are visual, auditory, kinaesthetic, olfactory and gustatory. These correspond to the senses of sight, hearing, touch, smell and taste. A fundamental presupposition of NLP is that all individual skills are a function of the development and sequencing of representational systems. These combinations and orders are called strategies. The fact that human experience is the result of the internal or external perception of sense data is a useful insight. For this insight to have utility, however, it is necessary to be able to determine which representational system a person is accessing at any given moment in time. Part of the power and utility of NLP comes from the techniques it uses to perform this task. There are certain indicators as to when a person is internally or externally experiencing in a particular sense modality. They are called accessing cues, because they are the cues that tell us when a person is accessing in a given modality. The eye scanning patterns are one of the domains that is frequently most surprising and intriguing to people when they are first exposed to NLP. Everyone realises that other people move their eyes continuously. What is news is that these movements follow a systematic pattern and that these movements correlate to what the person is experiencing. Many people have noticed that students when asked a question often look up at the ceiling, but they have passed this off as arbitrary and random behaviour. Other people may have wondered at the srcin of certain expressions in our language such as "that's down right obvious," but they have merely assumed that these are just idiomatic expressions. The news is that these behaviours and expressions are not just random or arbitrary, but they follow a systematic pattern. How was this pattern "discovered" by the founders of NLP. Richard Bandler said that in the early days when he and John were teaching that they would ask certain questions to a class and that they noticed that many of the students would look in the same direction before answering the question. Richard and John noticed this behaviour and then began to look for the pattern in it. This lead them to the "discovery" of eye scanning patterns. They had already observed that when speaking, people used certain sensory predicates to describe their experience. They discovered that the internal and external processes that people experienced were correlated with both eye movements and predicates.

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Reference Guide for Practitioners of NLP What Richard and John "discovered" was that most right handed people follow the following pattern of eye movements. RIGHT HANDED PERSON

Visual Construct

Visual Remember

Auditory Construct

Auditory Remember

Kinaesthetic

Auditory Digital

A central focus indicates visualisation. They also "discovered" that most left handed people follow the following reversed pattern of eye movements. LEFT HANDED PERSON

Visual Remember

Visual Construct

Auditory Remember

Auditory Construct

Auditory Digital

Kinaesthetic

A central focus indicates visualisation. They even discovered a few people who did not fit either pattern. They discovered, however, that these people were systematic in following another pattern and that they were consistent in their particular pattern. This all seems very straight forward. Every NLP practitioner has verified this model for themselves thousands of times. But is the matter really so simple and straight forward? It turns out that not everyone thinks so. To understand the possible complications it is necessary to study the subject further. In ‘The Structure of Magic’ I and II, published in 1975 and 1976 Grinder and Bandler describe representational systems and describe predicates and other accessing cues, but they make no mention of eye scanning patterns. Eye scanning patterns are first mentioned in Frogs Into Princes which was published in 1979. It is evident that Grinder and Bandler "discovered" eye scanning patterns sometime between when they wrote ‘The Structure of Magic’ Into and Princes’. when they delivered the workshops that were transcribed and edited into ‘Frogs Bandler and Grinder were not the only people studying eye movements at the time. The discovery of the split brain led to research into what each half controlled. Some of this research focused on eye movements. One of the first studies of eye movements was an © 2008 Roger Deaner, Sean Healy and Carolyn Barratt. All rights reserved. Reproduction in any form prohibited without the express approval of the authors

Page 31 of 147

Reference Guide for Practitioners of NLP article by M. Day called “An Eye Movement - Phenomenon Relating to Attention, Thoughts, and Anxiety” published in 1964 in Perceptual Motor Skills. Day concluded that individuals do exhibit characteristic eye movement patterns from the age of three in response to differential questioning. J. Duke in an article “Lateral Eye Movement Behaviour” published in the Journal of Psychology in 1968 found that subjects exhibit greater eye movements in response to reflective questions than to factual questions. These studies were followed by further research published in two articles in 1972. These are K. Kocel's article "Lateral Eye Movements and Cognitive Mode" in Psych on Sci and M. Kinsbourne's article "Eye and Head Turning Indicates Cerebral Lateralization" in Science. Kinsbourne replicated Duke's study by presenting subjects with verbal, numerical and spatial questions. He found that in right handed subjects that there was consistently more right eye movement in response to verbal questions and more left eye movement in response to spatial question. Further studies on representational systems and eye scanning patterns were conducted at the Langley porter Neuropsychiatric Institute in San Francisco in the early 1970's by Katherine Kocel, David Calin, Robert Ornstein and Edward L. Merrin. Some of the results of these studies were published by Calin and Ornstein in 1974 in an article in Neuropsychologia Vol. 12 entitled "Individual Differences in Cognitive Styles - Reflective Eye Movements”. Their results were confirmed in a similar study at Yale University by psychologists Bonnie B. Meskin and Jerome L. Singer. These studies have concluded that the direction of eye movements is related to cerebral hemispheric specialization. Left eye movements activate right hemispheric cognitive processes and right eye movements activate left hemispheric cognitive processes. Research on brain lateralisation indicates that the left hemisphere favours sequential cognitive processes and specialises in verbal-linguistic skills while the right hemisphere favours simultaneous cognitive processes and specialises in visual-spatial skills. Actually provides dataintothe both hemispheres. happens is that left cortex, visual field each eye is combined optic chiasm andWhat processed in the rightthe visual andof the right visual field of each eye is combined in the optic chiasm for processing in the left visual cortex. This is consistent with the fact that, in terms of motor control, the left hemisphere controls the right side of the body and the right hemisphere controls the left side of the body. When this is related to the NLP model the conclusion emerges that when a person accesses visual and auditory remembered and auditory digital they are engaging the right hemisphere which processes information simultaneously and parallel and which specialises in images, patterns and wholes. This hemisphere is non-rational (emotive), intuitive and metaphorical and reacts most strongly to visual or tactile inputs. When a person accesses visual and auditory construct and kinaesthetic they are engaging the left hemisphere which processes information linearly, serially and sequentially and which specialises in words, numbers, and parts. This hemisphere is logical, rational and analytic and reacts most strongly to verbal-linguistic inputs. This does not seem to make sense. Kinaesthetic would seem to be a right hemisphere activity and auditory digital would seem to be a left hemispheric activity. Also constructing a picture or a sound appears to be more right brained than remembering a picture or sound. It should be remembered that the right and left brain model applies to visual external and that the NLP model is dealing with internal visualization. Perhaps the process somehow switches internally; perhaps by flooding the opposite hemisphere with external input it is easier to gain access internally to the same hemisphere. In any case it is difficult to reconcile the brain lateralisation model and the NLP model. More research in this area is definitely in order. © 2008 Roger Deaner, Sean Healy and Carolyn Barratt. All rights reserved. Reproduction in any form prohibited without the express approval of the authors

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Reference Guide for Practitioners of NLP Combining the left/right brain model and the NLP model, one is drawn to the conclusion that visual and auditory memory as well as auditory digital is basically non-rational (emotive), intuitive, metaphorical, simultaneous and parallel. Visual and auditory construct and kinaesthetic, on the other hand, are rational, logical, analytic, linear, serial and sequential. It is interesting that not all of this research on eye patterns agrees with the eye scanning model codified by Bandler and Grinder. The person outside of NLP who has most popularised eye patterns in America is the educational psychologist Steven Devore. Devore is the founder and president of Syber Vision which is the largest distributor of sports performance enhancement video tapes in the world. Devore worked out his process called Neuro-Muscular Programming with the help Of Dr. Karl Pribram of Stanford University. Dr. Pribram developed the model of the holographic brain. He also is co-author with Gallanter and Miller of “Plans and the Structure of Behaviour” that presents the TOTE model which serves as the basis for the NLP strategy model. Devore and Pribram's eye scanning model for a right handed person as presented in Devore's books “Syber Vision Muscle Memory Programming for Every Sport” (1981) and “The Neuropsychology of Achievement Study Guide” (1982) is presented below. According to their research a central focus indicates a sensory synthesis for both right and left handed people. MODEL FOR A RIGHT-HANDED PERSON.

Memory of Smell Visual Construction

Visual Memory Recall

Auditory Construction

Auditory Memory Recall

Body Sensation Recall

Memory of Emotion Memory of Taste

MODEL FOR A LEFT-HANDED PERSON.

Memory of Smell Visual Memory Recall

Visual Construction

Auditory Construction

Auditory Memory Recall

Body Sensation Recall

Memory of Emotion

Memory of Taste

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Reference Guide for Practitioners of NLP As can be seen, their model differs in some interesting ways from the standard NLP model. Some of these differences are: 1

Devore's model adds eye accessing patterns for taste and smell.

2

Devore's model has memory of emotions in place of auditory digital.

3

Devore's model has body sensation recall in place of kinaesthetic.

4

Devore's model has a central focus as representing sensory synthesis rather than just visualization as in the NLP model.

5

Devore's model for a left handed person only reverses visual memory recall and visual construction. (Devore later modifies this to say that some left handers also switch auditory memory recall and auditory construction. Other than these shifts Devore claims that "all of the other eye shift positions remain the same for both rightand left- handed people."

6

Devore claims to have discovered the physiological basis of eye scanning patterns. His explanation on pages 12 and 13 of “The Neuropsychology Of Achievement Study Guide” is as follows: Besides being the organ for vision, research tells us that the eye acts as a mechanism to open up channels into and out of the brain for the input and recall of sensory information. Certain patterns of eye movement have been found to beam electrical impulses to the brain. These impulses act as reference beams that stimulate and unfold our holographically stored memory. Scientists have discovered a basic and ancient mechanism in the depths of the brain that physiologically relates eye movements to sensory memory recall. Called the “reticular formation,” this dense bundle of nerves serves as a sensory filter for the brain, deciding which messages are significant enough to be sent to the conscious mind for attention. The nerves that control eye movements, a set of three nerves (the oculomotor, the trochlear and the abducens) which we'll refer to simply as the oculomotor nerves, srcinate and derive from the reticular formation area. It is thought that whenever the eye is moved to a particular position, either instinctively or intentionally, the reticular formation is activated to send a beam or impulse to the brain to stimulate a particular sensory motor recall.

Devore and Pribram's model indicates that further research into the area of eye scanning patterns is in order. It is also worth mentioning in passing that there have been many "scientific studies" to test the NLP eye scanning model. Many of these studies have shown conclusively that the NLP model is invalid. In defence of NLP, most of these studies have been based on poor research design, serious errors in methodology, as well as a lack of understanding of the conceptualtheoretical basis of the NLP model. These studies are not likely to lead any NLP Practitioner to give up the NLP model, but every NLP Practitioner should be aware of them since they are often used in scientific circles to refute the entire NLP model. Another researcher on eye patterns is the Canadian educational psychologist and Certified NLP Trainer Dr. Lloyd Flaro. Dr. Flaro is an expert on child learning disabilities. He has made some interesting discoveries while using the NLP model in his work with "learning © 2008 Roger Deaner, Sean Healy and Carolyn Barratt. All rights reserved. Reproduction in any form prohibited without the express approval of the authors

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Reference Guide for Practitioners of NLP disabled" kids. Some of these are written up in his excellent book “Mending Broken Children”. Dr. Flaro's research reveals the following interesting additions to the NLP model. When a person accesses visual construct they are also accessing short term visual memory. When a person looks straight up they are often doing visual motor processing. They see the movement and feel it at the same time. The great hockey player Wayne Gretsky often does this. When a person looks straight ahead and dilates their pupils they are visualising externally to themselves. When a person looks straight ahead and constricts their pupils this seems to be associated with internal dialogue or internal kinaesthetic sensations. It is evident that eye patterns areinnot simple as they seem.allRather simply accepting the movement traditional NLP model an as unquestioning fashion NLP than practitioners are well advised to study this whole area more closely. IMPORTANT NOTE. The previous section describes the history and provenance of eye patterns, eye scanning and eye accessing cues. In the search for universal realities about human behaviour, all researchers optimistically believed t hat these cues worked one way for right-handed people and another for l eft-handers. However, we now know that many combinations of different wiring exist so that these diagrams should be considered indicative only. The following will help you elicit the specific wi ring for an individual person.

Eliciting Representational Systems Accessing Cues VISUAL REMEMBERED (Vr): 1. In your immediate family whose eyes are darkest? 2. The last time you saw your desk or bureau what were four items on it? 3. What colour flowers did you either last give or receive? 4. What colour walls were in your previous bedroom? 5. Who were the first four people you saw today? VISUAL CONSTRUCT (Vc): 1. What colour would you like your next car to be? 2. Can you see yourself with green hair? 3. Rearrange the furniture in your bedroom so that you can see all the furniture in different locations. 4. How much is 448 plus 26? 5. Imagine seeing yourself sitting here from a position three feet behind you.

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Reference Guide for Practitioners of NLP AUDITORY REMEMBERED (Ar): 1. Can you distinguish between the sound of a police siren and an ambulance siren? 2. Hear the sound of your mother’s (father’s, etc…) voice. 3. Who has the sexiest speaking voice you know? 4. Say/sing to yourself the first few bars of the National Anthem. 5. Hear your favourite song in your mind and mentally hum along.

AUDITORY CONSTRUCT (Ac): 1. What would your favourite song sound like speeded up by 3 times? 2. Imagine speaking like a dolphin. 3. What would the sneeze of an elephant with a cold sound like? 4. What would a dog sound like if it could speak French? 5. Imagine somebody calling you and mispronouncing your name in a way you’ve never heard before. KINESTHETIC (K): 1. Can you remember the feeling of the first time you fell in love? 2. Imagine a slow tingling sensation trickling down the back of your neck. 3. Can you remember the sensations of just having a good meal? 4. Go back and fully re-experience one of your happiest memories. 5. Describe the “feeling” of your favourite article of clothing. AUDITORY DIGITAL (Ad): 1. Give three good logical reasons why people should save money. 2. Which came first, the chicken or the egg? 3. If a tree falls in the forest with no one to hear it, does it make a noise? 4. Why does “knowing your outcome” make sense as the No.1 rule of NLP? 5. If a magical genie offered you a magic wish to have anything you wanted, how would you go about deciding what specifically to wish for?

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Reference Guide for Practitioners of NLP PRESENT TO DESIRED STATE MODEL

DESIRED STATE For what purpose? How will you know? (4/6-tuple)

What prevents you achieving your desired state?

DEVIATION

PRESENT STATE The importance of knowing where you are and where you are going or where you want to be is a concept that is found in many areas. It is, for example, endemic in our business speak. The NLP ‘Present to Desired State’ model differs from other models or concepts by the use of its questioning tools and its demand for sensory specific evidence. Question 1: “what prevents you from achieving your desired state?

The purpose for asking this question is to have the client arrive at the realisation that they, themselves are the block that is preventing movement. You may have to ask “what prevents...?” numberanswer of timesbefore in order to can havemake themthis chunk their answer down to a more real and morea specific they realisation. This part of the process can be invasive, so rapport is essential and the NLPer must keep calibrating to maintain the relationship. Until the client reaches the point of self responsibility it is easy for the client to make excuses as to why they are not succeeding and for them to blame others. This part of the process is essential because if a client cannot accept responsibility for their present state or situation, then the process cannot continue. Question 2: “How will you know when you have achieved your desired state?

The client must have the evidence for their desired state represented in at least a 4-tuple if not a 6-tuple. E.g. “When you achieve your desired state, what will you see? What will you hear? What will you feel? Etc etc ( specifically). This way the desired state is encoded into the neurology so that the unconscious and conscious minds know exactly what they are headed for. Question 3: “For what purpose do you want the desired state?”

When the client answers, the answer should begin with, “So that ...” This keeps the time frame oriented towards the future and bypasses previous justifications. Have the client continue to chunk down until they get a strong state shift / unconscious engagement. Stop questioning as soon as this is achieved. Rapport is vital and be prepared for an answer that may not to make sense to you or even be able to be articulated.

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Reference Guide for Practitioners of NLP SETTING AN OUTCOME An outcome should not be confused with a goal. The purpose of an outcome is to determine the qualities required to achieve your goal. A Goal is a physical manifestation or the embodiment of an outcome. Goal setting pre-supposes that you have all the techniques and qualities needed for their

achievement. Goals work at the level of behaviours and abilities and require skills to be achieved. Outcomes address the inherent qualities of an individual at the level of identity. In order to have something, achieve something, an individual has to already be (or have the

identity of) the person who has or does that result. Example 1:

Goal = Outcome =

Example 2:

I want a job. I want to be employable

Goal Outcome

= =

I want a relationship. I want to be relatable

Keys To Well Formed Outcomes SPECIFY PRESENT STATE •

“Where are you now?” (Specifically)

•

“What Causes your Present State?”

•

“What Prevents You from Having Your Desired State Now?”

MAINTAIN ALL BENEFITS OF THE PRESENT STATE •

Preserve the secondary gain

4-TUPLE STATE VS. OUTCOME •

“What do you need to do in order to achieve the desired 4-tuple state?”

“WHAT RESOURCES DO YOU NEED TO ACHIEVE YOUR OUTCOME?” •

Act as If Frame

•

Access Previous Resources

•

New Behaviour Generator (role model)

•

Create a Appealing Future with Submodalities

MORE THAN ONE WAY TO GET THE OUTCOME FIRST STEP IS ACHIEVABLE •

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Reference Guide for Practitioners of NLP Well Formedness Conditions for Outcomes Neuro-Linguistic Programming lists certain "well formedness conditions" that outcomes should meet. 1.

STATED IN THE POSITIVE The first of these is that the outcome should be stated in positive terms. This means that the outcome must be stated as what one wants and not as one does not want to happen. Outcomes must be things that are capable of being satisfied. It is both logically and practically impossible to give someone the negation of an experience. One cannot engage in the process of "not doing." One can only engage in the process of doing.

2.

SELF INITIATED AND MAINTAINED Secondly, the outcome or desired state must be initiated and maintained by the subject. This places the locus of control and responsibility for achieving the outcome with the subject and not with someone else. It is not a well formed outcome when you expect someone else to do something or change in some way. All one can do is to have as an outcome for oneself; i.e. based on the understanding that one can only change oneself or one’s own behaviour so as to bring about a change in someone else.

3.

SENSORY SPECIFIC Third, the desired state must be sensory specific. One must be able to say what one would look like, sound like and feel like if one achieved the outcome.

4.

EVIDENCE PROCEDURE The fourth well formednessincondition outcomesThere is thatmust the outcome must be testable and demonstrable sensoryfor experience. be an evidence procedure. Without an evidence procedure there is no way to measure progress toward the achievement of the outcome. With an evidence procedure for the outcome it is possible to determine if one is making progress toward achieving the outcome or not.

5.

CONGRUENTLY DESIRABLE/META OUTCOME Fifth, the outcome or desired state must be ecologically sound. One should consider the consequences for oneself and for other people and not pursue outcomes that lead to harm to oneself or other people.

6.

ECOLOGICAL Sixth, the desired outcome should preserve any positive product of the present state. If this is not the case then symptom substitution may occur.

7.

APPROPRIATELY CONTEXTUALISED Finally, the outcome must be appropriately and explicitly contextualised. This means that outcomes must not be stated as universals. One must never want something either "all the time" or "never," but only under specific circumstances. In Neuro-Linguistic Programming one always strives to create more choice and never to take away choice or reduce the number of possible responses. The goal instead is to make the choices or responses available in the appropriate circumstances. © 2008 Roger Deaner, Sean Healy and Carolyn Barratt. All rights reserved. Reproduction in any form prohibited without the express approval of the authors

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Reference Guide for Practitioners of NLP THE THREE LEGS OF NLP Neuro-Linguistic Programming is a set of powerful techniques for rapid and effective behavioural modification and the operational philosophy which guides the use of these techniques is known as the three legs of NLP, even though there are actually four operational principles. 1) Know what outcome you want to achieve. 2) Have sufficient sensory acuity to know if you are moving toward or away from your outcome. 3) Have sufficient flexibility of behaviour so that you can vary your behaviour until you get your outcome. 4) Take action now.

KNOW YOUR OUTCOME:

Neuro-Linguistic Programming stresses living with conscious purpose. To be at cause in your life, you must have an outcome for everything you do. It is only when you are unclear about your outcomes that you delay your achievements or don’t get what and where you want to in life. The importance of having specific outcomes cannot be stressed enough. Those people who do not have conscious outcomes wander randomly through life, achieving little except by accident. To achieve your outcomes it is necessary to act and speak in specific ways. NeuroLinguistic Programming teaches a series of linguistic and behavioural patterns that have proved highly effective in enabling people to change the beliefs and behaviours of themselves and other people. In using any of these patterns Neuro-Linguistic Programming stresses the importance of continuous calibration to gain evidence that what one is doing is indeed working. If it is not working then it is important to do something else. One varies one's behaviour until one gets the results one wants. This variation in behaviour is not random, however, but involves the systematic application of the NeuroLinguistic Programming patterns.

SENSORY ACUITY:

The second operational principle is to have sufficient sensory acuity to know if they are moving toward their outcome or not. Neuro Linguistic Programming teaches the ability to calibrate or "read" people. This involves the ability to interpret changes in muscle tonus, skin colour, skin shininess, lower lip size and breathing rate and location. The NeuroLinguistic Programming practitioner uses these and other indications to determine what effect they are having on other people. This information serves as feedback as to whether the other person is in the desired state. An important and often overlooked point is to know to stop when the other person is in the state that one desires.

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Reference Guide for Practitioners of NLP BEHAVIOURAL FLEXIBILITY:

The third operational principle of Neuro-Linguistic Programming is to vary ones behaviour until the response required is achieved. If what one is doing is not working, then something else needs to be tried. Your sensory acuity will determine if what you are doing is leading towards the desired direction or not. If the actions taken are moving you towards your desired outcome, then continue to do what is getting you where you want to go. If, on the other hand, the actions being taken are moving you further from your desired outcome, then different actions need to be taken. The key is to be flexible. Many people faced with a clear indication that their actions are not working, will simply do the same things, but more definitely. To get behavioural change, it is usually necessary to change your behaviours.

TAKE ACTION

Finally it is necessary to take action, since nothing ever happens until someone takes the initiative. In short Neuro- Linguistic Programming is about thinking, observing and doing in order to get what one wants out of life.

© 2008 Roger Deaner, Sean Healy and Carolyn Barratt. All rights reserved. Reproduction in any form prohibited without the express approval of the authors

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Reference Guide for Practitioners of NLP SUBMODALITIES Submodalities can be thought of as the bar code of experience. By changing the code, you can change the response. In order to make any distinctions or register difference within our neurology a submodality change of some sort has to occur. Submodalities are linked with representational systems and are the subsets within each representational system.

When working with submodalities everything we do is either contrast and/or comparison. These are known as the critical submodalities. Contrast refers to the submodalities which are different between two experiences or memories. Comparison refers to the submodalities which are the same across certain memories, e.g. “of three happy memories of the past, what submodalities are the same across all three?”. A driver submodality refers to a submodality that when changed/adjusted will automatically cause a change in other critical submodalities. A Practitioner working with a client will find it useful to elicit the driver submodality. The critical submodalities are those that must be there to make the experience as it is, rather than the ones that make up the experience. Worth noting is that submodalities can also be digital or analogue. Digital submodalities are either on or off (e.g. 3D/2D; associated/disassociated) and analogue submodalities work within a sliding scale (e.g. brightness; distance; volume; pitch etc). It can be useful to explore the digital submodalities first.

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Reference Guide for Practitioners of NLP Submodality Distinctions. This list is by no means a complete list of submodality distinctions, and the order of the listing is irrelevant. Notice what distinctions you make internally that you can add to this list.

