Merry Christmas and Happy New Year!!
We look forward to seeing you all again in 2011.
With Very Best Wishes from Sandie and Chris
.
.
Wednesday 22 December 2010
Tuesday 7 December 2010
Memory Palace
The Memory Palace is one of the most powerful memory techniques available. It is easy to learn and fun! The Memory Palace technique is based on the fact that we remember the details of the places we know; our home, palace of work or local street, etc. You can use the memory palace to remember a wide range of subjects.
Memory Palace Technique
1. Choose Your Palace – a place you know well this could be a building or street
Pick a palace you know well, you have to be very familiar with this place as you need to be able to walk around your palace in your minds eye, feeling associated, seeing it from your eyes as if you were there now.
Start from the beginning of your palace and walk around it taking a specific route, recalling everything you can see; a painting on the wall, a chair, etc.
2. List All The Distinctive Features
Start again, noticing all the details of your palace; what is the first thing you can see (a door as an example – what color is the door, where is the letter box? Etc) what can you see next? As you walk into new rooms, it is good to follow a pattern, as an example looking through your room from left to right.
What do you notice first as you enter each room, what stands out? Make a mental note of everything you see.
• It is good to physically walk through your real palace to take in all the detail of each room.
• Once you have finished, go over it one more time as you need to have the palace clearly in your mind
3. Associate
Using a “memory peg” (a feature from your memory palace; example door, picture etc) and combine it with the element you want to memorize; make this as crazy and unusual as possible use all of VAKOG for each item you want to remember.
As an example, if you wanted to remember a list of tasks/chores to complete, using 'your house' as your palace; you may look at your front door as see a giant bra stapled to the door blowing in the wind, as the wind blows the bra, it slaps you in the face and you can feel and hear the wet slap as the bra needs to be dried out (hang the washing out) as you walk into your house you feel something pushing against the door, as you walk in you are met by a giddy wheelie bin panting and jumping up and down like a puppy wanting to go out for a wee (take the bin out), etc.
4. Visit Your Palace
Repeat the journey a couple of times (especially if you're new to this technique), starting from the same point each time, paying attention to your memory pegs. Once you have finished, re-walk the route starting from the end (your last memory peg) and walking all the way through your palace until you end at the beginning.
Memory Palace Technique
1. Choose Your Palace – a place you know well this could be a building or street
Pick a palace you know well, you have to be very familiar with this place as you need to be able to walk around your palace in your minds eye, feeling associated, seeing it from your eyes as if you were there now.
Start from the beginning of your palace and walk around it taking a specific route, recalling everything you can see; a painting on the wall, a chair, etc.
2. List All The Distinctive Features
Start again, noticing all the details of your palace; what is the first thing you can see (a door as an example – what color is the door, where is the letter box? Etc) what can you see next? As you walk into new rooms, it is good to follow a pattern, as an example looking through your room from left to right.
What do you notice first as you enter each room, what stands out? Make a mental note of everything you see.
• It is good to physically walk through your real palace to take in all the detail of each room.
• Once you have finished, go over it one more time as you need to have the palace clearly in your mind
3. Associate
Using a “memory peg” (a feature from your memory palace; example door, picture etc) and combine it with the element you want to memorize; make this as crazy and unusual as possible use all of VAKOG for each item you want to remember.
As an example, if you wanted to remember a list of tasks/chores to complete, using 'your house' as your palace; you may look at your front door as see a giant bra stapled to the door blowing in the wind, as the wind blows the bra, it slaps you in the face and you can feel and hear the wet slap as the bra needs to be dried out (hang the washing out) as you walk into your house you feel something pushing against the door, as you walk in you are met by a giddy wheelie bin panting and jumping up and down like a puppy wanting to go out for a wee (take the bin out), etc.
4. Visit Your Palace
Repeat the journey a couple of times (especially if you're new to this technique), starting from the same point each time, paying attention to your memory pegs. Once you have finished, re-walk the route starting from the end (your last memory peg) and walking all the way through your palace until you end at the beginning.
Friday 3 December 2010
December Practice Group Session
After having a chat with some of our regulars last month, we have decided that in the spirit of the festive season we would like to hold our December practice group in the comfort of a nice warm pub where we can clink glasses and enjoy a nice 'round the table' chat about our favourite subject - NLP!!!
So, on Wednesday 8th December we shall be meeting in the Elizabethan pub, Heaton Moor at the earlier time of 6pm.
The Elizabethen Pub
33 Heaton Moor Road,
Heaton Moor, Stockport,
Greater Manchester
SK4 4PB
So, on Wednesday 8th December we shall be meeting in the Elizabethan pub, Heaton Moor at the earlier time of 6pm.
The Elizabethen Pub
33 Heaton Moor Road,
Heaton Moor, Stockport,
Greater Manchester
SK4 4PB
Monday 1 November 2010
Circle of Excellence - technique two
The Circle of Excellence is one of the most popular NLP techniques taught on the NLP practitioner course. How would it feel to really master this fantastic NLP technique? Would it benefit you or your clients to be an expert at anchoring positive emotions? If you could instantly access confidence or any other positive emotion, how would this improve your life, career or even your delivery of presentations?
For the members who have been around since the beginning of the practice group, you will remember that we have practiced CEO previously, this month we will use a new version of the CEO to add extra tools to your NLP belt.
The C.O.E. can be used to summon up the confidence to perform a skill of task to the very best of your ability. You can use it if you have a fear of public speaking, before an interview or important meeting, to play your best shot in sport and in many other instances.
Practising the Circle of Excellence.
1. The Situation. First think of a situation when you would like to feel your most resourceful self, for example, when giving a group presentation, when attending an important interview or when being a guess speaker.
2. The Circle. Draw an imaginary circle on the ground in front of you.
Ask:
• How thick is your circle?
• What colour is your circle?
3. Relive Confidence. Stand up and let yourself go back in your memory to a time when you were feeling very confident (or any other positive state). Get back to it strongly; see what you saw and hear what you heard. Notice what you are feeling and how good it feels reliving that moment...
4. Project the feelings into the circle. Imagine that you could take all those positive feelings from inside you and project them into the circle. How will you be able to do that? How would it look if you could project your feelings into the circle? Take your positive state and project them into the CEO.
5. See your state. As you look at the CEO, visualise your state, what does it look like? How is your state symbolised? What colour is it? Does it move? In which direction does it travel? At what speed does it travel? How does your state sound? It you could smell the state, what does it smell like? Does it have a taste? Is their a temperature to your state? Be aware of everything you need to know about your state.
6. Build the state up. Build up the state, make the colours more intense, brighter and stronger, see the speed of your state increase, and notice how the smell and taste becomes stronger, hear the sound of the state clearly. Once your state is at its peak, step into the COE and feel the power of the emotions as they surround you, breath it in and let this strong emotion run through your body. Notice the feeling running through your body making you more confident- enjoy this feeling fully.
7. 2nd Anchor. Enjoy this feeling, if you could describe this feeling with a word, symbol or even a facial expression or gesture, what would it be? Before the strength of the state reduces, step out of the COE living the positive feeling in the CEO, remembering the Anchored word, symbol or expression/gesture.
8. Break State. Shake off and break state.
9. Adding new states. To make the CEO stronger, repeat the exercise steps 3-6 two more times each time notice how much stronger and more powerful the CEO becomes. You can also use and add new emotions and states. As you step into the CEO for the second and third time, you will see the colours, smell and speed, etc, of the positive emotions. Remember your anchors; the words, symbols or expression/gestures.
10. Future use. Think about a time in the future, when you could use the CEO, See and hear what will be happening just before you want to feel confident. How will the scene unfold? What is the cue to knowing that it is nearly time to step into the CEO?
See yourself from your own eyes, from the future you, see the COE on the floor, noticing all the elements of the CEO and step into it, as you feel the emotions running through your body, notice how well you are performing; feel good as you see everything going as well as it could possibly go - better then you believed it could be.
11. Break state repeat as many time as needed.
For the members who have been around since the beginning of the practice group, you will remember that we have practiced CEO previously, this month we will use a new version of the CEO to add extra tools to your NLP belt.
The C.O.E. can be used to summon up the confidence to perform a skill of task to the very best of your ability. You can use it if you have a fear of public speaking, before an interview or important meeting, to play your best shot in sport and in many other instances.
Practising the Circle of Excellence.
1. The Situation. First think of a situation when you would like to feel your most resourceful self, for example, when giving a group presentation, when attending an important interview or when being a guess speaker.
2. The Circle. Draw an imaginary circle on the ground in front of you.
Ask:
• How thick is your circle?
• What colour is your circle?
3. Relive Confidence. Stand up and let yourself go back in your memory to a time when you were feeling very confident (or any other positive state). Get back to it strongly; see what you saw and hear what you heard. Notice what you are feeling and how good it feels reliving that moment...
4. Project the feelings into the circle. Imagine that you could take all those positive feelings from inside you and project them into the circle. How will you be able to do that? How would it look if you could project your feelings into the circle? Take your positive state and project them into the CEO.
5. See your state. As you look at the CEO, visualise your state, what does it look like? How is your state symbolised? What colour is it? Does it move? In which direction does it travel? At what speed does it travel? How does your state sound? It you could smell the state, what does it smell like? Does it have a taste? Is their a temperature to your state? Be aware of everything you need to know about your state.
6. Build the state up. Build up the state, make the colours more intense, brighter and stronger, see the speed of your state increase, and notice how the smell and taste becomes stronger, hear the sound of the state clearly. Once your state is at its peak, step into the COE and feel the power of the emotions as they surround you, breath it in and let this strong emotion run through your body. Notice the feeling running through your body making you more confident- enjoy this feeling fully.
