Getting Ready For NLP Trainers Training Evaluation Flashcards
1
Q
- List the 10 Presuppositions of NLP (Practitioner Manual Page 12)
A
- 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.
2
Q
- What is ecology and how do you know when you have it? (See also Practitioner’s Manual, Page 138 Glossary)
A
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.
3
Q
- What is the difference between content and process?
A
- Content - details of what it is.
* Process - how it works.
4
Q
- What is rapport? (See also Practitioners Manual Page 143 Glossary)
A
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.
5
Q
- List five (5) things to match in getting rapport. (See also Practitioner Manual, page 16)
A
- 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
6
Q
- What is crossover mirroring. When is it useful. (See also Practitioner Manual, page 138 Glossary)
A
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.
7
Q
- Fill in eye pattens of a normally organized right handed person. (See also Practitioner Manual, page 23).
A
Vc. Vr
Ac. Ar
K. Ad
8
Q
- What is meant by “Primary Representational System” and now do you detect it? (See also Practitioner Manual, page 142, Glossary)
A
- It is the primary representational system favored the most by the person. It is the internal sense used habitually.
- Detected by predicates and physiology.
9
Q
- What is meant by “Lead Representational System”? (See also Practitioner’s Manual, page 139 Glossary)
A
- The system that a person uses when he first starts to access internally stored information.
- Detected by eye patterns.
10
Q
- 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)
A
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
11
Q
- Translate the following sentences into a different representational system. (See also Practitioners Manual Pages 19-20)
A
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.
12
Q
- 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)
A
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.
13
Q
- Which of the following statements are sensory based (S) and which are hallucinations (H)? (See also Practitioners Manual Page 143 Glossary)
A
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.
14
Q
- What is meant by “Physiology of Excellence” and why is it important? (See also Practitioner Manual Page 52)
A
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.
15
Q
- List six (6) modalities of calibration (See also Practitioner Manual Page 15)
A
- Skin color
- Skin tones (the tone of muscles under the skin)
- Breathing (rate and location)
- Lower lip size
- Eye focus and pupil dilation
- Posture
16
Q
- What is the difference between voice tone, tempo and timbre (See also Practitioner Manual Page 16).
A
- 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)
17
Q
- What are six (6) keys to achievable outcomes? (See also Practitioners Manual Page 10)
A
- 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
18
Q
- What is the “Meta Model” (See Practitioner Manual page 140 Glossary)
A
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.
19
Q
- What are three (3) processes of internalizing on which the Meta Model is based? (See Practitioner Manual Page 45)
A
Deletion, distortion, and generalization
20
Q
- 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)
A
- 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 . . .
21
Q
- What is personal power and how does one get it? (See also Practitioner Manual - Slides 3-5 in the back of the manual)
A
Personal power is the ability to take action and achieve results.
C > E. Be at cause.
22
Q
- What is “state,” and why is it important? (See also Practitioner Manual Page 143 Glossary)
A
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.
23
Q
- What is a “pattern interrupt,” and when is it useful? (see also Practitioner Manual Slide 26 in the back of the manual)
A
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.
24
Q
- What is an anchor? (See also Practitioner Manual Page 46)
A
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.
25
26. What are the five (5) keys to anchoring? (See also Practitioner Manual Page 46)
Mnemonic Devise: I-TURN
1. Intensity of the response
2. Timing of the anchor
3. Uniqueness of the stimulus
4. Replication of the stimulus
5. Number of times
26
27. Describe how to anchor someone. (See also Practitioner Manual page 46)
Mnemonic Device: RACE
1. Recall a past vivid experience - put person in state
2. Apply the stimulus as the state begins to rise
3. Change the person's state (Break State)
4. Evoke the state by firing the anchor (Test)
27
28. Describe the process of Collapse Anchors, and tell when it is useful to do so. (See also Practitioner's Manual Page 48)
1. Get into rapport with the client.
2. 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.?"
3. 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.
4. As you elicit the Positive States get into each one before you elicit it in the client.
5. Make sure that the client is in fully associated, intense, congruent state for each of the states you anchor.
6. Anchor all positive states in the same place, I.E. A knuckle or other easily identifiable place.
7. Anchor the negative star only ONCE.
8. 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.)
9. Release the negative anchor.
10. Hold the positive anchor for 5 more seconds and then release.
11. Test: "Now how do you feel about that old state?"
12. 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.
28
29. 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.
1. Get into rapport.
2. 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?
3. Identify the undesirable present state. (E.G.: Procrastination), and decide on the positive/resource end state (E.G.: Motivation).
4. 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)
5. 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.)
6. Test each state. Make sure that the client goes into each one.
7. 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.)
8. Test: Fire present state anchor. Client should end up in the final state.
9. Ask the client, "Now how do you feel about ________." E.G.: How do you feel about procrastination?
10. 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?"
29
30. 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
30
31. 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.
