Trainers Test

Question 1

1. List and discuss 10 presuppositions of NLP. (Practitioner Manual Page 12)

Answer 1

Respect for the other person’s model of the world
• Behaviour and change are to be evaluated in terms of context and Ecology
• Resistance in a client is Sign of a lack of rapport
• People are not their behaviours (accept the person; change the behaviour)
• Everyone is doing the best they can with the resources they have available.
• Calibrate on Behaviour. The most important information about a person is that person’s behaviour
• The map is not the territory
• (U) You are in charge of your mind and therefore your results (and 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 of behaviour will control the system)
• All procedures should be designed to increase choice.

Question 2

What is the law of requisite variety? (Practitioner Manual Page 12 - #13)

Answer 2

The system/person with the most flexibility of behaviour will control the system

Question 3

What is ecology and how do you know when you have it?

Answer 3

Ecology if the study of consequences. There are four levels of ecology:
• Self to Self.
• Self to Others (family).
• Self to Society.
• Self to 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 the 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.

Question 4

What is the difference between content and process?

Answer 4

• Content - details of what it is.

* Process is a function - how it works.

Question 5

5. What is rapport? (See also Practitioner Manual Page 143 Glossary)

Answer 5

It is a process of matching and mirroring. Rapport creates a condition, whereby a 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.

Question 6

List five (5) things to match in getting rapport. (See also Practitioner Manual Page 16)

Answer 6

• Posture
• Voice tempo, volume, timber
• Breathing
• Mirror the client’s physiology
• Facial expression and blinking
• Predicates
• Match their modality (VAK)
• Match common experiences
• Match their chunk level

Question 7

What is cross-over mirroring? When is it useful? (See also Practitioner Manual Page 138 Glossary)

Answer 7

Cross-over mirroring is using one part of your physiology to imitate 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 and mirror. For example, tap your foot in time to their speech rhythm.

Question 8

What is meant by “Primary Representational System”, and how do you detect it? (See also Practitioner Manual Page 142 Glossary)

Answer 8

• It is the primary representational system favored the most by a person. It is the internal sense used habitually.
• Detected by predicates and physiology.

Question 9

10. What is meant by “Lead Representational System”, and how do you detect it? (See also Practitioner Manual Page 139 Glossary)

Answer 9

The system a person uses when he first starts to access internally stored information.
• Detected by eye patterns.

Question 10

11. For each of the following predicate, identify whether they are visual (V), auditory tonal (At), kinesthetic (K), olfactory (O), gustatory (G), or audio digital (Ad). (See also Practitioner Manual Page 19-20)

Answer 10

Stink - O
Warm - K
Tough – K, Ad
Look - V
See – V
Hear – At
Yummy – G
Remember - Ad
Look – V
Feel – K
Sense - Ad
Taste - G
Thoughtful – Ad
Viewpoint – V, Ad
Tell – At, Ad
Survey – V, Ad
Tension – K
Putrid – O
Push – K
Shocking – K
Watch – V
Silent – At
Music – At
Hard – K
Throw – K
Motivate – Ad, K
Bitter – G
Brilliant – V

Question 11

12. Translate the following sentences into a different representational system: (See also Practitioner Manual Page 19-20)

Answer 11

Things look good. Things are feeling fine. Sounds good to me.
It is 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!

Question 12

13. Describe the process of “Overlapping Representational Systems” and give an example of when you would use this pattern. (See also Practitioner Manual Page 141 Glossary)

Answer 12

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 system that is out of awareness.

Question 13

14. Which of the following descriptions are sensory based (S) & which are hallucinations (H)? (See also Practitioner Manual Page 143 Glossary)

Answer 13

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.

Question 14

15. What is meant by a “Physiology of Excellence” and why is it important? (See also Practitioner Manual Page 52)

Answer 14

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 increases the 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.