7. 2nd Anchor. Enjoy this feeling, if you could describe this feeling with a word, symbol or even a facial expression or gesture, what would it be? Before the strength of the state reduces, step out of the COE living the positive feeling in the CEO, remembering the Anchored word, symbol or expression/gesture.
8. Break State. Shake off and break state.
9. Adding new states. To make the CEO stronger, repeat the exercise steps 3-6 two more times each time notice how much stronger and more powerful the CEO becomes. You can also use and add new emotions and states. As you step into the CEO for the second and third time, you will see the colours, smell and speed, etc, of the positive emotions. Remember your anchors; the words, symbols or expression/gestures.
10. Future use. Think about a time in the future, when you could use the CEO, See and hear what will be happening just before you want to feel confident. How will the scene unfold? What is the cue to knowing that it is nearly time to step into the CEO?
See yourself from your own eyes, from the future you, see the COE on the floor, noticing all the elements of the CEO and step into it, as you feel the emotions running through your body, notice how well you are performing; feel good as you see everything going as well as it could possibly go - better then you believed it could be.
11. Break state repeat as many time as needed.
Thursday 14 October 2010
Reminder: Come and Share your practice experiences with us on Facebook!
Dear all,
We've joined facebook - Come and join us there!
Look us up 'Manchester NLP Practice Group'
or follow the link..
Facebook
Sandie
Posted by NLP practice group at 15:41
1 comments:
NLP practice group said...
Each month in between Practice Groups, we will be reminding members via email to update our Facebook wall with their practice feedback and experiences. We all agreed at the last session that the main reason for the practice group is to become confident and experienced in using NLP techniques successfully, so we encourage you to keep practicing whenever an opportunity presents it's self! Good look and we look forward to hearing from you on Facebook! Sandie :-)
14 October 2010 01:29
We've joined facebook - Come and join us there!
Look us up 'Manchester NLP Practice Group'
or follow the link..
Sandie
Posted by NLP practice group at 15:41
1 comments:
NLP practice group said...
Each month in between Practice Groups, we will be reminding members via email to update our Facebook wall with their practice feedback and experiences. We all agreed at the last session that the main reason for the practice group is to become confident and experienced in using NLP techniques successfully, so we encourage you to keep practicing whenever an opportunity presents it's self! Good look and we look forward to hearing from you on Facebook! Sandie :-)
14 October 2010 01:29
Saturday 9 October 2010
The Power of Metaphors
Welcome back to the NLP Blogspot!
This month we will be exploring and practicing working with Metaphors.
A metaphor is a figure of speech in which a word or phrase that denotes a certain object or idea is applied to another word or phrase to imply some similarity between them. When using metaphors we can discuss our experiences in creative and imaginative ways to allow easier understanding for another to grasp what the experience was actually like for us.
Here are a few exercises to get you thinking in terms of Metaphors:-
Exercise One
We often use Metaphors without even thinking about it. A few examples are: 'I feel like everything is getting on top of me', 'I feel like I could sleep for England', 'You smell as sweet as a rose' , 'I will cross that bridge when I come to it', 'I feel like my head is spinning'.
Ok, now have a go at describing how you are feeling today, using a metaphor.
Today I feel......
Now, using that Metaphor, ask a question to explore the Metaphor in greater detail.
Example
A. "I feel like everything is on top of me"
Q. "Does it feel heavy or light?"
Explore and gather more information regarding this metaphor so that your metaphoric concept can be fully understood. Remeber you control your thoughts; using your unlimited imagination you can create fantastic outcomes and get yourself in peak mental states.
Exercise Two
If you had to describe yourself as an animal what animal would you like to be compared to?
Q. Why have you chosen that particular animal?
Q. How does this animal represent you?
Q. Where do you see yourself - Where are you?
Q. What are the benefits of being this particular animal? What are your strengths? What are your weaknesses?
Exercise Three - Creating a metaphoric story.
Working with a Partner
Ask your partner to think of a situation or a personal goal that they would like to handle using all their personal strengths. Explore the situation to get a more information how your partner would ideally like the situation to unfold.
Q. What resources or personal strenghts does your partner want to tap into?
Now, using your metaphoric imagination, create a story line that will represent the situation you have in mind. Use Metaphic content, for example; will you use people, animals or objects in your story? NB: Milton Erikson once used the character of a tomato plant to stand in for a man with terminal cancer.
Provide a solution to the story if possible or needed
Add a future pace
Present situation
A young man gets stressed at work due to the large amount of work he has to do; he looks at his list of tasks and starts to feel overwhelmed. He will start several tasks at the same time and not get many completed, leaving him feeling unmotivated.
Desired outcome
To be able to start and finish all his task on time. To complete all his task.
To be able to see all the task as individual tasks and to start one task at a time, to 'see' that he is getting through his work load
The Story
Many moons ago lived a strong man who had recently started a new job in a quarry. His job that day was to move a large pile of rocks from one part of the quarry to another. The rocks were largenand he was to carry them in his hands. When he came to work on the first one, he noticed how many rocks he had to carry and thought 'there is no way I can move all those rocks, not in one day', then he had an idea. 'I am super strong; I will carry four rocks at a time'. As he tried to pick up the rocks and balance them in his hands, the rocks kept falling off and he wasn't able to move any of them.
He then thought if I can't carry four rocks, I will try three. As he picked up three rocks he tried to carry them over to the other side of the quarry. As he got half way, his arms tired and he dropped the rocks and they all smashed into tiny pieces.
He went back to the massive pile of rocks and tried to carry two at a time, as he struggled across the quarry he noticed again just how heavy the rocks were and how slow they made him walk. Eventually he made it to the other side but not without realising that it had taken him three times as long to carry two rocks as it would to have carried just one.
Solution
He went back to the rock pile whilst trying to figure out the best way to complete the mission. Then it dawned on him. He got straight to work carrying just one rock at a time. This time he could walk fast and he didn't drop a single rock until he had got them all over to the other side of the quarry. He had noticed that by carrying each rock individually, he could see the rock pile getting smaller and smaller and this had kept him feeling really motivated.
Future Pace
A couple of weeks later the quarry foreman came over and told him how pleased he was with his work andion. The foreman was impressed with his dedication and motivation, so much so that he gave him a payrise and promotion.
Now create your own metaphoric story.
See you on Wednesday!!
This month we will be exploring and practicing working with Metaphors.
A metaphor is a figure of speech in which a word or phrase that denotes a certain object or idea is applied to another word or phrase to imply some similarity between them. When using metaphors we can discuss our experiences in creative and imaginative ways to allow easier understanding for another to grasp what the experience was actually like for us.
Here are a few exercises to get you thinking in terms of Metaphors:-
Exercise One
We often use Metaphors without even thinking about it. A few examples are: 'I feel like everything is getting on top of me', 'I feel like I could sleep for England', 'You smell as sweet as a rose' , 'I will cross that bridge when I come to it', 'I feel like my head is spinning'.
Ok, now have a go at describing how you are feeling today, using a metaphor.
Today I feel......
Now, using that Metaphor, ask a question to explore the Metaphor in greater detail.
Example
A. "I feel like everything is on top of me"
Q. "Does it feel heavy or light?"
Explore and gather more information regarding this metaphor so that your metaphoric concept can be fully understood. Remeber you control your thoughts; using your unlimited imagination you can create fantastic outcomes and get yourself in peak mental states.
Exercise Two
If you had to describe yourself as an animal what animal would you like to be compared to?
Q. Why have you chosen that particular animal?
Q. How does this animal represent you?
Q. Where do you see yourself - Where are you?
Q. What are the benefits of being this particular animal? What are your strengths? What are your weaknesses?
Exercise Three - Creating a metaphoric story.
Working with a Partner
Ask your partner to think of a situation or a personal goal that they would like to handle using all their personal strengths. Explore the situation to get a more information how your partner would ideally like the situation to unfold.
Q. What resources or personal strenghts does your partner want to tap into?
Now, using your metaphoric imagination, create a story line that will represent the situation you have in mind. Use Metaphic content, for example; will you use people, animals or objects in your story? NB: Milton Erikson once used the character of a tomato plant to stand in for a man with terminal cancer.
Provide a solution to the story if possible or needed
Add a future pace
Present situation
A young man gets stressed at work due to the large amount of work he has to do; he looks at his list of tasks and starts to feel overwhelmed. He will start several tasks at the same time and not get many completed, leaving him feeling unmotivated.
Desired outcome
To be able to start and finish all his task on time. To complete all his task.
To be able to see all the task as individual tasks and to start one task at a time, to 'see' that he is getting through his work load
The Story
Many moons ago lived a strong man who had recently started a new job in a quarry. His job that day was to move a large pile of rocks from one part of the quarry to another. The rocks were largenand he was to carry them in his hands. When he came to work on the first one, he noticed how many rocks he had to carry and thought 'there is no way I can move all those rocks, not in one day', then he had an idea. 'I am super strong; I will carry four rocks at a time'. As he tried to pick up the rocks and balance them in his hands, the rocks kept falling off and he wasn't able to move any of them.
He then thought if I can't carry four rocks, I will try three. As he picked up three rocks he tried to carry them over to the other side of the quarry. As he got half way, his arms tired and he dropped the rocks and they all smashed into tiny pieces.
He went back to the massive pile of rocks and tried to carry two at a time, as he struggled across the quarry he noticed again just how heavy the rocks were and how slow they made him walk. Eventually he made it to the other side but not without realising that it had taken him three times as long to carry two rocks as it would to have carried just one.
Solution
He went back to the rock pile whilst trying to figure out the best way to complete the mission. Then it dawned on him. He got straight to work carrying just one rock at a time. This time he could walk fast and he didn't drop a single rock until he had got them all over to the other side of the quarry. He had noticed that by carrying each rock individually, he could see the rock pile getting smaller and smaller and this had kept him feeling really motivated.
