NLP
5 principles
for success
Sensory acuity
Rapport
What people say
Eye Patterns
Represntational
System
Divides in
Normal organized
Reverse organized
Submodalities
Mapping Across
(Like to dislike)
Swish Patterns
(Replace a IR for other)
Dissociative Techniques
Perceptual positions
(Shifting viewpoints from
the inside to dissociative)
Used in minor
negative states
Language
Pressupositions
Linguinstic
assumptions
3.Cause – Effect –
(Tip-off: “Makes”, “If … then” )
4.Complex Equivalence –
(Tip-off: “Is,” “Means” )
5.Awareness –
(Tip-off: Verbs with V, A, K O, G)
6.Time –
(Tip-off: Verb Tense,
“Stop”, “Now”, “Yet”)
7.Adverb/Adjective --
(Tip-off: An adverb or adjective)
8.Exclusive/Inclusive OR –
(Tip-off: “Or”) - Illusion of choice
9.Ordinal –
(Tip-off: A List)
Language
The structure of
language
The conscious
use of language
How we express our ideas
Hierarchy of ideas
Abstract
(Milton model)
Specific
(Meta model)
The big picture (brings
the person in trance)
Chunk up
Agreement
Nominalization
Milton Model
Simple conjunction:
Cause and effect:
Selectional Restriction Violation:
Lack of Referential Index:
(Comparative) Deletion:
Unspecified Predicate:
Analogical marking:
Ambiguities:
Embedded Question:
Extended Quotes:
Tag Question:
The detail (brings the
person out of trance)
Chunk down
Meta Model
Distortion
Metaphor
Anchoring
Eliciting states
Stacking anchors
Collapsing anchors
Chaining anchors
Tell stories
Physiology of
excellence
- Belief & Values Systems
- Physiology
- Strategies
For eye patterns
Strategy
elicitation
Buying strategy
Love strategy
Formal strategy
Deep love strategy
Time Line Theraphy
Elicitation
Discovering root cause
Letting go
negative
emotions I
Steps on putting
a single goal
in your future
Study of what works
and produce results
How you
produce results
Business
Education
Therapy
Definition
Neuro-
Mind
(V)
(K)
(A)
(O)
(G)
Languistinc
Language
Verbal
No verbal
Neuro-network
representations
encoded in order
to give a meaning
Pictures
Sounds and
feelings
Taste and
smells
Self-talk
(words we use)
Programming
Discover and utilize
the "Programs we run"
Inside our heads
Interpret what
others do
How to use the
language of the mind
To consistently achieve
our desired outcomes
Study of excellence
To create change in
ourselves and others
- Know your outcome
To have a clear
idea of what you
want to accomplish
- Take action
Set a goal
- Sensory acuity
Look at others and
notice what's going
on inside then
- Behavioral
flexibility
- Operate from the
psychology and
physiology of
excellence
How do you stand
What kind of thoughts
are in yoir head
Being aware of your
physiology when you
think in your outcome
That will produce the
results you want
Steps definition
Not a state or value
Time is involved
There are no steps
needed to reach an
outcome
.
Infinite. It's not
measurable
It's stated for self
and others
Generally stated
for self only
Well formed goal
conditions
.
Beginning a
NLP session
Business
consulting
Keys of an
achievable
outcome
Is it self-initiated and self-maintained? -
Is this only for me?
Is it appropriately contextualized? -
Where, when, how and with whom do you want it?
What resources are needed? -
What do you have now and
what do you need to get your outcome?
Is it ecological? -
For what purpose do you want this?
What do you gain or lose if you have it?
In a situation you don’t
find everything you need
Have you ever had or done this before?
Do you know anyone else who has?
If you don’t or if you haven’t, can you act
as if you already had accomplished that?
Specify present situation -
Where are you now compared with what you want?
Specify outcome -
What will you see, hear and feel when you have accomplished this outcome?
.
Therapy
(With a client)
What specifically do you want to have happened
by creating this outcome for yourself?
Is it congruently desirable -
What will this outcome allow me to do?
Education
(helping a child to
get better grades)
Business
setting
.
.
.
In positive terms
Being suffiencient in
charge of the goal
Specify evidence procedure -
How will you know when you have this goal accomplished?
.
Specific sensory
space based descriptive
(What will you see, hear
and feel when you have it)
Is it ecological?
(What will happen to me
if I accomplish this?)
The study of self
The study of people
around us
In a business it could
affect to more people
Family, what will
happen to them
Society
The planet
There is more than
one way to get an outcome
The first step is achievable
Does it increase
choice?