31
32. What are the key elements in a strategy? (See also Practitioner Manual Page 54)
The five Modalities plus Self-Talk
Visual - External, Internal (constructed/remembered)
Auditory - External, Internal (constructed/remembered)
Kinesthetic - External, Internal (constructed/remembered)
Olfactory - External, Internal (constructed/remembered)
Gustatory - External, Internal (constructed/remembered)
32
33. Describe how to elicit a strategy. (See also Practitioner Manual Page 65)
Formal Strategy Elicitation Script:
1. Can you remember a time when you were totally x'd?
2. Can you remember a specific time?
3. As you go back to that time now, what was the very first thing that
caused you to be totally x'd.
4. Was it something you saw (or the way someone looked at you)? Was
it something you heard (or someone's tone of voice), or was it the
touch of someone or something? What was the very first thing that
caused you to be totally x'd?
5. After you (saw, heard, felt) that, what was the very next thing that
happened as you were totally x"d? Did you picture something in your
mind? Say something to yourself or have a certain feeling or
emotion? What was the very first thing that caused you to be totally
X'd?
6. After you (list previous), did you know you were totally x'd or . . .
(Repeat steps 5 and 6 until complete).
Informal Strategy Elicitation Script
(Strategy Elicitation from Eye Patterns):
1. Run eye tracking test to ensure that they can access all quadrants.
2. Determine if they are normally organized or reverse organized.
3. "Can you remember a time when you bought something that you
liked? Can you remember a specific time?
"What was it?"
"Where you by yourself when you bought it?"
"Are you happy with your purchase?"
Make sure they bought it by themselves and that they're happy with their purchase (if NO, at any time, it could be a different strategy). If NO, repeat step 3 for another product. Otherwise go to step 4.
4. "So you are in the store, (car lot, etc.). How did you decide (name product) was right for you?"
5. Watch their eye pattens as they answer and write them down. Pay attention to the predicates. They should match the eye pattens. Note repeated key words. Note Convincer.
6. Repeat steps 3-5 a few times and possibly with different items until you are sure you've got the strategy.
7. Test. Feed back their strategy using matching predicates.
33
34. What are the important elements in a well-formed strategy? (See also Practitioner Manual Page 56)
* A well-defined representation of outcome.
* Uses at least there or four of the major representational systems.
* Uses the 3 points in all loops to get the outcome.
* Every loop includes an exit point.
* Goes external after "N" steps or "X" times.
* Uses least number of steps to get outcome.
* Is a logical sequence with no missing steps.
* Has necessary internal and external sensory modalities to get desired
outcome.
* Preserves positive by-products and eliminates negative
consequences.
* Follows the TOTE model.
* Minimizes bad feelings.
* Trigger which starts the process and carries with the final criteria.
* Operations to alter present state to the desired state.
* Test which compares present state to desired state based or
presorted or ad hoc criteria.
* Decision point which determines the next step based on the
congruence or incongruent of the test comparison.
34
35. Define the steps used to install a strategy. (See also Master Practitioner Manual Section 6 . . . 40; Also Master Practitioner Audio Collection)
1. Clean up negative K, if any.
2. Elicit any currently used strategy of a similar nature
3. Design the Strategy
4. Anchor the steps of the strategy
5. Chain the Steps Together
6. Test: Does client use it?
Also: Rehearsing, Reframing, Metaphor, Anchoring, Dissociated State Rehearsing
35
36. What are SubModalities? (See also Practitioner Manual Page 144 Glossary)
Further distinctions (subsets) of Modalities. A coding we use for our objective experience and how we know one thing from another. Fine tuning of the Internal Representation.
36
37. List six (6) Visual, six (6) Auditory and six (6) Kinesthetic SubModalities (See also Practitioner Manual Page 29 - Submodalities Checklist)
Visual Auditory Kinesthetic
Black & White or Color? Location? Location?
Near or Far? Direction? Size?
Bright or Dim? Internal or External? Shape?
Location? Loud or Soft? Intensity?
Size of Picture? Fast or Slow? Steady?
Associated / Dissociated? High or Low (Pitch)? Movement / Duration?
Focused or Defocused? Tonality? Vibration?
Focused (Changing/Steady) Timbre? Pressure/Heat?
Framed or Panoramic? Pauses? Weight?
Movie or Still? Cadence?
Movie-Fast/Normal/Slow? Duration
Amount of Contrast? Uniqueness of Sound
3D or Flat?
Angle Viewed From
# of Pictures (Shift?)
37
38. What is the relationship of Strategies to SubModalities? (See also Practitioner Manual Page 143-144 Glossary to look at Strategies and SubModalities)
A strategy is a sequence of representations leading to a specific outcome. SubModalities are further distinctions of each of the steps (Modalities) used in the strategy. SubModalities are at a more specific level than strategies
38
39. What is Mapping Across and what is Contrastive Analysis? (See also Practitioner Manual Page 25)
* Contrastive Analysis: Eliciting SubModalities of two pictures (Internal Representations) and looking for the differences in SubModalities to find possible drivers.