Question 15

16. List six (6) modalities of calibration. (See also Practitioner Manual Page 15)

Answer 15

• Skin color
• Skin tonus (the tone of the muscles under the skin)
• Breathing (rate and location)
• Lower lip size
• Eye focus and pupil dilation
• Posture

Question 16

17. What is the difference between voice tone, tempo and timbre? (See also Practitioner Manual Page 16)

Answer 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)

Question 17

What are six (6) keys to achievable outcomes? (See also Practitioner Manual Page 10)

Answer 17

1. Stated in the positive.
   What specifically do you want?
2. Specify present situation. Where are you now? (Associated)
3. 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.
4. Specify evidence procedure.
   How will you know when you have it?
5. Is it congruently desirable?
   What will this outcome get for you or allow you to do?
6. Is it self-initiated or self-maintained? Is it only for you?
7. Is it appropriately contextualized?
   Where, when, how, and with whom do you want it?
8. 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.
9. Is it ecological?
   For what purpose do you want this?
   What will you gain or lose if you have it? What will happen 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 the S.M.A.R.T. 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

Question 18

19. What is the “Meta Model”? (See also Practitioner Manual Page 140 Glossary)

Answer 18

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 initially by Virginia Satir.

Question 19

20. What are the three (3) processes of internalizing on which the Meta Model is based? (See also Practitioner Manual Page 45)

Answer 19

20. What are the three (3) processes of internalizing on which the Meta Model is based? (See also Practitioner Manual Page 45)

Question 20

21. 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)

Answer 20

• 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 it is wrong to cheat? • I regret my decision. [Simple deletion:] You regret your decision about what?
[Nominalization:] What where 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?
• Susan 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…

Question 21

22. What is personal power, and how does one get it? (See also Practitioner Manual – Slides 3-5 at the back of the manual)

Answer 21

Personal power is the ability to take action and achieve results.

C > E. Be at cause.

Question 22

23. What is “state”, and why is it important? (See also Practitioner Manual Page 143 Glossary)

Answer 22

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.

Question 23

24. What is a “pattern interrupt”, and when is it useful? (See also Practitioner Manual Slide 26 at the back of the manual)

Answer 23

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.

Question 24

25. What is an anchor? (See Also Practitioner Manual Page 46)

Answer 24

Any time someone is in an intense state and at the 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.

Question 25

26. What are the five (5) keys to anchoring? (See Also Practitioner Manual Page 46)

Answer 25

1. Intensity of the response
2. Timing of the anchor
3. Uniqueness of the stimulus.
4. Replication of the stimulus
5. Number of times

Question 26

27. Describe how to anchor someone. (See also Practitioner Manual Page 46)

Answer 26

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)

Question 27

28. Describe the process of Collapse Anchors, and tell when it is useful to do so. (See also Practitioner Manual Page 48)

Answer 27

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 a fully associated, intense, congruent state for each of the states you anchor.
6. Anchor all the positive states in the same place, I.E. a knuckle or other easily identifiable place.
7. Anchor the negative state 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 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.

Question 28

29. Describe the process of Chaining Anchors, and tell when you would use it. (See also Practitioner Manual Page 49)

Answer 28

Chaining is a technique that is used when the desired/resource state is significantly different from the present state and the present state is a stuck state.

1. Get in 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 OK?”
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 to the end state. (EG: “You’re procrastinating, what gets you off that state?”)

​Copyright © Drs. Adriana & Tad James & The Tad James Co., 1993 – 2019 ​1

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 final state.
9. Ask the client, “Now how do you feel about ​.” EG: 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 (EG: Procrastinated) and tell me what happens instead?”

Question 29

30. What are the major things that are important in designing a chain of anchors?

Answer 29

• 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

Question 30

31. What is a strategy? (See also Practitioner Manual Page 53 & 143)

Answer 30

143)

A specific syntax (ordered sequence) of external and internal experience which consistently produces a specific behavior or outcome.

Question 31

What are the key elements in a strategy? (See also Practitioner Manual Page 54)

Answer 31

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)

Question 32

33. Describe how to elicit a strategy? (See also Practitioner Manual Page 65)

Answer 32

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).