VISUAL:

AUDITORY:

KINESTHETIC:

Brightness Size Colour/Black & White Saturation (vividness) Hue or colour balance Shape Location Distance Contrast Clarity Focus Duration Movement (slide/movie) Speed Direction 3-dimensional/flat Horizontal/vertical hold Sparkle Perspective (point of view) Associated/dissociated Foreground/background Self/context Frequency or number (split Screen or multiple images) Frame/panorama (lens angle) Aspect ratio (height to width) Orientation (tilt, spin etc…) Density (graininess, pixels) Transparent/opaque Strobe Direction of lighting Symmetry Digital (printing) Magnification Texture

Pitch (speed) Tempo Volume Rhythm Continuous/interrupted Timbre or tonality Digital (words) Associated/dissociated Duration Location Distance Contrast Foreground/Background Clarity Number Symmetry Resonance with context External/internal source Mono/stereo

Pressure Location Frequency (tempo) Extent Texture Temperature Number Movement Duration Intensity Shape Vibration

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Reference Guide for Practitioners of NLP STATE - BEHAVIOURS - RESULTS MAP

STATE

How you are BE

BEHAVIOUR / ACTION

what you do/how you act

RESULTS

what you get.

DO

HAVE

Your state, your core values and value systems determine at any moment what behaviours or actions you will take in your life. It is these behaviours and actions that determine the kind of results you get in your life. So many times you will meet people who believe that if only they could have the things they crave (house, car, education, love, partner, money, etc) then they could be who they want to be. But in fact who you are determines what you have.

PHYSIOLOGY OF EXCELLENCE The way we use our physiology affects not just how others perceive us, but also our own perception of the events happening in our lives. As a practitioner of NLP and being aware of the mind-body connection, your physiology is as important as that of your client. Paying attention to this is crucial to your maintenance of a resourceful state in yourself as well as for your client. Your physiology and how you hold and manage yourself serves as a demonstration to the unconscious of your client and directionalises the unconscious as one element of how to be.

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Reference Guide for Practitioners of NLP ANCHORING An anchor is a sensory stimulus (i.e., touch, image, sound, smell or taste) that is attached to an internal state of consciousness, so that when the stimulus is repeated it recreates the state in the subject. Anchors are the "handles" that allow us to move experiences around in time. They are used to “capture" states (both current and past) so that those states can be made available (in the same or altered form) in other contexts in the present or the future. Anchors are naturally occurring all around us every day. In NLP we use this process as a conscious tool to make internal states (especially resource states) available in other contexts and to depotentiate dysfunctional states (or the memories of those states) that may be interfering with optimal functioning. Anchors are also used to restructure internal processes and to alter future responses to certain situations. The process of anchoring involves the connection or association of a touch, sound, image, smell (or theoretically a taste) called the "stimulus" or "anchor" with a particular internal state so that when the anchor is replicated or "fired" in the present or future the associated internal state will also be accessed. In essence an anchor places the neurology at choice point. It does not control you. The intention and context determines what happens. You should consider the use of anchors as training wheels especially for self anchoring until you, yourself, have trained your neurology so that you simply become the anchor in whatever context you are intending to use it. By doing this, you no longer have to continually remember to fire anchors. The mechanics of anchoring are straightforward and require the ability to elicit internal states and to calibrate changes in internal states. The steps in establishing a kinaesthetic anchor are as follows: • • •

•

• •

•

Calibrate the state the person is in. Elicit the state that you want to anchor. As you calibrate that the person starts to change from the state that they are in to the desired state apply the anchor with firm steady pressure in a location that you can return to exactly. As soon as you calibrate that the person that you are anchoring is starting to change again to another state release the anchor immediately. Use a separator state to distract the person’s attention. While they are distracted fire the anchor using the same location and pressure. Hold the anchor for five to fifteen seconds. Calibrate to see if the person’s physiology changes to the same as when you elicited the state and anchored them initially. If it does then you have anchored them successfully. If it does not then your anchor was not successful and you need to repeat the process again more carefully.

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Reference Guide for Practitioners of NLP VISUAL AND AUDITORY ANCHORING. So far only kinaesthetic anchors have been

discussed. It is also possible to anchor both visually and auditorially and advantageous to do so in certain circumstances. KINAESTHETIC ANCHORS have both advantages and disadvantages. They are easy to

use and can be made very precise. They gain part of their power from the natural tendency of the body to pay close attention to touches on it to decide if they represent a threat to it. The disadvantage of kinaesthetic anchors are that they are hard to do covertly and that certain circumstances preclude touching or make it awkward. A particular form of kinaesthetic anchor is a spatial anchor, in which a particular location on the floor is reserved for the access of a particular state or set of states. When used to create a resource state, some refer to this as a “Circle Of Excellence”. In those situations visual and auditory anchors are valuable. Both are more covert but require more practice to master. Auditory anchors are particularly effective in our society since they are outside most people's conscious awareness. Visual anchors are obviously not available in those situations where the subject is accessing with their eyes closed. It is possible to anchor in all three systems simultaneously for maximum effect. Auditory and visual anchors are more difficult to use because of the difficulty of replicating the sound or the image exactly. To master auditory and visual anchoring select five to ten sounds or gestures or facial expressions that you do not normally use unconsciously and practice them until you can repeat them exactly. Practice the visual anchors in front of a mirror until you can repeat them exactly. Practice the auditory anchors such as finger snaps and ways of pronouncing a word until you can replicate them exactly. Once you have developed your repertoire begin to practice in the real world using these anchors covertly. The result will be well worth the effort.

Critical Factors Involved In Successful Anchoring In order to anchor successfully one must anchor at the right place at the right time and be able to reproduce the anchor precisely. The following factors are critical: • • • • •

Unique stimulus Exactly repeatable Fully associated Peak timing Test.

People vary in the time that it takes them to change internal states and in the intensity with which they re-experience these states. Some people change states almost instantly while others may take a long time to change states. It is critical to successful anchoring to be able to calibrate when, and the speed at which, the subject is going into the desired state. If one anchors too soon the subject may not be in the desired state, and if one anchors too late the subject may already be changing into another state. If one anchors either too soon or too late, one is not anchoring the pure state but either a diluted version of the state or a mixture of the state and some other state. © 2008 Roger Deaner, Sean Healy and Carolyn Barratt. All rights reserved. Reproduction in any form prohibited without the express approval of the authors

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Reference Guide for Practitioners of NLP The key to anchoring is to capture the pure state at the peak of its intensity. Thus, the best time to anchor is as the subject is starting to change into the desired state. As the change increases slightly increase the firmness of the anchor. The best time to release the anchor is just at the peak of the experience. As soon as the subject starts to change again into another state then release the anchor immediately. If the person reaches a plateau in the experience and you want to move on, then release the anchor and direct them to return to the here and now. It is thus critical to calibrate when the subject is beginning to change into the desired state and when they are beginning again to change out of it. The best indication of a change in state is a change in breathing. Thus one should be particularly sensitive to the location and the depth of the subject's breathing. Other factors to observe are skin colour and shine, muscle tension and lower lip size. People vary in the intensity with which they are able to access states. The best time to anchor a state is when the person is in it naturally. In this case they are already there and it is not necessary to elicit the state. All one has to do is anchor it. To do this one must be constantly alert for opportunities to anchor. With families and close friends one has the opportunity to share many experiences and one should always be alert for the natural occurrence of strong positive states and anchor them for future use. One can also anchor these states oneself, as we will discuss later. By establishing a resource bank in this way one invests for rainy days ahead when these positive states will come in handy. In cases where one does not have the opportunity to anchor states as they occur it is necessary to access the memories of these states at a later time. This requires artistry on the part of the person doing the anchoring and cooperation on the part of the person being anchored. Remember: To anchor successfully it is necessary to get the subject into an associated

state. One difficulty some people have is that when asked to remember a time when they were feeling happy, sad, miserable, joyful, neutral, etc...etc...., they either cannot remember such a time, or, they have a gestalt memory - remembering a cluster of times - and their memory keeps jumping between these instances. People who store most of their history in terms of gestalts instead of isolated events may have difficulty setting anchors by accessing past experiences simply because their past experiences are coded in clusters of half remembered events or situations. To create an anchor of a past memory of, say, happiness, the greater the intensity of the srcinal experience, the more effective the anchor will be. Some memories are so intense that they affect people for their whole life. In psychology these are called "traumas" and they may produce avoidance responses called "phobias." In anchoring a past memory it is important for the subject to choose the most powerful reference experience they have had. This process may take time to bring to the surface memory, so your patience as a NLPer is important. Identifying the reference experience in advance, eliciting the memories skilfully, and allowing time to reflect and for the memory to surface, enables your client to arrive at one © 2008 Roger Deaner, Sean Healy and Carolyn Barratt. All rights reserved. Reproduction in any form prohibited without the express approval of the authors

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Reference Guide for Practitioners of NLP pure experience to anchor and helps circumvent gestalt memory kicking in, allowing the client to focus on a single event. To summarise, in anchoring, one needs to elicit one pure intense experience from the subject. Insist on them remembering one specific experience and avoid allowing the subject to jump around between different experiences since this dilutes the anchor. The next critical factor in anchoring is the uniqueness of the anchor or stimulus. This is determined by the location of the anchor on the subject's body, by the area or size of the anchor, by the length of time the anchor is held and by the amount of pressure on the subject’s body. In choosing a location to anchor on one should select a location that one can get to easily and that one can return to precisely. As a practical matter in a therapeutic context I always tell the subject ahead of time that I am going to be touching them in a certain location and that I would like their permission to do so. In non-therapeutic contexts, where one is anchoring covertly, the touch should be natural and appropriate. Avoid raising suspicion by developing a natural gesture of touch during any previous conversation. This will allow you to use touch in a skilful manner to anchor appropriate states in your client. In business, use of kinaesthetic anchoring, is not necessarily appropriate, so a NLPer will need to look for opportunities when useful states arise to anchor them using visual or auditory anchors. In anchoring it is important to choose an area that is not touched on a regular basis and that is clear of cuts, scars or bruises since these are already negative anchors. A person may have to certain spots their bodyand which may already or may not benegative aware of.anchors There isconnected often no way to know thison in advance onethey must calibrate constantly and stop and anchor in another location if one gets a negative reaction. Do not anchor on a part of the body that is touched often (such as the palm of the hand) since this location already has many experiences anchored to it and since whatever you anchor there will be quickly collapsed by future touching. In choosing a location to anchor on it is a good idea not to anchor on clothing since it may shift position on the body making it difficult to return to precisely the same spot. A good place to anchor is the back of the hands. I always tell the person that I am going to touch them there and ask them to rest their hands with their palms on their knees so that I can get to them easily. In anchoring covertly it is often necessary to anchor on the shoulder or the elbows. It takes considerable practice to be able to return to these spots precisely. It is important that the location of the anchor be one that you can get too easily and quickly. You do not want to be off balance or uncomfortable in anchoring and you may have to be able to get to the spot very rapidly if the person starts to go into state very quickly. Obviously one should plan ahead of time where one is going to anchor and be careful to remember the exact location of the anchor. If you anchor a lot of people it is a good idea to set up a system for yourself so that you can quickly remember where you have set what anchors. If necessary write them down and keep a record on people that you deal with regularly. © 2008 Roger Deaner, Sean Healy and Carolyn Barratt. All rights reserved. Reproduction in any form prohibited without the express approval of the authors

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Reference Guide for Practitioners of NLP It is better to anchor over a small area than over a large area since this is easier to replicate. For this reason for precise anchoring it is best to anchor with your fingernail on one on the grooves of one of the subject's knuckles. At most anchor with the tip of one of your fingers. By anchoring with several fingers or even worse your entire hand it becomes very difficult to replicate the anchor exactly. Also it is not a good idea to use cross pressure or to pinch since this is also difficult to replicate. The anchor is wherever the subject is touched. I have watched beginners very carefully anchoring with one of their fingers on the subject's knuckles while being oblivious that the rest of their hand was resting on the subjects hand or knee. It is important to only touch the subject on the spot being anchored and not to touch them with any other part of your body. The ideal anchor then is on a place on the subject that is marked by a groove or a freckle and which you can return to precisely. If this is not the case (as in some cases of covert anchors) it may be necessary to feel around for the exact location while calibrating to see when one finds it. Obviously it is easier and more effective to be precise in the first place. In anchoring it is important to apply firm steady pressure. The touch should never be painful but should not be too faint either. There is a tendency for beginners and stiff people to be afraid of touching the subject which often leads to light and ineffective touching. It is also a good idea if possible to gradually increase the pressure as the subject goes into the experience. It is important to both touch firmly and to hold the anchor for a long enough time. There is a tendency for beginners and people who are afraid to touch to just tap the other person. The anchor should be held for an absolute minimum of five to fifteen seconds. The anchor may be held up to a minute or longer if the subject is deeply in the experience. In replicating or "firing" the anchor it is necessary to return to the precise location with the same stimulus and the same pressure for the same amount of time. There is a tendency for beginners to want to tap the anchor and then wonder why it does not bring back the desired state. It will take time for the subject to completely re-experience the state so it is necessary to hold the anchor until the subject is truly into the experience. In learning to anchor initially, and when in a therapeutic context where the subject has requested assistance, it is advisable to have the subject signal to you when they are in the desired state and when they start to come out of it. This information can assist in learning to calibrate. Also, when you replicate the anchor ask the subject if you have returned to the precise same spot. One should always test any anchor one sets to make sure that it is effective. The best way to do this is to distract the subject and then unobtrusively touch the anchor in the precise location with the same pressure for the necessary amount of time while you are calibrating the subject’s responses. The anchor is effective if the subject’s physiology changes to match that of when they were anchored initially. It is not necessary that the subject have a subjective experience of seeing the same pictures again or of flashing on the same memory. This often happens, but it is not necessary as long as the physiology changes. Probably the most important change to look for in the physiology is in the breathing. If the change does not occur when the anchor is tested, then the anchor was not successful and it is necessary to anchor again with more precision.

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Reference Guide for Practitioners of NLP Stacking Anchors In order to reinforce anchors, or to make them more powerful or to broaden their scope it is necessary to "stack" more than one experience on the same anchor. The experiences to be stacked may be more examples of the same experience or may be different but complimentary experiences. Stacking anchors are used to build powerful all-purpose resource anchors or to reinforce single purpose anchors. It is usually necessary to stack together a number of strong positive experiences to get a powerful enough total to neutralise or cancel out a strong negative experience. This process which is called "collapsing anchors" will be discussed in the next section. To stack anchors follow all of the steps described earlier to anchor the first experience. Once the first experience is anchored and you have tested the anchor, repeat the same procedure to anchor another experience on the precise same location. To stack more anchors repeat the process again and again. You can also stack anchors over a period of time by anchoring in the same location whenever the subject is naturally in the state which you desire to anchor.

Collapsing Anchors This is one of the most powerful techniques in the whole NLP arsenal. It is used to cancel out negative experiences that are getting in the way of functioning. By removing or reducing the "charge" around memories of negative experiences or of present negative states it is possible to allow the subject to function more effectively. Collapsing Anchors is usually used for collapsing mildly upsetting states rather than trauma. For trauma or highly intensive negative states, more is required than a simple collapsing anchor process. The process of collapsing anchors involves firstly anchoring the client’s unresourceful state. In a separate step, anchor a more intense, highly resourceful state, before firing both anchors simultaneously while calibrating the neurological response. As you calibrate the resourceful state overriding the unresourceful state, release the unresourceful state anchor first. Test and if necessary repeat.

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Reference Guide for Practitioners of NLP Change Personal History Change Personal History is used when an individual is negatively affected by their sense of the past. It is used to reconstruct their past into one that supports them in the present. The tremendous effectiveness of changing history is evident by observing how people can distort their internally generated experience and then act on this distortion while forgetting that they created it in the first place. The change personal history process begins with the realisation that some unwanted and recurrent feeling is getting in the way of optimum functioning. This feeling is used as an anchorspecific to go back and locate specific instances of it.new Resources areThe thennewly generated and these instances are then replayed with the resources. constructed instances are then stored as a new history. The clue is in the languaging, e.g. “as long as I can remember I’ve always had trouble with........’. Change Personal History begins by anchoring the state associated with the most recent experience, and then using this anchor to discover and anchor other experiences in the client’s life history so that a line of anchors is created. After anchoring an intense resource state, each of the unresourceful anchors is collapsed sequentially.

Chaining Anchors Chaining is a technique that creates a different pathway to a more desirable outcome than the pathway that is currently available to a person. It is a way of breaking up habitual patterns and helping to get people out of ruts in behaviour by substituting pathways that lead to more desirable patterns of behaviour. For example, in a testing situation time pressure may lead to panic or it may lead to increased clarity. If a person habitually panics under time pressure, then chaining would be an appropriate technique to install an alternative pathway leading to a more desirable outcome such as increased clarity. Chaining anchors is used for moving from unresourceful to desired state when it is perceived that the gap is too big to get from one directly to the other. The gap has to be broken down into more manageable chunks. E.g. moving from the despair of the collapse of a relationship to the hopefulness of finding new love or in business, it may be the loss of a large scale business project or bankruptcy to the motivation to start again. An example of a useful anchor chain is: e.g. crushing disappointment meta review  learning creativity optimism. The purpose is tostate, set up a chain of states which the preceding state the state anchor that triggers the next and that this state isinthe anchor that triggers theisnext and so on.

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Reference Guide for Practitioners of NLP This is the major difference between collapsing anchors and chaining anchors. Chaining anchors requires sequential triggering of the anchors whereas collapsing anchors requires simultaneous triggering.. Now the real artistry begins with the design of a sequence of internal states or responses that lead inevitably from the trigger to the desired end state. The steps must be doable for the subject, i.e. they must be able to go from one state to the next and they must lead to the desired outcome. Once all of the steps of the chain are determined the process of installing the chain begins.

P P P

State x

State x

State y

State x

State y

State z

State x

State y

State z

P

D

IMPORTANT NOTE. In the field you may not always be presented with workable states in a sequential manner. You may first have to anchor these states in isolation and then link them up later.

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Reference Guide for Practitioners of NLP Erasing, Transferring and Stealing Anchors If you are aware that someone has anchored you and you do not want to be anchored by them then collapse the anchor yourself. If they have touched you then put yourself in a positive state and touch the anchor yourself at the same spot. After you have collapsed it test it and see what state you go into. Auditory and visual anchors are harder to collapse and you may have to do it in your imagination remembering the sound or the image. Often we are negatively anchored without being aware of it. The many gestures, expressions and voice tones of our relatives and friends may be anchors. Detecting and collapsing thatanchors are negative canto bekeep a great help in improving a relationship. utilising thethose positive can help a relationship on a positive keel. Also Transferring anchors is the type of process that makes intelligence agents smile. The idea is for one person to establish positive rapport with the subject and to establish a positive anchor with them. The second person is told the location of the anchor and practices it until they can replicate it perfectly. They then use the anchor which was established by the first person to get the desired state in the subject. Stealing anchors is an even more interesting technique. As mentioned previously most people have many unconscious anchors in their relationships. When stealing anchors, observe the interaction between two other people carefully and you can detect these anchors. To steal an anchor, use touch in precisely the same way; or use the same expression; or say the same word with the same voice tone. This is a particularly good way to build rapport rapidly and exert unusual influence on people you hardly know. Using this technique you can also gain positive responses from people who you do know; and you can influence them to respond to you in the same way that they respond to the person from whom you stole the anchor.

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Reference Guide for Practitioners of NLP META MODEL The META MODEL is a map for changing models of the world. It is an explicit representation of our unconscious, rule governed behaviour. It is a model of language allowing one to get out of the traps of language. Since language reveals the way we process our reality, the NLPer must be able to distance themselves from the language of the client in order not to be limited in their capacity to help others in business and life contexts.

Three Universal Brain Processes GENERALISATION is the cognitive process by which parts of a person’s internal

experience separates from the srcinal experience becoming a separate generalised pattern. This can be useful as when a child touches a stove top and gets burnt. The child generalises to “burners are hot” or “don’t touch stoves when they are on”. It can be limiting in other cases. For example a child is yelled at by a woman in a red dress and generalises this experience to “people in red dresses should be avoided”. Unsupportive generalisations like this can impoverish our model of the world through the loss of detail and richness of the srcinal experiences. DELETION is what has been left out of your internal representation of the srcinal

experience. This is one of the cognitive processes that allows us to manage incoming sensory data without being overwhelmed. However there are things we delete which would be useful for us to have retained. The purpose of recognising deletions is to assist us in restoring a fuller representation of experience. Some people are experts at deleting what works in their life, and only pay attention to what is not working. DISTORTION is the process of including changes into ones internal representation so that

things get “blown out of proportion”, “the truth gets stretched”, things get “twisted” or “bent”, allowing us to shift our sensory data. A useful example of distortion is planning for the future. In order to future plan you need to distort time.

The Structure Behind the Meta Model. To create meaning out of experience we pass the experience through our filters and represent it as deeper structure in sensory based linguistics. The deep structure is the fullest representation of the experience in sensory based language. A DEEP STRUCTURE is a complete linguistic representation of experience. There is far too much detail to communicate in deep structure – it is too detailed and would take too long, therefore we generalise, delete and distort up to a surface structure.

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Reference Guide for Practitioners of NLP A SURFACE STRUCTURE is a simplified representation of the deep structure which has undergone a series of TRANSFORMATIONS (Generalisations, Deletions and Distortions - GDD). Note: A transformation is an unconscious choice about the form in which an experience/deep structure is communicated. The connection between a surface structure and a deep structure is called a derivation. A derivation is a series of transformations. Example

Surface Structure GDD GDD GDD GDD GDD GDD GDD GDD Second Access (Deep Structure) GDD GDD GDD GDD GDD GDD GDD First Access (Experience)

Key Principles for Understanding the Use of the Meta Model •

“The Map Is Not the Territory”

•

“Communication is the representation to others of our representation to ourselves.”

•

“People end up in pain not because the world is not rich enough to allow them to satisfy their needs, but because their representation (model) of the world is impoverished and forgetting their representation (map) is not the world.”

•

“Change occurs by expanding and enriching peoples maps via re-connecting peoples linguistic model of the world with their reference structure (uncovering GDD’s to lead to more supportive surface structure) thus allowing for more choice in behaviour.”

•

“Language is both a representational system (Ad) and the means or process of communicating our representation of theare world. processes which wewe gogo through to communicate our experience the The same processes which through in creating our experience. The processes by which people impoverish their representation of the world are the same processes by which they impoverish their expression of their representation of the world.

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Reference Guide for Practitioners of NLP Elements of the Meta Model 1. Simple deletion–important information is missing ~ ask "what/how/who specifically?" or “about whom/what?" 2. Lack of referential index–information is vague, over generalised or not specific - ask “who/what specifically?" 3. Unspecified verb–verb is too general to permit clear understanding - ask "how specifically?' 4. Comparative deletions–a comparison in which what the comparison is to is left out ask "compared to what?" 5. Nominalisation–a process has been turned into a static event, a verb has been turned into a noun - turn noun back into a verb and challenge as an unspecified verb with "how specifically?" 6. Universal quantifier–all or none categories with no exceptions and therefore no choices such as every, all, each, everybody, no one, never, always, nobody exaggerate or ask "Has there ever been a time when this wasn't true?" 7. Modal operators–fall into two categories: •

Operators of necessity such as - have to, must, need to, should, ought to. Ask:

“what would happen if I/you did?” Or “what would happen if I/you didn’t?” •

Operators of possibility such as can't, impossible to, unable, not possible - all of

which offer no choice - ask "what prevents me/you?" 8. Cause and effect–attributing inner states to someone else's behaviour so that one thinks that someone/something causes/makes/forces someone to feel something ask "how specifically do you know?" or "how specifically does ... cause you to feel...?” 9. Mind Reading–someone claims to know what someone else is thinking or feeling without direct communication from that person - ask "how specifically do you know?" 10. Lost performative–generalisations which have become detached from each individuals model so that they are projected and one lays trips on others or on the world - ask "who says?" or "for whom?" or "according to whose model of the world?" 11. Complex Equivalence–collapse of logical levels inferring an intention from a behaviour. E.g. “you’re late, you don’t love me”. 12. Presuppositions–what must be true in order for a statement to be true. E.g. “When I call you to follow-up you can tell me about all the changes you’ve noticed”presupposes that they will notice change. 13. Displaced Adverbs–adverbs not linked directly to a verb. E.g. “Obviously and clearly displaced adverbs are the weakest meta model violation”-How is it obvious? How is it clear?