* Mapping Across: Changing the SubModalities of one Internal Representation (picture) into the SubModalities of another Internal Representation (picture). Mapping Across includes Contrastive
Analysis.
39
40. What are three (3) major elements in successful SubModalities interventions? (See also Practitioner Manual Slides pages 52 and 52)
1. Universals - Elicitation of a universal experience
2. Drivers - Elicitation of the Drivers - The difference that makes a difference
3. Speed - Speed is essential in all SubModalities work. SubModalities should be done faster than the Conscious Mind can process.
40
41. Describe one NLP negotiation process. (See also Practitioner Manual Page 88)
1. Chunk up to abstraction outside the boundaries of one side's position.
2. Get the highest common intent.
3. Chunk down while maintaining agreement.
41
42. Why is "Intent" important in negotiations? (See also Practitioner Manual Page 88 A.2)
Intent is important to establish whether there is a basis for negotiation. Once you can establish agreement on the intent, the rest is just details.
42
43. What are five (5) of the NLP tactics for negotiations? (See also Practitioner Manual Page 89)
* Do not respond to a proposal with a counterproposal.
* Invent options for mutual gain win-win dovetail outcomes.
* Avoid attack/defense exchanges
* Anchor any and every state you can use later.
* Avoid "irritators," value judgements statements which glorify the options you favor.
* Separate intent from behavior.
* Label suggesting and questions
* Use "I" language rather than accusing
* State your reasons first before making a proposal.
* Anticipate Objections - Handle in advance.
* Behavioral Flexibility - Law of requisite variety.
* Minimize the reasons you give when stating an option.
* Test understanding and summarize
* Tell the other your feelings
* Don't negotiate with your team in front of the other team. If an option is raised and you need more time or information, ask for a break or schedule another session.
* If you get stuck:
* Stop doing way you're doing.
* Generate at least three options for doing something else.
* Choose the best and go with it.
43
44. What is the Agreement Frame, and when would you use it? (See also Practitioner Manual Page 34)
* "I appreciate, and . . ."
* "I respect, and . . ."
* "I agree, and . . ."
Use it in rapport to keep a meeting going when there are additional or subsidiary inputs. Chunk up as per the negotiation model. It presents an opposing point of view without loosing rapport.
44
45. What is a Conditional Close, and when would you use it? (See also Practitioner Manual Page 34 & 94)
"If you"ll do this, I'll do this." "So if I can do X, will you do Y?"
Use in negotiating and selling.
45
46. Describe the following frames, and tell when to use them:
a. Evidence: "How will you know when you have it?" "What will you accept as evidence?"
Can be used to direct attention to a representation of a desired state/completion. (See also Practitioner Manual Page 92)
b. Backtrack: When someone is wandering, bring them back on track. "In a few minutes I'm going to ask you to backtrack."
It reviews the information presented. (See also Practitioner Manual Page 137 Glossary)
c. Relevancy: "How does _____relate to the outcome agreed upon?"
Used to keep things on track. (See also Practitioner Manual Page 93)
d. Contrast: When two things are compared – I.E. "If we charged you $10,000 a month… but we're not going to charge you that, we are going to charge $1,000 per month."
Allows for displacement of resistance. (See also Practitioner Manual Page 86)
e. Ecology: Maintain the integrity of the system (client). Makes sure it is win/win for all concerned. What are the consequences of a change/ action/ goal/etc. on the person, family, business, community, environment and the planet?
Any time you do an intervention with a client using NLP or Time Line Therapy®. (See also Practitioner Manual Page 138 Glossary)
f. As if: Develop options. "What will happen if ...?"
Use to open up possibilities restricted by prevailing conditions. (See also Practitioner Manual Page 93)
46
47. What are five (5) NLP insights into conducting successful meetings? (See also Practitioner Manual Page 92-93)
BEFORE THE MEETING
1. Have as few regularly scheduled meetings as possible.
2. Ask: Could I handle this by memo or phone? Is there a need for interaction?
3. Determine the outcome
4. Develop the evidence procedure
5. Develop options
6. Establish membership and agenda.
7. Meeting place.
8. Sensory check.
OPENING THE MEETING
1. Establish rapport.
2. State the outcome and evidence procedure.
3. Get agreement on #2 above.
4. Unless you assign people something to do, they will find something.
DISCUSSION
1. Relevancy Challenge
2. The Meta Model
3. “As if”/What would happen if?
4. Use conditional close
5. If someone’s mind appears to be wandering, alert them: “In a few minutes I would like to ask you to backtrack.”
6. Give polarity person a job to do!
7. Conservative: Conservatives are people who say we have always done it that way. One response is: “I’d be willing to consider doing it the way we have in the past if you will consider driving home tonight while looking only in your rear view mirror”.
CLOSING THE MEETING
1. Summarize outcome(s). Backtrack frame.
2. State next step(s). GO FOR IT.
47
48. How is NLP useful in successful selling? (See also Practitioner Manual - Notes Section on Strategies pages 114-122)
By establishing the strategy of the prospective client, it is possible to match strategies with predicates and with mirroring, etc., in order to give that client your message in his language and achieve favorable outcomes for both the client and yourself.