Watch for predicates, eye patterns, rep system and convincer.

Question 33

What are the important elements in a well-formed strategy?

Answer 33

• A well-defined representation of outcome.
• Uses at least three of the four 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 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 on presorted or ad hoc criteria.
• Decision point which determines the next step based on the congruence or incongruence of the test comparison

Question 34

Define the steps used to install a strategy. (See also Master Practitioner Manual Section 6 …40; Also Master Practitioner Audio Collection)

Answer 34

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
5. Test: Does client use it?

Also: Rehearsing, Reframing, Metaphor, Anchoring, Dissociated State Rehearsing

Question 35

36. What are SubModalities? (See also Practitioner Manual Page 144 Glossary)

Answer 35

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.

Question 36

What is the relationship of Strategies to SubModalities?

Answer 36

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.

Question 37

39. What is Mapping Across and what is Contrastive Analysis? (See also Practitioner Manual Page 25)

Answer 37

• 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.

Question 38

• 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.

Answer 38

1. Universals - Elicitation of a universal experience.
2. Drivers - Elicitation of the Drivers – The difference that makes the difference
3. Speed - Speed is essential in all SubModalities work. SubModalities should be done faster than the Conscious Mind can process.

Question 39

41. Describe one NLP negotiation process. (See also Practitioner Manual Page 88)

Answer 39

1. Chunk up to abstraction outside the boundaries of one side’s position.
2. Get highest common intent.
3. Chunk down while maintaining agreement.

Question 40

42. Why is “Intent” important in negotiations? (See also Practitioner Manual Page 88
    A.2)

Answer 40

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.

Question 41

43. What are five (5) of the NLP tactics for negotiations? (See also Practitioner Manual Page 89)

Answer 41

• 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 judgments & statements which glorify the options you favor.
• Separate intent from behavior.
• Label suggestions 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 what you’re doing.
o Generate at least three options for doing something else.
o Choose the best and go with it.

Question 42

44. What is the Agreement Frame, and when would you use it? (See also Practitioner Manual Page 34)

Answer 42

• “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 losing rapport.

Question 43

45. What is a Conditional Close, and when would you use it? (See also Practitioner Manual Page 34 & 94)

Answer 43

“If you’ll do this, I’ll do this.” “So if I can do X, will you do Y?”

Use in negotiation and selling.

Question 44

46. Describe the following frames, and tell when to use them:

Answer 44

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)

Question 45

47. What are five (5) NLP insights into conducting successful meetings? (See also Practitioner Manual Page 92-93)

Answer 45

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.

Question 46

48. How is NLP useful in successful selling? (See also Practitioner Manual - Notes Section on Strategies pages 114-122)

Answer 46

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.

Question 47

49. List and describe the basic steps in modeling. (See also Master Practitioner Manual Page Four …7)

Answer 47

1. Find someone whose behavior is worth modeling-a model of excellence.
2. Find their (a) beliefs and values (b) strategy (c) physiology.
3. Install this in yourself.
4. Create a training.
5. Train others.

Question 48

50. What are some of the NLP elements in making an effective presentation? (See also Master Practitioner Manual Page Four …1-3)

Answer 48

1. Rapport
2. The Trainer’s State
3. Present from a state of Excellence
4. The 4-Mat System
5. Sequence and order of material
6. There is no substitute for knowing your material. Know your material well

Question 49

51. What is a “reframe”, and when is it useful? (See also Master Practitioner Manual Five …1)

Answer 49

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.

Question 50

52. What is the difference between a “context” and a “content” reframe? (See also Practitioner Manual Page 67 or Master Practitioner Manual Page Five …1)

Answer 50

• 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?”

Question 51

53. What are the six (6) steps in a Six Step Reframe? (See also Practitioner Manual
    Page 68)

Answer 51

1. Access Behavior
2. Set Up Signal
3. Discover and Acknowledge Benefits
4. Creating Choices
5. Congruency Check
6. Future Pace & Test

Question 52

54. List at least 5 Sleight of Mouth Patterns and give examples of how to use them with the statement of X causes Y. (See also Master Practitioner Manual Five …2-15)

Answer 52

is X and “happiness” is Y.

