NLP Presentation

I Teorie: 10 min II Aplicatii: 40 min 1. 2. 3. 4. 5. 6. 7. 8. Representational System Test Cards game - pag 31 Introduction to NLP J. O'Connor & J. Seymour Get Rid of Bad Memories Trigger a Positive Feeling with the Skill of Anchoring Amplify Positive Feelings Eliminate Negative Feelings LEM - lateral eye movements explanation Robert Dilts' Unified Field of NLP

III Conclusions - inca nu avem

1.

Representational System Test cel gasit de Ancuta in cartea cu NLP for Dummies sau unul din urmatoarele: http://www.renewal.ca/nlp11.htm http://marketingmotivator.net/wp-content/uploads/2009/10/NLP-RepresentationalSystems_Power-of-Words.pdf http://sisterleadership.files.wordpress.com/2013/03/discover-your-preferred-representationalsystem-sister-leadership.pdf

2. Cards game - pag 31 Introduction to NLP J. O'Connor & J. Seymour We use language to communicate our thoughts. so it is not surprising that the words we use reflect the way we think. John Grinder tells of the time when he and Richard Bandler were leaving a house to lead a Gestalt therapy group. Richard was laughing about someone who had said, 'I see what you are saying.' 'Think about it literally,' he said. 'What could they possibly mean?' 'Well,' said John, 'Let's take it literally; suppose it means that people are making images of the meaning of the words that you use.' This was an interesting idea. When they got to the group, they tried an entirely new procedure on the spur of the moment. They took green, yellow and red cards and had people go round the group and say their purpose for being there. People who used a lot of words and phrases to do with feelings, got a yellow card. People who used a lot of words and phrases to do with hearing and sounds got green cards. Those who used words and phrases predominantly to do with seeing, got red cards. Then there was a very simple exercise. People with the same colour card were to sit down and talk together for five minutes. Then they sat down and talked to somebody with a different colour card. 1

The differences they observed in rapport between people were profound. People with the same colour card were getting on much better. Grinder and Bandler thought this was fascinating and suggestive.

Examples of Sensory-Based Words and Phrases VISUAL Look, picture, focus, imagination, insight, scene, blank, visualize, perspective, shine, reflect, clarify, examine, eye, focus, foresee, illusion, illustrate, notice, outlook, reveal, preview, see, show, survey, vision, watch, reveal, hazy, dark. AUDITORY Say, accent, rhythm, loud, tone, resonate, sound, monotonous, deaf, ring, ask, accent, audible, clear, discuss, proclaim, remark, listen, ring, shout, speechless, vocal, tell, silence, dissonant, harmonious, shrill, quiet, dumb. KINESTHETIC Touch, handle, contact, push, rub, solid, warm, cold, rough, tackle, push, pressure, sensitive, stress, tangible, tension, touch, concrete, gentle, grasp, hold, scrape, solid, suffer, heavy, smooth. NEUTRAL Decide, think, remember, know, meditate, recognize, attend, understand, evaluate, process, decide, learn, motivate, change, conscious, consider. OLFACTORY Scented, stale, fishy, nosy, fragrant, smoky, fresh. GUSTATORY Sour, flavour, bitter, taste, salty, juicy, sweet. VISUAL PHRASES I see what you mean. I am looking closely at the idea. We see eye to eye. I have a hazy notion. He has a blind spot. Show me what you mean. You'll look back on this and laugh. This will shed some light on the matter. It colours his view of life. It appears to me. Beyond a shadow of doubt. Taking a dim view. The future looks bright. The solution flashed before his eyes. Mind's eye. Sight for sore eyes. AUDITORY PHRASES On the same wavelength. Living in harmony. 2

That's all Greek to me. A lot of mumbo jumbo. Turn a deaf ear. Rings a bell. Calling the tune. Music to my ears. Word for word. Unheard-of. Clearly expressed. Give an audience. Hold your tongue. In a manner of speaking. Loud and clear. KINESTHETIC PHRASES I will get in touch with you. I can grasp that idea. Hold on a second. I feel it in my bones. A warm-hearted man. A cool customer. Thick skinned. Scratch the surface. I can't put my finger on it. Going to pieces. Control youself. Firm foundation. Heated argument. Not following the discussion. Smooth operator. OLFACTORY AND GUSTATORY PHRASES Smell a rat. A fishy situation. A bitter pill. Fresh as a daisy. A taste for the good life. A sweet person. An acid comment. 3. Get Rid of Bad Memories Think of something that recently happened to you and that still bothers you, something that you dont want to think of anymore. Focus on the visual representation of the memory the image or movie that you see in your minds eye. Take that picture, make it smaller, move it off into the distance and drain the colour and brightness out of it. If you hear the voices and sounds of the scene, make them fade away.

Make the picture so small you have to squint to see whats in there, and then make it even smaller. When its the size of a breadcrumb, you can just brush it away.