Believing
Presupositions of NLP
Convinient beliefs that
structure our reality
To change behavior and
Improve our results
- Behavior and change are to be evaluated
in terms of context, and Ecology
- Resistance in a client is a sign of a lack of rapport. (There are no resistant clients, only inflexible communicators. Effective communicators accept and utilize all communication presented to them.)
- People are not their behaviours.
(Accept the person; change the behaviour.)
- Everyone is doing the best they can with the resources they have available. (Behavior is geared for adaptation, and present behavior is the best choice available. Every behavior is motivated by a positive intent.)
- Calibrate on Behavior: The most important
information about a person is that person’s behavior.
- The map is not the Territory. (The words we use
are NOT the event or the item they represent.)
- You are in charge of your mind, and therefore
your results (and I am also in charge of my mind
and therefore my results).
- People have all the resources they need to succeed
and to achieve their desired outcomes. (There are no
unresourceful people, only unresourceful states.)
- All procedures should increase Wholeness
- There is ONLY feedback! (There is no failure, only feedback.)
- The meaning of communication is the response you get.
- The Law of Requisite Variety: (The system/person
with the most flexibility of behaviour will control the system.)
- All procedures should be
designed to increase choice.
Prime directives of
the unconscious mind
1) Stores memories.
2) It's the domain
of the emotions. ...
3) Organises all
your memories. ...
4) Represses memories with
unresolved negative emotions
5) Presents repressed memories for resolution. ...
6) May keep the repressed emotions repressed for protection
Temporal (in relationship to time)
Atemporal (not in relationship to time)
Mechanics of the Gestalt
Uses the time line
Organized
According to time
According to subject
According to feelings
7) Runs the body
8) Preserves the body
9) Is a highly moral being
10) Enjoys serving, needs
clear orders to follow
11) Controls and maintain
all perceptions
12) Generates, stores, distributes
and transmits “energy”
13) Maintains instincts and
generate habits
14) Needs repetition until
a habit is installed
15) Is programmed to continually
seek more and more
16) Functions best as a
whole integrated unit (no parts)
17) Is symbolic. Uses and
responds to symbols
18) Takes everything personally.
(The basis of Perception is Projection)
19) Works on the principle of least effort
(Path of least resistance > we need to be specific)
20) Does not process negatives
- Respect for the other person’s
model of the world.
Observing
other people
Skin color
Lightness
Darkness
Skin tonas
Shine/lightness
in the skin
Symmetrical/
Asymmetrical
Breathing
Rate
(high/slow)
Location
(high/low)
Top of the chest
below the shoulders (V)
Middle of the chest (A)
(Diaphragm/Rib cage)
Deep breathing (K)
(Belly)
Lower lip size
(Thickness)
Expands
Shrinks
Lines swollen
More lines
are visible
Eyes
Focus/defocus
Pupil dilation/undilation
Denominalization
Consciously use
unconscious
communication
Becoming like
others
Matching
Mirroring
Same response with
a same answer
Same response with
the same opposite
part of the body
Physiology
Crossover mirroring
Mirroring something that
someone is doing with a
different part of the body
Posture
Leaning right/left
Body at the back of front
Leaning back or forward
Gesture
Facial expressions
Tilt of their head
Blinking
Breathing
.
Voice
(1) Pitch/tone
Talking to the
opposite sex
Shift the tonality so
it's in a high range
Talking to the
same sex
Match in the same
range they are
Tempo/Speed
Timber
Loudness
(2) Words
Predicates
Keywords
Common experiences
and associations
Content chunks
Rhythm how they group
the words while they talk
(Little pauses)
Communication
regardless
of content
Indicators
Feeling of warm
inside of yourself
Color change
(from the neck up)
"I feel like I knew
you before"
Leading and following
posture / position
Predicates
(words used)
Auditory
Digital (Ad)
people
Visual (V)
people
Tend to memorize
by seeing pictures
They are less
distracted by noise
They have trouble
remembering
They are bored by
long verbal instructions
They concentrate how
the programs looks
Auditory (A)
people
They repeat things
back to you
They like music and
to talk to the phone
The tone of voice and
the words they use
could be important
Kinesthetic (K)
people
They respond to physical
rewards and touching
They memorize by doing or
walking through something
They might be interested
how a program feels
They spend a fair amount of
time talking to themselves
They memorize by steps,
procedures and sequences
They want to know if the
programs make sense to them
They can exhibit characteristics
of other representational systems
They often talk very
slowly and breathily
Voice tonality
Identifying a person's
Representational system
helps to build
.