1. Redefine X as the cause: It is not X that causes Y, W causes Y.
   Example: “It is not Money that causes happiness, it is the amount that causes happiness” (“Amount” in this case is W)
2. Redefine Y as the effect: X does not cause Y, it is Z that causes Y. [X does not cause Y, X that causes Z..]
   Example: “Money does not cause happiness, it is the journey that causes happiness” (“Journey” in this case is Z) [“Money does not cause happiness; money requires a journey. (“Journey” in this case is Z)]
3. Counter Example (via Cartesian Logic): Was there ever a time when X caused NOT Y? Was there ever a time when NOT X caused Y? Was there ever a time when NOT X caused NOT Y?
   Example: “Was there ever a time when money caused unhappiness? (In this case, NOT Y is “unhappiness”) Was there ever a time when NO money cause happiness? Was there ever a time when NO money caused unhappiness?”
4. Model of the World: Is it true that everyone believes that X causes Y. Example: “Is it true that everyone believes that money causes happiness?”
5. Reality Strategy: How do you represent that belief to yourself? How do you really know if it is true or not?
   Example: “So you believe that money causes happiness. How do you represent that belief to yourself? How do you really know if it is true or not?”
6. Change Frame Size: If everyone believed that X causes Y, then we could never get out of that trap.
   Example: “If everyone believed that money causes happiness, then we could never get out of that trap”.
7. Chunk up (Exaggerate) on (Cause/Evidence): For what purpose?
   What’s important about this?
   Exaggerated

Example: “Are you telling me that the purpose of your existence is to make money?”
Example: “Are you saying that the richest people on Earth are the happiest?”

8. Chunk down (Exaggerate) on (Cause/Evidence): What specifically?
   What are examples of this?
   What are parts of this?
   Example: “How much happiness specifically?”
   Example: “How specifically money equals happiness?”

Question 53

55. List ten Meta Programs, the question to elicit them, and how to utilize them in at least two contexts (either business, education, or therapy) for each Meta Program. (See also Master Practitioner Manual Three …32-45, Master Practitioner Audio Collection; (TLT Ch. 13, pp. 95 109 & Ch. 14, pp. 111 146)