4. Trigger a Positive Feeling with the Skill of Anchoring Imagine a movie screen right in front of you, so you can see your thoughts, and a lever connected to what you see on screen. Go back in your mind to a really good experience. Feel the feelings you felt then. Picture the image getting bigger and closer and more vivid as the feelings increase. As this happens, imagine a lever that says Fun and slowly move it up. To make it feel even more real, make the gesture. As you slide it up at the rate that fits the changes in your physiology and feelings, allow that exhilarating memory to get closer and closer and bigger and brighter. Add colour to it. Make it shine. Look at the details. Hear a voice in your head that says, Let the fun begin. Enjoy this wonderful sensation for an instant or two. Then pull the lever down to the initial position and let your body return to a more neutral state. To verify that the anchoring was successful, stop for a moment and grab hold of that lever again, turning it up as you say to yourself, Let the fun begin. You should go back to feeling as ecstatic as before.

5. Amplify Positive Feelings Amplify Positive Feelings Close your eyes and think about one of the best feelings youve ever had. See what you saw and hear what you hear when you felt that good feeling. As you do so, notice where this really amazing feeling comes from. Where in your body does it start? Where does it move to? When you stop thinking about the feeling, where does it go? Go back to that amazing feeling and let it come up. Just before it goes away, imagine pulling it out of your body and back to where it begins, so that it moves in a circle, and begin to spin it round and round, faster and faster. Notice that as you spin it faster, the feeling gets stronger. How much pleasure your body is capable of?

6. Eliminate Negative Feelings For this exercise you will need to tap into the amazing feeling you learned to amplify with the previous exercise. Think about a part of your life where you feel stuck or blocked, something that gives you bad feelings and limits your behaviour. Imagine watching it on a screen and taking hold of the brightness button. Then, in one quick move, turn it all the way bright, so you completely white it out. One moment you see it, and the next its completely whited out. Do it again. Imagine the thing that made you feel bad in this situation and white it out, really quickly. Repeat the previous steps two or three times, until it comes naturally. Take the amazing feeling you were working on before, and as you imagine the difficult situation in the future, again white out the negative image and spin this really good feeling around. Hear an inner voice saying confidently, Never again! Focus on the good feeling spinning faster throughout your body and notice what happens as your body fills with an incredible sense of well-being. Shake your body in order to break the state and go back to a neutral state. To verify that this new strategy works automatically, think about the negative situation and see how you feel about it. Can you imagine feeling bad?

Repeat this exercise until the new strategy works automatically.

7. LEM - lateral eye movements explanation

8. Robert Dilts' Unified Field of NLP

NLP, and gives a framework for organizing and gathering information, so you can identify the best point to intervene to make the desired change. We do not change in bits and pieces, but organically. The question is, exactly where does the butterfly have to move its wings? Where to push to make a difference? Learning and change can take place at different levels. 1. Spiritual This is the deepest level, where we consider and act out the great metaphysical questions. Why are we here? What is our purpose? The spiritual level guides and shapes our lives, and underpins our existence. Any change at this level has profound repercussions on all other levels, as St Paul found on the road to Damascus. In one sense it contains everything we are and do, and yet is none of those things. 2. Identity This is my basic sense of self, my core values and mission in life. 3. Beliefs The various ideas we think are true, and use as a basis for daily action. Beliefs can be both permissions and limitations.

4. Capability These are the groups or sets of behaviours, general skills and strategies that we use in our life. 5. Behauwur The specific actions we carry out, regardless of our capability. 6. Emironment What we react to, our surroundings, and the other people we meet. To take an example of a salesman thinking about his work at these different levels: Environment: This neighbourhood is a good area for my work in selling. Behaviour: I made that sale today. Capability: I can sell this product to people. Belief: If I do well at sales, I could be promoted. Identity: I am a good salesman. This is an example of success. The model can equally well be applied to problems. For example, I might misspell a word. I could put this down to the environment: the noise distracted me. I could leave it at the level of behaviour. I got this one word wrong. I could generalize and question my capability with words. I could start to believe I need to do more work to improve, or I could call my identity into question by thinking I am stupid. Behaviour is often taken as evidence of identity or capability, and this is how confidence and competence are destroyed in the classroom. Getting a sum wrong does not mean you are stupid or that you are poor at maths. To think this is to confuse logical levels, equivalent to thinking a 'No Smoking' sign in a cinema applies to the characters in the film. When you want to change yourself or others, you need to gather information, the noticeable parts of the problem, the symptoms that the person is uncomfortable with. This is the present state. Less obvious than the symptoms are the underlying causes that maintain the problem. What does the person have to keep doing to maintain the problem? There will be a desired state, an outcome which is the goal of change. There will be the resources that will help to achieve this outcome. There are also side effects of reaching the outcome, both for oneself and others. From this model it is possible to see how you can be embroiled in two types of conflict. You might have difficulty choosing between staying in and watching television and going out to the theatre. This is a straightforward clash of behaviours. There could be a clash where something becomes good on one level but bad on another. For example, a child may be very good at drama in school, but believe that doing it will make him unpopular with his classmates, so he does not do it. Behaviours and capabilities may be highly rewarded, yet clash with one's beliefs or identity. The way we view time is important. A problem may have to do with a past trauma, which has continuing repercussions in the present. A phobia would be an example, but there are many others, less dramatic, where difficult and unhappy times in the past affect our quality of life in the present. Many therapies think of present problems as determined by past events. While we are influenced by, and create our personal history, the past can be used as a resource rather than as a limitation. The Change Personal History technique has already been described. It re-evaluates the past in terms of present knowledge. We are not trapped forever to repeat past mistakes.