Learning experience of "six-step reframing" in neuro-linguistic

Title programming and its possible influences on thinking styles

Author(s) Lam, Chun-hung;

Lam, C. []. (2015). Learning experience of "six-step

reframing" in neuro-linguistic programming and its possible
Citation influences on thinking styles. (Thesis). University of Hong Kong,
Pokfulam, Hong Kong SAR. Retrieved from
http://dx.doi.org/10.5353/th_b5445875

Issued Date 2015

URL http://hdl.handle.net/10722/210158

Rights Creative Commons: Attribution 3.0 Hong Kong License

Learning Experience of Six-Step Reframing in
Neuro-Linguistic Programming and
Its Possible Influences on Thinking Styles

by

Lam Chun Hung

A thesis submitted for the Degree of Doctor of Education

at The University of Hong Kong

March 2015

i
 Declaration
I hereby declare that this thesis represents my original work, except where due
acknowledgement is made, and that has not been previously included in a thesis,
dissertation or report submitted to this University or to any other institution for a
degree, diploma or other qualifications.

Signature: _______________________

LAM, Chun Hung

March, 2015

i
 Abstract of Thesis entitled

Learning experience of six-step reframing in Neuro-Linguistic

Programming and its possible influences on thinking styles

Submitted by

LAM, Chun Hung

For the degree of Doctor of Education

at The University of Hong Kong

in March 2015

This is a multiple-case study about 16 university students (hereafter called

participants) learning experience of six-step reframing in Neuro-Linguistic
Programming (NLP) and an exploration about whether the practice of such
reframing (hereafter called the Practice) could be used to enhance the participants
Type I thinking styles.

Each participant was treated as a case on his/her own. The researcher met each
voluntary participant individually on three occasions. First, each participant was
given a pre-test of thinking styles, a NLP workshop, the first NLP six-step
reframing practice, a first post-test of thinking styles and a first follow-up
interview. One week later, the participant was given a second NLP six-step
reframing practice, a second post test of thinking styles and a second follow-up
interview. One month later, the participant was given a delayed final post test of
thinking styles and in-depth interview for review of their experience and
validation of the observations and measurements made in the entire process. All
measurement results and practice and interview transcripts were analyzed
quantitatively and qualitatively according to the nature of the data.

Results indicated that all participants felt positively towards the experience of the
Practice. Through the Practice, they were able to identify their own limiting

ii
beliefs in learning and discover some new learning methods to overcome the
problems. Furthermore, a desirable increase in Type I thinking styles was
observed for most of the participants after the Practice. 8 of the participants
showed marked increase (with effect size0.8) and 3 showed slight increase (with
effect size <0.8). For the remaining 5 participants, 2 of them showed marked
decrease (with effect size0.8) and 3 showed slight decrease (with effect size
<0.8).

Case-by-case analysis indicated the marked increase in Type I thinking styles

could reasonably be explained by certain characteristics of the methods that the
participants discovered in solving their problems, as well as characteristics of the
processes they experienced in the Practice, such as the internal dialogue among
different sensing parts within their awareness and the stimulation of multiple
perspective perceptions in generating new insights to overcome their limiting
beliefs, which share a lot of commonality with the characteristics of Type I
thinking styles. In the 2 cases of marked decrease in Type I thinking style,
interfering factors like fear and illness were identified.

Based on the results, the researcher argues that in order that the problem solving
experience can lead to desirable changes in the participants preferred ways of
thinking, affective aspects of the experience is also highly important. Salient
features in the Practice such as generation of positive affection, provision of
serene environment, autonomy to choose freely, reflection upon past life
experiences and ownership of the self-identified problems might have
contributed to explain why the Practice was effective to most participants in this
research in enhancing their Type I thinking style but similar success had not been
observed so far in other intervention studies using problem solving tasks. The
thesis also discussed the limitations of the study and implications for further
education and psychological research.

(500 words)

iii
 Acknowledgements
I would like to express my heartfelt gratitude to Dr. Ki Wing Wah, my supervisor,
for his invaluable advice and patience in guiding me through this research.

I would also like to express my sincere thanks to Prof. Zhang Li Fang for the
comments she gave me for the several conference seminars I did at different
points of time, and Prof. Zhang and Prof. Bruce Arroll for their critical comments
for improvements in my thesis examination.

I would also like to express my sincere thanks to Mr. Chan Po Chiu for his
contribution as a NLP expert to validate my practice of NLP in this research.