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Reference Guide for Practitioners of NLP HYPNOTIC LANGUAGING NB: Much of this section references the work, “Patterns of the Hypnotic Techniques of Milton H. Erickson, M.D., Vol. 1” © Richard Bandler and John Grinder.

Milton Erickson used language very systematically in his hypnotic work, often in unusual ways. These patterns were first described by Richard Bandler and John Grinder in their book, Patterns of the Hypnotic Techniques of Milton H. Erickson, M.D., Vol. 1. “Milton-Model” language is a prerequisite to effective hypnotic communication, and all of the induction examples in this book have used these language patterns. In the domain of NLP, it is useful to separate two logical types: “trance,” and “hypnosis.” “Trance” is a state. “Hypnosis” is what you do once the state of trance has been induced. Classical hypnosis (mesmerism) has no place in NLP. The dictionary definition states that hypnosis is an artificial production of a state resembling deep sleep in which the subject acts only on external suggestion or direction to which he is involuntarily obedient. The degree to which trance has been induced is measured by physiological changes in the subject. Such changes might include:• Rapid eye movement (fluttering) • Slower breathing • • • • • •

Low muscle tension Skin colour change Micro muscular movements Relaxed posture Swallowing Fixed facial expression.

Other terminology sometimes used is Uptime (useful for calibration and acquisition of data) and Downtime (useful for reflection and interpretation.) The purpose of trance in NLP si to access and directionalise the unconscious mind by

occupying and distracting the conscious mind. Common examples of trance-like states include driving, watching TV, travelling in an

elevator, eating alone, listening to music.

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Reference Guide for Practitioners of NLP Communicating With the “Other Mind” The unconscious mind is in charge most of the time; therefore it is necessary to discover ways to converse with the unconscious, to get signals from the unconscious and to know your messages have been received. These signals are most easily noticed if the subject is in a light trance. Trance is a state in which the customary aspects of a person’s experience (which are usually external) become less vivid and noticeable and other stimuli (usually internal) occupy the person's chunks of attention. Trance is a naturally occurring phenomenon. People spend most of their lives in different kinds of trances. Everyone has had the experience of driving along and suddenly not realising how they got to where they are at (this is an example of downtime.). Whenever you are carrying on a conversation with yourself and not paying attention to the world around you, you are in a form of trance. When someone invites you to, for example, “go inside and find a ‘happy’ memory”, the unconscious must go on a search of relevant examples to select a suitable representation of a happy memory. This search is called a "transderivational search." When you are carrying on a conversation with someone and their eyes get that blank stare indicating that they are not listening they are in trance. Under this circumstance there are three things that you can do. The purpose of trance is to distract and occupy the conscious mind in order to access and directionalise the unconscious mind. • • •

Keep on talking oblivious to the fact that the other person is not listening. Stop talking until they return to listening; or clear your throat; or break their pattern so that they will return. Shift into a different tone of voice and make suggestions to their unconscious that you want it to hear. When they return, continue from where you left off as if nothing had happened.

WAYS TO INDUCE TRANCE COVERTLY: • • • • •

Access a previous trance state Access a naturally occurring trance state Overload Confusion Stacking realities Pattern interrupts

POINTS ABOUT HYPNOTIC LANGUAGE: •

The unconscious does not compute negatives. Negation does not exist in primary experiences of sights, sounds and feelings; it exists only in the symbolic representations of secondary experience.

•

Be artfully vague. This allows one to make statements that sound specific and yet are general enough to be an adequate pace for the listener's experience, whatever that is. © 2008 Roger Deaner, Sean Healy and Carolyn Barratt. All rights reserved. Reproduction in any form prohibited without the express approval of the authors

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Reference Guide for Practitioners of NLP •

In hypnotic language all specific information is deleted which requires the listener to fill in the deletions from their own unique internal experience.

•

Presuppose what you don't want to have questioned. Give the person lots of choices but have all the choices presuppose the response that you want. Stacking presuppositions makes them particularly powerful. The more that is presupposed, the more difficult it is for the listener to unravel the sentence and question any one of the presuppositions.

EXAMPLES OF HYPNOTIC LANGUAGE ARE: • • • • • • • • • • • • • •

Nominalisations Unspecified verbs Unspecified referential index Deletion Universals and truisms Causal linking Mind reading Presuppositions Embedded commands Ambiguity Selectional restriction violations Quotes Temporal irregularities Aspects of hypnotic voice are:  Calm and relaxed  Deeper and softer  Pace their breathing with your voice

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Reference Guide for Practitioners of NLP Inverse Meta-Model Patterns Often the Milton-Model has been called the reverse of the Meta-Model. The Meta-Model is described fully in The Structure of Magic, Vol. 1, by Bandler and Grinder, and there is an excellent 12-page summary of it in an appendix to They Lived Happily Ever After, by Leslie Cameron- Bandler. The Meta-Model is a set of language patterns that can be used to specify experience more fully. In contrast, the Milton-Model provides the user with ways of being “artfully vague.” Being artfully vague allows a communicator to make statements that sound specific and yet are general enough to be an adequate pace for the listener’s experience, no matter what that is. The Meta-Model provides ways of recovering specific information that is deleted in any sentence; the Milton-Model provides ways of constructing sentences in which almost all specific information is deleted. This requires the listener to fill in the deletions from his/her own unique internal experience.

GATHERING INFORMATION

As part of the Milton-Model, this chunk is called Deleting Information, and is the most useful of the three chunks for hypnotic purposes. The four sub-categories follow. 1) Nominalisations: Nominalisations are words that take the place of a noun in a sentence,

but they are not tangible – they cannot be touched, felt, or heard. The test for a nominalisation is “can you hold it or touch it?” If a word is a noun and it cannot be held or touched, it is a nominalisation. Words like curiosity, hypnosis, learnings, love, etc. are nominalisations. They are used as nouns, but they are actually process words. Whenever a nominalisation is used, information is deleted, the speaker can be vague and the listener has to fill the deletions from their own experience. eg “she has a lot of knowledge,” deletes what she knows and how she knows it. Nominalisations are potent and effective and Milton Erickson’s inductions are filled with them. 2) Unspecified Verbs: No verb is completely specified, but verbs can be more or less

specified. If a speaker uses relatively unspecified verbs, the listener is again forced to supply the meaning in order to understand the sentence. Words like do, fix, solve. Move, change, wonder, think, sense, know, experience, understand, remember, become aware of, etc, are r elatively unspecified. 3) Unspecified Referential Index: This means that the noun being talked about is not

specified. “People can relax.” “This can be easily learned.” “You can notice a certain sensation.” Statements like these give the listener the opportunity to easily apply the sentence to themselves in order to understand it. 4)

Deletions: This category refers to sentences in which a major noun phrase is completely

missing. For example “I know you are curious.” The object of this sentence is missing completely. The listener does not know what he/she is supposedly curious about. Again, the listener can fill in the blanks with whatever is relevant in his/her experience.

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Reference Guide for Practitioners of NLP SEMANTIC ILL-FORMEDNESS 1) Causal Modelling, or Linkage: Using words that imply a cause-effect relationship

between something that is occurring and something the communicator wants to occur invites the listener to respond as if one thing did indeed “cause” the other. There are three kinds of linkage, with varying degrees of strength. •

Simple Conjunction: and, but, not. Example: You are listening to my voice and relaxing.

•

Implied Causative: as, will, so, while, during, before, after, following,

when, throughout. Example: As you sit there listening , you will relax more and more. •

Direct Cause-Effect: will make, force, cause, require, because. Example: Sitting there listening will make you more relaxed.

Notice that when using any kind of linkage, the speaker begins with something that is already occurring and connects to it something she/he wants to occur. Even greater effect occurs if she/he begins with the weakest form of linkage and gradually moves to a stronger form. 2) Mind-Reading: Acting as if you know the internal experience of another person can be

an effective tool to build the credibility of the speaker as long as the mind-reading makes use of generalised language patterns. If the mind-reading is too specific, the speaker runs the risk of saying something counter to the listeners experience, and thereby losing rapport. “You may be wondering what I’ll say next.” “You’re curious about hypnosis.” 3) Lost Performative: Evaluative statements in which the person making the evaluation is

missing (lost) from the sentence are called Lost Performatives. Statements using lost performatives which follow. can be an effective way of delivering presuppositions, as in the examples “It’s good that you can relax so easily.” “It’s not important that you sink all the way down in your chair.”

LIMITS OF THE SPEAKERS MODEL

These two final categories can be used to limit the listener’s model in ways that produce trance as well as other outcomes. 1) Universal Quantifiers: Words such as all, every, always, never. Nobody, etc., are

universal quantifiers. These words usually indicate overgeneralisation. “And now you can go all the way into trance.” “Every thought that you have can assist you in going deeper into a trance.” 2) Modal Operators are of two kinds: • Necessity involves the use of words that indicate lack of choice such as, must; have to; got to; need to; forced to; compelled etc. E.g. “I have to get a job.” “You must clean

up.” •

Possibility involves words of choice such as can; can’t; could; couldn’t; may; maybe; might; possibly; perhaps; optionally; etc. E.g. “You might allow yourself to

find new meaning....”. “You could do this couldn’t you?” © 2008 Roger Deaner, Sean Healy and Carolyn Barratt. All rights reserved. Reproduction in any form prohibited without the express approval of the authors

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Reference Guide for Practitioners of NLP Milton Model Patterns. A.

PRESUPPOSITIONS

In order for a sentence to make sense, something that is not stated explicitly is assumed to be true. To determine the presuppositions you turn the sentence into a negative and find out what is still true. E.g. In the sentence “Jack ate the food” it is presupposed that “Jack” and “food” exist. If you negate the sentence and say “No, Jack didn’t eat the food” the fact that Jack and the food exist is still not questioned. Presuppositions can be the most effective of the language patterns when used by a speaker what they don’t want questioned. This can be achieved by offering the who presupposes listener lots of choices yet having all of the choices presuppose the response the speaker wants. There is complete lists of presuppositional forms in Patterns I and further examples in Structure of Magic Vol. 1 pp. 211 – 214. . Here are some examples: 1) Subordinate Clauses of Time: Such clauses begin with words such as before, after, during, as, since, prior, when, while, etc. “Do you want to sit down while you go into trance?” This directs the listener’s attention to

the question of sitting down or not, and presupposes that she/he will go into trance. 2) Ordinal Numerals: Words such as another, first, second, third, etc., indicate order. “You may wonder which side of your body will begin to relax first.” This presupposes that

both sides of your body will relax; the only question is which will be first. 3) Use of “Or”: The word “or” can be used to presuppose that at least one of several alternatives will take place. “I don’t know if your right or your left hand will lift with

unconscious movement.” This presupposes that one of your hands will rise; the only question is if I know which one it will be. 4) Awareness Predicates: Words like know, aware, realise, notice, etc., can be used to presuppose the rest of the sentence. The only question is if the listener is aware of

whatever point you are making. “Do you realise that your unconscious mind has already begun to learn …” 5) Adverbs and Adjectives: Such words can be used to presuppose a major clause in a sentence. “Are you curious about your developing trance state?’ This presupposes that

you are developing a trance state; the only question is if you are curious about it or not. 6) Change of Time Verbs and Adverbs: Begin, end, stop, start, continue, proceed, already, yet, still, anymore, etc. “You can continue to relax.” This presupposes that you

are already relaxing. 7) Commentary Adjectives and Adverbs: Fortunately, luckily, innocently, happily, necessarily, etc. “Fortunately, there’s no need for me to know the details of what you

want in order for me to help you get it.” This presupposes everything after the first word. Stacking many kinds of presuppositions in the same sentence makes them particularly

powerful. The more that is presupposed, the more difficult it is for the listener to unravel the sentence and question any one presupposition. Some of the presuppositions in those sentences will be more powerful. Eg “ And I don’t know how soon you’ll realise the learning your unconscious has already made, because it’s not important that you know before you’ve comfortably continued the process of relaxation and allowed the other you to learn something else of use and delight to you.”

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Reference Guide for Practitioners of NLP B.

INDIRECT ELICITATION PATTERNS

This group of patterns are useful in getting specific responses indirectly. 1) Embedded Commands: Rather than give instructions directly, the speaker can embed directives within a larger sentence structure. Eg “You can now begin to relax.” “I don’t know how soon you’ll feel better.” When you embed commands within a larger context,

you can deliver them elegantly, and without the listener consciously realising that commands have been given. 2) Analogue Marking: Embedded commands are particularly powerful when used with

analogue marking. This allows you to set the command apart from the rest of the context using nonverbalchanging analoguevoice behaviour. E.g. raising vocalyour volume; pausing after the command; tone; gesturing; raising eyebrows; andbefore so on.and You will find that even if the listener consciously notices this behaviour they will think it is idiosyncratic to the speaker and not be aware of the power of the device on their own unconscious. 3) Embedded Questions: Questions, like commands, can be embedded within a larger sentence structure. Eg “I’m curious to know what you would like to gain from hypnosis.” “I’m wondering what you would prefer to drink.” Typically people will respond to the

embedded question without realising that the question was not asked directly. This provides a gentle and graceful way to gather information. 4) Negative Commands (spurious not): When a command is given in its negative form,

the positive instruction is generally what is responded to. For example, if someone says “Don’t think of pink polka dots” you have to think of pink polka dots to understand the sentence. Negation does not exist in the primary experience of sights, sounds, and feelings. Negation exists only in secondary experience: symbolic representations such as language and mathematics. Negative commands can be used effectively by stating what you do want to occur and preceding this statement with the word “don’t.” Eg “Don’t get too comfortable.”

5) Conversational Postulates: Conversational postulates are yes/no questions that

typically elicit a response rather than a literal answer. For example, if you approach someone on the street and ask “Do you have the time?” the person generally won’t say “yes” or “no.” She/he will tell you what time it is. Or if you ask someone “What’s on TV tonight?” you are most likely to be told the evenings programs”. The three steps to constructing conversational postulates are [1] determine the response you want. Eg close the door. [2] Identify at least one thing that must be true if your subject shuts the door. (eg what your outcome presupposes). In this case it presupposes (a) the person is able to shut the door, and (b) the door is now open. [3] Take one of these presuppositions and turn it into a yes/no question that will typically get you a response without directly asking for it. 6) Ambiguity: Ambiguity occurs when one sentence, phrase, or word has more than one

possible meaning. Ambiguity can result in a mild confusion which is useful in inducing altered states. In a normal conversation, unambiguous statements are highly valued; in hypnosis, the opposite is often true. Ambiguity makes it possible for the listener to internally process a message in more than one way. This requires that they actively participate in creating meaning, thus increasing the likelihood of the meaning being appropriate. Additionally, it is likely that one or more of the meanings will remain at the unconscious level. Nominalisations, Unspecified Verbs, Unspecified Referential Index, and Deletions all function to increase the ambiguity of the message. © 2008 Roger Deaner, Sean Healy and Carolyn Barratt. All rights reserved. Reproduction in any form prohibited without the express approval of the authors

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Reference Guide for Practitioners of NLP There are four types of ambiguities: a) Phonological ambiguity: Words that sound the alike but have different meanings create phonological ambiguity. eg: right/write/rite; I/eye; insecurity/in security; red/read; there/their/they’re; weight/wait; knows/nose; here/hear.

Many other words have two meanings, although they sound and are spelled the same. A few examples are: left, duck, down, light. And verbs which can be either active or nominalised such as: lift, push, pull, point, touch, rest, nod, move, talk, hand, and feel. Phonologically ambiguous words can be marked out analogically and combined with other words to form a separate message. For example, “ I don’t know how close you are to understanding now the meaning of trance.” The message marked out can be heard as “ eye close now.” b) Syntactic ambiguity: A classic example of syntactic ambiguity is the following:

“Hypnotising hypnotists can be tricky.” This sentence can mean either that hypnotists practicing hypnosis can be tricky, or that putting hypnotists in a trance can be tricky. The following sentence has the same form: “They were milking cows.” The pronoun “they” could refer to people milking cows, or to the cows themselves. This kind of ambiguity is based on taking a transitive verb, adding “ing,” and placing it before a noun. The verb + ing can then serve either as an adjective or as a verb. c) Scope ambiguity: Scope ambiguity occurs when it is unclear how much of the

sentence an adjective, verb, or adverb applies to. “We’ll go with the charming men and women.” This could mean we’ll go with the charming men and women (who may or may not be charming), or we’ll go with the men who are charming and the women who are charming. d) Punctuation ambiguity: is created by putting two sentences together that end and begin with the same word. E.g. “That’s right now you’ve already begun to right relax.” Here “right” is the “end the you’ve first comment, ”, and the beginning ofthe theword following phrase, rightofnow already “That’s begun to relax”.

C.

PATTERNS IN METAPHOR

These patterns are particularly useful when telling a story. Metaphors can be complex and affect deep structures (deep metaphor) or a simple sentence or comment where the meaning and intent is obvious. (shallow metaphor). 1) Selectional Restriction Violations: refers to the attribution or qualities of something or

someone which by definition could not possess those qualities. For example, if I talk about a rock that was very sad or a man who is pregnant, I am violating selectional restriction, since rocks do not experience feelings and men do not get pregnant. The listener needs to find some way of making sense from such statements. If I talk about the experiences the sad rock had, and the changes it made, the listener is likely to make sense out of my statements by applying them to him/herself. “The rock can’t be sad, so it must be me.” This process is not a conscious one, but an automatic way of understanding what is said. 2) Quotes: This pattern involves statements as if you are reporting in quotes what someone

else said at another time and place. Quotes can be used to deliver a message without taking responsibility for the message. Since you are apparently talking about what someone else said at another time, your listener will often respond to the message, but © 2008 Roger Deaner, Sean Healy and Carolyn Barratt. All rights reserved. Reproduction in any form prohibited without the express approval of the authors

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Reference Guide for Practitioners of NLP not consciously identify what he/she is responding to, or who is responsible for the message. You can, for example, discuss the fact that a client of Milton Erickson’s wanted to learn about hypnosis. He listened to Erickson talk and thought that he understood. Then Erickson turned to him and said emphatically “You don’t really know something until you’ve practiced every piece of it thoroughly!”

D.

OTHER PATTERNS

Behavioural Presupposition: A behavioural indication which elicits a response. Eg Holding out your hand to shake . Tag Questions: (Tie Downs): Tags placed on the end of a statement which turns it into a question. E.g. Isn’t it?, don’t you?, can you?, couldn’t you? “You understand, don’t you?” “You don’t agree, do you?” The More, The More: Using the principles of cause effect. e.g.: “the more you relax, the more you go into a deeper state of trance”.

E.

UNIVERSALS AND TRUISMS

A Universal is something you can presuppose has been a part of someone’s experience Examples :you have been a child; You have made a decision; You have bought something; You have slept; you breathe.

Some universals may be contained to a particular culture or group. Examples: sports club theme song; genuflecting in a Catholic church.

Truisms are a subset of universals and is the mention of something happening right now

or things that are inclusive in short term memory. The purpose of truisms is to establish present time awareness and create undeniability. Examples: statements of the obvious such as: ‘as you are reading this right now you are learning about truisms”.

Note: when using universals or truisms use the tag line … “or not”. This tag covers the instances when the universal or truism doesn’t match their experience. Example: You have made a decision or not; you have all woken up today or not.

Deep Metaphor Construction OUTCOME:

The main outcome of a metaphor is the utilisation of a story to pace the clients present state/situation and to lead the client to a desired state/situation. The function of the metaphor is to distract and occupy the conscious mind while accessing and directionalising the unconscious mind.

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Reference Guide for Practitioners of NLP ESSENTIAL COMPONENTS:

The essential components of a therapeutic metaphor are: 1. Shifting the referential index between the client and a key character, figure or object within the story through TDS. 2. Pacing the client’s present situation by creating a scenario within the story which has similar relationships between the characters, figures, environment, etc. 3. Leading the client through the story to access the required resources to achieve the desired state. 4. Finishing the story in a way which the characters resolve the present situation and achieve the desired situation, thus directionalising the client’s unconscious mind in useful ways. UTILISING METAPHORS:

Metaphors can be used to:  Elicit desired states  Install strategies  Reframe  Directionalise the unconscious  Gain direct access to the unconscious  Re-code submodalities  Anchor desired states  Future Pace  Collapse negative anchors  Overlap representational systems CONSTRUCTION DESIGN:

1. Determine the desired state and the present state of the client. 2. Map out all the key characters, figures, objects, etc. that are relevant to the clients present/desired state and all their relationships, strategies, anchors, etc. 3. Construct an isomorphic story which replaces all the real life characters, figures, objects, etc and all their relationships, strategies, anchors, etc. from step 2, with other key roles for the story which have the same patterns of relationships, strategies, anchors, etc. Utilise referential index shifting and selectional restriction violations. 4. Begin the story with an isomorphic present state, then have the key story character/figure whose patterns match those of the client access the desired resources within the story. Install all desired states, anchors, strategies, etc. through the story. Utilise Milton Model patterns throughout to continuously distract and occupy the conscious mind. Anchor all resourceful states elicited. 5. End the story with a resolution whose pattern is isomorphic with the desired situation you want the clients unconscious mind to create. Keep the resolution ambiguous to allow appropriate and ecological Utilise resource anchors which havefor been set throughout the story.TDS. Future Paceallcovertly through the story.

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Reference Guide for Practitioners of NLP MULTIPLE PERCEPTUAL POSITIONS Gregory Bateson was of the view that wisdom was only obtainable by observing a situation from more than one point of reference. Originally, in NLP, three points were considered optimal, and were called a triple description, these perspectives were labelled: • • •

1st position (from your own point of view - yourself) 2nd position (from the point of view of the other person - other) 3rd position (from the point of view of an impartial observer - meta)

SELF st [1 ]

OTHER nd [2 ]

OBSERVER rd [3 ]

The numerical system gives a false indication of actually when to use each position. The actual sequence to be used when observing a situation is to go from 1 st to 3rd to 2nd and return via 3rd to 1st. Failure to do this risks being caught up empathically in the other’s model of the world. Consider if you will a relationship – one with which you are familiar. It may be good, neutral or difficult – you choose, Vividly imagine a typical interaction between yourself and the other person seeing it through your own eyes, hearing through your own ears experiencing your own body sensations while this is occurring. Now while the interaction continues change your perspective so that you become the observer of two people interacting. One is the other person the other is someone who looks exactly like you. (when observing this other person take care to call them he/him or she/her rather than I/me.) Notice what you notice then move back into the srcinal position and consider modifying any aspect of yourself which might be appropriate now you know what you know. If further exploration is required (as in a negotiation where you may want an insight into what is driving the other person) then move again from 1st to the observer, and then move again so that you are now observing the interaction from the other’s perspective, replicating their physiology as best you can. Allow the interaction to continue then return to 3rd position and then to 1st. Again consider what amendments you might make to yourself to facilitate the enhancement of the relationship between you. Practitioners use this on a continuing basis when with a client.

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Reference Guide for Practitioners of NLP LOGICAL LEVELS AND LOGICAL TYPES Logical Types Refers to items that are connected within the same logical framework (mathematical sets). They are best considered by playing the game of “odd one out:” that we give to children in activity books. Logical types can be considered as classes or sets or groupings of things that have some intuitively obvious commonality. An example of what happens when you mix logical types is the following sentence, “Is it windier in the city or in winter?” Choose the odd one out:

Chicken

geese

boot

ducks

City

Winter

Town

Village

st

position 1 best

nd

2 position visual

rd

3 position auditory

importance kinaesthetic

Simple enough but a confusion of logical types is a prime determinant in muddled thinking by non NLPers. What is not so commonly taught is differentiating between different logical levels.

Logical Levels Involves the names of these sets or logical frameworks. For example car, bus and lorry are members of a set, called vehicles. Banana, apple, peach are members of the set called fruit, and in NLP Modality is the collective name for the representational systems Visual, Auditory, Kinaesthetic, Olfactory and Gustatory. The name “modality” is the name of the set, and in itself, it is not the name

of a particular representational system. An example of a confusion of logical levels occurs when teaching rapport and a student believes that this is manipulative. They have collapsed the governing purpose of intention onto the concept of rapport. The purpose (intention) is at a different logical level than the concept (rapport). The best explanation for these are found in the books Six Blind Elephants Volumes I and II by Steve Andreas.