Future Pace
A couple of weeks later the quarry foreman came over and told him how pleased he was with his work andion. The foreman was impressed with his dedication and motivation, so much so that he gave him a payrise and promotion.
Now create your own metaphoric story.
See you on Wednesday!!
Wednesday 1 September 2010
Pacing, Leading and Embedded Commands
Welcome to the NLP Practice Group Blog!
Once again you are sat down reading this introduction and you are getting excited about reading and learning a new NLP technique.
This month’s NLP practice technique is about Pacing, Leading and Embedded commands. Once you have matched someone and gained rapport with them, you can influence and lead them towards a more positive view point.
(For a quick demonstration, match someone’s breathing pattern (pace) and once in rapport change your breathing pattern (lead) and watch their breathing change as yours does.)
Don’t try to Lead too soon. Remember Pace, Pace, Pace and then Lead.
You have just learnt a little about pacing and leading, this has already intrigued you and you now want to learn more. With an open mind, the techniques you will learn tonight will help you improve your NLP skills.
Embedded Commands are commands that have been softened by embedding them into a sentence: “you can feel good as you start this next exercise!!”
Exercise One
YES SET’S
Step one: Pacing
Ask 3 questions or state 3 truths that can only be responded by saying “yes”
Example:
“we are here..”
“today is Wednesday”
“you are sat down..”
“we are constantly learning...”
“the more you practice NLP techniques, the more competent you will become..”
Step two: Leading
Use a phrase such as:
“meaning that..”
“Which suggest that...”
“this shows that...”
“proving that..”
Step three: Add suggestion or instruction.
Exercise Two
D’Main Authority By So in The Flow Visit his Website!
Step one: Pacing
Start a conversation, listen, show respect, use empathy and gain rapport. Keep listening and nod throughout the conversation.
Client “I enjoy cooking. I often cook dinner parties and have even been asked to cook at a dinner party for money..”
You – keep quiet and nod
Step two: Expanding
Expand their conversation; show them what is beyond their scope.
You “it sounds like you’re a really good cook with a lot of potential; my friend was very similar to you, she loved cooking and ended up starting a part time business as a Party Chef, cooking for large dinner parties. She gets paid everyday for something she loves doing .....” give detail and move them forward slowly
Step three: Take them somewhere useful
Lead or suggest
You “perhaps you could benefit from writing a list of positives and negatives with regards having a part time catering business, to see if it would work for you?”
Exercise Three
Embedded Commands.
Below are just a few examples to give you a better understanding of embedded commands. For embedded commands to be effective they have to be hidden in a conversation.
Step one: Weasel Phase (set up)
“when you..”
“if you were to..”
“How does it feel when you...”
“you really shouldn’t...”
“A person can...”
Step two: Command Verb. Change your tone here or leave a small gap before and after the command as the unconscious mind will pick this up. Don’t make it to obvious or the conscious mind will notice that in stead and wonder what you are doing!
“become..”
“experience...”
“think about..”
“remember...”
“have...”
“feel...”
Step three: State, Processes or experience
“Excited”
“a change of mind”
“that I am right”
“to learn more”
Examples:
“you can...feel good...as you start this exercise”
“what is it like when....you feel good...because you have met your deadlines”
“remember to....learn more..”
“when you...start to feel curious.., do you act on it”
“when you read this technique, notice how you become...really interested..in embedded commands”
“I recently read a study about people who...eat sushi...are more healthier”
“now you have read the review, do you want to...buy this product...today?”
Once again you are sat down reading this introduction and you are getting excited about reading and learning a new NLP technique.
This month’s NLP practice technique is about Pacing, Leading and Embedded commands. Once you have matched someone and gained rapport with them, you can influence and lead them towards a more positive view point.
(For a quick demonstration, match someone’s breathing pattern (pace) and once in rapport change your breathing pattern (lead) and watch their breathing change as yours does.)
Don’t try to Lead too soon. Remember Pace, Pace, Pace and then Lead.
You have just learnt a little about pacing and leading, this has already intrigued you and you now want to learn more. With an open mind, the techniques you will learn tonight will help you improve your NLP skills.
Embedded Commands are commands that have been softened by embedding them into a sentence: “you can feel good as you start this next exercise!!”
Exercise One
YES SET’S
Step one: Pacing
Ask 3 questions or state 3 truths that can only be responded by saying “yes”
Example:
“we are here..”
“today is Wednesday”
“you are sat down..”
“we are constantly learning...”
“the more you practice NLP techniques, the more competent you will become..”
Step two: Leading
Use a phrase such as:
“meaning that..”
“Which suggest that...”
“this shows that...”
“proving that..”
Step three: Add suggestion or instruction.
Exercise Two
D’Main Authority By So in The Flow Visit his Website!
Step one: Pacing
Start a conversation, listen, show respect, use empathy and gain rapport. Keep listening and nod throughout the conversation.
Client “I enjoy cooking. I often cook dinner parties and have even been asked to cook at a dinner party for money..”
You – keep quiet and nod
Step two: Expanding
Expand their conversation; show them what is beyond their scope.
You “it sounds like you’re a really good cook with a lot of potential; my friend was very similar to you, she loved cooking and ended up starting a part time business as a Party Chef, cooking for large dinner parties. She gets paid everyday for something she loves doing .....” give detail and move them forward slowly
Step three: Take them somewhere useful
Lead or suggest
You “perhaps you could benefit from writing a list of positives and negatives with regards having a part time catering business, to see if it would work for you?”
Exercise Three
Embedded Commands.
Below are just a few examples to give you a better understanding of embedded commands. For embedded commands to be effective they have to be hidden in a conversation.
Step one: Weasel Phase (set up)
“when you..”
“if you were to..”
“How does it feel when you...”
“you really shouldn’t...”
“A person can...”
Step two: Command Verb. Change your tone here or leave a small gap before and after the command as the unconscious mind will pick this up. Don’t make it to obvious or the conscious mind will notice that in stead and wonder what you are doing!
“become..”
“experience...”
“think about..”
“remember...”
“have...”
“feel...”
Step three: State, Processes or experience
“Excited”
“a change of mind”
“that I am right”
“to learn more”
Examples:
“you can...feel good...as you start this exercise”
“what is it like when....you feel good...because you have met your deadlines”
“remember to....learn more..”
“when you...start to feel curious.., do you act on it”
“when you read this technique, notice how you become...really interested..in embedded commands”
“I recently read a study about people who...eat sushi...are more healthier”
“now you have read the review, do you want to...buy this product...today?”
Monday 9 August 2010
Limiting Beliefs – The Limiting Belief Buster and The Change Personal History Technique
Do you have a limiting belief that holds you back?
Our beliefs are at the core of who we are. Beliefs guide our decisions and behaviour in all areas of life. Unfortunately, some of our beliefs can be negative and can limit our choices in life. Some of our limiting beliefs may be based on what someone else has told us, and sometimes our beliefs were formed at an early age, which you have long since outgrown, but still blindly carry with us without question – what’s more, they can become self fulfilling prophecies whereby we go out of our way to prove our limiting beliefs to be right!
The Limiting Belief Destroyer Technique will help you destroy your limiting belief by changing the ‘submodalities’ of the limiting belief.
When practicing this technique use a small limiting belief first, then once you have mastered the technique and understand all the steps, you can then use the technique to destroy bigger limiting beliefs.
EXERCISE ONE – Exploring and Understanding Submodalities in order to Change Limiting Beliefs
Step 1:
Think of something you believe to be true, this can be a small thing like ‘I believe I can drive my car” or “I believe I am a loving father or mother”
When thinking of this belief, notice where the visualisation you instantly create is located – notice where in space that image is positioned. Is the image on the left or right side of your mind?
How near or far away is the image? What auditory sounds can you hear when you think of this belief? Do you say anything to yourself? What other sounds can you hear?
Be aware of what makes this belief real.
BREAK STATE
Step 2:
Now think of something that you are not sure is true or false - something you’re not really concerned about either way. For example “I believe my maths ability is better than your maths ability”
When thinking of this ‘unsure’ belief, notice where the visualisation you create is – Notice where in space that image is positioned, is the image on the left or right side of your mind?
How near or far away is the image? What auditory sounds can you hear when you think of this belief? Do you say anything to yourself? What other sounds can you hear?
Step 3: Testing!
Now you have the submodalities for both a strong and a weak belief. Take your strong belief and change the submodalities to that of the weak belief; if the weak belief image is far away push the strong belief image far away, etc. Once you have changed all the VAK submodalities, ask yourself “How do I feel about it now?”
If your strong belief is positive, return the original submodalities to the belief, as this exercise is just an example of how your beliefs are powered by their submodalities.
Take the weak belief and change it to the submodalities of the strong belief, how do you feel about this belief now?
EXERCISE Two – Change Personal History
Empowering Memory: Think about an empowering and positive memory that has an effect on your behaviour even today. This experience has taught you something about yourself - convinced you of a quality or talent you possess. These experiences often happen to us while we are at school, although they can also happened at any time during our lives. Bring the memory fully to your mind and relive the experience as if it is happening to you now.
Ordinary Memory: Think of an ordinary memory, a task you complete everyday that you don’t really think about or care about, for example taking your bin out or logging off your computer at work.
Checking the Submodalities: compare both memories, checking the ‘submodalities’ of both memories. Which memory is bigger, nearer or further away? Is one memory bright and the other dull? List all of the submodalities, both visual, auditory and kinsthetic.
Search for a “negative” imprinted experience: Think about a negative experience that has been imprinted into your mind. Think about the belief that resulted from it, that now effects your life in a way you don’t appreciate.