48
49. What is a “reframe”, and when is it useful? (See also Master Practitioner Manual Five …1)
A means to change the context. Since all meaning is context dependent, by changing the context, one can change the meaning of any word of statement. A reframe is ascribing a new meaning to an old experience. Use it to increase the choices the client has.
It is useful to change any behavior. Changing the frame and reference around a statement to give a new context to the meaning.
49
50. What is the difference between a “context” and a “content” reframe? (See also Practitioner Manual Page 67 or Master Practitioner Manual Page Five …1)
* Context Reframe - the big abstract picture. A context reframe is finding another context where the same behavior would be appropriate. Think of a different context in which the person will respond differently to the same behavior.
* Content or Meaning Reframe – (the detailed picture). A content reframe is actually changing the content of the experience. "What else could this behavior mean?" Or internally think of an opposite frame or a different meaning. "What is it that this person hasn't noticed (in this context) that will bring about a different meaning, and change his response?"
50
51. What are the six (6) steps in a Six Step Reframe? (See also Practitioner Manual Page 68)
1. Access Behavior
2. Set Up Signal
3. Discover and Acknowledge Benefits
4. Creating Choices
5. Congruency Check
6. Future Pace & Test
51
52. Prepare a hypnotic phrase for each of the following Milton Model Patterns: (See also Practitioner Manual Page 40-42)
Mind reading: I know what you want.
Conversational postulate: Do you feel this ... is something you understand? Can you close the door?
Simple conjunction: And, or, for (as in “because”), because, etc.
Cause and effect: The law makes you obey the speed limit.
Selectional Restriction Violation: How does the chair feel being sat on all day?
Lack of Referential Index: One might assume…
(Comparative) Deletion: And you're feeling more alive...
Unspecified Predicate: You can understand… and you can…
Analogical marking: Now you can clearly see the need to free yourself
Ambiguities: He's off somewhere
Embedded Question: And you do understand, don't you, that you're understanding is better today than it was yesterday
Extended Quotes: Not long ago when I last saw Bill, he was giving me this big story about how he has spoken with Judy regarding some plans they had to go to San Francisco with his friend who had an idea about starting some new business venture that would involve a lot of travel to the Orient and that would involve making contacts over there to conduct whatever they had in mind.
Tag Question: You're beginning to understand that, aren't you?
52
53. What is Neuro-Linguistic Programming? (See also Practitioner Manual Page 141 Glossary
A study of excellence and a model of how individuals structure their experience. A synthesis of Cognitive and Behavioral Psychology.
* Neuro - The nervous system through which our experience is processed via five senses: Visual, Auditory, Kinesthetic, Olfactory, Gustatory.
* Linguistic - Language and other non-verbal communication systems through which our neural representations are coded, ordered and given meaning. Includes: pictures, sounds, feelings, tastes, smells, words (Self Talk).
* Programming - The ability to discover and utilize the programs that we run (our communication to ourselves and others) in our neurological systems to achieve our specific and desired outcomes.
In other words, NLP is how to use the language of the mind to consistently achieve our specific and desired outcomes.
53
54. Describe how you would discover how your client stores time. Then, elicit your own time line, and draw a picture of it below. (See also Master Practitioner Manual Seven …11 & 12)
Ask client to point to the direction of the past; then point to the direction of the future. Always note all analog behavior in elicitation. DRAW YOUR OWN TIME LINE.
54
55. What are the six (6) most important Prime Directives of the Unconscious Mind?
(See also Master Practitioner Manual Seven …6)
1. Stores memories
2. Organizes memories
3. Represses memories with unresolved negative emotions
4. Presents repressed memories for resolution
5. Runs the body
6. Preserves the body
Others
7. Make associations, learns quickly.
8. May keep the repressed emotions repressed for protection
9. Is the domain of the emotions
10. Is a highly moral being
11. Enjoys serving, needs clear orders to follow
12. Controls and maintains all perceptions
13. Generate, stores, distributes and transmits “energy”
14. Maintains instincts and generate habits
15. Needs repetition until a habit is installed
16. Is programmed to continually seek more and more
17. Functions best as a whole integrated unit
18. Is symbolic
19. Takes everything personally
20. Works on principle of least effort
21. Does not process negatives directly.
55
56. What is meant by "Gestalt" in Time Line Therapy®? (See also Time Line Therapy® and the Basis of Personality page 27, 36)
A Gestalt is a series of emotions or memories of a particular type chained together as a collection of memories that are linked or grouped together around a certain subject.
56
57. How do you find the root cause? (See also Master Practitioner Manual Seven …14)
Ask client: "What is the root cause, the first event which, when disconnected, will cause the problem to disappear? If you were to know, was it before, during, or after your birth?
BEFORE: In the womb or before?
WOMB: What month?
BEFORE: Was it a past life or passed down genealogically?
PAST LIFE: How many lifetimes ago?