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Reference Guide for Practitioners of NLP Chunking

TRANSPORT

BIKE

PLANE

CAR

COUPE

SEDAN

ENGINE

PISTON

COLOUR

SILVER

BUS

TRAIN

STATION WAGON

HOLDEN

ASTRA

NUTRITION

FOOD

FRUIT

PEAR

PLUM

JONATHON

CORE

APPLE

FUJI

SKIN

ORANGE

BANAN

GRANNY SMITH

SEEDS

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Reference Guide for Practitioners of NLP SIX-STEP REFRAME The purpose of the six-step reframe is to have the unconscious choose new options for enhancing behaviours whilst preserving deeply held positive intent (secondary gain). The six-step reframe has a vast range of applications and is not restricted to simply making new choices to supersede unuseful or unresourceful behaviours. The key principle of the six step reframe which cannot be stressed enough is to preserve the secondary gain whilst making change. If the secondary gain is not preserved then the change will not be lasting. This pattern sets NLP apart from anything else as the work can be done entirely unconsciously. For effective change work we don’t need to know consciously what choices the unconscious makes for a part; and we also do not need to know consciously, what part we are actually dealing with. This prevents the conscious mind from interfering with the change process. When you are working purely with the unconscious then you are relying on signals generated directly from the unconscious. These ideomotor responses cannot be replicated through conscious attempt. The six-step can be used for a part that is already performing exceptionally well to take the performance to an even higher level – as for example to train Olympic athletes. This process can be used to enhance health, self protection; concentration; and so on.

Positive intent (secondary gain)

New choice

New choice

Behaviour

New choice

New choice

The six-step reframe involves a communication with the unconscious process which will orchestrate the behaviour which the client wants to enhance. After acknowledging the good work done so far, the part is invited to communicate through ideomotor responses its willingness to generate those new choices which will preserve its intention (secondary gain) and are harmonious with other parts. A trial period is agreed to allow time for the new choices to be incorporated into the repertoire of behaviours available to the part in the future.

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Reference Guide for Practitioners of NLP

SECTION 2 ADVANCED NLP

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Reference Guide for Practitioners of NLP THE OUTCOME, INTENTION, CONSEQUENCE PROCESS When doing an NLP intervention the first step for all Practitioners should be the Outcome, Intention, Consequence process. The reason for this is that inherent in the process is the requirement for multiple perceptual positions; multiple logical levels; and multiple time frames together with the active collaboration of the unconscious mind. Try this for yourself: Mark out four spaces on the floor as shown below

OUTCOME

CONSEQUENCE

META SPACE

INTENTION

Once the unconscious has a representation of all 3 spaces, step out to the Meta space and respectfully invite the unconscious to give you a “yes” signal if that is the answer to the following question, “Given this outcome, do the consequences fit the intention?” If you have a sense of alignment (if you gain a signal from the unconscious) then make the invitation to the unconscious to integrate this and be complete. If this completion is not sensed then make an accommodation with your unconscious as follows. Move the Outcome space to another point on the floor which you intuitively sense may represent a more aligned space. As you do this the unconscious accommodation will be to realign the internal representation of the outcome. Now test for alignment as Step 6 above. Key Points to keep in mind. • •

Only ever adjust the OUTCOME space. If after a number of attempts there is no alignment, you may need to check for longer term consequences.

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Reference Guide for Practitioners of NLP SYNAESTHESIA PATTERNS Synaesthesia is a medical term. It is a condition where two or more representational

systems occur simultaneously. This means that those people who experience such a condition can literally ‘see music’; ‘hear art’; ‘feel colour’ and so on. We have read about a woman who every time she kissed a man she tasted orange sherbet. One day she kissed a man and tasted plums. This was the man she married. This is an example of Kinaesthetic Gustatory Synaesthesia. In another case – an unsupportive synaesthesia – there is the story of a person who sees a black band across their vision when they hear noise. The difficulty in this case is that when there is a lot of noise, they effectively go blind. This is an example of a Auditory Visual Synaesthesia. NLP differs from the medical view in that we understand that the two representational systems occurrences happen about a nano-second apart. This effectively means that the two can be separated through a process referred to as circuitry clearing. In the second example above, circuitry clearing could be used to clear this synaesthesia. Further examples of synaesthesias could be: Visual Kinaesthetic Synaesthesia: occurs when a person sees an image of their lover with

someone else and instantly experiences a strong kinaesthetic response such as jealousy. Auditory Kinaesthetic Synaesthesia: allows musicians to improvise music on any

instrument (piano, guitar, flute etc.) whereas when reading music is involved (as in orchestral work) it is more of a Visual Kinaesthetic synaesthesia. A dancer might have a Kinaesthetic Auditory synaesthesia which is experienced when as they move they hear the music. At rehearsal a dancer may move onto the stage, knowing that when they are standing on such and such a spot they will be hearing this part of the music.

TWO METHODS FOR CLEARING SYNAESTHESIAS. METHOD 1:

The basic principle of this method is to cleanly separate the representational systems. Have the client access the synaesthesia internally, then have them move the visual element to their visual field, assuming it is not already there. Then have them remove any contamination from other representational systems. Repeat this process for the other representational systems so that auditory contains only auditory and kinaesthetic contains only kinaesthetic. When all elements are cleanly separated, check the ecology with the unconscious process.

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Reference Guide for Practitioners of NLP Circuitry Clearing (method 2) METHOD 2:

The same principle underpins this method, however in this method the NLPer uses a finger as a visual external guide to help the client clear the synaesthesia. NOTE: the clearing ends in the kinaesthetic field therefore the NLper will have to determine whether the client is normally wired or cross wired in the client’s kinaesthetic /auditory digital fields prior to the process commencing. The client accesses the synaesthesia internally, and follows the NLPers finger which is moving side to side across the visual field. See diagram 1. When the client reports that the visual element is firmly in the visual field the NLPer begins to move their finger into the auditory field using a side to side then downwards movement, as in diagram 2. The NLPer instructs the client to place all auditory elements into the auditory field as they follow the finger. When the client reports that the auditory elements are firmly in the auditory field the NLPer begins to move their finger into the auditory digital (unspecified) field continuing to use the side to side then downwards movement, avoiding the kinaesthetic field until all elements of the digital field are cleanly held there. When the client reports that the auditory digital (unspecified) elements are firmly in the auditory digital (unspecified) field the NLPer begins to move their finger into the kinaesthetic field continuing to use the side to side then downwards movement. Circuitry clearing is complete when the kinaesthetic elements are cleanly held in the kinaesthetic field. See diagram 3. When all elements are cleanly separated, check with the unconscious for ecology.

Diagram 1

Diagram 2

V-field

V-field Afield

KEY: V-field = Visual field

Afield

A-field = Auditory field

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Reference Guide for Practitioners of NLP Diagram 3

Diagram 4 V- field

V-field Afield

Afield

Afield

Afield

Adfield

Adfield

Ad-field = Auditory digital (unspecified) field

Kield

K-field = Kinaesthetic field

Note: Ensure you check the wiring of your client before you begin. This exercise must finish in the kinaesthetic field

Overlapping Overlapping is used to install synaesthesias and is therefore a reverse process to circuitry clearing. Generally speaking this is may not a useful process from an ecological point of view, however in the context of modelling genius states, it has been discovered that certain experts use, as an aspect of the expertise, their habitually occurring synaesthesia. To model these people successfully, you may wish to install any synaesthesia that relates to the context of the skill. The process involves running the representational systems together and layering them in a reverse process to that described above.

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Reference Guide for Practitioners of NLP SWISH PATTERNS Swish patterns are used generally in conjunction with other processes for breaking bad habits such as: nail biting, smoking, overeating and continually reaching for the fridge, compulsive eyebrow plucking, hair plucking or stage fright. The basis of the swish is to change the unsupportive associated self image to that of a dissociated ideal self image. To do this the un-useful behaviour is swished to dissociated ideal self image repeated 5 times or more very rapidly. The end result is that the first movements or trigger for the old un-useful behaviour becomes the instant trigger to accessing the ideal self image. The terms associated and dissociated are used to separate the present to desired situation. A dissociated self image directionalises the unconscious towards positive results. There are a number of different types of swish patterns linking to the rep systems all of which can be used to overcome bad habits or un-useful responses to life situations. The choice of which pattern you use is dependent on the client and the context. With the swish pattern content and context are very important

BASIC SWISH PATTERN Dealing with a behaviour such as compulsive eating using a basic visual swish.

the client creates a picture (#1) of an associated image that represents the trigger for the behaviour e.g. Seeing their hand reaching for the fridge door. The client also creates a picture, #2, of an image of themselves (dissociated ideal self image) eg seeing themselves slim, well dressed and fit. They place a tiny version of picture #2 in the digital bottom corner (depending on individual’s wiring) of picture #1. Picture #2 is small and dim. The the client reaches down and grabs the top corner of picture #2 rapidly pulling it up to cover picture #1 saying “swish” as they make picture #2 big and bright. This is done 5 times in rapid succession. Test. Have the client think of picture #1 and notice if it automatically becomes picture #2.

DESIGNER SWISH PATTERN

Is designed to fit into the context of the client’s lifestyle and uses the client’s driver submodality. E.g. If distance is the driver submodality and the context is tennis then an example of a designer swish could be that picture #1, the associated trigger image, would be placed on a tennis ball and the client would hit the ball away from themselves. As the ball is returned picture #2 of the dissociated ideal self image would come rushing toward them.

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Reference Guide for Practitioners of NLP AUDITORY SWISH PATTERN

An auditory swish is used when the trigger is an auditory one. In this pattern sounds replace the pictures used in the basic visual swish. Sound #1 is associated and sound #2 is dissociated – coming from the outside, coming from ideal person. The principle is still the same swishing from associated to dissociated. When dealing with stage fright which is triggered by sound for example, sound #1 that might cause the anxiety could be the hum of a crowd as they gather in the auditorium and sound #2 could be the sound of thundering applause from a delighted audience. As with visual swishing, swish the pattern five times or more.

KINAESTHETIC SWISH PATTERN

It is key to the success of a kinaesthetic swish that the client never steps into the dissociated resourceful zone. Have the client start by stepping into an associated unresourceful state. Have them notice how they are in this unresourceful state. Take inventory – notice the posture, breathing, and other elements of physiology. Have the client spatially represent, without entering it, a dissociated resource zone. Then from a meta position, have the client imagine how, when they are resourceful, they would be, stand, breathe etc. The client will then, from the associated unresourceful zone on the floor, step just behind the dissociated resourceful zone and hold on to their ideal self image. (Associated internal sensations such as sensation #1 instead of picture #1 and dissociated sensations such as sensation #2 instead of picture #2 are used in the swish. Temperature or textures are commonly used sensations for example associated may be cold and dissociated may be heat.

DIGITAL SWISH PATTERN

An example of a digital swish pattern is a reframe. See section on reframing.

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Reference Guide for Practitioners of NLP STALKING TO EXCELLENCE Stalking to excellence is not a kinaesthetic swish because the states you are using are all associated states and a swish involves a dissociated ideal self image. Stalking to Excellence is a process which enables the client to gradually, comfortably increase the range of their resource state simultaneously reducing the range of their unresourceful state. The process involves desensitising the unresourceful state in a gradual manner. Stalking to excellence is great for kids because they can have fun pretending to hunt and track the unresourceful state that has been spatially anchored. They are not forced into the unresourceful state they can approach it in their own time. The process is achieved through using spatial anchors Similar to chaining anchors, Stalking to Excellence is not like collapsing anchors because the states are not accessed simultaneously, you don't ever have a foot in each space at the same time.

Resourceful zone Unresourceful zone

Meta zone

Spatially anchor a resource zone, a meta zone and an unresourceful zone, ensuring that the resource zone and the unresourceful zone are far apart. The start point from which to begin stalking the unresourceful state is the meta zone. Begin creeping up from the meta zone on the unresourceful zone and as soon as unresourceful feelings begin to take effect, run back and enter the resourceful zone. Return to the meta zone. Begin creeping up again on the unresourceful zone and once again as soon as unresourceful feelings begin to take effect, run back and enter the resourceful zone. Return to the meta zone. Repeat this process; you will get closer and closer to the unresourceful zone each time and until you can actually step into the previously unresourceful spatial anchor and access a resourceful state. Once the process is complete test by having the client think about the trigger for the previously unresourceful state and calibrate their response. © 2008 Roger Deaner, Sean Healy and Carolyn Barratt. All rights reserved. Reproduction in any form prohibited without the express approval of the authors

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Reference Guide for Practitioners of NLP NEW ORLEANS FLEXIBILITY DRILL The New Orleans flexibility drill (NOFD) is essentially the process of anchoring a one-step chain. The drill links the desired state to an unwanted response. By doing this the unwanted response becomes the anchor for the desired response. Unresourcefulness is now exactly what leads to resourcefulness. You can use a person (e.g. the sound of a person’s voice) or place (e.g. going to the dentist) as the trigger The client identifies an external stimulus (a person, place, thing and/or series of events) that consistently triggers an unresourceful state. The NLPer stacks a resource anchor on the client which allows the client to successfully handle the situation identified in step #1. (the client may have a resource state in mind or may simply allow the unconscious to choose the most appropriate state for the context.) The client precisely describes the scenario in step #1 to a third person and coaches this third person in the specific behaviours necessary to role play and accurately reproduce the external stimulus. As the third person begins to role play the external stimulus, the NLPer triggers the client’s resource anchor. As the third person continues to role play, whenever the NLPer calibrates that the client is becoming unresourceful the NLPer then triggers the client’s resource anchor. This process is continued until the client’s resource anchor is transferred to the external stimulus and/or the unresourceful state and there is no longer any need for the NLPer to externally anchor the client. What has now occurred is that the external stimulus that previously triggered an unresourceful response in the client now triggers a resourceful response

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Reference Guide for Practitioners of NLP SELF EDITS - memory management for performance enhancement. Self edits are a tool for use in everyday life, people who use it can work their way towards excellence. Self edits allow for self feedback and correction, so as to permit people to be able to enhance their performance in the context of their choosing. You can select areas from your everyday life that you wish to capitalise on as well as things you wish to change. You get the opportunity to rerun your day, and, knowing what you now know, you have the ability to do things differently. You cannot change how others responded, but you can review your responses and adjust the emotional/behavioural response. Mistakes are not learning experiences unless you learn. Self edits are the tools which convert mistakes into learning experiences. When you adjust your attention getting submodalities during a self edit, you avoid the circular thinking which keeps you revisiting moments of pain, shame and embarrassment. Once you have mastered this technique consciously, you can allow the unconscious to do the work for you, bringing to conscious awareness only the elements that the unconscious intends the conscious mind to be aware of and all other adjustments are made unconsciously.

METHOD

Run through the time period chosen (e.g. a day), paying special attention to those events which didn’t turn out as you would have liked. Run through the time period again, this time constructing how the events could have been, if your behaviour had been different. Future pace.

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Reference Guide for Practitioners of NLP FUTURE PACING The future pace is an essential element which distinguishes NLP from many other disciplines of consultation. Its value is in locking in a piece of change work by directionalising the unconscious to at least three examples in the future where the new behaviours/states would be used. There are a number of different contexts in which future pacing is useful. Future pacing can be done consciously directing where the change will be applied or it can be left up to the unconscious to track for the shifts of context and appropriate use of change. The process of future pacing may be done using metaphor; multiple perceptual positions; various representational systems; and may be highly contextualised if necessary.

EXAMPLE OF HOW TO PRESENT THIS TO A CLIENT:

“Now with these changes on board, go forward to an event in the near future, and see yourself responding differently and perhaps then an event a little further into the future where you will hear someone commenting on just how different you are. Now go to a third time in the future where at the end of an experience you will feel a sense of satisfaction at having produced a result that up until now you have never been able to achieve.”

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Reference Guide for Practitioners of NLP FRAMING The most effective and elegant communicators will always set the framework for a discussion or presentation. Framing is used to set the scene; outline the intentions, point the direction, or position the idea. It is also used to avoid the listener making inappropriate or premature links; or bringing up elements of discussion that are irrelevant to the context. The more tightly you frame, the more efficient the communication. At the same time as this is useful in a one-on-one conversation, it is vital when talking to a group. If frames are not set early in the communication, your audience will set their own frames and make up their own meaning. Frames require you to define the idea as “what the idea is” and “what the idea is not”. Framing is a visual term. In an auditory context this would be setting the tone, and for kinaesthetic, establishing the boundaries. It is helpful to remember to set your frames at the beginning of every communication.

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Reference Guide for Practitioners of NLP REFRAMING Reframing is something you can do when people need help quickly. To be effective a reframe must be fast and spontaneous. Reframes are generally best delivered from the unconscious in the moment; otherwise they can be quite clunky and sometimes disconcerting for the receiver, especially if delivered without the presence of rapport. Note: It may be the case that even when you have a reframe on the tip of your tongue, it is not appropriate to deliver at that moment. This may be because you don’t have permission in that context, or the person isn’t looking for a reframe but rather just some sympathy. Reframing is based on the premise that meaning is contextual. Reframing is the process of expanding a person’s model of the world by: 

shifting the meaning of a behaviour or situation



changing the context to one in which the behaviour or situation would be more useful.

There are two types of re-framing; Content and Context. 

Content re-frame - changes the meaning of the situation. In a content reframe, content is important. An example of a content reframe. People are trying to take over our business; therefore we must be doing well.

•

Context re-frame – maintains the behaviour and puts it into a different, more useful context. An example of a context reframe: is throwing a brick through a window. On one hand an act of vandalism and on the other, in the case of a burning building with people trapped inside, it could be an act of heroism.

CONTENT REFRAME To generate the reframe ask yourself:

Is there a larger or different frame in which this behaviour would be more useful? What is another aspect of this situation which isn’t apparent to this person and which would provide another meaning? What else could this behaviour mean?

CONTEXT REFRAME To generate the reframe ask yourself:

In what context would this behaviour be useful?

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Reference Guide for Practitioners of NLP BELIEF CHANGE PATTERN The Belief Change Pattern is used for dealing with beliefs around capabilities and can be run conversationally so it is just as useful in a business context (such as negotiation or call reluctance for sales people) as it is in therapy. Beliefs are not truths and there is no such thing as a strong or weak belief. There is only the process of believing that has either strong or weak analogue submodalities. An example of an opportunity to use the Belief Change Pattern is when a client says “I can’t do X, but I would really like to.” I can’t do X is an example of a strong limiting belief.

The Belief Change Pattern consists of submodalities elicitation and mapping across. Important note: when dealing with strong limiting belief always weaken that belief before

you strengthen another otherwise you run the risk of having two strong beliefs clashing. Discover the submodalities of the clients strong limiting belief. It is the state of believing that has the submodalities not the state per se. [any strong belief therefore will have the same submodalities – what makes it limiting or supportive is the content]. The client should be kept in the state of strong belief to complete the submodality list. Anchoring is useful. Elicit a state of having a ‘nyah’ belief from the client and obtain the submodalities as quickly as possible ensuring they stay in the state of the ‘nyah’ belief. Elicit the submodalities around a wish about a capability (wishful state) the client wants. Get the client to check inside, contrasting belief states. They need to specify any differences and remember immediacy is the key. Now for the belief change Map across the submodalities of the ‘nyah’ belief onto the previously strong limiting belief. Notice the effect this has on how the client represents the belief. Map across the submodalities of strong belief onto the wishful state previously elicited and notice how this shifts the belief around the capability. Check with the unconscious that these submodalities shifts are ecological

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Reference Guide for Practitioners of NLP DILTS’ NEUROLOGICAL LEVELS OF INTERVENTION When doing change work Dilts’ Neurological Levels of Intervention provide a framework for where to begin to make change. When a client presents with an issue and wants to make change then the NLPer will need to discover the most useful entry point for the client. Does the issue relate to identity, behaviour or belief? The levels as Dilts’ described them are:    

SPIRITUALITY IDENTITY VALUES and BELIEFS CAPABILITY



BEHAVIOURS



ENVIRONMENT

The way it is most usually transcribed is as a list (see above) and this has led people to infer that it is set out in a hierarchy of importance. This has resulted in the unfortunate thinking by some that working with beliefs or values is at a higher logical level than working with behaviours, when in fact working with either is simply working at a different logical type. NLPers need to tailor their interventions to the most appropriate logical type for the presenting context, whether it is problem solving or performance state. The following list indicates how these elements are interlinked. 1. You can change the environment 2. You can change behaviours 3. If a client says they are incapable of X, this is a belief about their capability. Whether or not they have the capability to X is going to depend on their beliefs. 4. Beliefs are rules of operation generalised over time such as “this has been my experience , I believe this is always the case” 5. Beliefs exist to support your values. 6. Identity is formed through beliefs about the self. 7. Beliefs about self will change as context changes. These domains ramify up the structure as well as down the structure. In the domains of business and life skills there is a lot of emphasis on behavioural change. When someone has successful behaviours this increases their capabilities which in turn affect their beliefs about their capabilities.

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Reference Guide for Practitioners of NLP Notice the following example of using these neurological levels in a particular context. •

Identity - I’m an art critic

•

Values - You don’t care about art!/ You need to improve your values

•

Beliefs - You believe that’s bad but it’s only a painting

•

Capabilities – I can't stop looking at that picture

•

Behaviours – Don't look at the painting

•

Environment – Take painting off the wall/ move it elsewhere

To determine the intervention level, listen for emphasis. The word that is stressed denotes the entry point and expresses which neurological element to begin working with. Consider the sentence below. Each time it is repeated a different word is stressed, and a different neurological level of intervention expressed.

I

CAN'T

DO

THAT

CAN'T

DO

THAT

DO

THAT

Identity

I

Capability

I

CAN'T

Behaviour

I

CAN'T

DO

THAT Values

NOTE: Not all schools of NLP recognise or accept Spirituality as part of the Neurological Levels of Intervention. Others opt for Vision, Mission or Context.

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Reference Guide for Practitioners of NLP SYSTEMIC NEUROLOGICAL NETWORK A useful way of re-arranging Dilt’s Neurological Levels of Intervention is shown below. This diagram presents a more realistic inter-relationship of the neurological elements. Making a change in any one of these elements will systemically impact on all other elements of the model. Representing neurological levels in this way avoids an unwarranted hierarchical representation and the misleading thinking that some areas are more important than others. Context will determine what is the most useful entry point when dealing with self and others in any given moment.

CONTEXT

IDENTITY

ENVIRONMENT

BEHAVIOURS

BELIEFS

VALUES

CAPABILITIES

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Reference Guide for Practitioners of NLP NEW BEHAVIOUR GENERATOR New Behaviour Generator is the second step towards modelling. (The first step is Multiple Perceptual Positions). Its value is that allows you to fast track new skill acquisition. This does not by-pass the need for practice but allows you to begin to directionalise the unconscious in rapid uptake in the skills of an expert. In order to use the New Behaviour Generator you must have, however, for maximum effectiveness, experienced in real time a demonstration by the expert whose skill you wish to replicate. The vestibular system will not respond fully in this process because you are not having a real time experience of the skill when you are using the process to replicate it, so you still need to practise. However this process does speed up the learning. 

Do you have a behaviour that you would like to acquire?



Do you have a behaviour that you can’t do right now and would like to?



Do you know someone who can do this behaviour, and do it well?



Do you have a role model you would like to emulate?

If the answer to any of these questions is yes use the following process. Select your role model and run a movie in your mind, watch your role model performing their skill. Then run the movie again; superimposing your face onto their body as the skill is performed. Begin the process of training your neurology by using micro muscle movements as you are watching the movie. Run the movie again with your face on their body as they perform the skill and then step into the body in the movie. When you enter the movie make sure your entry is in correct profile and as you step into the movie and during your stay in the movie allow the micro muscle movements to become macro muscle movements if you choose. The New Behaviour Generator can be very successfully used in behavioural training not only of sports people but in staff training for businesses. The business would be wise to use its best employee as the model for this process.