You can do this in 3 ways:
1. Think of an unpleasant experience that stands out strongly or was an unpleasant experience that was a turning point in your life.
2. Think of a generalisation or attitude you posses which get in your way! Use the associated feelings to search back through time to find the ‘imprint’ experience that formed it.
3. Think of a repetitive unpleasant feeling you have and use that feeling to search back through time to find the ‘imprint’ experience and the resulting conclusion.
Search for a positive imprinted experience: What positive imprint experience have you had recently that if you had the same experience before the negative experience, would have automatically allowed you to respond more resourcefully and interpreted the situation in a different and more positive way?
Look at the image of this positive imprinted memory and add it, in your minds eye, to the submodalities of the empowering memory.
Time Travel: In your mind, keeping your positive mental attitude, imagine floating up out of your body and above your timeline, travel back through time to a point before your negative imprinted experience, keeping your positive mental attitude.
Remain associated as you travel rapidly forward in time; see, hear and feel as the past events are re-evaluated and transformed by your positive mental attitude.
Do this fairly quickly allowing your unconscious mind to shift what happens, colouring your past with the new imprint.
Experience how past events including the negative experience imprint are instantly changed by your new positive mental attitude.
Repeat the process until the new belief and empowering submodalities stick.
Our beliefs are at the core of who we are. Beliefs guide our decisions and behaviour in all areas of life. Unfortunately, some of our beliefs can be negative and can limit our choices in life. Some of our limiting beliefs may be based on what someone else has told us, and sometimes our beliefs were formed at an early age, which you have long since outgrown, but still blindly carry with us without question – what’s more, they can become self fulfilling prophecies whereby we go out of our way to prove our limiting beliefs to be right!
The Limiting Belief Destroyer Technique will help you destroy your limiting belief by changing the ‘submodalities’ of the limiting belief.
When practicing this technique use a small limiting belief first, then once you have mastered the technique and understand all the steps, you can then use the technique to destroy bigger limiting beliefs.
EXERCISE ONE – Exploring and Understanding Submodalities in order to Change Limiting Beliefs
Step 1:
Think of something you believe to be true, this can be a small thing like ‘I believe I can drive my car” or “I believe I am a loving father or mother”
When thinking of this belief, notice where the visualisation you instantly create is located – notice where in space that image is positioned. Is the image on the left or right side of your mind?
How near or far away is the image? What auditory sounds can you hear when you think of this belief? Do you say anything to yourself? What other sounds can you hear?
Be aware of what makes this belief real.
BREAK STATE
Step 2:
Now think of something that you are not sure is true or false - something you’re not really concerned about either way. For example “I believe my maths ability is better than your maths ability”
When thinking of this ‘unsure’ belief, notice where the visualisation you create is – Notice where in space that image is positioned, is the image on the left or right side of your mind?
How near or far away is the image? What auditory sounds can you hear when you think of this belief? Do you say anything to yourself? What other sounds can you hear?
Step 3: Testing!
Now you have the submodalities for both a strong and a weak belief. Take your strong belief and change the submodalities to that of the weak belief; if the weak belief image is far away push the strong belief image far away, etc. Once you have changed all the VAK submodalities, ask yourself “How do I feel about it now?”
If your strong belief is positive, return the original submodalities to the belief, as this exercise is just an example of how your beliefs are powered by their submodalities.
Take the weak belief and change it to the submodalities of the strong belief, how do you feel about this belief now?
EXERCISE Two – Change Personal History
Empowering Memory: Think about an empowering and positive memory that has an effect on your behaviour even today. This experience has taught you something about yourself - convinced you of a quality or talent you possess. These experiences often happen to us while we are at school, although they can also happened at any time during our lives. Bring the memory fully to your mind and relive the experience as if it is happening to you now.
Ordinary Memory: Think of an ordinary memory, a task you complete everyday that you don’t really think about or care about, for example taking your bin out or logging off your computer at work.
Checking the Submodalities: compare both memories, checking the ‘submodalities’ of both memories. Which memory is bigger, nearer or further away? Is one memory bright and the other dull? List all of the submodalities, both visual, auditory and kinsthetic.
Search for a “negative” imprinted experience: Think about a negative experience that has been imprinted into your mind. Think about the belief that resulted from it, that now effects your life in a way you don’t appreciate.
You can do this in 3 ways:
1. Think of an unpleasant experience that stands out strongly or was an unpleasant experience that was a turning point in your life.
2. Think of a generalisation or attitude you posses which get in your way! Use the associated feelings to search back through time to find the ‘imprint’ experience that formed it.
3. Think of a repetitive unpleasant feeling you have and use that feeling to search back through time to find the ‘imprint’ experience and the resulting conclusion.
Search for a positive imprinted experience: What positive imprint experience have you had recently that if you had the same experience before the negative experience, would have automatically allowed you to respond more resourcefully and interpreted the situation in a different and more positive way?
Look at the image of this positive imprinted memory and add it, in your minds eye, to the submodalities of the empowering memory.
Time Travel: In your mind, keeping your positive mental attitude, imagine floating up out of your body and above your timeline, travel back through time to a point before your negative imprinted experience, keeping your positive mental attitude.
Remain associated as you travel rapidly forward in time; see, hear and feel as the past events are re-evaluated and transformed by your positive mental attitude.
Do this fairly quickly allowing your unconscious mind to shift what happens, colouring your past with the new imprint.
Experience how past events including the negative experience imprint are instantly changed by your new positive mental attitude.
Repeat the process until the new belief and empowering submodalities stick.
Monday 26 July 2010
NLP Conference 12-14th Novemeber
NLP Conference 12-14th Novemeber
The NLP Conference is a great event for NLP-ers; for information on the Sessions, Guest Speakers and booking follow the link.
The NLP Conference is a great event for NLP-ers; for information on the Sessions, Guest Speakers and booking follow the link.
Saturday 3 July 2010
The next group is on Wednesday 14th July - Perceptual Positions
Perceptual Positions Summary Sheet.
Think about a relationship that you would like to improve. This could be with a colleague, friend, manager or loved one.
Think about a recent event with this person, a small conflict or difficult situation in which you had a disagreement or an unpleasant or difficult conversation.
1. Consider the conversation from your own perspective
Return to this experience in your mind and run mental movie of this situation as it occurred. Re-experience this situation as fully as possible from your own eyes. What can you see? Notice the person you are talking to, hear what they said to you. See the expression on their face, notice their body language. Become aware of how you feel. Speak to the person (out loud or in your head) and use the same language as you originally did. At the end of this episode, rewind the movie and pause the movie at the beginning of this conflict situation.
BREAK STATE
2. Second Position
Now that your movie is ‘paused’ at the beginning, look over at the other person. Notice how the person is breathing, notice their posture, facial expressions, the way they move. Now consider what their tone of voice is like, do they speak fast or slow, loud or quiet? How to they walk, talk, sit, laugh and relax? What are some of the things you know about this persons; what are their likes and dislikes?
Now imagine floating out of your own body and into the body of the other person. Imagine you are inside this person’s skin. Become aware of how this person experiences life. Take on their posture, gestures and their tone of voice.
Set aside your own beliefs and values and replay the situation from the other persons viewpoint. Pay attention to the thoughts of the other person and to any insights that surface as you observe the other person (you) in front of you.
Use the second persons language to describe what you experience (refer to yourself as you) what have you learnt from this viewpoint, what else can you learn from this persons experience.
After the scene ends float back into your own body taking with you this new learning and insights.
BREAK STATE
3. Third Position
Return to the event and from your own point of view, before you play out the scene, float out of your body and move to a detached place, where you can observe both you and the other person. Once again re-play the event as if you were watching and listening to a film or live show. Be curious about what unfolds before you and notice the learning you gain from this third perspective. Listen to the conversation and notice the body language of both you and the second person.
After the scene ends, float back into your body bringing with you all the insights and learning from the three perceptual positions. Pay attention to the difference in your experience. Take all the time you need to fully return to yourself before opening your eyes.
Repeat this as many times as you feel is necessary and always end in the first position.
Think about a relationship that you would like to improve. This could be with a colleague, friend, manager or loved one.
Think about a recent event with this person, a small conflict or difficult situation in which you had a disagreement or an unpleasant or difficult conversation.
1. Consider the conversation from your own perspective
Return to this experience in your mind and run mental movie of this situation as it occurred. Re-experience this situation as fully as possible from your own eyes. What can you see? Notice the person you are talking to, hear what they said to you. See the expression on their face, notice their body language. Become aware of how you feel. Speak to the person (out loud or in your head) and use the same language as you originally did. At the end of this episode, rewind the movie and pause the movie at the beginning of this conflict situation.
BREAK STATE
2. Second Position
Now that your movie is ‘paused’ at the beginning, look over at the other person. Notice how the person is breathing, notice their posture, facial expressions, the way they move. Now consider what their tone of voice is like, do they speak fast or slow, loud or quiet? How to they walk, talk, sit, laugh and relax? What are some of the things you know about this persons; what are their likes and dislikes?
Now imagine floating out of your own body and into the body of the other person. Imagine you are inside this person’s skin. Become aware of how this person experiences life. Take on their posture, gestures and their tone of voice.
Set aside your own beliefs and values and replay the situation from the other persons viewpoint. Pay attention to the thoughts of the other person and to any insights that surface as you observe the other person (you) in front of you.
Use the second persons language to describe what you experience (refer to yourself as you) what have you learnt from this viewpoint, what else can you learn from this persons experience.
After the scene ends float back into your own body taking with you this new learning and insights.