GENEALOGY: How many generations ago?
AFTER: If you were to know, what age were you?
57
58. What is secondary gain?
Client has/gets greater benefit from the problem than the reason for getting rid of presenting problem. Hidden reasons for not changing.
58
59. What are the three things to check in Position 3? (See also Master Practitioner Manual Seven …16)
1. Make sure client is in Position 3, and is high enough and far enough back.
2. Make sure client is before the first event.
3. Unconscious Mind must be totally agreeable to let go of the emotion.
59
60. What is the specific intervention for a Negative Emotion? (See also Master Practitioner Manual Seven …15 or 19)
Using Time Line Therapy® (Negative Emotion #1 or #2 procedure).
Time Line Therapy® Negative Emotions #1
1. “Just float up above your Time Line, and over the past to Position #1, facing the past, and when you get there notice the event. Let me know when you’re there”
2. “Now, float to Position #2 directly up above the event so you are looking down on the event. Ask your Unconscious Mind what it needs to learn from the event, the learning of which will allow you to let go of the emotions easily and effortlessly. Your Unconscious Mind can preserve the learnings so that if you need them in the future, they’ll be there.” (pause) When the Client has the learnings, “Tell me what they are.” If there are no new learnings go to #3. If there are new learnings go to #3.
3. “Now, float to Position #3 so you are above the event and before the event, and you are looking toward now. (Make sure you are well before any of the chain of events that led to that event.) And ask yourself, ‘Now, where are the emotions?’”
4. “Float down inside the event, to Position #4, looking through your own eyes, and check on the emotions. Are they there? Or have they disappeared! Now!! Good, go back to Position #3.”
5. “Now, come back to now above your Time Line only as quickly as you can let go of all the ( name the emotion ) on the events all the way back to now, assume position 3 with each subsequent event, preserve the learnings, and let go of the ( name the emotion ) all the way back to now. (When Client is done) Float down into now, and come back into the room.” (Break State)
6. Test: (Client back at now.) “Can you remember any event in the past where you used to be able to feel that old emotion, and go back and notice if you can feel it, or you may find that you cannot. Good come back to now.” (Test until the client is convinced)
7. Future pace: (Client back at now.) “I want you to go out into the future to an unspecified time in the future which if it had happened in the past, you would have felt inappropriate or unwarranted ( name the emotion ), and notice if you can find that old emotion, or you may find that you cannot. OK?” Good come back to now.
Time Line Therapy® Negative Emotions #2 (when no trauma or phobia)
1. “I’d like to ask your unconscious mind to float up in the air, above your Time Line, into the past and down into the event—right into Position #4, looking through your own eyes, and (pause) when you’re there, notice the emotion that’s present.”
2. “Float back up above the Time Line and go to Position #3, well before the beginning of the event, or any of the events that led to that event, and turn and look toward now. Ask your Unconscious Mind what it needs to learn from the event, the learning of which will allow you to let go of the emotions easily and effortlessly. Your Unconscious Mind can preserve the learnings so that if you need them in the future, they’ll be there.” (pause) When the Client has the learnings, “Tell me what they are.” If there are no new learnings go to #3. If there are new learnings go to #3.
3. “Now where is the emotion? 1 Where did it go? That’s right, it disappeared.”
4. “Just float right down into the event and notice that the emotion has disappeared. Is the emotion totally gone! Good, come back up to Position #3.”
5. “Now, come back to now, above your Time Line only as quickly as you can let go of all the ( name the emotion ) on the events all the way back to now, assume position 3 with each subsequent event, preserve the learnings, and let go of the ( name the emotion ) all the way back to now. (When Client is done) Float down into now, and come back into the room.” (Break State)
6. Test: (Client back at now.) “Can you remember any event in the past where you used to be able to feel that old emotion, and go back and notice if you can feel it, or you may find that you cannot.” Good come back to now. (Test until the client is convinced)
7. Future pace: (Client back at now.) “I want you to go out into the future to an unspecified time in the future which if it had happened in the past, you would have felt inappropriate or unwarranted ( name the emotion ), and notice if you can find that old emotion, or you may find that you cannot. OK?” Good come back to now.
60
61. What is the specific intervention for a Limiting Decision? (See also Master Practitioner Manual Seven …23)
Time Line Therapy® Limiting Decision process:
1. “I’d like to ask your unconscious mind to float up in the air, above your Time Line, into the past and down into the event—right into Position #4.” (pause)
2. “Notice what emotions are present, and also note if you are aware of the decision that was made there, too.” (If “No,” say, “I’d like you to rewind the movie of your memory until you come to the time of the decision ... right now.”)
3. “Float back up above the Time Line and go to Position #3, well before the beginning of the event, or any of the chain of events that led to that event, and turn and look toward now. Preserve the positive learnings.” (pause) When the Client has the learnings, “Tell me what they are.” If there are no new learnings go to #4. If there are new learnings go to #4.
4. “Now where are the emotions? 1 And the decision, did it disappear, too?