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Reference Guide for Practitioners of NLP CREATING A NEW PART Creating a new part is a process that presupposes that you need to replicate a skill that you don’t have already in your repertoire and that there is not already a part internally that is willing to take on the job. By creating a new part we can remove the need to pay conscious attention to the skill set which the part will be responsible for. The benefit of this is to free up your conscious attention. Certain skills due to their complexity or due to the need to use them with great speed in certain contexts are better monitored by the unconscious.

THE PROCESS

Ask the unconscious to extract from the experience (of the New Behaviour Generator) the essential patterns and keys that will enable you to create a new part that will be responsible for this behaviour when contextually appropriate. Invite all other parts of the unconscious mind to check is it okay that a new part joins in: Then invite the unconscious to build in the new part. Ask the unconscious to give signal when done. Future Pace and feed in at least three occasions where it is appropriate for the new part to activate. Creating a new part differs from the 6-step reframe in that the 6-step reframe presupposes that a part already exists in the repertoire and all that is required is to bring it out. Ask the unconscious to extract the essential patterns and keys to avoid acquiring any idiosyncrasies of the expert. You don’t need to replicate exactly what the expert is doing, what you are wanting is to replicate their skill.

ORGANISATIONAL TEAM BUILDING

Creating a new part provides the essential elements of a process for successfully building a team. Induct new person into the team using your best team member as their role model. They will begin to unconsciously and consciously absorb the most supportive culture for your workplace. Discuss with other team members their willingness to integrate a new member. Get support and agreement from them. Integrate new member.

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Reference Guide for Practitioners of NLP TIME The concept of time allows people to separate events in their neurology, creating a sense of past, present and future and developing the concept of history. Our perception of time seems to be a function of our conscious mind.

REIFICATION OF TIME

One thing people reify* more confuse than anything else is time. of (*reification is the Time turning concept into a thing). People the measurement time with time. is of a a perception, you could even think of it as a submodality (as location is the metaphor most frequently used when talking about time).

Examples of the reification of time are: • • • • • • • • • • • • • • • • •

a long time a short time a good time cool time plenty of time not enough time serve time do time waste time save time take extratime time time out kill time, time to kill it’s your time to..... quality time time flies

TIME AS A METAPHOR

Time can also be represented by us as a metaphor and how people deal with that metaphor can be very important. Such as: • • •

Time is like a river that flows on and on. The pathway to the future Time is money

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Reference Guide for Practitioners of NLP Time Sorts Time is a subjective experience and our sense of time varies depending on the context. For example frequently people find that their sense of time changes when they are on holiday. Time can ‘drag’ when doing an unpleasant task, but ‘fly’ when having fun. In Time: Most people who are “in time” usually notice themselves inside the flow of time.

They are frequently unaware of time passing, have trouble with deadlines and poor time management. Often they are unable to calculate travel time when planning appointments. Their inability to manage their time is not usually stressful to them, however to the “through time” people around them this can be a source of angst. Through Time: People who process “through time” notice their time flowing apart from

them. (For example, many people experience a left to right flow in front of them). They are highly aware of the passage of time; are usually on time; frequently they are early for appointments; experience stress when running late; and value time management. Both “through-time” and “in-time” are valid ways of sorting time, neither is good or bad. The time sort to choose is whatever is most contextually appropriate in the moment. Faced with important deadlines, then, it is useful to be in through time in order to get everything done and meet your obligations; on holidays it is more fun to ‘go with the flow’.

Time Codes (Timelines) The concept of time codes or time lines was initially devised by Steve Andreas whilst working with Vietnam veterans. Time codes explain how we subjectively process time. They may vary in length, shape, direction, thickness, and location. In some cases they can be wrapped around an individual; in a spiral; for some completely behind them and for others completely in front. There is no one right way to have a time code or time line. Timeline is a metaphor and a shift of context can change the metaphor. People do not actually have these time codes established in their neurology, rather it is the action of thinking about the way in which one actually, subjectively structures time that installs the time line in the moment. And then, because they are installed, they can be uninstalled, reinstalled, changed and varied at will. When eliciting time codes the process is simply a case of asking the client questions about events in their far past, recent past, present and near future and future. As they answer, you can have them gesture to where in space each point is located. Map this as they speak so you have a diagram of the time code for them, or simply remember the references to explain or describe if overt mapping is inappropriate.

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Reference Guide for Practitioners of NLP EXAMPLES OF WORKING WITH TIME ARE: Future Pace – have the client travel along their time code of the future and become aware of

an event as if it has already happened. Their unconscious will then experience the event as having occurred. Once this has happened, the unconscious will be prepared to trigger the more appropriate responses at the time when the unconscious senses the shift of context. Past – in the case of a client dealing with a feeling of guilt caused by an event, have them go

towards the past along their time code to a time prior to the incident. Their unconscious will remember what it was like for them before the feelings of guilt came up. In the context of Business - meetings can frequently be unproductive when time is taken to

rehash past, discussing what didn’t and in who to blame. These past events may be usedthe to justify why the venture won’twork succeed thewas present or future. Switching the time frame to focus on the present and future can free up the flow of the meeting.

Emotion and Time Codes Most emotions are time coded. Shift the time coding and you will shift the emotion. The following list show specific emotions and their time base. Emotions with past time base:

Anxiety

•

Apprehension

Regret

•

Anticipation Hope

•

Shame Appreciation

•

•

Gratitude

• • •

Guilt

Emotions with future time base: •

•

Remorse

Emotions with atemporal time base: Emotions with present time base: •

Happiness

•

Boredom

•

Mistrust

•

Pleasure

•

Joy

•

Ecstasy

•

Angst

•

Meaningfulness

•

Meaningful

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Reference Guide for Practitioners of NLP THE RE-IMPRINT PATTERN Certain people and events that occur in our personal history have been pivotal in influencing the course of our lives. Some of these influences are profoundly supportive e.g. a person who inspired you with self confidence; and some experiences have left us with an unsupportive imprint eg being frightened by a dog as a small child and growing up fearful of dogs. The Re-imprint Pattern is used for dealing with unsupportive imprints that limit the present quality of life. This process utilises multiple perceptual positions and a safety sandwich may be required which provides a safety zone whilst dealing with the imprint experience. This allows the client to clean up the past and deal with attention getting submodalities that may continue to cause an event to continue to resurface.

Meta position

Now

2nd position

Imprint ex er ience

Birth

Safety Sandwich

THE PROCESS:

Invite the client to walk down their personal history line towards their birth experience. As they do this have their unconscious signal to them the point which represents the inner edge of their safety zone. Mark this point. Have the client go to the meta position and observe the event from a detached perspective. Remember to avoid a first position description; the imprint occurred in first position. Have the client go to the 2nd position space in order to gain a sense of intent from other parties involved. Now the client has a richer description of the imprint event, the representation of the event should change. If a shift does not occur, invite the unconscious to go further back to locate an earlier ‘set-up’ event that resulted in the later links being made. Run the set-up event through theofmeta and second perception the imprint event.position. Change should now feed forward to affect the Return to the present along the time line and test by going through the safety sandwich.

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Reference Guide for Practitioners of NLP The Not the Re-Imprint Pattern The ‘Not the Re-imprint pattern’ is a useful way of unconsciously gaining resources for dealing with certain present events in a more elegant manner without limiting choice. Bypassing the conscious mind entirely, its value lies in your ability to acquire suitable resources or states when faced with challenges or disappointments. For example in the case of a client facing an on-going difficult divorce, they will need to be able to manage their day to day activities in a functional and positive way. Or in the case of moving house they will need to be able to continue their other activities while packing and moving. The pattern is most useful for any challenging activity which has an extended time frame. The ‘Not the Re-imprint pattern’ consists of walking back down the personal history line and inviting the unconscious to select three resources and provide an unconscious signal each time an appropriate resource is located. Once all resources are found, metaphorically have the client collect them up and bring them back to now. Check the ecology and have the client integrate the resources for their use then future pace.

RESOURCES YOU WANT TO GAIN

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Reference Guide for Practitioners of NLP CONGRUENCY and INCONGRUITIES Congruency Congruence is the state of being congruent. Congruent is the state of being congruous. Congruous is an alignment or harmony of parts. Congruous suggests that parts are suitable or appropriate together, harmonious and consistent. John Grinder is of the opinion that for any meaningful human interaction three elements must be present. These are rapport, congruency and ritual. Congruency is a sense of internal alignment that takes place at both the conscious and unconscious levels simultaneously. When working with a client and dealing with their unconscious, the NLPer must be congruent. Experience has shown that when one is working from an incongruent space, one’s unconscious mind appears to respond to this lack of alignment by short circuiting the change process. To the conscious mind of the client the NLPer’s congruency conveys competency and therefore safety.

CONGRUENCY SIGNALS

It is important to have a representation of your own congruency. For some these are certain consistent physiological signals that occur when they are operating from a congruent space. An example of this is Steve Andreas. When Steve is training and is coming from his most aligned space, tears start to run down his face. Steve refers to these as his tears of truth. A representation of your own congruency is not only useful when working with others but also when making decisions for yourself. Knowing which the most congruent pathway is forward for yourself could save you time energy and money.

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Reference Guide for Practitioners of NLP Incongruities Incongruities deal with an unconscious lack of alignment. There are two types of incongruities, sequential and simultaneous, and each are approached differently.

SEQUENTIAL INCONGRUITIES

Sequential incongruities are evident when an individual embarks on a course of action and after a period of time motivation fails, action ceases. Sequential incongruities are usually dealt with using collapsing anchors. An example of this is when an individual gets excited to begin let’s say an exercise program. They join a gym, buy a new outfit, and are ready to begin. Day one they arrive early and begin working out, feeling good. This may continue for a few days or weeks depending on the individual before change sets in. The weather changes and is too hot or too cold to go. Disappointment sets in, they are not bulking up, slimming down, getting fitter or whatever. Gradually visits to the gym peter out before stopping completely.

SIMULTANEOUS INCONGRUITIES

Simultaneous incongruities are perceptible in the moment when an individual experiences a split desire as evidenced by language such as, “I’m being pulled in two directions at once.” or “Part of me wants to say yes, and part wants to say no.” Simultaneous incongruency is experienced by people who spend time, when at work, thinking about what they could be doing if they weren’t at work. But when they get home they fret about the build up at the office, the deadlines they must meet and so on. Their quality of life, both at work and at home is adversely affected. Simultaneous incongruities are dealt with using a parts negotiation.

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Reference Guide for Practitioners of NLP PARTS NEGOTIATION, PARTS INTEGRATION (SPATIAL REFRAME) People experience different parts when window shopping for example for a great sports car or a fabulous dress. Their shopping part would like to buy the object and their own internal accountant interferes with the day dream offering unwanted financial advice, like “we can’t afford this, why are we even looking?” Meanwhile their accountant part is frustrated by the unrealistic attitude of the shopping part who without any common sense insists on trying to drown us in debt. Referring to human beings as having parts is a useful metaphor for aligning the seemingly conflicting outcomes and intentions held by one individual. Parts can also be considered as different states within a human being, each having its own positive intent and secondary gain. The purpose of a parts negotiation is to have any differing parts within an individual become aware of the value of each other and learn how to fulfil the positive intent of each part in a manner that accommodates all other parts for a more aligned system. Parts negotiation is used for dealing with simultaneous incongruities (parts in conflict) in an individual. However the exact same pattern is used for mediation between two individuals, two departments and two companies. The real demand for a NLPer when facilitating a parts negotiation is that the NLPer works as a bio-feedback for the unconscious mind of the client. The NLPer must be careful not to portray any unconscious bias towards one part or another (or in the case of mediation between individuals, the NLPer must no parts bias towards either The aspects NLPer must demonstrate unconsciously howshow to align and if they do individual). not have these aligned they risk demonstrating incongruency. It’s important to remember that whilst one can do a parts negotiation with content and involving the conscious mind; a parts negotiation can also be run covertly, without content, and dealing entirely with the unconscious. From a chunked up perspective many parts in conflict issues deal with the risk part and the safety and protective parts.

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Reference Guide for Practitioners of NLP THE PARTS NEGOTIATION PROCESS

Before commencing the process it is imperative that the parts are willing to work together. It is sometimes the case that parts are not willing to co-operate. Parts need to have the value of each other demonstrated and they also need to know that they can trust each other. The NLPer must provide a motivation for the parts to proceed. Apart from the obvious, “What’s in it for me?” question to be answered for each part, Contrastive Analysis provides questions that assist in eliciting co-operation. •

What could happen if they do agree to do this?

•

What could happen if they don’t agree to do this?

•

What might not happen if they do this?

•

What might not happen if they don’t do this?

In many cases the parts realise that they jointly need help and so are really ready for mediation but this is not always the case. It is important to realise that the vast majority of situations, the parts needing to negotiate are the risk part and safety part. The task here is to chunk up to commonality. Separate the parts by marking them out spatially and build rapport with each part separately, then ask each part to articulate the outcome for themselves and the person. Given there is agreement by each part to reach agreement, merge all the outcomes to an aligned arrangement (dovetailing) Set up communication signals, establish a trial period and integrate the parts spatially.

VISUAL SQUASH The purpose of the Visual Squash is to create a super part through conversationally merging or blending of the submodalities of two previously different parts. It is not another version of Parts Integration. This is an exceptional tool for use in business generally and negotiations specifically and contains all the principles of mergers and collaborative projects. In a visual squash, the parts are separated by being metaphorically placed on the hands. Then conversationally the submodalities of each part are elicited. As the integration occurs with the bringing together of the hands, the submodalities are being blended conversationally. For example, if one part elicited is represented by the colour yellow, a soft tone and a cold feel; and the other part elicited is represented by the colour blue, a loud tone and a hot feel; as the two parts come together to form a super part you will notice how the blue and yellow becomes green, the tone is moderated to medium and there is a warm feel. This process can also be done overtly in a therapeutic context.

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Reference Guide for Practitioners of NLP YES



NO SIGNALS

Congruency and incongruency are not the same as unconscious “yes/no” signals. “Yes/no” signals are from the unconscious and cannot be consciously replicated. A person can be incongruent and still experience a “yes” signal; for example when choosing between two different jobs, and wanting to know which job to take, one may be consciously uncertain but may experience a strong “yes” signal for one of the options. Similarly for a “no” or “other than yes” signal you may meet someone who seem to be perfect as a potential romantic partner and yet you may experience a strong “other than yes” signal. The “no” signal from the unconscious is also termed the “other than yes” signal. We use this terminology because at second access the unconscious does not recognise negation. Another reason to use the term “other than yes” signal is that the unconscious may not yet have enough information to provide a “yes” signal. A presupposition of NLP is that unconscious process is in a state of continual interaction with the conscious process, yet the concept of unconscious signals are, for some, unfamiliar when they first encounter this concept. Yet we have discovered many people have experienced these signals and have not had a framework or name for them. Some have learned to habitually ignore the signal from the unconscious, others have misinterpreted these signals. When working with a client it is important to remember that the unconscious is very literal and so you, the NLPer, must be careful how you address the unconscious. Rather than asking the unconscious a question, the delivery is best done in the form of a gently delivered command supported by massive rapport. Eg “Give a “yes” signal now please. Thank-you and please repeat “yes” signal now.”

Once the client has a signal, ask them to attempt to replicate this signal consciously. If they can, then ask the unconscious to provide another signal that only it (the unconscious) can reproduce. For some people, once they become aware of these signals the signals will remain consistent, however for others, the signals change over time.

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Reference Guide for Practitioners of NLP TRAUMA REDUCTION PROCESS (PHOBIA CURE) The fear/trauma reduction process is used when a client has a consistent uncontrollable unresourceful (or panic) response to a specific category of stimulus. This can be used to reduce fear or trauma and to cure phobias. What separates a phobic response from a severe fear/ trauma response is that while they are all traumatic, debilitating, and perceived to be out of the subject’s control; a phobia is additionally an abreaction which immobilises the sufferer. The focus of the process is to make adjustments in the neurology to reduce severe responses without thedisassociate client experience anyexperience undue stress and anguish. The key element is to have having the client from the in order to deal more resourcefully with it. This approach allows a sufferer to more easily deal with such issues as abuse, bearing witness to or being involved in horrific accidents, being held at gun point, and other forms of trauma as well as phobic experiences which are debilitating. An important first step is to set a bailout or resource anchor: If at any stage in the process it simply becomes too much for the client to precede then you can have them fire their bail-out anchor. Once this resource anchor is set, establish at minimum a double visual/kinaesthetic dissociation, before attempting to make any submodality adjustments to the representation around the trauma. Proceed gently and cautiously with the re-association (brief therapy) aspect of the process. This process is then completed with ecology check, integration and future pacing.

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Reference Guide for Practitioners of NLP COMPULSION BLOWOUTS Extremely useful for quick, conversational change work, these patterns are particularly valuable for helping people overcome unsupportive habits. Compulsion blowouts operate from the principle that submodality effects can be increased to a level with which the neurology cannot cope. THE THRESHOLD TEQUNIQUE A driver submodality is increased gradually until a physiological response takes place in the client. For example in one case a client wished to lower the number of coffees he was drinking in a day. The driver submodality in this case was size, so the NLPer had the client increase the size of his representation of the coffee until he was drowning in coffee. This effectively stopped the client drinking coffee. THE RATCHET TECHNIQUE A driver submodality is increased, and then paused; increased again and paused; increased again and paused; increased again and paused; .... until eventually a physiological response takes place. In the example above, either technique could have been used for effective change to occur.

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Reference Guide for Practitioners of NLP THE GODIVA CHOCOLATE PATTERN This is a pattern to allow you to thoroughly enjoy doing any task you currently do not like doing and/or need to do anyway.

PREPARATION: Ecology Check: Contextualise the outcome so as not to randomly install an intense desire

to do something on a repeated basis. Calibrate and reframe any objecting parts. Picture #1 – Find an associated picture of something you love to enjoy. The more it drives

you into ecstasy the better. Utilise olfactory and gustatory representational systems to enhance a desire to indulge in sheer, total and utter pleasure. Picture #2 – Create a disassociated picture of yourself doing some task that you need to do

and would like to enjoy doing.

THE GODIVA CHOCOLATE PATTERN:

Hold picture #2 in your mind, with picture #1 right behind it. Open up a small hole in the centre of picture #2 so that you can see picture #1 through it. Rapidly make the hole as big as you need to in order to access the full kinaesthetic response brought on by picture #1. Now quickly shrink the hole down only as fast as you can maintain the feelings of sheer pleasure brought on by picture #1. Repeat 5 times as fast as you can, remembering to clear your mental screen between each step. The outcome is to attach the +K feelings of picture #1 to picture #2. (similar to a swish pattern) Test. “How do you feel about doing the task you need to do?” Ecology is very important when using this process – please check with the unconscious that this process is appropriate.

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Reference Guide for Practitioners of NLP WISHING WANTING HAVING This process is used to avoid costly purchase on items or activities of little or no value to you or your client. Fundamentally this is process works with Submodalities. Sometimes referred to as the Bamix principle, the context is of product purchase that results in used for a week then placed in a cupboard to gather dust.. A client once mentioned that the best day he had as a Porsche owner was the day before he took possession of his new Porsche. On this day he had all the benefits of being a Porsche owner without any of the hassles and worries such as insurance, where to park it so that the car wouldn’t get hit or scratched and so on. This process requires you to elicit the submodalities of the states of wishing, wanting and having. Then run a piece of content through each state to experience whether or not the product is still worth having. A case in point is the guy who was getting into golf, well actually not even golf but rather going to the golf driving range and hitting buckets of balls with hired clubs. He did this about two or three times a week for about two months. Then came the day he drove past the golf clubhouse and saw a great set of golf clubs for sale – for only $350. He decided to buy them to save money hiring clubs and to facilitate playing golf when he actually started to play. To cut a long story short he paid the money and bought the clubs and then only went to the range only two more times before quitting the game altogether. This process commences by spatially anchoring a ‘wishing’ zone, a ‘wanting’ zone and a ‘having’ zone and elicitingcodings. the submodalities of each. Then from a meta position considering the differences between Continue by thinking of something that you wish for and run it through the ‘wanting’ and ‘having’ submodalities. If this process reduces the appeal of what you wish for then you may find you can save considerable expense. Similarly you can think of something you want and run that through the ‘having’ submodalities to assess how much you still want it. Always move to a meta position between each stage.

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Reference Guide for Practitioners of NLP CONFUSION TO UNDERSTANDING The “Confusion to Understanding” Process is an application of mapping across submodalities. You can map confusion to understanding or understanding to confusion depending on your purpose. If there is something you understand but would like to review you can choose to run this process to avoid the state of premature closure and gain further distinctions about the topic in which you are interested. The reverse of this maybe when you are in a state of confusion which is preventing you from moving forward usefully and you can temporarily map across the submodalities of understanding till a more convenient point in time when you are ready to re-address the topic. For example: A mechanic may find that he understands machines easily but he becomes confused when dealing with people. If he maps across his submodalities of understanding onto people he may find he can understand them more easily.

CONFUSION TO UNDERSTANDING.

Select a topic that causes you some confusion and elicit the submodalities for the state of confusion. Select a topic that you understand and elicit the submodalities for the state of understanding. Map across the contrasting submodalities of understanding onto your submodalities of confusion.

UNDERSTANDING TO CONFUSION

Select a topic about which you would like to have a deeper understanding and elicit the submodalities for the state of understanding. Select a topic that confuses you and elicit the submodalities for the state of confusion. Map across the contrasting submodalities of confusion onto your submodalities of understanding.

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Reference Guide for Practitioners of NLP STRATEGIES Neurological Aspects Neurological strategies are a series of preferred representational system accesses which leads to achieved outcomes. How we do all our behaviours are our preferred strategies. We have strategies for every action we take in life from which hand we use to write our name to how we survive. Our strategies can be very simple strategies, and we can develop extremely complex strategies with multiple steps and strategies nested inside others. Any human life could theoretically be tracked through a sequence of representational accesses. If you started punctuating the string with outcomes achieved you would discover the same representational systems sequences would be accessed these would then be a series of neurological strategies. All human beings have all the strategies they need, we have never found it useful or necessary to design or create a strategy when working with a human being but rather to find the necessary or appropriate strategy already developed and residing in their neurology and drag and drop it from the found context to a more appropriate context. Strategies are displayed in the physiology extremely rapidly and calibrating them can be demanding on the NLPer, who will require a good uptime state. It is most useful when calibrating strategies, to be opportunistic and elicit the strategy covertly, as when people know they are being observed closely they freeze, and their conscious process tries interferes with the normal unconscious signals. Strategy work is achieved the use of contrast comparison. In order install a more useful strategy, say tothrough have more ‘good” days in and the office, you need to beto able to elicit the “good” day strategy and also the “bad” day strategy in order to get a contrast of what adjustments need to be made. In one case, a woman needed help because she could not find someone with whom to have a relationship. When anyone called her to ask her out, she used a phone strategy that ended in her refusing to go out. In a business context however, she was a successful sales representative and as part of her job she used the phone to source sales opportunities. Her life was changed when her contrasting sales strategies and dating strategies were elicited and the sales strategy was dragged and dropped onto the dating context. She is now happily married. Strategies that people commonly use are: •

decision making;

•

learning;

•

motivation;

• • •

buying; creativity; reality memory.

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Reference Guide for Practitioners of NLP Representational Accesses of Strategies with Notation Components:

Elements: Visual

Elements Sequence [V] External Internal Constructed Remembered

[Ve] [Vi] [Vc] [Vr]

Auditory External Internal Constructed Remembered

[Ae] [Ai] [Ac] [Ar]

Auditory Digital Unspecified

[Ad] [U]

Kinesthetic External Internal Constructed Remembered Proprioceptive

[K] [Ke] [Ki] [Kc] [Kr] [Kp]

Tactile

Operations:

[Kt]

Olfactory External Internal Constructed Remembered

[O] [Oe] [Oi] [Oc] [Or]

Gustatory External Internal Constructed Remembered

[G] [Ge] [Gi] [Gc] [Gr]

Elicitation Utilisation Design Installation Adapted from © Wyatt Woodsmall. Re-printed with permission

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Reference Guide for Practitioners of NLP Eliciting Strategies To elicit a strategy begin by observing a real time example, eg when wanting to elicit the purchasing strategy for a large ticket item ask the client how they decide to buy their last car. Notice the physiological clues (eg eye movement sequence) which should reveal a close approximation of the strategy they used. If the strategy is not revealed or is not clear, then you can slow down the elicitation process by asking such questions as below. • • • • •

“How do you… (decide, know, think, etc.)? “What happens first?” “How do you know when to start?” “What happens next?” “How do you know that you have finished?”