BREAK STATE
3. Third Position
Return to the event and from your own point of view, before you play out the scene, float out of your body and move to a detached place, where you can observe both you and the other person. Once again re-play the event as if you were watching and listening to a film or live show. Be curious about what unfolds before you and notice the learning you gain from this third perspective. Listen to the conversation and notice the body language of both you and the second person.
After the scene ends, float back into your body bringing with you all the insights and learning from the three perceptual positions. Pay attention to the difference in your experience. Take all the time you need to fully return to yourself before opening your eyes.
Repeat this as many times as you feel is necessary and always end in the first position.
Sunday 6 June 2010
This Wednesday (9th June) we will be practicing LAB Profiling.
LAB Profiling
Taken from NLP’s Meta Model, ‘Language and Behaviour profiling’ or LAB profiling for short, is a series of questions designed to elicit peoples motivational patterns and behaviours from the language they use. Once you know a series of simple questions, you can then put them into casual conversation. The secret to LAB profiling is listening to HOW people answer the questions as much as WHAT they talk about. Once you know the words that can influence and motivate a person you can use these in your NLP/Coaching session with them to encourage them to achieve their goals.
The following example questions are designed for clients discussing their career and can be changed for different goals.
Motivational Traits: How to trigger motivation and the language to use to capture people’s interest.
Proactive/Reactive - no question for this level
Proactive Action, Do-It, Why Wait? - Short Crisp sentences
Reactive Try, Think About It, Could Wait, Should do
Q1. Criteria – “What do you want to more of in your Job?”
If given more the one criteria ask which criteria they find most important – you can use the parts integrated exercise to help with this.
Q2. Direction – “why is that Criteria Important” ask 3 times
Towards Attain, Gain, Achieve, Get, include, Goal
Away Avoid, Exclude, Recognise Problems, away from
Q3. Source – “How do you know when you will have done a good job?”
Internal Knows within self, I feel it, I just know
External Told by others, Can see it on people’s faces, Facts and figures to prove it
Q4. Reason - “Why did you choose (your current role)”
Options Criteria, choice, possibilities, variety
Procedures Story, how, necessary, didn’t choose
Q5. Decision Factors – “what is the relationship between this job and your last job”
Sameness Sameness, No change
Sameness with exception More, better, comparisons
Difference Change, new, unique
Sameness with exception and difference new and comparisons
Working Traits: How people deal with information and how to maintain motivation.
Scope – no questions for this level
Specific details, sequences, exactly
General overview, big picture, random order
Attention Direction – no questions for this level
Self short monotone responses – no emotions
Other animated, expressive, automatic responsive, respond to body language
Q1. Stress Responsive – “tell me about a work situation that gave you trouble”
Feeling goes in and stays in feelings
Choice goes in and out of feelings
Thinking doesn’t go in feelings
Q2. Style – “tell me about a work situation that was criteria”
“What did you like about it?”
Independent I, alone, sole responsibility
Proximity In control, others around, in charge
Co-operative we, team, share responsibility
Organisation – use answers from above question
Person people, feelings, reactions, people’s names, will feel good
Things tools, task, ideas, objects, goal, get the job done
Q3. Rule structure – “what is a good way to increase your success at work?” and “what is a good way for someone else to increase their success at work”
My/my my rules for me/my rules for you – what you would do if you were him…
My/. My rules for me/who cares - you’re sure about this and it doesn’t matter for others
No/My no rules for me/my rules for you – now that you have been informed about what’s expected, you can pass that along
My/Your my rules for me/your rules for you – you know what to do and you want to leave it to others to decide for themselves
Q4a. Convincer – “how do you know when someone else is good at their work?”
See look, show, perspective, image, clear, light up
Hear talk, listen, wonder, say, question
Read read reports, needed it on paper
Do touch, feel, grasp, solid, sensitive, test it out
Q4b. “How many times do you have to (see, hear, read, do) that to be convinced they are good?
Number of examples use the number they give you
Automatic you can assume, benefit of the doubt, decide fast, right now
Consistent try it, each time, every time
Period of time match period of time
Taken from NLP’s Meta Model, ‘Language and Behaviour profiling’ or LAB profiling for short, is a series of questions designed to elicit peoples motivational patterns and behaviours from the language they use. Once you know a series of simple questions, you can then put them into casual conversation. The secret to LAB profiling is listening to HOW people answer the questions as much as WHAT they talk about. Once you know the words that can influence and motivate a person you can use these in your NLP/Coaching session with them to encourage them to achieve their goals.
The following example questions are designed for clients discussing their career and can be changed for different goals.
Motivational Traits: How to trigger motivation and the language to use to capture people’s interest.
Proactive/Reactive - no question for this level
Proactive Action, Do-It, Why Wait? - Short Crisp sentences
Reactive Try, Think About It, Could Wait, Should do
Q1. Criteria – “What do you want to more of in your Job?”
If given more the one criteria ask which criteria they find most important – you can use the parts integrated exercise to help with this.
Q2. Direction – “why is that Criteria Important” ask 3 times
Towards Attain, Gain, Achieve, Get, include, Goal
Away Avoid, Exclude, Recognise Problems, away from
Q3. Source – “How do you know when you will have done a good job?”
Internal Knows within self, I feel it, I just know
External Told by others, Can see it on people’s faces, Facts and figures to prove it
Q4. Reason - “Why did you choose (your current role)”
Options Criteria, choice, possibilities, variety
Procedures Story, how, necessary, didn’t choose
Q5. Decision Factors – “what is the relationship between this job and your last job”
Sameness Sameness, No change
Sameness with exception More, better, comparisons
Difference Change, new, unique
Sameness with exception and difference new and comparisons
Working Traits: How people deal with information and how to maintain motivation.
Scope – no questions for this level
Specific details, sequences, exactly
General overview, big picture, random order
Attention Direction – no questions for this level
Self short monotone responses – no emotions
Other animated, expressive, automatic responsive, respond to body language
Q1. Stress Responsive – “tell me about a work situation that gave you trouble”
Feeling goes in and stays in feelings
Choice goes in and out of feelings
Thinking doesn’t go in feelings
Q2. Style – “tell me about a work situation that was criteria”
“What did you like about it?”
Independent I, alone, sole responsibility
Proximity In control, others around, in charge
Co-operative we, team, share responsibility
Organisation – use answers from above question
Person people, feelings, reactions, people’s names, will feel good
Things tools, task, ideas, objects, goal, get the job done
Q3. Rule structure – “what is a good way to increase your success at work?” and “what is a good way for someone else to increase their success at work”
My/my my rules for me/my rules for you – what you would do if you were him…
My/. My rules for me/who cares - you’re sure about this and it doesn’t matter for others
No/My no rules for me/my rules for you – now that you have been informed about what’s expected, you can pass that along
My/Your my rules for me/your rules for you – you know what to do and you want to leave it to others to decide for themselves
Q4a. Convincer – “how do you know when someone else is good at their work?”
See look, show, perspective, image, clear, light up
Hear talk, listen, wonder, say, question
Read read reports, needed it on paper
Do touch, feel, grasp, solid, sensitive, test it out
Q4b. “How many times do you have to (see, hear, read, do) that to be convinced they are good?
Number of examples use the number they give you
Automatic you can assume, benefit of the doubt, decide fast, right now
Consistent try it, each time, every time
Period of time match period of time
Tuesday 18 May 2010
We've joined Facebook
Dear all,
We've joined facebook - Come and join us there!
Look us up 'Manchester NLP Practice Group'
or follow the link..
Facebook
Sandie
We've joined facebook - Come and join us there!
Look us up 'Manchester NLP Practice Group'
or follow the link..
Sandie
Sunday 9 May 2010
Working with Metaphors
At the next practice session on Wednesday 12th May we will be talking about Metaphors and exploring how metaphors in everyday language can hold the 'key' to deciphering our own and our clients unconscious wisdom.
Using metaphors with ourselves or with a client can offer incredible insight into our unique perception of a certain situation, event or challenge. Talking via metaphors gives an individual the opportunity to see a situation from a new perspective in order to explore, in the comfort of their imagination, what needs to happen in order to move forward.
To get you thinking in terms of 'metaphors' have a practice with this simple warm up exercise:-
Finish each phrase with whatever sentence comes immediately to mind.
She woke up this morning feeling like …………………..
He knocked back the drink as if ………………..
The music made her feel ……………….
Nothing was the same, now that it was …………………
The smell of cut grass reminded her ………………..
The number 4 struck him as significant because …………………
The car came round the corner and towards her gate like ………….
He wanted to keep running but ……………
If she could just make it to the finish line she would feel like …………….
I hope that this exercise has stimulated your VAGOK systems and got your creative juices flowing.
Now think of a time recently when you were facing a particular challenge or problem. Can you remember how you felt at the time? Can you think of it in terms of a metaphorical analogy? For example; ' I felt like I was going round and round in circles, like I was on a carousel that would never stop. I was starting to feel sick but I had no idea whether it was safe to jump off, so I stayed on, going round and round in circles.'
This simple example can give us tremendous insight into how a particular problem 'feels' to the person experienceing the problem.
No consider how you would prefer to feel about this same problem. Here is another examle in the form of a dialogue between a coach and a client'
Client: 'Well, I would prefer to act sooner rather than later as I don't think the sickness is going to ease until I'm standing on firmer ground'.
Coach:'And how can you imagine this coming about?.
Client: Well, I'm scared to jump off but there are people around me who I could ask for help, someone might know a safe place to jump to.
Coach: And how would you do that?
Client: Well, I would call my friends over, tell them that I absoultely want to jump off the carousel and I'd ask them if they would be willing to help me find a safe place to land.
Metaphors can be used to gain a deeper understanding of problems and challenges with a view to exploring peoples options and creating a way forward. They can also be used to highten motivation, creativity and to create a visualisation of how they would like their ideal life to unfold.