I am indebted to all the 16 participants for their time and effort in participating in
the multiple-case study.

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 Table of Contents

Declaration i

Abstract ii

Acknowledgements iv

Table of Contents v

List of Figures x

List of Tables xi

List of Appendices xiii

Chapter 1 Introduction 1
1.1 Researchers background and motivation 1
1.2 Introduction to the research 2
1.3 Explanation of theories and concepts 4
1.3.1 Neuro-Linguistic Programming 4
1.3.2 Six-step reframing Model 5
1.3.3 Types of I, II, and III thinking styles 6
1.4 Research questions 8
1.5 Research findings 9
1.6 Significance of the research 10
1.7 Organization of the research 11

Chapter 2 Literature Review 13

2.1 Literature review on Neuro-Linguistic Programming (NLP) 13
2.1.1 Origin of Neuro-Linguistic Programming (NLP) 13
2.1.2 A metaphorical illustration used for Neuro-Linguistic 16
Programming (NLP)
2.1.3 Presuppositions of NLP 17
2.1.4 Constraints of the functions in NLP 22
2.1.5 Criticisms of NLP 25
2.1.5.1 Little attention in academic research or 25
updated publishing
2.1.5.2 NLP lacks theoretical base 27
2.2 Fundamental concepts related to the NLP six-step reframing 28
model
2.2.1 Understanding reframing 28
2.2.2 Limiting beliefs 29
2.2.3 Reframing beliefs 30
2.2.4 The practice of NLP six-step reframing model 33

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 2.2.4.1 The six-step reframing model 33
2.2.4.2 Practicing NLP six-step reframing in 37
trance state
2.2.4.3 Prerequisite knowledge before practicing 38
the NLP six-step reframing model
2.3 Research about NLP, six-step reframing and learning 39
2.3.1 Research against NLP 39
2.3.2 Research supporting NLP 40
2.3.3 Research concerning NLP six-step reframing and 42
learning
2.4 Literature review on thinking styles 44
2.4.1 Notion of styles and major integrative models of styles 45
2.4.1.1 Cognitive styles 45
2.4.1.2 Learning styles 45
2.4.1.3 Thinking styles 46
2.4.1.4 Integrative style models 46
2.4.2 Zhang and Sternbergs (2005) Threefold Model of 49
Intellectual Styles
2.4.2.1 Definition of intellectual styles 49
2.4.2.2 The 10 theoretical frameworks 50
2.4.2.3 Type I, II, III intellectual styles 51
2.4.2.4 Controversial issues concerning the 53
threefold intellectual styles
2.4.3 Sternbergs (1988, 1997) mental self-government 53
theory of thinking styles
2.4.4 Reasons of using Sternbergs (1988, 1997) mental self- 56
government theory of thinking styles in this study
2.4.5 Effects of interventions on intellectual styles and 57
thinking styles
2.4.5.1 Empirical studies of interventions on 57
intellectual styles
2.4.5.2 Empirical studies of interventions on 59
thinking styles
2.5 Research gap and potential contribution of this study 61
2.6 Conceptual framework 63
2.7 Research questions 64

Chapter 3 Methodology 65
3.1 Research Questions 65
3.2 Design of the study 66
3.2.1 Definition of multiple-case study 67
3.2.3 Format of research 69
3.3 Research implementation 70
3.3.1 Research procedure 70
3.3.2 Practitioners details 71
3.3.3 Participants details 71
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 3.3.4 Workshop and practice session details 73
3.3.5 Pre-test and post test questionnaires 73
3.3.6 Thinking Styles Inventory 73
3.3.7 Interview Guides 74
3.4 Methods of analysis 74
3.5 Addressing issues of reliability and validity 76
3.5.1 Verification through triangulation 78
3.5.2 Expert validation of the training process 81
3.6 Ethical issues 82
3.7 Limitations in the procedure 83