Lead
Representational
System
Eye patterns
It's where we access to the
information of our internal world
Primary
representation
system
Physiology
.Predicates
They are easily
distracted by noise
.
.
.
.
"I don't see what you say"
(Really can't see the picture)
.
.
"What you are saying
to me doesn't sound right"
(Tone of voice might not be
appropiate for them to decide)
.
.
"I don't feel right about
this particular issue" (Might mean
you haven't set the right things
that cause them to have the kind
of feeling inside themselves)
.
.
"This doesn't make sense"
(it might mean that you haven't
given them enough logical, reasonable,
rational and digital information about
what they are deciding on
.
.
Paying attention to the words
that others say, we can use
words that match their RS
Speech patterns
Processing petterns
Decision trusth
(to move a person
towards a decision)
Close on
Quickly grouped words (V, A)
Interrumptions "um", "ah" (V,A)
Deliberate phrasing (K,Ad)
Long Complicated Sentences (K,Ad)
Quickly with the minimun of detail (V,A)
WIll let you know unconsciously when
they understand by changing the subject (V,A)
They will require extensive detail (K,Ad)
Will not give indication of
understanding at least you ask (K,Ad)
Abstract to global (V,A)
Speculator, gambler
Funcdamentals to specific (K,Ad)
Investor, speculator
"Be ready to take advantage
of an opportunity" (V,A)
Let's study the markets and
plan some strategies (K,Ad)
Tone of voice for close
Slighty fast and excited (V,A)
Thoughtful, considerate and
just about monotone (K,Ad)
Body posture
Sit more organized (V)
Moving eyes sideways (A)
Move and talk slowly (K)
physical reward by touching
Talk to themselves (Ad)
(Repeat the words)
Visual constructed (Vc)
Visual recall (Vr)
Auditory construct (Ac)
Auditory recall (Ac)
Kinesthetic (K)
Auditory digital (Ad)
.
.
.
.
.
.
.
.
Contrastive Analysis
(Icecream vs yogurt)
.
Modalities
Self-talk (Ad)
.
Gustatory (G)
Olfatory (O)
Kinesthetic (K)
Auditory (A)
Visual (V)
We encode and
give meaning to
our internal
representation
.
.
.
.
To be in charge of our
internal Representation
Through
Our senses
Filter information
Distortion
Generalization
Deletion
.
Creating
.
.
.
.
Frustration
Irritation
Being bugged
Procrastination
Money
Changing behaviors
Changing preferences
.
.
.
.
Generalization
Conversational postulate:
Produce the
results we want
to produce
Affect the other's person
internal representation
Mind reading:
Pressuposition
(linguistic assumptions)
2.Possibility/Necessity –
(Tip-off: Modal Operators)
- Existence –
(Tip-off: Nouns)
Recognize what's
assummed by the
other's speech
Create new internal
representations for
the other person
"John realized how easy was to climb the mountain behind the house, by now he should have realized it, because has been a long time"
"John realized that was a mountain behind the house"
"It was the brilliant flash of lightning last night that caused/might cause John to realize that was a mountain behind the house"
"John's incuisitive nature, means that of course he would know that's a mountain behind the house"
"John just realized that was a mountain behind the house"
"John didn't realize that was a mountain behind the house"
"What's the one question you need to ask that would cause
you want this product totally and completely now?"
"Don't test drive that car at least you want to buy it"
"Don't sit in that chair at least you want to go into trance"
"Don't come to see me, at least you are ready to change now"
"Don't go into trance right away because I really need to talk to your conscious mind"
"Don't sit in this chair because it's the trance chair, and I really need to talk you consciously"
"Oh no you sat in the trance chair and I really wanted to talk to you before you went into trance"
"John could see the mountain"
"John could feel/hear the rumbling from the mountain"
"John became aware that was a mountain behind the house"
-"I'm tense"
-"That's present tense or past tense?"
"John didn't realize it was a mountain behind the house"
"What's the problem you have now?"
"When you think what say you would be someday -now- wasn't that word waiting for now that you are, and the problems you used to have, you can just forget about them as realize that you are now the person, that you always said you wanted to be, you can be and you are now
-"I have a problem"
-"What was the problem?"
-"Can you stop, now?"
"John didn't know how easy
was to climb the mountain"
"John just realized how easy was
to climb such small mountain"
Diverses attention and by passes resistance
.