KEY POINTS IN THE ELICITATION PROCESS:

1

Speak always in the present tense.

2

Calibrate all accessing cues, noticing: • Predicates • Eye movements • Breathing • Tonal shifts • Hand gestures ... and so on.

3

The Trigger and the Test stages of a TOTE (see next page) are always in the same

4

representational system. When you have the strategy, you can feed the sequence back and calibrate for congruency.

5

It is often easier to consider which representational system would NOT be necessary to achieve the outcome. For instance, in the example below, tuning a radio does not require a Visual representation.

TOTE Strategy Example Tuning a radio strategy using notation Ae

Ai

Ai/Ai

exit

K Ai

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Reference Guide for Practitioners of NLP T.O.T.E. Model of Strategies [Adapted from © 1987 Wyatt Woodsmall. Re-printed with permission] First formulated in “Plans and the Structure of Behaviour” published in 1960 by George Miller, Eugene Galanter and Karl H. Pribham, TOTE srcinally stood for Test, Operate, Test, Exit which is a sequence based on computer modelling. When Richard Bandler and John Grinder adapted this model for use in NLP they changed the first “Test” to Trigger. In NLP therefore: T.O.T.E. stands for Trigger, Operate, Test, Exit

TRIGGER

OPERATE

[test]

TEST

[operations]

EXIT Compare Contrast

Decision point OUTCOME

FEED FORWARD Setting or Accessing Criteria for the Desired State

Accessing Or Gathering Data

Comparing or Evaluating Data with Respect to Criteria

Adjusting Criteria

Accessing More Data

Comparing Criteria

Selecting or Prioritising Data

+

The first Test is a cue or Trigger that begins the strategy. It establishes the criteria that is fed forward and used as a standard for the second test. The Operation accesses data by remembering, creating, or gathering the information required by the strategy from the internal to the external world. The second Test is a comparison of some aspect of the accessed data with the criteria established by the first test. The two things compared must be represented in the same representational system. The Exit or Decision Point or Choice Point is a representation of the result of the comparison test. If there is a match the strategy exits. If there is a mismatch the strategy recycles. The strategy may recycle by: • • • •

Changing the criteria outcome redirecting the strategy. Adjusting the or or chunking laterally or reorienting. Refining or further specifying the outcome. Accessing more data.

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Reference Guide for Practitioners of NLP SCORE MODEL The SCORE model was created by Robert Dilts and is a catch-all pattern for NLPers in working with people who require change. When in doubt as to how to proceed with a client, a NLPer may choose this pattern. The pattern is highly inclusive of a number of useful elements from the domain of NLP. Inherent within the model is: •

The opportunity to treat both the symptom and the cause of challenges facing a client,

•

allowing a more elegant and systemic result. A version of Present to Desired State with the Symptom being the present state, and the Effect being the desired state.

• •

An outcome Continual opportunity to go meta.

This model is equally applicable for people in business and people helping. SCORE is an acronym for Symptom, Cause, Outcome, Resource and Effect. The process is driven entirely by the client. Sequence and resource application is decided by the client’s unconscious process. What is important is that the client has a good representation of each space and is able to go meta in between each stage of the process. The client can also step in each like stepping stones, noticing the physiological changes between each space. Once the client has a representation of each space and the unconscious has indicated the most appropriate places for has the resource integrated, test process by havingcan thebe client re-access the zones and notice what changed to in be each space. This performed entirely content free so that neither the client nor the NLPer are consciously aware of what has been shifted, other than the client has registered submodality shifts in the zones when the change work is complete. As always check for ecology with the unconscious and future pace. Meta Zone

Cause

Outcome

Symptom

Effect

Resource

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Reference Guide for Practitioners of NLP GENIUS STATE (HIGH PERFORMANCE STATE) The following elements according to Dr John Grinder are components of genius. Practitioners of NLP can use these elements in the Genius State Process to build a high performance state for themselves. It is not advisable for people who do not have a rigorous exposure to NLP to attempt this process. ELEMENTS OF GENIUS/HIGH PERFORMANCE STATE •

Peripheral vision

•

Ability to visually construct

•

Ability with well formedness conditions for outcomes

•

Experiencing conscious/ unconscious signals

•

Ability to work with multiple logical levels

•

Ability to use multiple perceptual positions

•

Cleanly adopt the “be as if” state.

•

Access a state of “Uptime”

The Genius State Process consists of stacking these elements into a circle of excellence.

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Reference Guide for Practitioners of NLP

SECTION 3 ROLES AND GUIDELINES, APPENDICES AND REFERENCES.

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Reference Guide for Practitioners of NLP THE ROLE OF THE META PERSON The key to becoming a highly competent and skilled NLPer is to PRACTISE, PRACTISE, and PRACTISE. You will be learning your techniques and refining your abilities through the use of NLP “exercises”. These exercises are designed in such a way as to enhance the learnings of everyone involved at both the conscious and unconscious levels. Just simply doing the exercises installs numerous behavioural patterns and allows others to form on their own. During many of these exercises, you will often find yourself in a role known as the Meta Person or Meta Position. The Meta Person serves a vital the quality ofyou learnings gained are fromusually the exercises. Since both people (thefunction NLPer as andtoprogramme) are observing in the task of following unfamiliar procedures and performing new behaviours, their 7+/-2 chunks are usually fully occupied. People also often unnecessarily burden themselves with internal programs such as “the need to succeed”, “the need to look good”, etc. Your feedback as the Meta Person will be indispensable in helping the NLPer to utilise the experience in the most useful ways for learning the NLP patterns as well as learning about themselves. By observing and calibrating the interactions (index computations) between the NLPer and the client, you are also installing a reference structure in your own unconscious mind as to what it is like to “go meta” in consciousness. There are learnings you can learn in the meta position that are not so readily available when you are “in the moment” of carrying out new procedures and behavioural patterns.

Guidelines Here Are Some Guidelines You Might Find Useful To Play With Whenever You Are The Meta Person: 1. MAKE SURE THE NLPER IS IN A RESOURCEFUL STATE.

Should the NLPer ever slip into an unresourceful state for whatever reason, you now become the “guardian angel” for the NLPer and interrupt their unresourceful state. Elicit and Future Pace the appropriate resourceful state(s) before continuing. KEY = CALIBRATE

2. ENSURE RAPPORT IS ESTABLISHED AND MAINTAINED AT ALL TIMES BETWEEN EVERYONE INVOLVED.

3. GIVE HIGH QUALITY FEEDBACK.

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Reference Guide for Practitioners of NLP 4. MAKE SURE THE EXERCISES STAY ON PURPOSE. IF THE ‘NLPER’ SHOULD BECOME LOST, CONFUSED, STUCK, ETC. THEN: Offer Relevancy Challenges when needed

Ask the NLPer: a) “What step of the procedure are you on?” b) “What is your outcome at this step? c) “Are your behaviours obtaining this outcome or not?” d) If not; “What are 3 other things you can do to achieve your outcome other than what you’re doing now?”

KEY: Facilitate them to learn for themselves how to:

1 Notice whether their behaviours achieve their outcomes or not (sensory acuity and calibration) 2 Generate options for themselves as necessary (Law of Requisite Variety)

1) STRETCHING AND TASKING

If the NLPer can do the exercise well, offer them suggestions on how to further increase their range of behavioural competence. i.e. prohibit them from using the behaviours they are already good at • • insist they practice behaviours they are NOT good at • insist they practice behaviours they’ve never done before at all • challenge them to refine and hone their skills to greatly increased degrees of subtly 2) MAXIMISE AND OPTIMISE THE LEARNING EXPERIENCE • • •

necessary, limiting useful and empowering ones. IfIf useful, elicitreframe and anchor +K perceptions states to thetolearning experience. Make sure everyone integrates and future paces all desired learnings for themselves.

Please remember that a Meta Consciousness is a highly useful SKILL to learn and develop. The Meta Position is a powerful way to practice and nurture that perceptual ability. Meta Consciousness is a STATE. Use your NLP skills to create, install, maintain and enhance this state as much as possible.

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Reference Guide for Practitioners of NLP GUIDELINES FOR STUDY GROUPS PURPOSE: “The purpose of a study group is for participants to have a LEARNING ENVIRONMENT where they may practice and develop their skills in NLP on an ongoing basis. Study groups are also resources for the stimulation and nurturing of new ideas, thoughts, concepts, and theories which can then be actively pursued and empirically tested. Study groups are for learning how to TEACH YOURSELF TO LEARN as well as supporting and learning from others.” A study group can function as a single unit focused on a central theme at each meeting or it can function as a resource environment for individual outcomes.

PROCEDURES: 1 Form a group of dedicated individuals who are willing to devote quality time to learn and explore NLP. 2 Decide on how frequently everyone wants to meet. 3 Decide on the most convenient time, duration and location. Make sure everyone knows how to get there and where to phone in case they get lost. 4 Obtain everyone’s phone numbers for a “phone tree” in case of changes. OUTCOMES: The outcome(s) of the study group sessions can be either of the following: a. Decide upon as a group either before the actual session (i.e. at the end of the previous session) or at the beginning of the actual session. b. Before arriving at the session, each individual can decide on what outcome(s) they would like to achieve and upon arrival find others with similar desired outcomes and work with them only. KEY POINTS: • Elect one person to be the leader/facilitator for the evening. This role can • Be rotated each meeting. • Have your outcomes well formed before starting. • Start on time and finish on time Make sure everyone commits to QUALITY TIME for learning. Socialise during your • breaks only. • Remind everyone to be responsible for the achievement of their own outcomes and the results they produce. • Always operate from a frame of “learning”, “discovering” and “exploring”. • Make it fun! • Remember that there are no right and wrong ways to do anything. • Maintain resourceful states. • Maintain rapport with everyone. Always respect someone else’s model of the world. • • Always integrate and future pace all learnings. Ecology •

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Reference Guide for Practitioners of NLP THE NLP PRACTITONER CERTIFICATION PROCESS Certification as a Practitioner of NLP in a LeaderVision course room is based upon your ABILITY TO ELICIT RESPONSES in the formal course room setting and informally between yourselves. You will be evaluated as follows: 1. Appropriate use of VERBAL PATTERNS, SKILLS and TECHNIQUES that you are learning within the OUTCOME FRAME. 2. Your ability to MAINTAIN RAPPORT between yourself, the other participants, staff, instructors, assistants, and anyone else associated with the training. If rapport is lost, you have the responsibility to re-establish it and maintain it through time. 3. Your ability to ELICIT the RESPONSES you desire when you are interacting with another individual. You are expected to be able to ELICIT, SHAPE and DIRECT the INTERNAL STATE you are going after. Your understanding of how to IMPACT another person to a different and desired state is essential. Evaluation is continuous and on a daily basis. You will be offered feedback from time to time and suggestions made for improvement if necessary. A considerable amount of your evaluation rests on how you treat yourself, your peers and the trainers during your time with us. The most powerful form of communication is behaviour.

Incorporating the NLP skills and concepts into your BEHAVIOUR (what you do…how you act) is the evidence procedure for certification as a Neuro Linguistic Programmer. Our outcome for you is not only additional knowledge, but also observing your consistently effective behaviours producing your desired outcomes. THE FOLLLOWING COMPETENCIES ARE REQUIRED:

1. Demonstration of your capacity to build rapport with the trainer, fellow students and others. 2. Demonstration of any NLP concepts, processes, training exercises and language patterns which have been taught 3. The ability to choose, from the course, any NLP processes, discuss their structure, and offer your reason for the choice you have made. 4. Demonstration of your ability to mix and match from NLP processes taught to fit different clients and different situations. 5. Discuss the presuppositions of NLP and your understanding of these. 6. Deliver 5-10 minute presentation on a topic from this course with minimal preparation.

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Reference Guide for Practitioners of NLP CASE STUDY FORMAT The purpose of a case studyis to record and document your behavioural competence in

NLP. This allows you to track your development and progress over time. A recorded case also gives you information to use as feedback for self evaluation toward increased mastery. Documenting your work is a very useful habit to develop for future reference, legal matters, client portfolios, analysis, etc. This format can be adapted to fit business situations, social encounters, training design and facilitation, sports performance, etc. Please record your work clearly and precisely. Use specific language and full details. Submit your case study analysis in typed print or very neat hand writing. Your report must be able to be clearly understood (no ambiguities) by anyone at your certification level.

1. PERSONAL DETAILS • •

State your legal name, date and certification level Write a brief paragraph describing any relevant background information about your client.

2. PRESENT STATE • • • • • • •

What specifically is the current situation/issue? What causes the present state? What is the context of the present state? What is the secondary gain of the present state? How does the client know they are in the present state? (sensory based language, SMD’s, 4-tuple(s)) What does the client say vs. what do you calibrate?

3. DESIRED STATE • • • • • •

What specifically is the desired state? Well Formed Outcome What prevents the desired state? Ecology checks What does the client say vs. your meta outcome? Congruency check

4. PERSONALITY TYPOLOGY • • • • • • • • •

Primary Representational Systems Lead and Reference Systems Synaesthesia Patterns Eye Patterns Meta Programs Values (content and system/structure) Limiting and Empowering beliefs Unique calibrations and behavioural patterns Relevant Strategies

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Reference Guide for Practitioners of NLP 5. SET UP PRIOR TO INTERVENTION • • • •

How did you elicit the appropriate state in the client for the change? How did you establish rapport with the client? How did you pace and lead their present state to your desired state for change? How did you get the client ready and willing to change and comply with you?

6. TECHNIQUE • • • •

What technique did you use? What was your rationale for using that particular technique(s)? What evidence did you find to support your choice of intervention? Any unique combinations or variations of techniques?

7. INTEGRATION/FUTURE PACE • •

How specifically did you integrate your client’s learnings? How specifically did you future pace your client’s learnings?

8. EVIDENCE PROCEDURE • • •

How do you know your intervention was effective? What was/is your follow up procedure? What specific differences did you calibrate between the beginning state and the end state?

9. SESSION EVALUATION • • •

Give a brief overall summary of your session (meta comments). What conclusions can you make from this session? What are your professional thoughts concerning your client?

10. PERSONAL EVALUATION • • • •

Rate your work on a scale of 1 to 10 (10 being super NLPer). How can you improve? Be specific. In what area(s) specifically do you need assistance or practice? What NLP patterns can you use with yourself to enhance your improvement?

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Reference Guide for Practitioners of NLP Appendix 1 CLUES FOR READING ANOTHER PERSON VISUAL THOUGHTS

Eye movements:

up and left, up and right, and/or straight ahead with dilated pupils

Head position:

head tilted upward

Breathing: Voice tempo:

high in the chest; shallow or cessation of breathing quick bursts of words; rapid tempo

Skin colour:

paling of colour

Muscle tension:

tight, high shoulders; tense abdomen

AUDITORY THOUGHTS

Eye movements:

down and left; level and to the right; level and to the left

Head position:

level; tilted to left; turned so that one ear is directed to the speaker

Breathing:

even breathing with the whole chest

Voice tempo:

rhythmic, even tempo

Tone of voice:

melodic, resonant

Skin colour:

even colouring

Muscle tension:

rhythmic, even movements and tension

KINESTHETIC THOUGHTS

Eye movements:

down and right

Head position:

below the horizontal, tilted to right

Breathing:

deep breathing low in the stomach

Voice tempo:

slow tempo, long pauses

Skin colour:

increased, flushed colour

Muscle tension:

muscle relaxation; sudden, abrupt movements

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Reference Guide for Practitioners of NLP Appendix 2 THE PRECISION MODEL (HANDS)

Verbs

Should Shouldn’t Must Can’t

Nouns

What would happen if? What causes or prevents? Universals

All Every Never

Too Much Too Many Too Expensive

How specifically? Who or what specifically?

Compared to what?

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Reference Guide for Practitioners of NLP Appendix 3 LOWER LIP CALIBRATION © “Influencing with Integrity” by Genie LaBorde

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Reference Guide for Practitioners of NLP Appendix 4 CHAINING ANCHORS EXAMPLES Listed below are some examples of useful chains:

Decision/ Threshold/ Wanton desire

GO FOR IT/TAKE ACTION NOW

CONFUSION

Frustration 

Impatience 

CONFUSION

Frustration 

Curiosity

Enthusiam/ excitement 

GO FOR IT

FEAR

Confused

Alert

Protective

COURAGEOUS

SUCCESS

Satisfied

Wonderment

Curiosity

excitement

DISAPPOINTMENT

Meta position

Changing expectations 

Challenge as opportunity

CREATIVITY

REGRET

Appreciation of own ability

Relief (changes already made  and learnings accomplished)

CONFIDENCE IN ABILITY TO CHANGE THE FUTURE

Excitement 

Curiosity

Alert

ANTICIPATION

STAGE FRIGHT 

(FEELING SCARED)

ANTICIPATION

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Reference Guide for Practitioners of NLP Appendix 5 NEURO LINGUISTIC PROGRAMMING Adapted from “Neuro Linguistic Programming” © 1978 by Robert Dilts (snr)

PRESUPPOSITIONS: 

Anything that happens in one part of a cybernetic system, such as a human being, will necessarily affect all other parts of the system.

 

All behaviour behaviour (whether is communication, ancolour organism cannotbreathing; not communicate or respond. All language;i.e. skin changes; eye movements) is a transform of internal neural processes and therefore carries information about those processes. All behaviour is, or was, adaptive given the context in which it was learnt.



PARAMETERS OF INTERNAL PROCESSING: 1.

Representational Systems

As mammals, human beings receive and represent information about their environment through specialized receptors and sense organs located throughout the central nervous system. These perceptual modalities fall into five major categories: a) Gustation (taste); b) Olfaction (smell); c) Vision (sight); d) Audition (hearing); and e) Kinaesthesis (body sensations) which can be sub-divided further into (i) Somesthesis (tactile sensations); and (ii) Proprioception or visceral (internal “feelings”). In the decision making processes of human beings, the organization of behaviour is primarily mediated by the auditory, kinaesthetic and visual representational systems. Sensory representations can be generated externally by an individual’s immediate sensory environment, or internally as with memory or imagination. It is important, although often difficult, in NLP to make an explicit distinction between an external setting or context and an individual’s internal response to that context.

2.

Representational System primacy

As an individual matures he/she learns to use or value the information provided by a particular representational system or combination of representational systems to cope with and make sense of different contexts in their sensory environment. Individuals, then, may be conditioned to use and rely upon a certain type of sensory information to organize their experience across context. For example, a child will learn to pay attention to and make distinctions about different parts of his/her sensory experience if his/her parents hand him/her a pencil and paper and instruct the child to draw than if he/she is handed a football or a violin. If a large number of other factors in the child’s internal genetic and external social and ecological environments direct the child’s attention to information being received through a particular sensory modality. The child may be conditioned to rely on that information even in new situations where it would be more beneficial to pay attention to different sensory information. © 2008 Roger Deaner, Sean Healy and Carolyn Barratt. All rights reserved. Reproduction in any form prohibited without the express approval of the authors

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Reference Guide for Practitioners of NLP 3. Lead Systems A person may be very kinaesthetic i.e. make their decisions primarily from the way they feel about things, and yet be receiving the information that they are operating from visually. The visual images elicit or are transformed into feelings. This occurs through the process of synaesthesia, the cross modal or bimodal representation of a particular experience. In general, the lead system is the sensory modality through which information is brought to an organism’s attention; the primary representational system is how that information is given “meaning”. The notion that an organism learns to generalise from learning to use a particular representational system during a specific task to using the representational system for an entire meaning making reference system is known as learning, or learning to learn.

4.

Hemispheric Dominance and Lateralization

In human beings the two hemispheres of the brain control the motor activity on opposite sides of the body. The left hemisphere controls the right side of the body, and the right hemisphere controls the left side of the body. Because individuals tend to specialize to coordination of many activities to one side of the body or the other, handedness for example, one hemisphere may become dominant in the sense that its activity controls the dominant hand. Although there is considerable overlap of sensations from the eyes and ears to the two hemispheres, the cognitive or perceptual systems, representational systems, governing the activity of the dominant hand tends to become lateralised as well. Most language functions, for example, are typically lateralised to the dominant hemisphere. Typically, then, a person’s primary representational system becomes lateralised to the dominant side while another representational system may mediate the other. For example, we have probably all heard someone say, “On the one hand this really looks like it would be fun, but on the other hand it just wouldn’t feel right” or “something tells me that I shouldn’t do it”. There is no evidence to support the idea that the hemisphere actually carry out different functions; the dominant hemisphere carrying out sequential cause-effect type reasoning, such as language and logic; the non-dominant hand responsible for the spatial, integrative, “artistic” type behaviour.

5.

Limitations of consciousness

It is obvious that an individual cannot pay attention to all his/her incoming sensory experience at once, although he/she may be able to respond to it automatically. Psychological tests have placed the limits to conscious attention at 7+/-2 chunks. Much of a person’s interaction with his/her environment occurs below the person’s conscious level of awareness. Usually a person will be most aware of the information they are receiving through their lead system. It is very important in the process of NLP to be able to tell which of an individual’s responses generally take place outside of that person’s conscious awareness. A state of consciousness is made up of the portions of a person’s lead and representational system combinations in consciousness at a particular point in time. An altered state, then, would involve a change in a person’s typical representational and lead system combinations. © 2008 Roger Deaner, Sean Healy and Carolyn Barratt. All rights reserved. Reproduction in any form prohibited without the express approval of the authors

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Reference Guide for Practitioners of NLP 6.

Parts

Parts evolve from the different behavioural responses an individual develops in different states of consciousness. As in the example above, the same experience may look better than it would feel. It is possible to have as many different parts as there are combinations of lead and representational systems. Obviously an individual cannot be aware of all of their responses to a particular context, so that a person may be unconscious of many of their parts. In congruence is the term used to describe a conflict of parts, when a person says yes, but shakes their head no, for instance. Congruence is when all of a person’s parts are in agreement. Incongruence may be simultaneous; that is, above; or they may be sequential as when someone says, “It looks good but…”. It is the conscious or unconscious recognition of conflicting parts and the reconciliation of those conflicts that is one of the major goals of Neuro-Linguistic Programming.

COMMUNICATION A) “Anchoring”: The basis of Communication and Learning.

Anchoring is an extension of the “stimulus-response” theory of behaviour. A particular signal or stimulus is only “meaningful” to an organism in as far as it elicits a response in that organism. The word “dog”, for example, has meaning for the reader if those letters or sounds access an internal representation(s) from the readers past sensory experience. That representation may change if I add the word “snarling” before “dog”. Anchors may be established through any sensory modality; a touch will constitute as effective of an anchor as a written or spoken word. Facial and bodily gestures and tonality changes are examples of types of anchors found in non-verbal communication. The 4-tuple is a word standing for this process of anchoring. This example is specifically for words, and means that the word (Ad) anchors a particular representation composed of some combination of auditory, andfrom olfactory sensations, gustatory sensations may also be included,visual, which kinaesthetic, may be coming internal and/or external sources. Often the most powerful and effective anchors for an individual occur in the sensory system that is least in that persona awareness. Eye movements and breathing changes are examples of communication that typically is not consciously considered.

B) Identification of Lead System and Primary Representational System.

As a general rule “accessing cues”, i.e. eye movements, breathing changes, interjections, and tonal changes, typically identify lead systems, body type, size and tension, predicates and syntax, body position and overall tonality identify a person’s primary representational system. Accessing Cues: Eye Movements

i.

Up and left – accesses non-dominant hemisphere visualisation, (in right handed people); remembered eidetic imagery.

ii.

Up and right – accessimagery. dominant hemisphere visualisation, (right handed people); constructed

iii.

Level and to the left – remembered sounds and “tape loops” (non-dominant hemisphere).