Chapter 4 Analysis and Research Findings 84

4.1 Research findings on the first research question 84
4.1.1 All participants claimed that NLP six-step reframing 88
experience has had a positive influence on them
4.1.2 All participants claimed they discovered their own 94
particular limiting beliefs
4.1.3 All participants claimed that they discovered their own 97
learning methods to overcome their discovered limiting
belief(s) and that they could remember their discovered
methods after one month from the second NLP practice
4.1.4 Many participants claimed that they had used their 99
newly discovered learning methods after their NLP
practices
4.1.5. Some participants (6 altogether) claimed that they 101
practiced by themselves the NLP six-step reframing
4.2 Research findings on the second research question 104
4.2.1 General influences of the learning experience of the 108
six-step reframing on thinking styles
4.2.2 General influences of Type II thinking styles 111
4.2.3 Overall discussion on the influence on Type I and II 113
thinking styles
4.3 Relationships between limiting beliefs, newly discovered 114
learning methods and the change in thinking styles
4.3.1 Research findings about limiting beliefs 114
4.3.2 Research findings about method orientations 115
4.3.3 Possible explanation about the connection between the 117
kind of method discovered and the change in Type I
thinking styles
4.3.4 Possible explanation that there is no connection 119
between method orientation and Type II change
4.4 Findings from case-by-case analysis 119
4.4.1 Analysis about the marked Type I scores increasing 120
cases with Type I effect size of change 0.8
4.4.1.1 Elaboration of the first observation 125
4.4.1.2 Elaboration of the second observation 126
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 4.4.1.3 Elaboration of the third observation 127
4.4.1.4 Elaboration of the fourth observation 127
4.4.1.5 Elaboration of the fifth observation 128
4.4.2 Analysis about the slight and marked Type I scores 129
decreasing cases
4.4.2.1 Elaboration of the first point 130
4.4.2.2 Elaboration of the second point 131
4.4.2.3 Elaboration of the third point 132
4.4.2.4 Elaboration of the fourth point 133
4.4.2.5 Elaboration of the fifth point 134
4.4.2.6 Elaboration of the sixth point 135
4.4.3 Summary about features associated with the marked 136
Type I scores increasing
4.4.4 Summary about features associated with the slight and 137
marked Type I scores decreasing

Chapter 5 Discussion 139

5.1 NLP six-step reframing as problem solving process 140
5.1.1 Problem solving nature of NLP six-step reframing 140
5.1.2 NLP six-step reframing and Sternbergs (2009) 141
problem solving model
5.1.3 Problem solving nature of NLP six-step reframing 149
and the increase of Type I thinking styles scores
5.1.4 Salient features that explain how NLP six-step 150
reframing as a problem solving process may result in
the desirable changes in Type I thinking styles
5.1.4.1 Salient feature 1: NLP six-step reframing 150
facilitates internal dialogue among different
parts within the participants, and this
stimulates participants towards multiple
perspectives thinking, and this can facilitate
desirable increase in Type I thinking styles.
5.1.4.2 Salient feature 2: Dissonance resulting from 152
limiting beliefs and positive intentions in
NLP six-step reframing helps generating
insights, and experiencing of such can
facilitate desirable changes in thinking
styles
5.2 Other salient features that have made NLP six-step 157
reframing effective
5.2.1 NLP six-step reframing provides an environment that 159
can free the participants from distractions so that they
can concentrate on their own learning problems
5.2.2 NLP six-step reframing respects the autonomy of 162
participants to choose freely their own solutions and to
evaluate them according to their meanings
viii
 5.2.3 NLP six-step reframing emphasizes the generation 163
and maintenance of relaxed feelings and positive
affection in the participants throughout the process in
the reflection and thinking
5.2.4 NLP six-step reframing helps participants reflect 165
upon their own past life experiences and hence the
participants awareness of their habitual ways of
thinking, and such awareness may facilitate changes to
these habits
5.2.5 NLP six-step reframing helps participants work on 169
their self-identified problem, and hence the problems
may likely be of strong ownership to the participants.
Ways of thinking learnt in such situations may have a
stronger effect on desirable change in their thinking
styles in general

Chapter 6 Conclusion 170

6.1 Conclusions 170
6.1.1 Conclusion on the first research question 170
6.1.2 Conclusion on the second research question 172
6.1.3 Conclusion on the third research question 175
6.2 Significance 177
6.3 Limitations 178
6.4 Educational implications 179
6.5 Future research implications 180