5. “Float down inside the event, to Position #4, looking through your own eyes, and check on the emotions. Are they there? Or have they disappeared! Now!! Good, & the decision too—it’s disappeared! Good, come back up to Position #3.”
6. “And come back to now only as quickly as you allow all the events between then and now to re-evaluate themselves in light of your new choices, and let go of all the negative emotions on those events, assume Position #3, preserve the learnings, let go of the emotions and allow each event to re-evaluate itself all the way back to now.”
7. As you come back to now I'd like your Unconscious Mind to allow you to notice at least 3 (or more) events where you could have (desired decision) but because of the decision which we just deleted, you didn't notice the possibility, and now you can. (Break State)
8. Test: “Now, how do you feel about that old decision (or belief)?”
9. Future Pace: “I want you to go out into the future to an unspecified time in the future that would be most appropriate, and imagine a time when something like this could happen again, and how do you react, OK? ... Good, come back to now.”
61
62. What is the specific intervention for the removal of guilt? (See also Master Practitioner Manual Seven …15)
Using Time Line Therapy® (Negative Emotion #1 or #2 procedure).
Time Line Therapy® Negative Emotions #1
1. “Just float up above your Time Line, and over the past to Position #1, facing the past, and when you get there notice the event. Let me know when you’re there”
2. “Now, float to Position #2 directly up above the event so you are looking down on the event. Ask your Unconscious Mind what it needs to learn from the event, the learning of which will allow you to let go of the emotions easily and effortlessly. Your Unconscious Mind can preserve the learnings so that if you need them in the future, they’ll be there.” (pause) When the Client has the learnings, “Tell me what they are.” If there are no new learnings go to #3. If there are new learnings go to #3.
3. “Now, float to Position #3 so you are above the event and before the event, and you are looking toward now. (Make sure you are well before any of the chain of events that led to that event.) And ask yourself, ‘Now, where are the emotions?’”
4. “Float down inside the event, to Position #4, looking through your own eyes, and check on the emotions. Are they there? Or have they disappeared! Now!! Good, go back to Position #3.”
5. “Now, come back to now above your Time Line only as quickly as you can let go of all the ( name the emotion ) on the events all the way back to now, assume position 3 with each subsequent event, preserve the learnings, and let go of the ( name the emotion ) all the way back to now. (When Client is done) Float down into now, and come back into the room.” (Break State)
6. Test: (Client back at now.) “Can you remember any event in the past where you used to be able to feel that old emotion, and go back and notice if you can feel it, or you may find that you cannot. Good come back to now.” (Test until the client is convinced)
7. Future pace: (Client back at now.) “I want you to go out into the future to an unspecified time in the future which if it had happened in the past, you would have felt inappropriate or unwarranted ( name the emotion ), and notice if you can find that old emotion, or you may find that you cannot. OK?” Good come back to now.
Time Line Therapy® Negative Emotions #2 (when no trauma or phobia)
1. “I’d like to ask your unconscious mind to float up in the air, above your Time Line, into the past and down into the event—right into Position #4, looking through your own eyes, and (pause) when you’re there, notice the emotion that’s present.”
2. “Float back up above the Time Line and go to Position #3, well before the beginning of the event, or any of the events that led to that event, and turn and look toward now. Ask your Unconscious Mind what it needs to learn from the event, the learning of which will allow you to let go of the emotions easily and effortlessly. Your Unconscious Mind can preserve the learnings so that if you need them in the future, they’ll be there.” (pause) When the Client has the learnings, “Tell me what they are.” If there are no new learnings go to #3. If there are new learnings go to #3.
3. “Now where is the emotion? 1 Where did it go? That’s right, it disappeared.”
4. “Just float right down into the event and notice that the emotion has disappeared. Is the emotion totally gone! Good, come back up to Position #3.”
5. “Now, come back to now, above your Time Line only as quickly as you can let go of all the ( name the emotion ) on the events all the way back to now, assume position 3 with each subsequent event, preserve the learnings, and let go of the ( name the emotion ) all the way back to now. (When Client is done) Float down into now, and come back into the room.” (Break State)
6. Test: (Client back at now.) “Can you remember any event in the past where you used to be able to feel that old emotion, and go back and notice if you can feel it, or you may find that you cannot.” Good come back to now. (Test until the client is convinced)
7. Future pace: (Client back at now.) “I want you to go out into the future to an unspecified time in the future which if it had happened in the past, you would have felt inappropriate or unwarranted ( name the emotion ), and notice if you can find that old emotion, or you may find that you cannot. OK?” Good come back to now.
62
63. What is the appropriate intervention for trauma, using Time Line Therapy®? (See also Master Practitioner Manual Seven; Time Line Therapy® and the Basis of Personality book)
Time Line Therapy® Negative Emotions #1
1. “Just float up above your Time Line, and over the past to Position #1, facing the past, and when you get there notice the event. Let me know when you’re there”
2. “Now, float to Position #2 directly up above the event so you are looking down on the event. Ask your Unconscious Mind what it needs to learn from the event, the learning of which will allow you to let go of the emotions easily and effortlessly. Your Unconscious Mind can preserve the learnings so that if you need them in the future, they’ll be there.” (pause) When the Client has the learnings, “Tell me what they are.” If there are no new learnings go to #3. If there are new learnings go to #3.