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Reference Guide for Practitioners of NLP iv.

Level and to the right – auditory construction (dominant hemisphere); thinking of things to say, how to say it, etc…

v.

Down and left – auditory digital; internal dialogue.

vi.

Down and right – accesses feelings; usually both tactile and visceral.

vii.

Straight ahead but defocused and/or dilated – quick access of any sensory information, although primarily visual (generally the straight ahead defocus will indicate which system the person has the most accessing.)

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Reference Guide for Practitioners of NLP Appendix 6 STRUCTURE OF MAGIC APPENDIX B Syntactic Environments for Indentifying Natural Language Presuppositions in English Source: R. Bandler and J. Grinder, “The Structure of Magic” 1975 pp211-213.

“Our purpose in presenting the material in this appendix is to indicate the scope and complexity of the natural language phenomenon of presuppositions. In addition, by listing some of the more common syntactic environments in which presuppositions occur we provide an opportunity to practice for those students who are interested in sharpening their intuitions in recognizing presuppositions. The list of syntactic environments is not exhaustive, and we will not attempt to present any of the theories which have been proposed by different linguists, logicians, semanticists, or philosophers to account for presuppositions. Rather, our objective is more practical. At the present time, presuppositions are a major focus of study for a number of linguists, especially linguists who consider themselves Generative Semanticists. In compiling this list of syntactic environments, we have borrowed heavily from the work of Lauri Kartunnen. See the Bibliography for sources.

1) Simple Presuppositions. These are syntactic environments in which the existence of

some entity is required for the sentence to make sense (to be either true or false). a) Proper Names. (George Smith left the party early.) (There exists someone named George Smith) where  means presupposes. b) Pronouns. Him, her, they. (I saw him leave.)  (There exists some male [i.e.,him]). c) Definite Descriptions. (I liked the woman with the silver earrings.)  (There exists a woman with silver earrings.) d) Generic Noun Phrases. Noun arguments standing for a whole class. (If wombats have no trees to climb in, they are sad.)  (There are wombats.) e) Some Quantifiers. All, each, every, some, many, few, none. (If some of the dragons show up, I’m leaving.) (There are dragons.) 2) Complex Presuppositions. Cases in which more than the simple existence of an

element is presupposed. a) Relative Clauses.

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Reference Guide for Practitioners of NLP b) Complex noun arguments, with a noun followed by a phrase beginning with who, which or that. (Several of the women who had spoken to you left the shop.)  (Several women had spoken to you.) c) Subordinate Clauses of Time.

Clauses identified by the cue words before, after, during, as, since,prior, when, while. (If the judge was home when I stopped by her house, she didn’t answer her door.) (I stopped by the judge’s house.) d) Cleft Sentence.

Sentences beginning with It {was/is} noun argument. (It was the extra pressure which shattered the window.)  (Something shattered the window.) e) Psuedo-Cleft Sentences. Identified by the form, What [Sentence] is [sentence]. (What Sharon hopes to do is to

become well liked.)  (Sharon hopes to do something.) e) Stressed Sentences.

Voice stress. (If Margaret has talked to THE POLICE, we’re finished.)  (Margaret has talked to someone.) f) Complex Adjectives. New, old, former, present, previous.

(If Fredo wears his new ring, I’ll be blown away.)  (Fredo has/had an old ring.) g) Ordinal Numerals. First, second, third, fourth, another.

(If you can find a third clue in this letter, I’ll make you a mosquito pie.)  (There are two clues already found.) h) Comparatives. –er, more, less. (If you know bett er riders than Sue does, tell me who they are.)  (Sue knows [at least] one rider.) (If you know better riders than Sue is, tell me who they are.)  (Sue

is a rider.) (i) Comparative As. As x as... (If her daughter is as funny as her husband is, we’ll all enjoy ourselves.)  (Her

husband is funny.) (j) Repetitive Cue Words. Too, also, either, again, back. (If she tells me that again, I’ll kiss her.) δ (She has told me that before.) (k) Repetitive Verbs and Adverbs.

Verbs and adverbs beginning with re-, e.g., repeatedly, return, restore, retell, r eplace, renew, (If he returns before I leave, I want to talk to him.)  (He has been here before.) (l) Quantifiers. Only, even, except, just. (Only Amy saw the bank robbers.)  (Amy saw the bank robbers.) (m) Change-of-Place Verbs. Come, go, leave, arrive, depart, enter. (If Sam has left home, he is lost.)  (Sam has been at home.) (n) Change-of-Time Verbs and Adverbs. Begin, end, stop, start, continue, proceed, already, yet, still, anymore. (My bet is that Harry will continue to smile.)  (Harry has been sm iling.)

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Reference Guide for Practitioners of NLP (o) Change-of-State Verbs. Change, transform, turn into, become. (If Mae turns into a hippie, I’ll be surprised.)  (Mae is not now a hippie. (p) Factive Verbs and Adjectives. Odd, aware, know, realise, regret. (It is odd that she called Maxine at midnight.)  (She called Maxine at midnight.) (q) Commentary Adjectives and Adverbs. Lucky, fortunately, far out, out of sight, groovy, bitchin’, innocently, happily, necessarily. (It’s far out that you understand your dogs feelings.)  (You understand your dogs

feelings.) (r) Counterfactual Conditional Clauses. had listened to me and your father, you Verbs having tense. (If you wouldn’t be insubjunctive the wonderful position you’re in now.) (You didn’t listen to me and your father.) (s) Contrary-to-Expectation Should. (If you should [happen to] decide you want to talk to me, I’ll behanging out in the city

dump.)  (I don’t expect you want to talk to me.) (t) Selectional Restrictions. (If my professor gets pregnant, I’ll be disappointed.)  (My professor is a woman.) (u) Questions.

(Who ate the tapes?)  (Someone ate the tapes.) (I want to know who ate the tapes.)  (Someone ate the tapes.) (v) Negative Questions. (Didn’t you want to talk to me?)



(I thought that you wanted to talk to me.)

(w) Rhetorical Questions.

(Who cares whether you show up or not?)  (Nobody cares whether you show up or not.) (x) Spurious Not.

(I wonder if you’re not being a little unfair.)  (I think that you’re being unfair.)

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Reference Guide for Practitioners of NLP Appendix 7 ENGLISH GRAMMAR PRINCIPAL ELEMENTS: Verb - describes the action or state of being of the subject Subject - performs the action indicated by the verb or that is in the state of being

described by the verb Direct Object - receives the action indicated by the verb Complement - complement the meaning of verbs that express feeling, appearing, being, and seeming Indirect Object - receives the direct object Modifiers - all words in a sentence that are not verbs, subjects, direct objects, indirect objects, or compliments Phrase - a logical grouping of words that does not contain a subject or verb Clause - a logical grouping of words that does contain a subject and verb Independent Clause - makes a complete statement and can stand alone as a sentence Dependent or Subordinate Clause - cannot stand alone as a sentence NOUNS AND ARTICLES: Noun - the name of a person, place, thing, quality, activity, concept or condition Proper Noun - the name of a specific person, place or thing Common Noun - the name used for any unspecified member of a class of persons,

places, things, qualities or concepts Noun Clause - has a subject and verb and functions as a noun - usually introduced by

that, what, who, whoever, whatever, why, when, where, how, or which Definite Article - the Indefinite Article - a and an VERBS:

Verb - the word or words that describe the action or state of being of the subject of a

sentence or clause Predicate - the verb in a clause or sentence plus the modifiers and objects or complements of that verb Transitive Verb - must have a direct object Intransitive Verb - does not have a direct object Copulative Verb - joins a subject with its complement - does not take an object - be, seem, appear, become, look, smell, sound, taste, feel, act, sound, grow Auxiliary Verb - used with other verbs to form the tenses, voices, and moods of those verbs - alter the meaning or time of the action of the verb Mood - the characteristic of a verb which tells the reader which function is intended Indicative Mood - makes statements of fact or of what is believed to be fact and asks

questions. Subjunctive Mood - expresses conditions contrary to fact and wishes, suppositions and

doubts © 2008 Roger Deaner, Sean Healy and Carolyn Barratt. All rights reserved. Reproduction in any form prohibited without the express approval of the authors

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Reference Guide for Practitioners of NLP Imperative Mood - expresses a command or makes an urgent demand Active Voice - the subject of the verb is performing the action Passive Voice - the subject of the verb is acted upon Tense - the characteristic of verbs that indicates the time of the action or state of being

described PRONOUNS: Pronoun - a word or words used in place of a noun, a noun and its modifiers, or another

pronoun Antecedent - the element replaced by a pronoun Types of Pronouns: Personal - refer to people - I, you, he, she, we, they, one Impersonal - refer to everything but people - it, they Relative - refer to people and objects - who, which, that, what, whoever, whichever Demonstrative - replace nouns and function in the same manner as nouns - this, that,

these, those, former, latter, other, such, so, same, and the ordinal numbers Interrogative - used in asking questions - who, which, what, whoever, whatever Reflexive - used in sentences containing verbs whose actions are directed toward the subjects of the verb - myself, yourself, himself, herself, ourselves, yourselves, themselves, itself Intensive - used as appositives to strengthen the subject of a verb - myself, yourself, himself, herself, ourselves, yourselves, themselves, itself Reciprocal - each other, one another Indefinite - imprecise words that can function as pronouns - all, another, any, anybody, anyone, anything, both, each, each one, either, everybody, everyone, everything, few, little, many, more, much, neither, nobody, none, no one, nothing, oneself, other, others, several, some, somebody, someone, something, such Cases of Pronouns: Nominative - used as subject, predicate complement or in apposition - I, you, she, he, it,

we, you, they Objective - used as object of the verb, as indirect object, and as object of a preposition me, you, her, him, us, them Possessive - used to denote possession - any, mine, your, yours, his, her, hers, its, our, ours, their, theirs ADJECTIVES: Adjectives - modify nouns and pronouns or complete a copulative verb Types of Adjectives: Descriptive - name a quality or condition of the element modified - expresses either the

kind or condition or state of the living being or lifeless thing spoken of Proper - descriptive adjectives that are derived from proper names Limiting - identify or enumerate the element modified Demonstrative - indicates or specifies the noun or pronoun it modifies - this, these, that, those, the same, such, the, the one, yonder, yon, both, each, every, all

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Reference Guide for Practitioners of NLP Indefinite - indicates less precisely the noun or pronoun it modifies - a, an, all, any; this,

that and the other; every, some, many, many a, a great many, another, much, more, little, less, few, a few, enough, several, sundry, divers Interrogative - asks a question - what, which Intensifying - used to intensify or add emphasis -myself, ourself, thyself, yourself, himself, herself, itself, ourselves, yourselves, themselves, oneself, one's self Numerical - specifies a number - cardinal, ordinal and multiplicatives Possessive - denotes ownership - my, thy, his, her, its, our, your, their Relative - introduces a subordinate clause - which, what, whichever, whatever Exclamatory - used in exclamations - what, what a Predicate - complete copulative verbs

There are also adjectives denoting: 1. Comparison 2. Absolute

3. Comparative 4. Superlative

ADVERBS: Adverbs modify verbs, adjectives, and other adverbs, (and entire clauses and all the rest

of a sentence) Types of Adverbs: Manner - answer the question how? - well, slowly, fast, neatly, how, so, otherwise Degree, Amount, Number - answer the question how much? - very, nearly, almost,

much, little, once, twice, so, more, less, too, completely, much, equally Time - answer the question when? - now, when, then, finally, never, lately Place, Direction, Arrangement - answer the question where? - here, there, in, out, up, down, around, first(ly), where, whither, whence, where ... from, any place, some place, no place, every place, anywhere, somewhere, nowhere, everywhere Cause - answer the question why? - why, for what reason, therefore, wherefore, consequently Purpose - answer the question why? - why, for what purpose Assertion - answer the question true or false? - yes, no, not Inference, Results - answer the question - therefore, hence, so, thus There are also adverbs denoting : Comparison Absolute Comparative Superlative ADVERBIAL CLAUSES Adverbial clauses modify verbs, adverbs, adjectives and other clauses Types of Adverbial Clauses - classified according to the type of modification they

provide Cause - introduced by as, because, since, that, not that ... but because, but, not that not ... but because, not but that ... but because. now, now that, for the reason that, by reason that, on the ground that, seeing, seeing that, considering, considering that, when, after, as long as, whereas, inasmuch as, for fear (that), lest, in that, for, for that, for Comparison - introduced by as, than © 2008 Roger Deaner, Sean Healy and Carolyn Barratt. All rights reserved. Reproduction in any form prohibited without the express approval of the authors

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Reference Guide for Practitioners of NLP Concession - introduced by although, even if, even though, though, if, although, while,

when, whereas, where, as ... as, so ... as, in spite of the fact that, despite that, notwithstanding (that), for all that, for as little as, granting, granted (that), admitting that, assuming that, albeit, and, an, whether… or, whether… or whether, if… or Condition or Exception - introduced by if, on condition that, provided that, unless, if not, were it not that, except for the fact that, only. that, unless, without, saving, except,, but, but that, provided (that), provided only, providing (that), so that, so as, so, so only, so long as, while in case that, in the event that, suppose, supposing, say, once Degree: Comparison - introduced by as ... as, so ... as, than, that Proportionate - introduced by as, according as, according to how, in degree as, in proportionAgreement as Restriction or Extent - introduced by so far as, as far as, in so far as, as regards, so as,

to such an extent as Manner: Alternative Agreement - introduced by according as, according to how Manner Proper - introduced by so, in this way, in what manner, how, in whatever manner

in that....etc. Comparison - introduced by as, as if, as though, like as, like Attendant Circumstance - introduced by as, that, but, but that, without, but what Manner Clause of Result - introduced by that, as, so, so that, so as Means - introduced by the fact that (plus clause) Place - introduced by where, wherever, whence, from whence, from where, whither,

where ... from, everywhere, everywhere that, wheresoever, whithersoever Purpose or End - introduced by in order that, so, that, for the purpose that, to the end that, in the hope that, but that, unless that, that ... not, for fear that, lest, so that Result - introduced by so, that Time - introduced by after, as, before, since, when, while, until, as soon as, as long as, as often as, at the same time as, whenever, whensoever, so surely as, when as, when that, the time (that), by the time (that), the year (that), the month (that), the moment (that), every time (that), the next time (that), any time (that), whilst, once, directly, immediately, instantly, since, against, by the time that, ere, till, no sooner… than, scarcely ... when, hardly ... when, scarcely ... but CONJUNCTIVE ADVERBS Conjunctive adverbs - join elements of a sentence and influence meaning in a way that

a conjunction cannot - accordingly, also, anyhow, besides, consequently, furthermore, hence, henceforth, indeed, instead, likewise, moreover, meanwhile, namely, nevertheless, otherwise, still, therefore, thus Intensive Adverbs - used to emphasize the meaning of an adjective or adverb - certainly, extremely, highly, least, much, quite, somewhat, such, too, tremendously, very

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Reference Guide for Practitioners of NLP PREPOSITIONS: Preposition - a word that conveys a meaning of position, direction, time, or other

abstraction Prepositional Phrase - consists of a preposition, its object, and any modifier of the object

and is used to modify a verb, noun, pronoun or adjective - adapted for, adapted to, adapted from, agree on, agree to, agree with, argue about, argue for, argue with, confide in, confide to, consist in, consist of, denounce as, denounce for, die from, die of, differ about, differ from, differ in, differ on, differ with, disappointed by, disappointed in, disappointed with, enter at, enter for, enter in, enter into, enter upon, impatient at, impatient with, live at, live in, live on, prejudice against, reconcile to, reconcile with. Prepositions - aboard, about, above, according to, across, after, against, ahead of,

along, alongside, alongside of, along with, amid, amidst, among, apart from, apropos, around, as against, as between. as compared with, as far as, as for, as regards, aside from, aslant, astern of, as to, at, athwart, back of, barring, bating, because of, before, behind, behind in, below, beneath, beside, besides, between, betwixt, beyond, but, by, by dint of, by means of, by reason of, by virtue of, by way of, concerning, considering, contrary to, despite, down, due to, during, ere, except, excepting, exclusive of, for, for the sake of, from, from above, from among, from behind, from beneath, from between, from over, from under, in, in accordance with, in addition to, in back of, in behalf of, in case of, in the case of, including, inclusive of, in comparison to, in comparison with, in compliance with, in consequence of, in consideration of, in default of, independently of, in front of, in lieu of, in light of, in opposition to, in place of, in preference to, in regard to, in the event of, inside, inside of, in spite of, instead of, into, in view of, like, near, notwithstanding, of, off, on, on account of, on behalf of, on board, onto, opposite, opposite to, out, out of, outside, outside of, over, owing to, past, pending, per, regarding, regardless of, relating to, relative to, respecting, round, roundabout, saying, short of, since, through, throughout, till, to, touching, toward, towards, under, underneath, until, unto, up, upon, up to, via, with, within, without, with the intention of, with reference to, with respect to, with regard to, without regard to, with a view to, with the view of, without a view. CONJUNCTIONS: Conjunctions join words, phrases or clauses Coordinating Conjunctions join words, phrases, and clauses - and, but, for, nor, or, so,

yet Correlative Conjunctions - Coordinating conjunctions that occur in pairs – either… or,

neither .. nor, not only .. but, not only .. but also, both ... and, whereas ... therefore, whether .. or Subordinating Conjunctions - connect sentence elements of less than equal value -

choose the appropriate conjunction to show the relationship between the clauses To show cause - as, because, inasmuch as, now that, since To indicate concession - although, even if, though To express a condition - but that, except that, if, if only, in case, provided that, unless To make a comparison - as., as if, more than, rather than, than To show manner - as, as if To explain place - where, wherever To indicate purpose - in order that, so, so that, that To express results - so that, so ... as, so ... that, such ... that To fix a time - after, as, as long as, as often as, before, ever since, just as, now that, since, till, until, when, whenever, whereupon, while, yet. Also how and why, (and also the relative pronouns that, which, what and who) © 2008 Roger Deaner, Sean Healy and Carolyn Barratt. All rights reserved. Reproduction in any form prohibited without the express approval of the authors

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Reference Guide for Practitioners of NLP Appendix 8 GLOSSARY OF NLP TERMS

Accessing cues - Actions which affect our internal processing so that we can access one

representational system more strongly than another in that moment. E.g. to direct access to your kinaesthetic system you may slow your breathing rate and your voice tempo; to access auditorially you might choose to tilt your head as if you are using a telephone.etc. Anchoring - is the process by which any internal or external representation gets

connected to and triggers a subsequent string of representations and responses. They can be naturally occurring or set up deliberately. A perfume, a song, the sound of your name being spoken by a certain person can all be naturally occurring anchors. Intuitively set anchors might include a clenched fist or a triumphant yell to help us anchor that feeling of success. An Anchored State - can be deliberately set up by applying a touch, a sound, a gesture

or a combination of these as a state comes to maximum level. Then the state can be reactivated or remembered through re-using that same touch, sound, gesture or combination to the same intensity and in the same way. To be successful anchors must be as precise as possible and can be set either by you or others. Associated – in the context of submodalities, “associated” indicates that the

representation of an event involves seeing with your own eyes, hearing with your own ears and sensing with your own body. Attention - In NLP we speak about First Attention and Second Attention. First Attention is

more limited; being where you focus your conscious mind. Since the conscious mind is limited in its ability to take in and remember information, of greater value to the NLP student is Second Attention - the facilitation, process and use of the unconscious mind. Auditory - One of the main representation systems of the neural network of the human

body. Auditory process represents heard information internally - whether words or music, whether external or internal. Behaviour - is human activity. It includes large movements like a gesture or throwing a

ball; small movements such as eye movements or breathing changes; micro movements such as the micro muscle movements experienced when modelling some activity. Beliefs – are rules of operation generalised over time. These ideas and systems are

developed throughout our lives as the product of our experience and modified by our perceptual filters, deletions, distortions and generalisations. Calibration - The ability to notice and measure change with respect to a standard. To

calibrate skilfully one requires refined sensory acuity. When you can tell accurately that a person is happy or excited because of the changes in the way they usually are, you are calibrating. Good salespeople can calibrate when a buyer is ready to buy.

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Reference Guide for Practitioners of NLP Chunking - an extremely useful skill to understand the difference between logical levels

of information. It is the grouping of information into types and sub types and assists in the development of meaning facilitating memory. Chunk size can vary, e.g. when you first learn to drive, each separate process is one chunk - adjust the mirror, look behind you, start the engine, put the car in gear etc. Once you have driven for a while, driving becomes one chunk. Complex Equivalence – An example of collapse of logical levels such as inferring an

intention onto a behaviour. The pattern being “x” therefore “y”. The “therefore” is implied. Eg “You’re late, you don’t love me”. Communication - The process of conveying information by language, signs, symbols,

and actions. an outcome, can be directionalised toward the outcome as is usually theMoving case intowards sales, negotiation andit therapy. Congruity/Incongruity - Congruency is the alignment of all output channels in a

communication. E.g. the words, the tone of voice, the gestures are all communicating the same or similar message. Incongruency is the result of conflicting messages, e.g. saying "Yes, I'm sure" in a soft questioning voice ending with an upward inflection. Conscious Mind - is limited in its ability to take in and remember information up to 7+2

chunks. The focus of the conscious attention is usually on only one experience at a time shifting from experience to experience. Content/Content Reframe - The substance or matter of an experience / Reframed =

thinking of the substance of the experience in a different way so that you gain a different perspective on the experience. e.g. the glass is half empty / the glass is half full. - the background, situation or circumstance of an experience / Reframed = thinking of that experience, and mentally changing the scenario. e.g. working late at night when you are tired takes on a different perception when you think about lying on your yacht explaining what it took to get there. Context/Context Reframe

Criteria - the defined standards and values of an individual when measuring what is

important to them. Cybernetics - the study of systems of communication. Traditionally applied to machines

such as computers and robots, cybernetics can also be applied to humans, both in terms of individual systems - the communication system integral to a single individual and in terms of social systems and communities. Deep Trance Identification - the achievement of an intensely altered state in which an

individual is able to identify the patterns of excellence which he/she wishes to model. Deletion - is what has been left out of your internal representation of the srcinal

experience. One of the cognitive processes that allows us to manage incoming sensory data without being overwhelmed, however there are things we delete which would be useful for us to have retained. Digital - is either on or off, an abrupt state change. Dissociated – in the context of submodalities, “dissociated” indicates that the

representation of an event involves seeing yourself in the picture, hearing yourself in the soundscape, and sensing yourself in an external element

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Reference Guide for Practitioners of NLP Distortion - The process of including changes into ones internal representation so that

things get, "blown out of proportion", "the truth gets stretched", things get "twisted" or "bent", allowing us to shift our sensory data. Down Time - is the result of putting one's awareness internally. Focussing the attention

on internal processes. Ecology - is the study of consequences. To be ecological is to act at all times within the

knowledge of the consequences of one’s actions. Elicitation - Information gathering by direct observation of a person’s accessing cues,

gestures, etc and through the asking of well formed questions to determine the structure of their internal experience. Epistemology - The study of how we know what we know, how individuals, groups, families, societies and cultures think and decide. It reveals the premises underlying outer behaviour and inner thinking based on the history of the individual or the social group. Systems such as extended families, cultures or societies may have a dominant epistemology into which the sub-system of the individual or family or community fits their own epistemology, and the greater system of interconnected life has a number of epistemologies. Ericksonian Hypnosis - Communication models developed by the innovative psychiatrist