I hope you will enjoy working with meataphors and your NLP skills will soar up like a brightly coloured kyte catching the wind, soaring up, up, to the greatest hights! Sorry, I couldn't resist ...
Using metaphors with ourselves or with a client can offer incredible insight into our unique perception of a certain situation, event or challenge. Talking via metaphors gives an individual the opportunity to see a situation from a new perspective in order to explore, in the comfort of their imagination, what needs to happen in order to move forward.
To get you thinking in terms of 'metaphors' have a practice with this simple warm up exercise:-
Finish each phrase with whatever sentence comes immediately to mind.
She woke up this morning feeling like …………………..
He knocked back the drink as if ………………..
The music made her feel ……………….
Nothing was the same, now that it was …………………
The smell of cut grass reminded her ………………..
The number 4 struck him as significant because …………………
The car came round the corner and towards her gate like ………….
He wanted to keep running but ……………
If she could just make it to the finish line she would feel like …………….
I hope that this exercise has stimulated your VAGOK systems and got your creative juices flowing.
Now think of a time recently when you were facing a particular challenge or problem. Can you remember how you felt at the time? Can you think of it in terms of a metaphorical analogy? For example; ' I felt like I was going round and round in circles, like I was on a carousel that would never stop. I was starting to feel sick but I had no idea whether it was safe to jump off, so I stayed on, going round and round in circles.'
This simple example can give us tremendous insight into how a particular problem 'feels' to the person experienceing the problem.
No consider how you would prefer to feel about this same problem. Here is another examle in the form of a dialogue between a coach and a client'
Client: 'Well, I would prefer to act sooner rather than later as I don't think the sickness is going to ease until I'm standing on firmer ground'.
Coach:'And how can you imagine this coming about?.
Client: Well, I'm scared to jump off but there are people around me who I could ask for help, someone might know a safe place to jump to.
Coach: And how would you do that?
Client: Well, I would call my friends over, tell them that I absoultely want to jump off the carousel and I'd ask them if they would be willing to help me find a safe place to land.
Metaphors can be used to gain a deeper understanding of problems and challenges with a view to exploring peoples options and creating a way forward. They can also be used to highten motivation, creativity and to create a visualisation of how they would like their ideal life to unfold.
I hope you will enjoy working with meataphors and your NLP skills will soar up like a brightly coloured kyte catching the wind, soaring up, up, to the greatest hights! Sorry, I couldn't resist ...
Friday 9 April 2010
Timelines
Timelines
Where is your time line?
Think about something you did yesterday. Where did the picture of this event come from in your mind? Now think about an activity you started 2 days ago, where does this image start from? For most it will start in a different place. Do this for an event from 3 days ago, a week ago and even a month ago.
Do all your images and pictures originate from a different starting point? If you think of them all at the same time, do they form a line in relation to each other?
Now ask the same question for future events, do your future event images start from different points in your mind’s eye?
In most cases, if you align all your images from both the past and the future you will either have a selection of images creating a V shape or a straight line with past images coming from behind you and future events being in front of you?
Looking into your future
1. Create an anchor for the present time, this could be a cord that you can hold on to, so, if needed you find your way back to the present during your time on your timeline. Stopping you from “getting lost”
2. Imagine you can see your future in front of you, a future where you are at your best and at your peak performance. A future where everything has gone well for you and the future has happened as you wish it would, with you achieving all your goals.
3. Ask, what is the first image you can see in your future? Point to where this image originates from (ask them to point)
4. Do this for several important future events, each one going future into the future, until you can see yourself in the future full of knowledge and life experiences.
5. Holding on to the anchor-cord, walk down your time line at each future image; describe the event using VAK to help you become associated with the image.
6. Frame each future event and leave a symbol on the timeline to represent each future vision.
7. As you get to the end of your timeline, experiencing all the future positive events, taking on all the knowledge, feelings, images and sounds that ensures the future you is the best future you, you could be.
8. Imagine you are the positive future you who has achieved all your goals, look back down your timeline to the present you. If you were the future you and you could meet the present you, what advice would you give yourself.
9. Go back down your timeline, every time you pass a symbol representing your image, take the symbol with both hands and bring it to your chest, as you do this, gain all the knowledge and wisdom from this event.
10. As you return to the present you, take a deep breath and breathe in all the goodness and experiences you have gained by going into your future. How has this experience changed your outlook on the future?
NLP Training-Who do you recommend?
Many of our NLP practice group members are new to NLP and after practicing NLP techniques and seeing how effective they are first hand, they are quickly bitten by the NLP-Bug, wanting to learn more and become an NLP practitioner. Other members are already NLP practitioners, attending the group to increase their knowledge and delivery of NLP techniques and most are ready to take their training to the next level.
We also receive e-mails from nlp-ers from around the UK, who tell they follow our blog, print of the techniques and practice them with friends.
We are often asked which NLP (and other Techniques such as Solution Focus, LAB Profiling, Life coaching, etc) Trainers/Companies we would recommend.
We would like to put a list together of Training organisations, their contact details and more importantly your reviews and thoughts. Have you had undertaken any training? How would you rate them? Send us an e-mail and your experiences may help others to pick the right training organisation.
We also receive e-mails from nlp-ers from around the UK, who tell they follow our blog, print of the techniques and practice them with friends.
We are often asked which NLP (and other Techniques such as Solution Focus, LAB Profiling, Life coaching, etc) Trainers/Companies we would recommend.
We would like to put a list together of Training organisations, their contact details and more importantly your reviews and thoughts. Have you had undertaken any training? How would you rate them? Send us an e-mail and your experiences may help others to pick the right training organisation.
Sunday 14 March 2010
March Practice Group - The Wheel of Life with VAKOG
The Wheel of Life exercise is a commonly used coaching tool for assessing a clients present position or balance of life. The wheel is used to look at each individual area of life and forms the basis for an explorative information gathering exercise whereby the client scores his level of satisfaction on a scale for each life area.Using the wheel on a regular basis helps us to identify which life areas are working well; giving them energy, and which areas are not working well, which may be draining energy and creating stress. The idea being that we can get a clearer picture of the client’s life and the areas which he may wish to focus on as a priority. It is also an opportunity for he client to fully appreciate and draw strength from the areas which are working well.
We will be using this technique today in pairs to help one another establish three life goals that will significantly improve our life. We will then use the VAGOK to elicit our partners preferred system, ie, Visual, Auditory, Kinaesthetic, Olfactory and Gustatory, and get our partner to create a visualization of what it will be like to have achieved their goal and to evoke full enthusiasm and motivation to ensure our partner takes immediate action.
1. Draw a circle on a plain piece of paper
2. Be mindful from the moment you start conversing with your client to listen out for clues as to which submodality they use the most.
3. Ask your client to list every important aspect of their life, such as family, relationship, career, hobbies, etc. As your client lists them, divide your circle into triangles to represent each life area.
4. By use very subtle mirroring of your clients body language, vocal tones, language etc, start to get into rapport with your client. When you are both relaxed, ask your client to give you a brief summary of each individual life area, working around the wheel. Ask your client to give each area a percentage score for their current level of satisfaction with each area.
5. Once you have worked around the wheel ask the client which life area, if improved, would have the greatest positive impact on their life as a whole.
6. Ask the client to come up with life changing goals that would take the clients satisfaction score right up to 100% if achieved.
7. Ask your clients to imagine what it would be like to achieve each goal. Ask them to explain in full detail how they would know when the goal has been achieved.
"Imagine a miracle is about to happen and tomorrow morning your goal will has been fully achieved. What will be different about your day? How will you look? What will you see? What will you be doing? How will you feel?" Explore this in full detail and set an anchor for your client if you know how.
8. Paraphrase back to your client using his/her preferred system for emphasis, how amazing it will be to achieve his set goals.
9. Ask the client what the first step towards his goal is (his first action step) and when he intends to take it. Record his answer. If you have fully calibrated with the client, then he should be almost leaping out of his chair to take the first step. If not, explore how he is feeling and move back to the wheel for a further review of the chosen goal.
Monday 1 March 2010
Introducing The Coaches Lounge - A Meeting Place for Coaching Professionals
Dear NLP friends,
I would like to introduce you to an exciting new coaching forum that I have recently set up.
The Coaches Lounge – A Meeting Place for Coaching Professionals.
The site is for Coaches however I have included an area specifically for NLP practitioners.
As you will know, running a coaching business (or NLP practice) is predominantly an individual activity and I personally feel that we can miss out on the social aspect of working as part of a large department or organisation. I'm sure you will agree, Coaches/Practitioners tend to be gregarious, sociable people who enjoy the company of other positive, forward thinking individuals. Which is exactly why I have set up the Coaches Lounge.
The lounge intends to be a vibrant, sociable and informative community where we can meet fellow coaches and chat about all things relevant to having a career as a coach today.
Here you can:-
· join/start a niche group
· start a discussion
· ask questions
· offer your services
· share ideas
· recommend/sell/share coaching books, training and resources
· arrange to meet coaches in your area
· organise events/walks/social get togethers
· find/be a co-coaching friend
· find/be a mentor
· find/be a supervisor
. join the ‘Tuesday Club’ to chat live every Tuesday
· chat about any topics in the social lounge
. Tweet till your hearts content using out Twitter feature
Please following link to the website and join the group!
Once registration you will receive an email welcoming you to the site. Once you have registered to the site, I would encourage you to set up a personal page from the vibrant designs, upload your a photo of yourself and introduce yourself to the many coaches waiting to meet you. Please don’t be put off by the low level of activity at this early launch stage – many other will be coming to join you very soon!