References 182

Appendices 198

ix
 List of Figures

Figure 3.1 Work Procedure with each participant 70

Figure 4.1 Type I thinking styles changes: Post Test 3 - Pretest 109

Figure 4.2 Type II thinking styles changes: Post test 3 - Pre-test 111

x
 List of Tables
Table 2.1 Type I, Type II and Type III Characteristics of the 52
Threefold Model
Table 2.2 Thinking Styles 55
Table 3.1 Academic background of participants 72
Table 4.1 Suggested categorization of participants 92
Table 4.2 Suggested classification of limiting beliefs 96
Table 4.3 Summary from the transcript of the final interview for the 101
question Have you practised the NLP six-step reframing
in this month?
Table 4.4 Type I thinking styles changes in terms of effect size: 109
from pre-test to post test 3
Table 4.5 Type II thinking styles changes: Post test 3 - Pre-test 112
Table 4.6 Effect size of change in Type I and Type II scores in 114
limiting beliefs of all participants
Table 4.7 Effect size of change in Type I and Type II scores in 116
method orientation of all participants
Table 4.8 Average Type I thinking styles scores of Shirley: Pre-test 121
to Post Test 3
Table 4.9 Scores of Shirley on different Type I thinking styles: Pre- 121
test to Post Test 3
Table 4.10 Marked increase in Type I thinking style scores 124
Table 5.1 Comparison of Sternbergs (2009) problem solving model 142
and NLP six-step reframing

Table P.1 Average Type I thinking styles scores of Hung: Pre-test 547
to Post Test 3
Table P.2 Scores of Hung on different Type I thinking styles: Pre-test 547
to Post Test 3
Table P.3 Average Type I thinking styles scores of Shirley: Pre-test 548
to Post Test 3
Table P.4 Scores of Shirley on different Type I thinking styles: Pre- 549
test to Post Test 3
Table P.5 Average Type I thinking styles scores of Lauren: Pre-test 550
to Post Test 3
Table P.6 Scores of Lauren on different Type I thinking styles: Pre- 551
test to Post Test 3
Table P.7 Average Type I thinking styles scores of Heaveni: Pre- 553
test to Post Test 3
Table P.8 Scores of Heaveni on different Type I thinking styles: Pre- 553
test to Post Test 3
Table P.9 Average Type I thinking styles scores of Toni: Pre-test to 554
Post Test 3
Table P.10 Scores of Toni on different Type I thinking styles: Pre-test 555
to Post Test 3

xi
Table P.11 Average Type I thinking styles scores of Rammy: Pre- 556
test to Post Test 3
Table P.12 Scores of Rammy on different Type I thinking styles: Pre- 557
test to Post Test 3
Table P.13 Average Type I thinking styles scores of Fok: Pre-test to 559
Post Test 3
Table P.14 Scores of Fok on different Type I thinking styles: 560
Pre-test to Post Test 3
Table P.15 Average Type I thinking styles scores of Yao Yao: 561
Pre-test to Post Test 3
Table P.16 Scores of Yao Yao on different Type I thinking styles: Pre- 561
test to Post Test 3
Table P.17 Average Type I thinking styles scores of Siu Yau: 563
Pre-test to Post Test 3
Table P.18 Scores of Siu Yau on different Type I thinking styles: Pre- 563
test to Post Test 3
Table P.19 Average Type I thinking styles scores of Ivy: Pre-test to 564
Post Test 3
Table P.20 Scores of Ivy on different Type I thinking styles: Pre-test 564
to Post Test 3
Table P.21 Average Type I thinking styles scores of Pig: Pre-test to 566
Post Test 3
Table P.22 Scores of Pig on different Type I thinking styles: Pre-test 566
to Post Test 3
Table P.23 Average Type I thinking styles scores of Jeffrey: Pre-test 567
to Post Test 3
Table P.24 Scores of Jefffrey on different Type I thinking styles: Pre- 567
test to Post Test 3
Table P.25 Average Type I thinking styles scores of Milka: Pre-test 569
to Post Test 3
Table P.26 Scores of Milka on different Type I thinking styles: Pre- 570
test to Post Test 3
Table P.27 Average Type I thinking styles scores of Ka Ho: Pre-test 571
to Post Test 3
Table P.28 Scores of Ka Ho on different Type I thinking styles: 571
Pre-test to Post Test 3
Table P.29 Average Type I thinking styles scores of Fishball: 573
Pre-test to Post Test 3
Table P.30 Scores of Fishball on different Type I thinking styles: Pre- 574
test to Post Test 3
Table P.31 Average Type I thinking styles scores of Lawrence: 575
Pre-test to Post Test 3
Table P.32 Scores of Lawrence on different Type I thinking styles: 576
Pre-test to Post Test 3