3. “Now, float to Position #3 so you are above the event and before the event, and you are looking toward now. (Make sure you are well before any of the chain of events that led to that event.) And ask yourself, ‘Now, where are the emotions?’”
4. “Float down inside the event, to Position #4, looking through your own eyes, and check on the emotions. Are they there? Or have they disappeared! Now!! Good, go back to Position #3.”
5. “Now, come back to now above your Time Line only as quickly as you can let go of all the ( name the emotion ) on the events all the way back to now, assume position 3 with each subsequent event, preserve the learnings, and let go of the ( name the emotion ) all the way back to now. (When Client is done) Float down into now, and come back into the room.” (Break State)
6. Test: (Client back at now.) “Can you remember any event in the past where you used to be able to feel that old emotion, and go back and notice if you can feel it, or you may find that you cannot. Good come back to now.” (Test until the client is convinced)
7. Future pace: (Client back at now.) “I want you to go out into the future to an unspecified time in the future which if it had happened in the past, you would have felt inappropriate or unwarranted ( name the emotion ), and notice if you can find that old emotion, or you may find that you cannot. OK?” Good come back to now.
63
64. Describe how to do a change personal history, and tell when to use this technique. (See also Practitioner Manual Time Line Therapy® Section & Master Practitioner Manual Section 7)
Any intervention using Time Line Therapy® is essentially a Change Personal History [Time Line Therapy® and Basis of Personality Book Pg. 227].
Change Personal History (traditional NLP)
1. Design and install a positive resource anchor.
2. Identify with client a persistent recurring undesirable state, and anchor the state.
3. Fire the undesirable state anchor while you identify and then anchor one event in the client's past where the client experienced the state.
4. Repeat this, anchoring at least two more events. (Anchor as many as necessary.)
5. Make sure that the state associated with the positive resource anchor is greater than the negative state.
6. Fire the first event anchor while holding the resource anchor and have the client relive the event with the new resources.
7. Repeat this for each event that was anchored.
8. Test.
9. Future Pace.
Changing personal history is useful when it’s necessary to change a person’s personal history so they can overcome past limitations.
64
65. What is the difference between association and dissociation, and when is each useful? (See also Practitioner Manual Page 137 & 138 Glossary)
Association - see picture through your own eyes
Dissociation - see picture as an observer; see your body in the picture
Association is useful for access to Kinesthetic (as in Present State in Swish Pattern). Dissociation is useful to separate self from access to Kinesthetic (as in Desired State in Swish Pattern or for goal setting).
65
66. If you see yourself in the picture, are you associated or dissociated? (See also Practitioner Manual Glossary)
Dissociated
66
67. What is a Phobia? (See also Time Line Therapy® and the Basis of Personality Book Glossary)
It is a severe, unwanted response of fear regarding some person or event in the past. Often the result of an early traumatic, highly associated experience. An unwanted negative response to which the client is highly associated and can't function when experiencing it.
67
68. Describe how to remove a Phobia. (See also Time Line Therapy® Book 35, Master Practitioner Manual: Seven …32, NLP Assistant Cards or NLP Expert Apple App)
Generally, Time Line Therapy® Negative Emotions #1 procedure can be used for phobias. Fast Phobia Model outlined below can also be used.
1. Establish resource anchor
2. Acknowledge one trial learning and client's ability to learn
3. Discover strategy for having phobia (Logical Levels in Sequential Coaching)
4. Have client float above the Time Line, and have them go back before first event
5. Make movie screen above the Time Line, and have client watch themselves in the theatre watching the screen - from the projection booth
6. Run movie forward at high speed in B&W to the end (dissociated)
7. Freeze frame at end, and white (or black) out
8. Associate and run backwards at high speed in color to the beginning.
9. Freeze frame and white (or black) out.
10. Repeat steps 6 – 9 until the client can't get the K back, or until the memory is not accessible. (If you are deleting a memory then give appropriate instructions.)
11. Check ecology. If necessary, use a swish. Test and future pace.
68
69. Describe the process of Parts Integration (Visual Squash). (See also Time Line Therapy® Practitioner Manual - Section 7 Page 27)
Identify the conflict and the parts involved: Make sure you clearly identify the parts clearly, and understand the nature of the conflict.
2. Have the Part, which represents the unwanted state or behavior come out on the hand first: “I wonder if I can talk to this part. Which hand would it like to come out and stand on?” (Show client how to hold hand.)
3. Make sure that the Client has a V-A-K image of the part as it comes out on the hand: “Who does this part look like; does it look/sound/feel like someone you know?”
4. Elicit the “Opposite Number” to come out on the other hand: “I’d like to talk to the Part with which this Part is most in conflict, the flip side of the coin the opposite number, and let’s have it come out and stand on the other hand.” (Show client how to hold hand.)