My vision for The Coaches Lounge is to create a community for coaches where we can appreciate the diversity of the industry and appreciate our common goal:-
For coaching to thrive; be a well respected, well utilised and highly visible resource for people wanting greater success and happiness in every area of their life.
Please help me spread the word about ‘The Coaches Lounge’ by forwarding this email to any groups or individuals who would enjoy being involved.
I would like to introduce you to an exciting new coaching forum that I have recently set up.
The Coaches Lounge – A Meeting Place for Coaching Professionals.
The site is for Coaches however I have included an area specifically for NLP practitioners.
As you will know, running a coaching business (or NLP practice) is predominantly an individual activity and I personally feel that we can miss out on the social aspect of working as part of a large department or organisation. I'm sure you will agree, Coaches/Practitioners tend to be gregarious, sociable people who enjoy the company of other positive, forward thinking individuals. Which is exactly why I have set up the Coaches Lounge.
The lounge intends to be a vibrant, sociable and informative community where we can meet fellow coaches and chat about all things relevant to having a career as a coach today.
Here you can:-
· join/start a niche group
· start a discussion
· ask questions
· offer your services
· share ideas
· recommend/sell/share coaching books, training and resources
· arrange to meet coaches in your area
· organise events/walks/social get togethers
· find/be a co-coaching friend
· find/be a mentor
· find/be a supervisor
. join the ‘Tuesday Club’ to chat live every Tuesday
· chat about any topics in the social lounge
. Tweet till your hearts content using out Twitter feature
Please following link to the website and join the group!
www.thecoacheslounge.ning.com
Once registration you will receive an email welcoming you to the site. Once you have registered to the site, I would encourage you to set up a personal page from the vibrant designs, upload your a photo of yourself and introduce yourself to the many coaches waiting to meet you. Please don’t be put off by the low level of activity at this early launch stage – many other will be coming to join you very soon!
My vision for The Coaches Lounge is to create a community for coaches where we can appreciate the diversity of the industry and appreciate our common goal:-
For coaching to thrive; be a well respected, well utilised and highly visible resource for people wanting greater success and happiness in every area of their life.
Please help me spread the word about ‘The Coaches Lounge’ by forwarding this email to any groups or individuals who would enjoy being involved.
I look forward to welcoming you to the site.
Very best wishes,
Sandie
High Peak Life Coach
Using 'Scaling' with Clients
Below you will find an example of 'Scaling questions' and how you can use scaling to help clients get perspective on a current situation during a coaching/nlp session.
There are various ways, which you can use and adapt this question and here are a few quick examples. (For 'visual' clients it may be useful to draw a scale on a piece of paper whilst asking these questions.)
- On a scale of 1 to 10, with 1 being the lowest and 10 being the highest (where you want to be), where would you place yourself on the scale right now to reflect your position with current situation?
- What could you do today to move up the scale to the next number?
- Have you ever been higher on the scale? What were you doing different when you were higher up the scale?
- How did you know you were higher up the scale?
- Have you ever been lower on the scale? What did you do to move yourself higher up the scale, to where you are now?
These simple and effective examples of 'Scaling questions' which work well for clients whislt they are grasping to understand their current situation and the options available them. You often find scaling questions useful during the 'discovery' stage of a coaching relationship along side the 'The Wheel of Life' exercise.
Februarys' Practice Group Exercise - The P.O.S.E.R.S. model.
The P.O.S.E.R.S. model can me used alone or with commonly used goal setting models such as SMART to further explore and understand your clients ‘desired outcome’. The more precisely you can define what you want and why you want it, the more you programme your brain to seek out and notice possibilities and consequently, the more likely you are to get what you want.
Using the P.O.S.E.R.S. model we can help our client create highly detailed images, sounds, feelings and words related to the outcome. These internal representations will enhance our abilities, resources and skills for achieving the outcome. We also become aware of our surroundings, and can identify and gather further resources in order to achieve our aim.
1. P – Positive
Think of something you want; a personal goal or something you would rather have than what you currently have. Make sure that you desired outcome is stated in the positive and in the present tense.
2. O – Own Part
Think of what you will actively do that is within your control. How will you personally take ownership of the activity and move forward with it?
• How will you start it?
• How will you maintain it (the activity)?
• If anything, how might you stop the good work?
• What could you do instead to continue making good progress?
3. S – Specific
Now imagine the activity as specifically as you can.
• Where, when, and how?
• What will you specifically be doing? What will you see, feel, hear, think during the activity? How will it look to others?
4. E – Evidence
Now consider the outcome of the activity. Think of the sensory-based evidence that will let you know that you have got what you wanted.
• How will you know that the activity/activities have been successful?
• What will you see, feel, hear, be thinking when you have achieved your outcome?
• How specifically will you know for sure that you have achieved your desired outcome?
5. R – Resources
Do you have adequate resource and choices to get your outcome?
• What resources do you have available that will help you to reach your goal?
• Who do you know that may be able to help, support and encourage you?
• What books, information, state of mind may help you?
• Who do you know that has achieved the same outcome?
6. S – Size
Is the outcome the right size?
• Does the outcome seem realistic and achievable
• Does it represent enough of a challenge to keep you interested without it being so big that it feels overwhelming?
• Is the outcome look, sound, feel exciting enough to keep you motivated?
Finish by doing an ecology check of the P.O.S.E.R.S. outcome.
• What would be the consequence in your life and relationships if you got your outcome?
• Who else would the outcome effect?
And the last step – Take the first step! Take action
The P.O.S.E.R.S. model can me used alone or with commonly used goal setting models such as SMART to further explore and understand your clients ‘desired outcome’. The more precisely you can define what you want and why you want it, the more you programme your brain to seek out and notice possibilities and consequently, the more likely you are to get what you want.
Using the P.O.S.E.R.S. model we can help our client create highly detailed images, sounds, feelings and words related to the outcome. These internal representations will enhance our abilities, resources and skills for achieving the outcome. We also become aware of our surroundings, and can identify and gather further resources in order to achieve our aim.
1. P – Positive
Think of something you want; a personal goal or something you would rather have than what you currently have. Make sure that you desired outcome is stated in the positive and in the present tense.
2. O – Own Part
Think of what you will actively do that is within your control. How will you personally take ownership of the activity and move forward with it?
• How will you start it?
• How will you maintain it (the activity)?
• If anything, how might you stop the good work?
• What could you do instead to continue making good progress?
3. S – Specific
Now imagine the activity as specifically as you can.
• Where, when, and how?
• What will you specifically be doing? What will you see, feel, hear, think during the activity? How will it look to others?
4. E – Evidence
Now consider the outcome of the activity. Think of the sensory-based evidence that will let you know that you have got what you wanted.
• How will you know that the activity/activities have been successful?
• What will you see, feel, hear, be thinking when you have achieved your outcome?
• How specifically will you know for sure that you have achieved your desired outcome?
5. R – Resources
Do you have adequate resource and choices to get your outcome?
• What resources do you have available that will help you to reach your goal?
• Who do you know that may be able to help, support and encourage you?
• What books, information, state of mind may help you?
• Who do you know that has achieved the same outcome?
6. S – Size
Is the outcome the right size?
• Does the outcome seem realistic and achievable
• Does it represent enough of a challenge to keep you interested without it being so big that it feels overwhelming?
• Is the outcome look, sound, feel exciting enough to keep you motivated?
Finish by doing an ecology check of the P.O.S.E.R.S. outcome.
• What would be the consequence in your life and relationships if you got your outcome?
• Who else would the outcome effect?
And the last step – Take the first step! Take action
Wednesday 20 January 2010
''How to have kick-ass ideas''. A book recommendation.
While searching through my girlfriends book collection looking for something to read I came across a book by the title "How to have kick ass ideas" and on the front of the cover there was a picture of a naked man jumping in the air; it instantly intrigued me.
After quickly flipping through the book I recognised that all the ideas and techniques in the book were mainly NLP techniques. I did a bit of research and discovered that the author is an NLP Master Practitioner, and a very good one at that. The book teaches you how to be creative and how to do this in a very creative way.
I am recommending this book as it’s a lot of fun to read, easy to follow, with a large amount of pictures (no more naked men) and it promotes having a go yourself. I love the use of strange and interesting suggestions, ideas and ways for you to be creative yourself with “poo sticks” being one of the books more interesting and successful ideas. The book is sure to make lot’s of money!!
After reading the book, I used some of the ideas (mixed with my own interpretation and style) to help a group of school children be more creative and to solve problems. The children loved the exercises (the teacher looked worried when I suggested everyone should have a 5 minutes sleep (you become more creative while sleeping as you start to engage the unconscious mind). All of the children and myself had a lot of fun during the lesson thanks to some of the exercises in this book.
Highly recommended.
To view this book click the link under NLP BOOKs
If you have read a really great book which has inspired you and you would like to recommend it to the group, please tell us about it and we will add it to the blog. Email: nlppracticegroup@gmail.com
After quickly flipping through the book I recognised that all the ideas and techniques in the book were mainly NLP techniques. I did a bit of research and discovered that the author is an NLP Master Practitioner, and a very good one at that. The book teaches you how to be creative and how to do this in a very creative way.
I am recommending this book as it’s a lot of fun to read, easy to follow, with a large amount of pictures (no more naked men) and it promotes having a go yourself. I love the use of strange and interesting suggestions, ideas and ways for you to be creative yourself with “poo sticks” being one of the books more interesting and successful ideas. The book is sure to make lot’s of money!!
After reading the book, I used some of the ideas (mixed with my own interpretation and style) to help a group of school children be more creative and to solve problems. The children loved the exercises (the teacher looked worried when I suggested everyone should have a 5 minutes sleep (you become more creative while sleeping as you start to engage the unconscious mind). All of the children and myself had a lot of fun during the lesson thanks to some of the exercises in this book.