xii
 List of Appendices

Appendix A NLP Six-Step Reframing 198

Appendix B Context Reframing and Content Reframing 200

Appendix C Guidelines in Changing Limiting Beliefs Structures 202

Appendix D Thinking Styles 204

Appendix E Type I, Type II and Type III Characteristics of the 206

Threefold Model

Appendix F Thinking Styles Inventory Revised II (TSI-R2) 208

Appendix G First and Second Interview Guide 209

Appendix H Final Interview Guide 210

Appendix I Data and Preliminary Interpretation of the 16 Cases 211

Appendix J Interview Data of the 16 Cases 277

Appendix K NLP Practice Process Records of the 16 Cases 385

Appendix L Interview Data of NLP Expert 535

Appendix M NLP Expert Interview Guide 540

Appendix N Content of NLP Training Workshop Before Pre-test 541

Appendix O Summary of the Discovered Learning Methods of the 542

16 Participants

Appendix P Case-by-Case Analysis 547

Appendix Q First and Second Interview Data from the interview 579
question How do you think the whole NLPsix-step
reframing influence you?

Appendix R Limiting beliefs of participants 592

xiii
 Chapter 1
Introduction

1.1 Researchers background and motivation

This study is conducted by Lam Chun Hung who has been working as
different roles in the education field. He is a qualified Neuro-Linguistic
Programming (NLP) Master Practitioner who is also a part-time visiting
lecturer teaching an introductory NLP course in tertiary education since
2001. Conducting from two to three courses each year, he has pupils
ranging from diploma students to post-graduate students at the Hong Kong
Polytechnic University. In addition, he is also a teacher in secondary
education in the subjects of Liberal Studies and Economics.

As a NLP Master Practitioner, the writer helps course participants to

enhance their personal learning capability through NLP. During his
practice, he discovered the need for more psychological research in NLP
practice that relates the NLP methods to psychological theories and
empirical evidence, such that a better understanding of the nature and
consequences of the NLP practice can be achieved.

As a teacher, Lam is keen to help not just solve the specific problem at
hand, but also to enhance the student's learning capacity. His interests
involve the desire to enhance students learning capacity so that they can
learn how to learn in new and more effective ways. His interests lie among
the ideas of different thinking styles, as the literature states that learning
capacity is related to students thinking styles. In past studies, methods
have been suggested by different scholars with aims to extend students
understanding and application of different thinking styles to solve learning
problems. Yet these methods do not always appear effective, thus bring

1
 Lam interested to explore whether NLP methods can be used for such
purpose of enhancing students thinking styles and hence their learning
capacities.

As Sternberg & Zhang (2001:2) defines styles as habitual patterns or

preferred ways of doing something (e.g. thinking, learning, teaching) that
are consistent over long periods of time and across many areas of activity,
Lam wants to understand the preferred styles of his students, and to
examine whether these styles or preference can be altered for better
thinking, learning and problem solving through the NLP training.

The six-step reframing model is one of the original models of

counseling practice constructed by the NLP founders Michael Grinder and
Richard Bandler in 1979. Furthermore, this model of practice is claimed
by the proponents to be able to change the perception and limiting beliefs
of people and help them find new ways to overcome problems. Lam
anticipates this may have an indirect influence on participants thinking
styles and hence improve their learning ability. In particular, the NLP six-
step reframing model is chosen for this research as a potentially
promising method to test the conjecture.

1.2 Introduction to the research

The NLP six-step reframing model was originally designed to help

individuals overcome their limiting beliefs. Limiting beliefs are beliefs
that can be represented by the following sentence: I want to do A, but B
stops me. When this is applied to learning, it may be like, I want to learn
A, but B stops me. One concrete example can be I want to learn how to
drive, but my fear of crashing into another car stops me from learning how
to drive. The NLP six-step reframing model provides steps to help the

2
person to generate new ideas to change the belief, and form a new way of
thinking about the problem.

After searching through the existing NLP literature, Lam found no

scientific study on the influence of NLP skill training on individuals
preferred ways of thinking. In other words, this appears to be a research
gap whether NLP skills may influence thinking styles. Lam therefore
decided to design this study to explore whether the learning experience of
the NLP six-step reframing model may influence thinking styles.

