Getting Ready For NLP Trainers Training Evaluation Flashcards
- List the 10 Presuppositions of NLP (Practitioner Manual Page 12)
- Respect for the other person’s model of the world.
- Behavior and change are to be evaluated in terms of context and ecology.
- Resistance in a client is a sign of lack of rapport.
- People are not their behaviors (accept the person; change the behavior).
- Everyone is doing the best they can with the resources they have available.
- Calibrate on behavior. The most important information about a person is that person’s behavior.
- The map is not the territory.
- (U) You are in charge of your mind and therefore your results. (I am also in charge of my mind and therefore my results.)
- People have all the resources they need to succeed and to achieve their desired outcomes. (There are no unresourceful people, only unresourceful states)
- All procedures should increase Wholeness.
- There is only feedback. (There is no failure, only feedback).
- The meaning of communication is the response you get.
- The Law of Requisite Variety. (The system/person with the most flexibility will control the system.)
- All procedures should be designed to increase choice.
- What is ecology and how do you know when you have it? (See also Practitioner’s Manual, Page 138 Glossary)
Ecology is the study of consequences. There are four levels of ecology.
- Self to Self
- Self to Others (family)
- Self to Society
- Self to the Planet
If a situation is win-win, then there is no manipulation involved.
Ecology prevents contamination of the system and the environment at every level. That which is fit, totally harmonious, and supports the outside environment. You have ecology when the outcome is win-win for all parties and the environment.
Ecology is the study of effects of individual actions on the larger system. In an individual, the study of the effects of individual components of coaching on the bigger picture of the whole individual.
- What is the Law of Requisite Variety? (Practitioner’s Manual page 12 - #13)
The system/person with the most flexibility of behavior will control the system.
- What is the difference between content and process?
- Content - details of what it is.
* Process - how it works.
- What is rapport? (See also Practitioners Manual Page 143 Glossary)
It is a process of matching and mirroring. Rapport creates a condition, whereby the client will accept suggestions uncritically. The basis of rapport is that when people are like each other, they like each other. When people are not like each other, they don’t like each other. It is a process of responsiveness, not necessarily, “liking.” It is the ability to elicit responses.
- List five (5) things to match in getting rapport. (See also Practitioner Manual, page 16)
- Posture
- Voice tempo, volume, tembte
- Breathing
- Mirror the client’s physiology
- Facial expression and blinking
- Predicates
- Match their modality (VAK)
- Match common experiences
- Match their chunk level
- What is crossover mirroring. When is it useful. (See also Practitioner Manual, page 138 Glossary)
Crossover mirroring is using one part of your physiology to mirror a different part of another person’s physiology. The matching of a repeated movement of a person with a different movement of your own.
It is useful for dealing with people associated in negative states – those you don’t want to directly match or mirror. For example, tap your foot in time to their speech rhythm.
- Fill in eye pattens of a normally organized right handed person. (See also Practitioner Manual, page 23).
Vc. Vr
Ac. Ar
K. Ad
- What is meant by “Primary Representational System” and now do you detect it? (See also Practitioner Manual, page 142, Glossary)
- It is the primary representational system favored the most by the person. It is the internal sense used habitually.
- Detected by predicates and physiology.
- What is meant by “Lead Representational System”? (See also Practitioner’s Manual, page 139 Glossary)
- The system that a person uses when he first starts to access internally stored information.
- Detected by eye patterns.
- For each of the following predicate, identify whether it is visual (V), auditory tonal (At), kinesthetic (K), olfactory (O), gustatory (G), or auditory digital (Ad). (See also Practitioner Manual Page 19-20)
Stink - O See - V Look - V Thoughtful - Ad Tension - K Watch - V Throw - K
Warm - K Hear - At Feel - K Viewpoint - V, Ad Putrid - O Silent - At Motivate - Ad, K
Tough - K, Ad Yummy - G Sense - Ad Tell - At, Ad Push - K Music - At Bitter - G
Look - V Remember - Ad Taste - G Survey - V, Ad Shocking - K Hard - K Brilliant - V
- Translate the following sentences into a different representational system. (See also Practitioners Manual Pages 19-20)
Things look good. Things are feeling fine. Sounds good to me.
It’s so quiet that you can hear a pin drop. There’s a calm in the air.
You are really fired up! You really resonate! You look motivated!
That sounds like a great idea. That looks like a great concept.
People don’t see me as I see myself. I don’t sound to them like I sound to myself.
Your words leave a sour taste in my mouth. Your words give me a bad feeling.
Every day above ground is a great day. Every day feels great.