Highly recommended.
To view this book click the link under NLP BOOKs
If you have read a really great book which has inspired you and you would like to recommend it to the group, please tell us about it and we will add it to the blog. Email: nlppracticegroup@gmail.com
Thursday 14 January 2010
The Swish Technique
Developed by Richard Bandler, The Swish technique enables us to quickly dissolve the feelings attached to unwanted thoughts and to deal with un-useful responses (reprogramming the brain to work in a different way.)
In the Swish we replace the unwanted thought or response with a more useful and appropriate one because 'the swish' gives new instructions to the brain.
Often the Swish is used to break habits such as compulsions to eat chocolate, smoke cigarettes, bite finger nails, etc. After the using the Swish pattern, the client will still have the option for doing the behaviour, they just won't feel compelled to do it anymore.
The technique in practice:-
1. Think of a behaviour or response you’d rather not have (for example, unwanted habit)
2. Identify a 'Cue' image for a situation that triggers the response. What is it that you respond to? How do you know when to have the unwanted response or reaction? Ask yourself what actually occurs just before the negative or unwanted state begins? (It helps if this is a visual picture in your mind.)
3. Now imagine how you would be if you didn’t have this habit or unwanted behaviour, as if you were the kind of person who felt this was not an issue for you. Ask yourself 'How do I really want to be instead?'.
4. Imagine a new you; a more resourceful, confident and capable version of you. A new you who is free from the negative response you no-longer want. You don’t have to know how you got that way, just enjoy this new positive feeling.
5. Enhance the detail and the quality (the submodalities) of this image until it is very compelling. Make the feeling brighter, louder, faster, etc.
6. Put a frame in front of you and put your original 'Cue' image into it. In the corner of this frame place the resourceful image, shrink it so it ends up around the size of a postal stamp (it will now be small and dark.)
7. Now you will make both of the images change simultaneously in one fast, powerful movement, the large 'cue' images becomes small and dark, and the resourceful image becomes big and bright. Say 'Swish' as you do this.
8. Repeat the swish around 10 times, between each swish make the frame go blank. Each time you swish, speed it up until you are swishing within a second.
9. Test to see if you can restore the 'Cue' picture. If you find it either wont come back or the image is dark and dim, then the swish has worked. If not start again (you may need to check which submodalities are prominent in your cue picture and ensure these are added to your more resourceful you image.)
Good Luck with the technique and let us know how you get on with it.
In the Swish we replace the unwanted thought or response with a more useful and appropriate one because 'the swish' gives new instructions to the brain.
Often the Swish is used to break habits such as compulsions to eat chocolate, smoke cigarettes, bite finger nails, etc. After the using the Swish pattern, the client will still have the option for doing the behaviour, they just won't feel compelled to do it anymore.
The technique in practice:-
1. Think of a behaviour or response you’d rather not have (for example, unwanted habit)
2. Identify a 'Cue' image for a situation that triggers the response. What is it that you respond to? How do you know when to have the unwanted response or reaction? Ask yourself what actually occurs just before the negative or unwanted state begins? (It helps if this is a visual picture in your mind.)
3. Now imagine how you would be if you didn’t have this habit or unwanted behaviour, as if you were the kind of person who felt this was not an issue for you. Ask yourself 'How do I really want to be instead?'.
4. Imagine a new you; a more resourceful, confident and capable version of you. A new you who is free from the negative response you no-longer want. You don’t have to know how you got that way, just enjoy this new positive feeling.
5. Enhance the detail and the quality (the submodalities) of this image until it is very compelling. Make the feeling brighter, louder, faster, etc.
6. Put a frame in front of you and put your original 'Cue' image into it. In the corner of this frame place the resourceful image, shrink it so it ends up around the size of a postal stamp (it will now be small and dark.)
7. Now you will make both of the images change simultaneously in one fast, powerful movement, the large 'cue' images becomes small and dark, and the resourceful image becomes big and bright. Say 'Swish' as you do this.
8. Repeat the swish around 10 times, between each swish make the frame go blank. Each time you swish, speed it up until you are swishing within a second.
9. Test to see if you can restore the 'Cue' picture. If you find it either wont come back or the image is dark and dim, then the swish has worked. If not start again (you may need to check which submodalities are prominent in your cue picture and ensure these are added to your more resourceful you image.)
Good Luck with the technique and let us know how you get on with it.
Wednesday 13 January 2010
Tonights NLP Practice Group - 13/01/10
Hi all, just to let you know that this months NLP Group is still taking place this evening, same time, same place.
We will be practicing the 'Swish' technique.
Hope to see you there.
Best Wishes,
Sandie and Chris
We will be practicing the 'Swish' technique.
Hope to see you there.
Best Wishes,
Sandie and Chris
Wednesday 6 January 2010
VKA - Study Tips
Do you become stressed when studying? Is nothing "sticking"? Many people often study in one style, often this is the style they have been taught at a young and this is not often their natural learning style.
Use your learning style (VKA) preference to increase your study input
Audio – Study Tips
Kinesthetic – Study Tips
Use your learning style (VKA) preference to increase your study input
Audio – Study Tips
- Explain the topic you are trying to learn to a friend
- Read explanations and important facts out loud
- Make up songs (Daft and crazy songs work best) to the study topic
- Record and listen to lectures and sessions
- When learning new information, discuss the topic and answers out loud
- Say words in syllables.
- Make up and repeat rhymes to remember information
- Join a study groups/book clubs
- Write sequences out in sentence form and then read them out loud.
- Use audio CDs etc
- Hold the book in your hand while reading rather the on a table
- Write notes while you are reading or talking
- Sit near the front of the classroom to keep focused
- Use a computer to reinforce learning by using the sense of touch
- Write lists repeatedly
- Use practical experience when possible
- Stand up when giving explanations
- Use rhythm and beats to memorize or explain information
- Use gestures when giving explanations
- Make models
- Make and use flashcards (keep them in order)
- Use role-playing
- Associate feelings with information
- Take notes while listening to lectures and sessions
- Use colour-coded highlighting
- Create charts and diagrams that demonstrate key points
- View any photographs or diagrams in your textbook
- Use visual metaphors to associate information
- Write explanations down
- Make and use flashcards
- Use illustrations
- Use visual analogies to associate information
- Watch videos/programmes specific to the course you are studying
- Use guided imagery
Tuesday 5 January 2010
What is NLP?
"It's whole body is covered in hair"
"It's bigger then a human"
"It bangs it chest with its fist"
"Its black"
"It has a flat nose"
"It must be 5 times heavier then a human"
"It makes a really loud sound a bit like a grunt"
Trying to describe a Gorilla to someone who has never seen one is hard, all the descriptions above are true but you never really get a true sense of the animal until to see it for yourself.
It's the same with NLP; I am often asked "what is NLP?" where do you start....
"A science of how the brain codes learning and experiences"
"A model of how we retrieve, receive and store information"
"A system for describing, restructuring and transforming a person’s meaning and cognitive understanding of the world they live in"
"A user’s manual for the brain"
NLP has been described in many ways over the years; it has been called A Science, A Process, a Model of Excellence, A technology, and much more.
As you read the description above (Gorilla) you would have created your own image/picture/film and this will give you a taste of what NLP is. The more NLP techniques you read about and practice the more you understand NLP.
N - Neuro; This relates to Neurology, the way we process information from our five senses through our brain and nervous system.
L - Linguistic; This relates to our use of Language Systems, this includes words, gestures, postures, etc and attributes meaning to our internal representation of our world and to communicate both internally and externally.
P - Programming; This relates to how we store, code and transform information. Just like with a PC if you delete or upgrade information/software you can change the way you think and act.
We experience the world through 5 senses (Sight, Touch, Hearing, Smell and Taste) As we gather so much information everyday our brain will FILTER the information through our values, beliefs and experiences. Information can be deleted, distorted and generalised. In the end we end up with our own INTERNAL MAP of the world.
Finally our STATE (the state which we are in) will affect our behaviour and how we communicate with the world.
"It's bigger then a human"
"It bangs it chest with its fist"
"Its black"
"It has a flat nose"
"It must be 5 times heavier then a human"
"It makes a really loud sound a bit like a grunt"
Trying to describe a Gorilla to someone who has never seen one is hard, all the descriptions above are true but you never really get a true sense of the animal until to see it for yourself.
It's the same with NLP; I am often asked "what is NLP?" where do you start....
"A science of how the brain codes learning and experiences"
"A model of how we retrieve, receive and store information"
"A system for describing, restructuring and transforming a person’s meaning and cognitive understanding of the world they live in"
"A user’s manual for the brain"
NLP has been described in many ways over the years; it has been called A Science, A Process, a Model of Excellence, A technology, and much more.
As you read the description above (Gorilla) you would have created your own image/picture/film and this will give you a taste of what NLP is. The more NLP techniques you read about and practice the more you understand NLP.
N - Neuro; This relates to Neurology, the way we process information from our five senses through our brain and nervous system.
L - Linguistic; This relates to our use of Language Systems, this includes words, gestures, postures, etc and attributes meaning to our internal representation of our world and to communicate both internally and externally.
P - Programming; This relates to how we store, code and transform information. Just like with a PC if you delete or upgrade information/software you can change the way you think and act.
We experience the world through 5 senses (Sight, Touch, Hearing, Smell and Taste) As we gather so much information everyday our brain will FILTER the information through our values, beliefs and experiences. Information can be deleted, distorted and generalised. In the end we end up with our own INTERNAL MAP of the world.
Finally our STATE (the state which we are in) will affect our behaviour and how we communicate with the world.
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