In this multiple-case study, 16 students (hereafter called participants) took

part in NLP introductory courses at the Hong Kong Polytechnic University.
All these participants joined the study voluntarily. These participants
include undergraduates, graduates and postgraduates. Their academic
disciplines ranged from natural science to social work. Each chosen
participant was treated as a case on his/her own. The researcher met each
of them individually on three occasions. On the first occasion, each chosen
participant was given a pre-test of thinking styles, a NLP workshop on
reframing, the first NLP six-step reframing practice, a first post test of
thinking styles and a first follow-up interview. One week later, when the
researcher met the participant again, the participant was given a second
NLP six-step reframing practice, a second post test of thinking styles
and a second follow-up interview. Then, one month later, the researcher
met the participant for a third time and followed up with a final post test of
thinking styles and a final review and in-depth interview for validation of
the observation and measurement in the entire process.

Lam, as a certified Master NLP practitioner, played the roles of researcher,

six-step reframing practitioner, interviewer, and overall facilitator within
the whole research process. The whole process of NLP six-step
reframing practice and interviews was documented with the consent of

3
 the participants. All measurement results and documentations were
analyzed quantitatively and qualitatively according to the nature of the
data. As the introductory NLP course at the university that the participants
took involved no formal assessment, these participants were free from the
researchers influence as far as academic achievement is concerned, and
therefore there was no hidden motive for participants to express any
responses intentionally to confirm what the researcher believed.

1.3 Explanation of theories and concepts

This research provides findings on the learning experiences and effects

of applying the "six-step reframing" model in Neuro-Linguistic
Programming (NLP). The study incorporates NLP as a theory and practice
in applied psychology. It also incorporates theories on thinking styles from
cognitive psychology in examining such experiences and effects of NLP.
The core psychological concepts used in this study include: 1) NLP; 2) the
Six-step reframing Model; and 3) Thinking Styles. These concepts are
introduced below:

1.3.1 Neuro-Linguistic Programming

Neuro-Linguistic Programming (NLP) is a methodology used to

make certain changes in connections between neurological
processes through the use of language cues, and hence create
changes in behavioural patterns and perspectives on past
experiences, so as to achieve specific improvements in goals in life
for the future.

Proponents of NLP claim that NLP is based on a study of

excellence in counseling practices and a study of the structure of

4
 subjective experiences of participants (O Connor, 2001b). The
subjective experiences involve sensory information processing like
the processing of visual information (mental pictures), auditory
information (mental sounds), kinesthetic information (body
sensations and touch feelings) and olfactory information (smell and
taste). Richard Bandler and John Grinder claim that during NLP
practice, participants may be guided to use their imagination to
change the sensory information of the existing mental perception
of the world, with the help of verbal or non-verbal linguistic cues.
Once the perception on the experiences changed, the thoughts,
feeling and actions may change and lead to better experiences in
life (Bandler and Grinder, 1982).

1.3.2 Six-step reframing Model

The concept of reframing is a term borrowed from counseling

psychology. In context of NLP practice, it means understanding an
experience in a different way and giving the experience a different
meaning (O Connor, 2001b). Six-step reframing is a particular
model of reframing, which the founders Richard Bandler and John
Grinder claim can be done in six steps (Bandler and Grinder, 1982).
These steps involve leading the participants into a trance state, and
through the steps, the participants can find out different possible
solutions to solve their problems. All these steps are facilitated by
a certified Neuro-Linguistic Programming practitioner but
participants are completely free to make their decisions in each
step. Bandler and Grinder (1982) claimed that NLP six-step
reframing model is different from traditional reframing in that it
can be done in a relatively quick and systematic way so that
participants can see some immediate effects from it.

5
 Bandler and Grinders (1979, 1982) NLP six-step reframing
model in its original script claimed itself to be successful in
changing limiting beliefs in all domains in the participants life. In
the present study, the researcher focuses on problems and
limitations that are about participants learning.

1.3.3 Types of I, II, and III thinking styles

The research adopts the theory developed by Sternberg (1988,

1997). Sternberg (1988, 1997) which asserted that thinking styles
fall along five dimensions, namely, functions, forms, levels, scopes
and leanings. There are altogether 13 thinking styles. They are
legislative, executive, judicial, hierarchical, monarchic,
oligarchic, anarchic, global, local, internal, external,
liberal and conservative. Details of the classification and
explanation of the key characteristics can be found in Appendix D.
The 13 thinking styles are non-exclusive and they can be classified
under 3 different types of intellectual styles and are labelled as
Type I, Type II, and Type III thinking styles respectively. Details
of the classification can be found in Appendix E.

According to Sternbergs (1988, 1997) mental self-government

theory, these thinking styles are core in affecting understanding
and decision making patterns.