- Describe the process of “Overlapping Representational Systems” and give an example of when you would use this pattern. (See also Practitioners Manual Page 141 Glossary)
Overlapping is moving the client from one representational system to another (from most favored to least favored), in order to help them develop more flexibility in a certain representational system. For example, using predicates to move a person from K to A to V.
Used to gain access to a whole representational systems that is out of awareness.
- Which of the following statements are sensory based (S) and which are hallucinations (H)? (See also Practitioners Manual Page 143 Glossary)
S_Her lips puffed and the muscles on her face tightened.
H_She was relieved.
S_The volume of his voice was diminished.
H_She cringed.
H_He looked cold.
H_He showed remorse.
S_His pupils dilated.
- What is meant by “Physiology of Excellence” and why is it important? (See also Practitioner Manual Page 52)
It is an exercise to be able to discover, elicit the patterns of, and utilize excellent behavior of themselves and others. It works with the belief system and physiology on the theory that, “Anything you can do, I can elicit and also do.” It derives from the observation that physiology influences behavior and vice versa.
Operating from a physiology of excellence greatly influences your chances of success in your endeavors.
It is important because through the process of modeling you can find and model excellent behavior and install it in someone else.
- List six (6) modalities of calibration (See also Practitioner Manual Page 15)
- Skin color
- Skin tones (the tone of muscles under the skin)
- Breathing (rate and location)
- Lower lip size
- Eye focus and pupil dilation
- Posture
- What is the difference between voice tone, tempo and timbre (See also Practitioner Manual Page 16).
- Tone is pitch (high or low)
- Volume (loud or soft)
- Tempo is speed (fast or slow)
- Timbre is quality (harmonic content melodious,
resonant, strident, whining, raspiness)
- What are six (6) keys to achievable outcomes? (See also Practitioners Manual Page 10)
- Stated in positive
What specifically do you want? - Specify present situation
Where are you now? (Associated) - Specify outcome. What will you see, hear, feel,
etc., when you have it? As if now. Make
compelling.
Insert in future. Be sure future picture is
dissociated. - Specify evidence procedure.
How will you know when you have it? - Is it congruently desirable?
What will this outcome get for you or allow you to
do? - Is it self-initiated or self-maintained?
Is it only for you? - Is it appropriately contextualized?
Where, when, how, with whom do you want it? - What resources are needed? What do you have now, and what do
you need to get your outcome? Have you ever had or done this
before? Do you know anyone who has? Act as if you have it, - Is it ecological?
For what purpose do you want this?
What will you gain or lose if you have it? What will happen if
if you get it?
What won’t happen if you get it?
What will happen if you don’t get it?
What won’t happen if you don’t get it?These keys cited above are equivalent to smart goals.
S: Specific, Simple
M: Measurable, Meaningful to you
A: As if now, Achievable, All areas of your life
R: Realistic, Responsible / Ecological
T: Timed, Toward what you want
- What is the “Meta Model” (See Practitioner Manual page 140 Glossary)
The “Meta Model” is a linguistic tool for using portions of a person’s spoken or written behavior to determine where he has generalized, deleted, or distorted experiences in his model of the world. It is useful to elicit deep structure. A chunk-down tool. A model developed by Virginia Satire.
- What are three (3) processes of internalizing on which the Meta Model is based? (See Practitioner Manual Page 45)
Deletion, distortion, and generalization
- Identify the Meta Model violations in each of the following sentences, and indicate what the appropriate Meta Model challenge would be. (See also Practitioner Manual page 45)
- He makes me happy. [Cause-Effect:] How specifically? How does he make you choose to be happy?
- It’s wrong to cheat. [Lost Performative:] Who says its wrong to cheat?
- I regret my decision. [Simple Deletion:] You regret your decision about
what? [Nominalization:] What were you deciding? - Nobody ever pays any attention to me. [Lack of Referential Index:]
Who, specifically, doesn’t pay any attention to you? [Universal
Quantifier:] Nobody? - Sue loves me. [Presupposition] How do you know she loves you?
[Mind Read:] How do you know she loves you? What does she
do that lets you know she loves you? - She hurt me. [Cause-Effect:] How, specifically, did Susan hurt you?
How does Susan make you choose to feel hurt? - I’m angry. [Simple Deletion:] About what specifically?
- I should study harder. [Modal Operator of Necessity:] Why,
specifically, should you study harder? What do you think would
happen if you didn’t? Just suppose . . .
- What is personal power and how does one get it? (See also Practitioner Manual - Slides 3-5 in the back of the manual)
Personal power is the ability to take action and achieve results.
C > E. Be at cause.
- What is “state,” and why is it important? (See also Practitioner Manual Page 143 Glossary)
How a person feels internally. It is connected to the internal representation and together with physiology determines behavior. It is a combination of physical, emotional, and cognitive conditions.