5. Make sure that the Client has a V-A-K image of the part as it comes out on the hand: “Who does this part look like; does it look/sound/feel like someone you know?”
6. Separate intention from behavior: Reframe each part so that they realize that they actually have the same intention by chunking up — ask, “What is the intention . . . " or “For what purpose ...” (Begin chunking up first with the part that has the unwanted state or behavior. As you do, make sure that the client’s intention stays associated. If it does not, say, “What would that do for you, what would that make you feel?”) Make sure that both parts get to the same word as highest intention.
a. Now, have the parts notice they were once part of a larger whole.
b. Ask for other parts that were also once part of the larger whole. Have them join in the integration.
c. What resources or attributes does each part have that the other part would like to have?
7. As the hands come together give additional suggestions for integration.
8. Take the integrated part inside and have it merge into the wholeness inside.
9. Test & future pace.
NOTE1: Recognizing dissociation: 1. switch of referential index I.E. from me to others or from me to ‘you’) 2. concepts, ideas
NOTE2: If the client uses negations, explanations, ‘because’, etc,, the client is chunking down.
69
70. What is Swish Pattern and when do you do it? (See also NLP Practitioner Manual Page 32)
Swish Pattern is a process using SubModalities in which an undesirable minor state or behavior is replaced by a desirable one. A Swish Pattern is for the purpose of creating momentum toward a compelling future. The Swish Pattern installs choices for a new way of life rather than to change or remove old habits.
You would do it as a quick fix – Swish Pattern it is used any time you deal with a minor negative state (EG – irritation, frustration, etc.) or a behavior (EG – nail biting, lip biting, etc.).
70
71. Describe how would you do a Swish Pattern. (See also NLP Practitioner Manual Page 33)
1. Elicit Present State or Behavior: “How do you know it’s time to _ ? (EG: Feel bad.) When you think of that
(State or Behavior) do you have a picture?” (Break State) [If client gives you a K answer, then say, “How do you know it is time to feel…”]
2. Elicit Desired State: “How would you like to (feel/act) instead? When you think of that (State or Behavior) do you have a picture?”
3. If necessary, assist client in adjusting the visual intensity of the Desired State for the most positive kinesthetic. Say to the Client, “Step into your body.” (Now, adjust the SubModalities.)
4. “Good, now step out of the picture, so you see your body in the picture. Take the picture and make it small and dark in the lower left hand corner.” (Break State)
5. “Now, can you take the old picture and bring it up on the screen? Make sure that you are looking through your own eyes.”
6. “Good, as you have the old picture on the screen, can you see the new picture in the lower left hand corner, small and dark? Make sure you see your body in the picture.”
7. “Good, now have the picture explode big and bright, and have it explode up so that it covers the old picture, while the old picture shrinks down and becomes small and dark in the lower left hand corner, and do that as quickly as sssswishhhhh.”
8. “O.K., sssswishhhhh.”
9. “Now, clear the screen.”
10. Repeat steps 5, 6, 8, and 9 until the unwanted state or behavior is not accessible.
11. Test and future pace.
71
2. 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.
72
Extra: Anxiety - Time Line Therapy
Procedure (Make sure you are working on a specific event)
1. "What are you anxious about? What specifically?"
2. "Good, just float up above the Time LIne..."
3. "And float out above the future to 15 minutes after the successful completion of the event about which you thought you were anxious. Tell me when you are there."
4. "Good. Turn and look toward now, along the Time Line."
5. Now, where's the anxiety?"
(If Client says, " It's Gone" go to #6)
(If Client says, "It's still there," then ask "Are you imagining it completing successfully?" If "no," then talk about successful completion for the event and then go to Step #3.)
6. "Come back to now."
7. If desired, test by having the clent think about what used to make them anxious, and notice that there is no anxiety.
8. If you are eliminating all anxiety, then go to #1 using new event. (Do it at least 10 times)
73
Extra: Steps for putting a single goal in the Future.
1. Be sure the goal is stated so it is S.M.A.R.T
2. Get the last step: "What is the last thing that has to happen so you know you got it".
3. Make an Internal Representation (A visual representation, and a Auditory representation, and a Kinesthetic representation.)
4. Step into the Internal Representation - associate the Client.
5. Adjust the SubModalities - Adjust them for the most positive Kinesthetic or for the most "real" feeling.
6. Step out of the Internal Representation - dissociate the Client.
7. Take the Internal Representation and float above now.
8. Energize the Internal Representation with four deep breaths (Have the Client breathe in through the nose, out through the mouth, and blow all the energy into the Internal Representation.)
9. Float out into the future. Take the Internal Representation and float above the Time Line out into the future.
10. Insert the Internal Representation into the Time Line. "Let go of the Internal Representation and let it float right down into the Time Line."
11. NOtice the events between then and now re-evaluate themselves to support goal. The client may or may not have an experience of the reevaluation, so we call it to his/her attention.
12. Float back to now.