Answer 53

1. Direction Filter: What do you want in a job? What do you want in a relationship? What do you want in a car? What do you want to do with your life? What’s important about what you do? What is important to you about-? What do you want to learn (know) [want in your life]? What will having this do for you? What do you want in a sales [teaching] job?
   Use to discover Toward/Away From values - whether you have an approach or avoidance type of personality. Toward people are best employed in goal-getting. Away people are excellent at finding errors & work well in Quality Control.
2. Reason Filters: Why did you choose your present job? Why are you choosing to do what you do? Are you doing what you want in life? Why are you choosing to learn that [do that behavior]? Why did you decide to go into sales [teaching, therapy]?
   Tells if person is motivated by possibilities in life or by obligations. Possibility people respond to promotional ideas that expand their choices. Obligations people respond to ideas that give them a clear-cut proven path.
3. Frame of Reference Filter: How do you know when you’ve done a good job? Do you just know inside, or does someone have to tell you? How do you know when you’ve mastered that doing a good job in any context [behave the way you want]? Do you know inside or does someone have to tell you?
   Relates to how people judge the results of their actions - inside or outside - where people find their standards. Internal people will tell you THEY decide - attracted to self-employment. External people need to be managed & supervised - need standard for success to come from outside.
4. Convincer Representational Filter: “How do you know when someone else is good at what they do? Do you have to.. .” or ‘How do you know that a coworker is good at their job? Do you have to…” (a) See it?, (b) Hear about it?, (c) Do it with them?, or (b) Read about it, or read something they have written?, How do you know when someone else has mastered that [is a good salesperson, teacher, therapist]?
   Tells which rep. system is used in knowing that someone else does a good job.
5. Convincer Demonstration Filter: How often does someone have to demonstrate competency to you before you’re convinced? How often does someone have to demonstrate competency [mastery] to you before you’re convinced? Do you have to see it? Hear it? Once or more times?
   The time sequence for being convinced - how long it takes how many times - what period of time (days, weeks) or every time.
6. Action Filter: When you come to a situation, do you usually act quickly after sizing it up or do you do a detailed study of all the consequences and then act?
   Has to do with predicting how much energy a person will put into pursuing his life’s goals - will predict how quickly a person will act.
7. Management Direction Filter: Do you know what you need to do to increase your chances for success on a job? Do you know what someone else needs to do? Do you find it easy to tell him? Allows you to determine or predict the suitability of a person for self-management as well as managing others. Most suited to business applications.
8. Affiliation Filter: Tell me about a work situation (or environment) in which you were the happiest - a one-time event.
   Deals with how to assign people to a job or to a group effort.
9. The Work Preference Filter: Do you prefer to work with things, systems, or people?
   Important in job assignment - indicates person’s preference in working w/things, systems or people.
10. Primary Interest Filter: Tell me about your favorite restaurant (working experience, learning experience). Tell me about one of the top 10 experiences in your life. Does the answer involve People: (who), Place: (where), Things:
    (what), Activity (how), or Information: (why, what)
    Important in job assignment. The primary filter pertains to your primary interest in a given event.
11. Chunk Size Filter: If we were going to do a project together, would you want to know the big picture first (how it affects the company, nation, etc.), or would you want to get the details of what we’re going to do first? Would you really need to know the big picture/details?
    Important in communication & in training - relates to how people best receive & incorporate info.
12. Relationship Filter: What is the relationship between what you are doing now and what you were doing a year ago?
    A deletion filter. One of the systems we use in the process of understanding & deciding.
13. Emotional Stress Response: Tell me about a work situation (one-time event) that gave you trouble. How did you feel about it? [Dissociated person may seem cold and unfeeling, but they react to job pressures unemotionally and are good in high-stress situations. Associated person may seem too emotional, but is good in low-stress personal contact job such as receptionist or therapist.] Can predict how people will respond in high stress situations. Watch eye accessing cues & listen to predicates.
14. Time Storage Filter: What direction is the past and what direction is the future for you? I’d like you to STOP-and relax for a moment and recall a memory from the past-and now an event from the future. NOW point to the direction that is the PAST and the direction that is the FUTURE [In-time people are not as aware of duration of time as through-time people and may have trouble ending a session-can be undependable. Through-Time people are aware of duration, think that time equals value. How we store memories - how we access them - how we are oriented to them & how we perceive the continuity of time.]
15. Modal Operator Sequence: MOS is what a person says to motivate himself. What was the last thing you said to yourself just before you got out of bed this morning? Best discovered by observation over time. Keep testing until you discover which produces results. [Probationary period] The sequence of Modal Operators (poss.
    or necess) that acts as an undeniable motivator to a person.
16. Attention Direction - (No question, just observe — you are looking for the compulsive Others person.)
    A) Self
    B) Others
17. Information Processing Style - When you need to work through a problem or a challenge in your life, is it absolutely necessary for you to: Talk about it with someone else, or Think about it by yourself only?
    A) External
    B) Internal
18. Listening Style - If someone you knew quite well said to you, “I’m thirsty,” would you:
    Find the comment interesting, but probably do nothing about it, or Would you feel really compelled to do something about it?
    A) Literal
    B) Inferential
19. Speaking Style - If you felt that someone around you was not performing as well as they should, would you:
    Come to the point and tell them directly, or would you Hint, imply and give them clues.
    A) Literal
    B) Inferential

Question 54

56. What are “Values” (or Criteria) and why are they important? (See also Practitioner Manual Page 144 Glossary, Master Practitioner Manual Three …1)

Answer 54

Values are what is important to us. They determine how we decide whether our actions are good or bad, right or wrong and how we feel about our actions. Values are generally expressed as nominalization. They are those things we are willing to expend resources for, or to obtain resources to have.