State is important because the concept of state helps put one at cause of feeling a certain way. It affects our capabilities and interpretation of experience.
- What is a “pattern interrupt,” and when is it useful? (see also Practitioner Manual Slide 26 in the back of the manual)
This is a method of interrupting a pattern of behavior in order to disrupt that behavior. If you interrupt a pattern of behavior early enough and enough times – the interrupt becomes part of the new behavior.
Useful to allow the client to interrupt and change a pattern of behavior.
- What is an anchor? (See also Practitioner Manual Page 46)
Any time someone is in an intense state and at peak of that experience, if a specific stimulus is applied, then the two are linked neurologically creating an anchor. This can occur naturally or be set off intentionally.
- What are the five (5) keys to anchoring? (See also Practitioner Manual Page 46)
Mnemonic Devise: I-TURN
- Intensity of the response
- Timing of the anchor
- Uniqueness of the stimulus
- Replication of the stimulus
- Number of times
- Describe how to anchor someone. (See also Practitioner Manual page 46)
Mnemonic Device: RACE
- Recall a past vivid experience - put person in state
- Apply the stimulus as the state begins to rise
- Change the person’s state (Break State)
- Evoke the state by firing the anchor (Test)
- Describe the process of Collapse Anchors, and tell when it is useful to do so. (See also Practitioner’s Manual Page 48)
- Get into rapport with the client.
- Tell the client what you are about to do: “In just a moment I am going to do a process called “Collapse Anchors” (explain), and that will necessitate that I touch you. Is that O.K.?”
- Decide on which Positive/Resource States are needed, and decide on the Negative State to be collapsed. Make it clear which states
specifically are involved. - As you elicit the Positive States get into each one before you elicit it in the client.
- Make sure that the client is in fully associated, intense, congruent state for each of the states you anchor.
- Anchor all positive states in the same place, I.E. A knuckle or other easily identifiable place.
- Anchor the negative star only ONCE.
- Fire anchors at the same time until they peak, and the integration is complete. (Watch the client; they will usually exhibit signs of asymmetry until the integration is complete.)
- Release the negative anchor.
- Hold the positive anchor for 5 more seconds and then release.
- Test: “Now how do you feel about that old state?”
- Future Pace: “Can you imagine a time in the future when you might be in a similar situation, and what happens?
The process of Collapse Anchors is useful to remove minor negative states.
- Describe the process of Chaining Anchors, and tell when you would use it. (See also Practitioner Manual Page 49)
Chaining is a technique that is used when the desired/resource state is significantly different from the present state and the present states is the stuck state.
- Get into rapport.
- Tell the client what you are about to. Do: “In just a moment I am going to do a process called “Chaining Anchors” (explain) and that will necessitate that I touch you. Is that okay?
- Identify the undesirable present state. (E.G.: Procrastination), and decide on the positive/resource end state (E.G.: Motivation).
- Design the chain: Decide on what intermediate states are needed to lead the end state. (E.G.: You’re procrastinating, what gets you off that state?”)
(1) ------------> (2) ----------> (3) ----------> (4) Present Intermediate Intermediate End (State#1) (State#2) (State#3) (State#4) - Get into each state as you elicit and anchor each state separately, beginning with the present state through the end state. (You may have to stack ALL states to get a high intensity.) Make sure that the subject is out of previous state prior to anchoring the next one. (Break State between states, especially between the last one and the first one.)
- Test each state. Make sure that the client goes into each one.
- Chain each state together firing #1 and when #1 is at its peak add #2, and then release #1. When #2 comes to the peak, add #3, then release #2. Add #4’, etc. in the same way. (This is NOT a collapse because the two states do not peak at the same time.)
- Test: Fire present state anchor. Client should end up in the final state.
- Ask the client, “Now how do you feel about ________.” E.G.: How do you feel about procrastination?
- Future Pace: “Can you think of a time in the future which if it had happened in the past you would have _______ (E.G.: Procrastinated) and tell me what happens instead?”
- What are the major things that are important in designing a chain of anchors?
- Decide the First & Last State
- Criteria for Intermediate States
- Toward -or- Away from?
- The Next State Must Have Movement
- What Will Be a Sufficiently Intense State to Move the Chain onto the Next State?
- Second to Last State Should Be Toward
- The State Should Be Self-Initiated
- The State Should NOT be how they already do it
- Do not use major Negative Emotions
- What is a strategy? (See also Practitioner Manual Page 53 & 143)
A specific syntax (ordered sequence) of external and internal experience which consistently produces a specific behavior or outcome.