Milton H Erickson for working on an individual’s subjective experience. This is a form of hypnosis which respects the uniqueness of each person and develops trance states specifically for each person. As a result Ericksonian Hypnosis involves the elegant and graceful use of the following - calibration, use of context, rapport, visual and auditory analogue markers, elicitation and feedback. Eye Scanning Patterns - are a set of Accessing Cues that pay attention to the way the

eyes move and the sequence of eye positions. Knowing which internal process correlates to each position is the precursor to understanding and eliciting strategies. Feedback - The criteria which enable you to determine if you are moving toward your

desired outcome. First Order Change - Change which occurs at the same logical level as the problem

state. e.g. "painting a chair a different colour" – the structure remains the same, the appearance changes. First Position - being associated with one’s self, the process of using one’s own sensory

acuity to process the world. Flexibility - To gain flexibility is to extend and expand ones range of behavioural patterns,

to expand the way one processes the world, to extend one's model of the world, to extend ones range of perceptual filters. This allows one to achieve ones outcomes in any situation Frames - impart meaning to a given set of circumstances, events or behaviour. Once the

frame has been established, the meaning can be defined. ‘Frame’ is a visual term. In auditory we would use the term, “setting the tone” and in kinaesthetic, “defining the boundaries”. As if frame - The process of acting "AS IF" you are what you want to be. e.g. acting

happy when you feel sad. © 2008 Roger Deaner, Sean Healy and Carolyn Barratt. All rights reserved. Reproduction in any form prohibited without the express approval of the authors

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Reference Guide for Practitioners of NLP Discovery frame - The action of suspending expectation, judgement and desire in order

to create a mental framework in which to discover and learn. Future pace - the internal process of noticing into ones future and placing resources there

to be used at a future time. Generalisation - The cognitive process by which parts of a person's internal experience

separates from the srcinal experience becoming a separate generalised pattern. This can be useful as when a child touches a stove top and gets burnt, the child generalises to "burners are hot", or "don't touch stoves when they are on". It can be limiting in other cases, e.g. a child is yelled at by a woman in a red dress, and generalises to "people in red dresses should be avoided". Generative Change - a change that creates the possibility of further change. Teaching

people new behaviours in such a way that they feel empowered often leads to generative change. Change that can redefine their life and the lives of those they interact with. Gustatory – representing taste internally. Identity - includes the way we see, hear and feel about ourselves, the values and beliefs

which determine the patterns of our behaviours and thinking. Imprinting - in humans usually takes place in formative situations in which beliefs and

values are installed. Unlike animals, imprinting in humans can be reversed. Integration - is carried out by our vestibular system allowing us to incorporate our

learnings so that these become part of us for use in both the external and internal worlds. Intention - Intention is not always apparent from behaviour, is regarded as highly

important for the person doing the behaviour, and is the reason or purpose behind the behaviour. Internal negotiation - From the work of Virginia Satir, leading family therapist. The act of

separating out different parts within a person, when those parts appear to have different agendas, in order to negotiate or come to an agreement to create a better situation for the person. E.g., when you want to buy an expensive evening jacket and "your internal accountant - you're saving for a new car", "your internal fashion stylist - this doesn't go with anything else in your wardrobe", and "your internal party girl - It would make her green with envy - I'd look great" all have different opinions. Internal representation - Known as mental maps, our internal representations are the

result of our pictures, sounds, thoughts and feelings. These govern our behaviour in the external world. In Time - a state in which people experience time as continuously present. Neither the

past nor the future has a great deal of meaning in this context. Can be culturally based or simply the result of someone being totally absorbed in the moment. Kinaesthetic – body sensation and examples of where body sensation come from –

hormonal muscular, vestibular, skeletal, digestive, respiratory and physiology, including all forms of moving. Lead System - The first sensory system to take in information. Logical Levels - when two or more logical types are in a hierarchy the logical type that

includes the others would be considered to be at a higher logical level. © 2008 Roger Deaner, Sean Healy and Carolyn Barratt. All rights reserved. Reproduction in any form prohibited without the express approval of the authors

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Reference Guide for Practitioners of NLP Logical Types - classifications or sets of nominalizations. Map / Map of Reality - a description of subjective representation of reality. The NLP

presupposition, "The map is not the territory" suggests that a description of reality is a representation - once or twice removed from the srcinal experience and is known as a map. Matching/Mismatching - matching is adopting parts of another person’s behaviour i.e.

particular gestures, facial expressions, forms of speech, tone of voice etc. If subtly done it helps create a feeling of being similar or alike between people. Mismatching can be either conscious or unconscious behaviour. It has the effect of reducing rapport between people because someone who mismatches does things differently from others, breathing at a different rate, at a different tempo and so on. Mismatching can be a normal part of focusing onspeaking difference. Meta-Cognition - thinking about one's thought processes from a Meta position, literally

taking an outside perspective to think about how one thinks. Meta Model - in the field of NLP the Meta Model is a language tool that provides

questions to help uncover, specify and clarify information, which in everyday verbal or written language may have been lost through habitual patterns of distortion, deletion and generalisation. This model was developed by Richard Bandler and John Grinder. Metaphor - used to provide learning directly to the Unconscious mind, or to offer

suggestions and solutions conversationally, Metaphor uses the description of a process, or series of events, designed to reproduce the patterns found in a real situation, with alternative content. Includes allegory and simile. Meta Position - a dissociated position, stepping outside of your own habitual internal

process, internal state and external behaviour, to acquire a neutral and impartial observer type of position. A meta-position is useful for gathering information without filtering it through your usual patterns and filters. Meta Programs - the mental patterns that underlie and describe human activity and

personality traits, Meta Programs are the habitual thinking processes that determine the where one places one's attention, or what provides motivation. For example whether one puts one's attention primarily on the past, present or future - whether one more often places attention on one's self or on others; whether one moves away from that which is undesirable, or moves towards that which is. Milton Model - developed by John Grinder, Richard Bandler and Judith Delozier after

they modelled Dr Milton Erickson, a psychiatrist and hypnotherapist of incredible skill. The Milton Model's function is the opposite to the function of the Meta model, in that it is designed to deliberately delete, distort and generalise information even further, in order to allow each individual listener to draw on their own personal relevant experiences within the structure offered by the presenter, in order to have them infer a personal meaning from a very unspecified communication. Mirroring - when one reflects all or some aspects of someone's physiology, as if seen in a

mirror image, e.g. right hand for left, as opposed to matching exactly, e.g. right hand for right hand. Mirroring is used to build Rapport by reducing the difference between self and another at unconscious levels.

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Reference Guide for Practitioners of NLP Models/Modelling (replicating talent) - when modelling one elicits and describes, either

consciously or unconsciously, the patterns at work in an expert demonstrating their expertise. Eliciting the specific and efficient description, replication and transfer of skills from one being to another within a specific context and for an intended outcome. Modelling for elegance involves removing non-essential features and distinctions of the modelled pattern, we are able to produce a streamlined behaviour, which with a minimal number of distinctions provides effective replication of the talent. Modelling is also a naturally occurring form of learning, where a person exposed to the behaviours and qualities of a significant other will re-present, internalise and express those behaviours and qualities themselves e.g. children modelling their parents, students modelling a mentor or teacher. Modal Operator - a linguistic term, used as part of the meta-model to bust deletions. A

modal operator denotes whether something is an option (a modal operator of possibilitywords like could, might, may, can) or whether it is a requirement (modal operator of necessity- words like must, ought, should, have to). Model of the World - each individual human has their own combination of values, belief,

perceptual filters, experiences, learnings, desires and expectations. These aspects in combination produce a unique way of being in the world, and a unique way of perceiving the events that we encounter, and in turn a unique way of responding to information, experiences and people. Our internal representations of reality, and the processes by which we organise those representations, shape our actions. These internal maps are referred to as being our model of the world. Multiple Descriptions - we experience the world through our particular map, or model of

the world, rather than experiencing reality directly. If we only ever experience one model of the world then our experiences are pretty limited. A way to get more detailed information that may have otherwise been deleted, distorted or generalised out of existence - is to take on multiple descriptions of an event, or an experience. At least three descriptions of any given circumstance, skill, activity or concept allow the individual to cross reference and find the common elements, thus extracting what is essential, as well as gaining understanding and flexibility about the different ways of approaching the same scenario. Neuro-Linguistic Programming - is the study and methodical application of how people

take in information from the world through their senses, how they re-present that information to themselves to think about it, how they filter, interpret, generalise, distort and delete that information with their values and beliefs, and how they form their states, behaviours and actions as a result. NLP is primarily concerned with modelling exceptional performance. Neurological Levels of Engagement - a content model developed by Robert Dilts.

Places the domains of environment, behaviour, capabilities, belief, values, identity and mission on an increasing hierarchy of significance, on the basis that the higher up the hierarchy, the more engaged a person's neurological and physiological system will be, and the more intensely they will respond. Many NLPers consider this a useful model but disagree that these domains are at different logical levels or are even a hierarchy of importance. New Code - a development in the field of NLP which emphasises unconscious learning

and understanding and which uses instead a systemic approach to teach and demonstrate patterns by arranging events, situations or contexts in which the learnings and patterns manifest spontaneously.

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Reference Guide for Practitioners of NLP NLPer – a Practitioner of NLP, a practising student of NLP, a coach or consultant using

NLP patterns, techniques and methods. Nominalisation - a verb (doing word) that has been 'frozen' into a concept, or abstract

noun (thing word), by attempting to describe an action as if it were an object- e.g. the action of loving becomes the nominalisation of love, budgeting becomes budget, managing becomes management. Olfactory – representing smell internally. Outcomes - should not be confused with goals. The purpose of an outcome is to

determine the qualities required to achieve your goal and address the inherent qualities of an measurable, individual at the of identity. Inthe order to make an outcome well-formed must also be timelevel coded, stated in positive, have defined resources thatit are available to the client, be within the individual’s control, appropriately contextualised, and checked for ecology. Pacing - matching the client's physiological cues, emotional state or model of the world in

order to create enough rapport to be able to lead them by example to a different physiology, emotion, or model of the world. Paradigm - the collected identity, beliefs and values from which a group, corporation or

entire culture operates. Parts - a useful metaphor in which contextualised aspects of a personality are 'separated'

out and treated as distinct from the whole, or from other parts, in order for an NLP practitioner to work with the aspect in question to resolve incongruency, build resources or achieve some other outcome. Within this metaphor 'parts' are essentially treated like any other NLP client, with their own strategies, values, beliefs, resources and need for pacing and rapport. Patterns - any repeating sequence. Perceptual Filters or biases - the filters that an individual has that influence how they

generalise, delete and distort information and their experience of reality in order to come up with their particular model of the world. Perceptual positions - when you operate from your own model of the world you are in

the first position, or the position of self. When you take on the model of the world of another person you are in second position, or the position of other, when you take a dissociated Meta position you are in the third position. Using these different positions to perceive a single context enables the client to gather additional information. It is important to have clean perceptual positions, and to vital to use them appropriately in order to avoid perceptual contamination. Phonological Ambiguity - when the meaning of a sentence is made ambiguous due to

use of words that have the same sound but different meanings. (e.g. nose / knows) Physiology - referring to the body. In NLP the term is used to describe or indicate such

indicators as posture, breathing, heart rate, muscle tension and psychological or emotional state. Preferred System - The modality(s) in which a person is most comfortable, the one(s)

they use first or as a default, attend to consciously, both to gather information and to represent information to themselves. © 2008 Roger Deaner, Sean Healy and Carolyn Barratt. All rights reserved. Reproduction in any form prohibited without the express approval of the authors

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Reference Guide for Practitioners of NLP Present state - the current situation, including internal state, internal process and external

behaviour - the place from which one is starting. Presuppositions - the items, ideas or concepts that are, for the sake of consistency and

utility, treated as though they were true, upon which many working theories can then be based. The pre-suppositions of NLP provide the philosophy that underscores and supports the practice of NLP, and provide useful framework, reminders and starting points for interventions. Rapport - a synchronisation of behaviours, either unconsciously occurring, or deliberately

generated, which reduces the difference between self and another at unconscious levels. Most often achieved through matching, mirroring and cross-matching. This is the pace element Pacefollows, and Lead. for rapport is that when one of theorpeople in rapport leads theofother this The can test be physical duplication of movement movement through state change. Reality Check - the act of conducting a 'check' or a comparison between one's internal

processing, and the external experience or reality. Reframing - changing a person's ideas about the meaning, significance or relevance of a

situation by changing the frames which define the situation. Reimprinting - changing and re-structuring of an core imprint experience that has

resulted in a person building a pattern of limiting beliefs or unwanted behaviours and which continues to provide a template upon which future behaviour is based. Requisite variety - a principle stating that: in any system, the part of that system which

has the greatest range of behavioural flexibility is the controlling part. Representation - an internally generated picture, sound or feeling used to re-present to

the self a concept, past experience or imagined event. Representational systems - the internalised representations of the sensory systems

used for the purposes of thinking in pictures, sounds and feelings. Resource - an element that makes up or contributes to a state that is extremely useful

and resourceful for an individual in a specific context. A resource may consist of a positive kinaesthetic, or an internal sound byte, or image, it might be a memory, or an abstraction a collection of useful 'bits and pieces'. Resourceful State - a state made up of all the elements and aspects that an individual

needs to be resourceful in a chosen context, or to be used as a general cross-context state to allow an individual to have effective and resourceful internal processes. Second Order Change - a change that is approached at a different logical level than that

of the problem state. Eg taking down a wall and blocking up a doorway changes the structure, the appearance, and the function. Sensory Acuity - precise and accurate ability to make fine distinctions and internal

representations with each of the senses. There are exercises that help to practice and strengthen these. Sensory Based Description - a specific description limited to only what one can

experience directly with the senses - see, hear, feel, smell, taste - without interpreting or ascribing meaning to that description. © 2008 Roger Deaner, Sean Healy and Carolyn Barratt. All rights reserved. Reproduction in any form prohibited without the express approval of the authors

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Reference Guide for Practitioners of NLP Sensory Based Experience- an event experienced in as many of the senses as

possible, and without conscious understanding or analysing, in order to get a clean map of the experience in each of the representational systems. State - a "package" to describe an overall condition - it includes the physiology, internal

kinaesthetic, auditory and visual, and thought processes and strategies. More than just 'feeling' a certain way e.g. feeling confident, as opposed to a state of confidence- which includes all the other aspects and internal processes beyond the kinaesthetic. A state may be something to move away from (an unresourceful state) or something to move towards (a resourceful state). State Control - Deliberating choosing to experience, reduce or enhance specific states

using a variety of techniques including Changing the Physiology, Sub Modalities and anchoring. State Elicitation - Deliberately inducing a state with a subject through pacing and leading,

metaphor, physiology, anchors, act as if and remember a time. Strategy – a sequence of representational system accesses punctuated by outcomes

achieved. Can include any and all of the following in limitless combinations: all representational systems, internal and external information, internal state, internal process, external behaviour, and utilises the phases Trigger, Operate, Test and Exit (known as the TOTE). A strategy is what lets you know when to start, what to do first, what to do next, and how you know when you are finished. Individuals have many different strategies for different contexts. Some strategies are very effective and useful, others are less so, but it is possible to change a strategy if a more efficient or effective one is desired. Submodalities – are the subcategories that describe distinctions in each of the

Modalities. e.g. Submodalities of the Visual Modality would include all the possible variations available in a visual format, including but not limited to, Brightness, Size, Focus, Colour, and Distance etc. Synaesthesia - when two rep systems interact in such a way as to seem simultaneous,

though in actuality one very closely precedes the other. e.gan auditory/visual synaesthesia would mean that hearing sounds (like music) would create an image, so rapidly as to seem instantaneous. Syntax - the structure of a language that determines the way nouns, adjectives and verbs

etc should be positioned to correctly convey meaning. Syntax can change across languages, and changing the syntax can change the meaning of a sentence drastically. Through Time - a time sort in which one is extremely aware of the passage of time. In

this state it is easy to accurately judge the passage of different periods of time (five minutes, or an hour) and to estimate how long activities will take. People sorting by through time strongly prefer to be punctual, and tend to be early, plan ahead and have systems for doing things efficiently. Time Code - a metaphor to describe the ways in which people represent time. A personal

Timeline may be elicited (or installed) simply by asking the subject to indicate the location or direction in which a certain point of time (say last Christmas) might be positioned. Triple Description - experiencing a situation from three perspectives; self, another and

the Meta position. Takes the concept of "see it from the other fellows point of view" or "walk a mile in another man's shoes" to a greater level of association and clean separation. © 2008 Roger Deaner, Sean Healy and Carolyn Barratt. All rights reserved. Reproduction in any form prohibited without the express approval of the authors

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Reference Guide for Practitioners of NLP Unconscious Mind - If we consider the conscious mind to be everything that we are

aware of in any given moment (like *NOW!), and we accept that the conscious mind can only maintain concentration on 7+-2 chunks of attention at a time, then it would be appropriate to call your Unconscious mind EVERYTHING of which you are not currently consciously aware. The unconscious is like a recording device, constantly taking in and processing MASSIVE amounts of information and never discarding it. Universal Quantifiers - a Meta Model Violation in which an extremely broad

generalisation is made. Typically expressed in terms like: all, nothing, always, never, every, none etc. The way to 'bust' this violation is to challenge the generalisation by bring the chunk size down to specifics- often by citing a specific example, or outright questioning of the statement "What, ALL of them? Are you sure? Isn't there even ONE exception?" Unspecified predicates - predicates that are non-sensory specific, not relating to any of

the five senses. Up-Time States - a state that has the subject alert and paying attention to external world

rather than their internal processes. Values - usually expressed in a single word nominalisation (Honesty, Achievement,

Morality). Values are deeply held emotions that people spend time and/or energy and/or money on moving towards and/or away from. Working with peoples values can have far reaching systemic consequences and so this area should be approached with caution and ecology. Vestibular System - the body's balance system and what gets upset when you spin

around in circles- one of the great things to calibrate when doing a standing or moving intervention as the unconscious mind can cause a wobble, tilt or lean to be a visible signal. Visual - One of the main representation systems of the neural network of the human

body. Visual process is the representing of seen information internally - whether real or imagined. Well-formedness Conditions - conditions (such as achievability, measurability, self

initiated and maintained) that an outcome must meet in order to be a well-formed outcome, or an outcome that is essentially fool proof and has no built in flaws.

© 2008 Roger Deaner, Sean Healy and Carolyn Barratt. All rights reserved. Reproduction in any form prohibited without the express approval of the authors

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Reference Guide for Practitioners of NLP REFERENCES These books are both a bibliography for the Reference Guide as well as suggested reading for people with a serious interest in NLP. The following list does not constitute a complete list of all the books that have informed the authors over the years, but it is certainly an excellent start.

Andreas, Steve

Core Transformations: Reaching the Wellspring Within

Andreas, Steve

‘Transforming Your Self’

Andreas. Steve

‘Heart of the Mind’

Andreas & Andreas

Change Your Mind & Keep the Change

Andreas, Steve

Is There Life Before Death?

Andreas, Steve

Virginia Satir: The Patterns of Her Magic

Andreas, Steve

Six Blind Elephants Volume 1: Understanding Ourselves and Each Other: Fundamental Principles of Scope and Category

Andreas, Steve

Six Blind Elephants Volume 2: Understanding Ourselves and Each Other: Applications and Explorations of Scope and Category

Bagley

Beyond Selling

Bandler, Richard

Insider’s Guide to Sub-Modalities

Bandler, Richard

Magic in Action (Rev’d Ed)

Bandler, Richard

‘Adventures of Anybody’

Bandler, Richard

‘Time for a Change’

Bandler, Richard

Persuasion Engineering

Bandler, Richard

Using Your Brain – For a Change

Bandler & Grinder

Structure of Magic Volumes 1 & 2

Bandler & Grinder

Frogs into Princes

Bandler & Grinder

Patterns of Hypnotic Techniques of Milton H Erickson Vol. 1

Bandler & Grinder

Reframing: NLP and the Transformation of Meaning.

Collingwood & Collingwood

The NLP Field Guide; Part 1 A reference manual of Practitioner level patterns.

Cameron Bandler

The Emotional Hostage

Cameron Bandler

Know How: Guided Programs For Inventing Your Own Best Future

© 2008 Roger Deaner, Sean Healy and Carolyn Barratt. All rights reserved. Reproduction in any form prohibited without the express approval of the authors

Page 146 of 147

Reference Guide for Practitioners of NLP Cameron Bandler

Emprint Method: A Guide to Reproducing Competence

Colgrass, Michael

My Lessons with Kumi

Dilts, Robert

Neuro-Linguistic Programming Volume 1; The study of the structure of subjective experience.

Dilts, Robert

Strategies for Genius Vol. 3

Dilts, Robert

Sleight of Mouth

DeLozier & Grinder

Turtles all the Way Down

David Deutsch

The Fabric of Reality: The Science of Parallel Universes and its Implications

Gordon

Therapeutic Metaphors

Grinder & Bostic St Clair

Whispering in the Wind

Gladwell, Malcolm

‘Blink’

Gladwell, Malcolm

‘The Tipping Point’

Hofstadter, Douglas R

Goedel, Esher, Bach: An Eternal Golden Braid

James, Tad

Time Line Therapy and the Basis of Personality

Jeynes, Julian

Origin of Consciousness and the Breakdown of the Bicameral mind

Laborde, Genie

Fine Tune Your Brain

Laborde, Genie

Influencing with Integrity

Seymour & O’Connor

Introducing NLP

Ristad

Soprano on Her Head

Woodsmall, Wyatt

Meta Programs

© 2008 Roger Deaner, Sean Healy and Carolyn Barratt. All rights reserved. Reproduction in any form prohibited without the express approval of the authors

Page 147 of 147

ABOUT THE AU HORS

Roger Dean r is a Master Trainer and Trainer Assessor of N LP; and a Trainer in Spiral Dyna ics integral. He specialises in the teaching of NL P and its applications. Associated ith implementing change all his working life, Rog er worked his way from researc h chemist, piloting the use of new synthetic fibre in novel industrial, medical and apparel applications to international trouble shoo ter and Divisional ManagingDi rector for the multi-national corporate giant, Cour taulds. His success bothinhisc rporate career and today as a trainer and consul tant is due to his skillsasane gotiator and his ability to train leaders. It is Roger’s skills of creating inter-organisation relationships that are so needed b y influential leaders and his consummate style as a t acher that Roger brings to those who attend his trainings. Roger, a true master of the technology he teaches, now combines his distinguished busine ss experience and an extensive corporate practice ith ongoing research into communication techn logies to provide outstanding trainings, mentoring and consultations. He offers a unique insight into the needs and drives of the corporate world. Currently exploring the link betw en spinal alignment and values, his work with u conscious core values has led him to develop th Iconic Meta-Pattern. Roger’s time outside the cl lassroom is spent in executive level, leadership cons lting and training, executive assessment and lea dership mentoring and mentoring young trainers.

Sean Heal specialises in NLP training and consulting. A c rtified Trainer and Mentor Tra iner of NLP, his focus is on professional develop ent and business relationshi s. He has worked with the Wealth Management Division of ANZ, teaches N P in many sales courses to large companies and academic bodies and is invol ved in a ‘Peer Coaching’ initiative and NLP traini ng for teachers. Sean draw on widespread experience. As a fitness trainer hile running his own gym, e was constantly intrigued by the behavioural an d mental differences he noticed between champion and average athletes. He trai ned International and Nation al celebrity athletes and dancers working with th ir mental and emotional states as well hysical as thefitness. p Since 1999 Sean has used NLP in the contexts of personal consulting and busine ss training and coaching, working with rural com munities; in out-reach programs; and in situatio s calling for resolution of cultural clashes. D ring this time he has discovered that it is the rel tionships people form that frequently have a great effect on their individual success.

Carolyn Barratt has spent her entire working life in training a nd education. During her 19 years s a teacher, she helped pioneer the teaching of English as a second language;de eloped new ways to teach science (her work on dyeing materials and fabrics publis ed in the ASEP project); and she developed a breakthrough in remedial edu ation designed to encourage the re-developmen t of learning pathwaysinc hildren who were experiencing learning difficulties. Leaving the ducation department in 1981, Carolyn studied b havioural and organisation l sciences (including NLP) and becoming interes ted in the training and develop ent of adults. Together with her partner, Roger eaner, she established LeaderVision Pty Ltd , a training company specialising in the training f NLP and the training applications of NLP in bu siness, leadership, management and negotiations. Carolyn, a Master Practitioner of NLP, prefers to work behind the scenes in an ad creative capacity. She has most recently discovered a delight in writing.

ministrative and

© 2008 Roger Deaner, Carolyn Barratt, Sean Healy. Published by LeaderVision Pty Ltd www.leadervision.com.au