They are important because they’re the way we judge good and bad, right and wrong, appropriateness and inappropriateness – and thus they determine our motivation, and thereby our behavior.

Question 55

57. What is a Values Hierarchy or Criteria Ladder? (See also Master Practitioner Manual Three …20)

Answer 55

A Values Hierarchy is an unconscious ranking of our values - the ranking of values through order of importance from most important to less important. As we evaluate our actions, the more important values are usually searched for first.

Question 56

58. How do you change a value? (See also Master Practitioner Manual Three …23)

Answer 56

Using SubModalities – Mapping Across:
Elicit and rank the conscious and unconscious values. Suppose we want to make a low value the number two value. Elicit the SubModalities of the number one value. Change the SubModalities of the lower value into the SubModalities of Value #1 (Mapping Across) and back off slightly one of the Drivers.

Question 57

59. Prepare a hypnotic phrase for each of the following Milton Model Patterns: (See also Practitioner Manual Page 40-42)

Answer 57

​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?

Question 58

60. What is Neuro-Linguistic Programming? (See also Practitioner Manual Page 141 Glossary)

Answer 58

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.

Question 59

61. 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)

Answer 59

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.

Question 60

62. What are the six (6) most important Prime Directives of the Unconscious Mind? (See also Master Practitioner Manual Seven …6)

Answer 60

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

Question 61

63. What is meant by “Gestalt” in Time Line Therapy®? (See also Time Line Therapy® and the Basis of Personality page 27, 36)

Answer 61

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.

Question 62

64. How do you find the root cause? (See also Master Practitioner Manual Seven …14)

Answer 62

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?

Question 63

What is secondary gain?

Answer 63

Client has/gets greater benefit from the problem than the reason for getting rid of presenting problem. Hidden reasons for not changing.

Question 64

66. What are the three things to check in Position 3? (See also Master Practitioner Manual Seven …16)

Answer 64

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.

Question 65

67. What is the specific intervention for a Negative Emotion? (See also Master Practitioner Manual Seven …15 or 19)

Answer 65

Using Time Line Therapy® (Negative Emotion #1 or #2 without phobia or trauma)

Question 66

68. What is the specific intervention for a Limiting Decision? (See also Master Practitioner Manual Seven …23)

Answer 66

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)
7. Test: “Now, how do you feel about that old decision (or belief)?”
8. 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.”

Question 67

69. What is the specific intervention for the removal of guilt? (See also Master Practitioner Manual Seven …15)

Answer 67

Using Time Line Therapy® (Negative Emotion #1 or #2 without phobia or trauma)

Question 68

70. What is the appropriate intervention for trauma, using Time Line Therapy®?

Answer 68

Timeline therapy #1

Question 69

71. 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)

Answer 69

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.

Question 70

72. What is the difference between association and dissociation, and when is each useful? (See also Practitioner Manual Page 137 & 138 Glossary)

Answer 70

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).

Question 71

If you see yourself in the picture, are you associated or dissociated? (See also Practitioner Manual Glossary)

Answer 71

Dissociated.

Question 72

74. What is a Phobia? (See also Time Line Therapy® and the Basis of Personality Book Glossary)

Answer 72

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.

Question 73

75. 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)

Answer 73

Timeline therapy #1

Question 74

Describe the process of Parts Integration (Visual Squash). (See also Time Line Therapy® Practitioner Manual - Section 7 Page 27)

Answer 74

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.

Question 75

77. What is Swish Pattern and when do you do it? (See also NLP Practitioner Manual Page 32)

Answer 75

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.).

Question 76

78. Describe how would you do a Swish Pattern. (See also NLP Practitioner Manual Page 33)

Answer 76

1. Elicit Present State or Behavior: “How do you know it’s time to xxx (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.