"John couldn't decide whether to climb the
mountain now OR at 9 o'clock tomorrow morning"
"Do you want to go to bed at 8:00 or 9:00?"
Double bind/buying: Give the illusion of choice while they do
exactly what we are suggesting them to do
"Do you want it in blue or in red?"
.
.
"The second thing that happened
was that John realized that was a
mountain behind the house"
"If the cat meows, again, I’ll have to put him outside.”
Deletion
"What is this an
Example of?"
"For What
Purpose...?"
"What is your
intention...?"
.
.
.
Parts integration
Helps to solve
Lack of congruency
Internal conflict
Allows
Make choices wisely
Integrates the conflict
Increases congruency
Increases power of decision
Problem with decisions
To be more aligned with oneself
Time line
Therapy
Helps to solve
Limiting decisions
Limiting beliefs
Integrating the parts
.
.
Problem
Part time problem
.
Full time problem
and it's congruent
.
Full time conflicted
but incongruent
.
Process
- Identify clearly the parts and
the nature of the conflict involved
"How is that a problem?"
- Have the part that represents the unwanted behavior come out in a hand first
- Make sure the client has
a VAK image of the part
in the hand
"Who this part looks like?"
"Does it sounds like someone you know?"
Process
- Elicit the time line
Where is your past and future
in relation with your body
- Dissociative state of
your life timeline
- Find the root cause
(the First Event):
Client is awake
(no in trance)
Letting go the past
Negative emotions
"Emotional baggage"
Anger
Sadness
Fear
Guilt
"I'm not good enough"
"Can't have what I want"
Float above your timeline
Bring to mind the directions pointed to
"Did you notice they emply a line?"
“What is the root cause of this problem, the first event which, when disconnected, will cause the problem to disappear?
.
- When the event is identyfied
go to the time line
Position 1
Float in the timeline
and go to the past event
(facing back to the past)
Position 2
Float above the event and ask
the unconscious mind what it
need to learn from the event
Position 3
Float above the event and before the event, and look toward now to the present ‘Now, where are the emotions?’”
Limiting emotions dissapear
if 3 conditions are met
Position 4
Go to the event (associative) and
look through your own eyes and check
if the negative emotions dissapeared
If emotions didn't
dissapear
“Is it all right for your Unconscious Mind for you to release this (emotion or limiting decision) today and for you to be aware of it consciously?”
Ask the client go back
If they don't find the root cause
(Quick event in their past life, "unconcious
mind answer", first thing that comes to their mind)
Before birth
During birth
After birth
Womb
Before womb
"What month?"
"Was it a past life or passed down to you genealogically?”
Past life
Geneologically
“How many lifetimes ago?”
”How many generations ago?”
“If you were to know, what age were you?”
“I know you don’t, but if you did...take whatever comes up...trust your unconscious mind.”
If emotions dissapear,
go back to position 3
- Elicit the opposite part to
come out on the other hand.
- Make sure that the Client has a
V-A-K image of the part as it
comes out on the hand:
- Separate intention from behavior:
Reframe each part so that they
realize that they actually have
the same intention by chunking up.
7) As the hands come
together give additional
suggestions for integration.
- Take the integrated part
inside and have it merge
into the wholeness inside.
- Test & future pace.
“Who does this part look like?
"Does it look/sound/feel like someone you know?”
a) Now, have the parts notice they were once part of a larger whole.
b) Ask for other parts that were also once part of the larger whole. Have them join in the integration.
c) What resources or attributes does each part have that the other part would like to have?
- Comparative deletion -
(Tio-off: enough, better, worse, not enough, bigger, smaller, less than, more than, best, worst)
"John said that the mountain behind the house is much bigger to what he imagined"
Freedom
Mind (brain)
Nervous System
(Spinal cord
and body)
Sensation (senses)
Restricted to
the receptors
of the body
(V)
(A)
(T)
(O)
(G)
Extract physical
phenomena from
the universe
.
.
.
.
Perception
(interpretation)
Model of reality building
Generalization
Deletion
Distortion
Association, comparison.
Associeted with learning
The limited capacity of
our senses to process all
the bits of information
Ability to think and
create manipulating
the perception of reality
Feelings
Link
Perception
Body
The concepts we interpret from the
outside world in the mind
are perceived as sensations and emotions
and how they feel in the body
Thoughts
Concepts in the mind of
what those sensations are about
Happens spontaneously
Can be deliverated (planned)
Behaviours
Reaction
The state
The physiology