The major coverage in this study is on Type I and Type II thinking

styles. Type I thinking styles can be exemplified by a legislative
type of mindset as one who is flexible and creative in establishing
ones rules. Type II thinking styles can be exemplified by an
executive type of mindset as one who is good at following orders
and completing routine tasks.
6
Zhang and Sternberg (2005) addressed the issue of style value,
stating that Type I intellectual styles tend to carry more adaptive
value, Type II intellectual styles tend to be less adaptive in many
situations, and Type III intellectual styles tend to be value
differentiated, i.e. whether they are beneficial depends on the
nature of the task.

Type I thinking styles are characterized by creativity-

generating and high levels of cognitive complexity. The
thinking styles in Type I are legislative, judicial,
hierarchical, liberal and global styles.

Type II thinking styles are characterized by a norm-

favoring tendency and low levels of cognitive complexity.
The thinking styles in Type II include executive, local,
monarchic and conservative styles.

Type III thinking styles are characterized by the above

features of either Type I or Type II thinking styles
depending on the task. The thinking styles in this type
include anarchic, oligarchic, internal and external thinking
styles.

Zhang and Sternberg (2005) commented on the issue of style

overlap, asserting that different degrees of overlapping exist among
different style constructs. These style constructs share certain
degrees of similarities, with each possessing its own uniqueness.

Another important feature that is pointed out by Sternberg and

Zhang (2005) is about the malleability of the Types I, II, and III
Thinking Styles. These Thinking Styles can change with

7
 experience. They are considered as preferences rather than traits as
they can be changed over time and also must not be confused with
the ability of a person.

The suggested differences in value of the Type I and II styles,

which largely represent the difference between legislative and
executive mindsets, together with the possibility of changing them,
are important ideas that motivate the present study. The present
study explores whether the NLP six-step reframing model may
indeed be able to bring about some changes in the participants
styles of thinking that are deemed to be favorable.

1.4 Research questions

This research aims to explore and understand the influence of university

students NLP six-step reframing training on their thinking styles. The
specific research questions are as follows:

1) How do the participants evaluate their learning experiences in

the NLP "six-step reframing" model?
2) What are the general influences of the participants learning
experiences in the NLP "six-step reframing" model on their
Type I and Type II thinking styles?
3) What are the possible explanations for the influence of the
participants NLP six-step reframing experience on their
thinking styles?

8
1.5 Research findings

Results indicate that all participants believe that the NLP six-step
reframing model have had positive influence in their learning. Through
the practice, they were able to discover new learning methods in
overcoming their learning difficulties.

Generally, the NLP six-step reframing model tends to have a positive

influence on the participants Type I thinking styles. 50% of the
participants showed marked increase in Type I thinking styles scores with
effect size0.8. 18.75% of the participants showed slight increase in
Type I thinking styles but with effect size less than 0.8. 12.5% of the
participants showed marked decrease in Type I thinking styles scores with
effect size0.8. 18.75% of the participants showed slight decrease in
Type I thinking styles scores with effect size less than 0.8. No similar
general influence is found in Type II thinking styles scores after the
participants NLP six-step reframing model experience.

A reasonable explanation for this general increase in Type I thinking styles

may be that the problem-solving process in which the participants were
practicing involved mainly Type I style of thinking. The process facilitated
internal dialogue among different parts within the participants and
stimulated participants to make use of multiple perspectives in generating
insights to overcome their learning difficulties. Participants experience in
governing decision making had hence brought about the change towards
the application of Type I thinking styles in a desirable way. The pleasant
feeling about this problem solving process, due to the salient features of
this NLP practice, such as generation of positive affection, serene
environment, autonomy to choose freely, reflection upon past life
experiences, and hence the personal ownership of the problems, the
solutions, and the process taken, may also have contributed to why such

9
 new styles of thinking that had appeared in the training were then uptaken
as part of their preferred ways of thinking then after. This affective aspect
may explain why the NLP six-step reframing model in this study was
effective but similar success has not been observed in other intervention
studies on thinking styles that also provide learners with problem solving
experiences.

1.6 Significance of the research

Despite its own limitations, this study shows a way to help learners
discover a possible way, in a relatively short period of time, to overcome
their learning difficulties and to improve their styles of thinking. Generally
speaking, this study has both practical and research implications. Practical
implications include the facts that learners may learn and use the NLP
six-step reframing model to overcome learning difficulties. Educators
may be reminded to be more mindful about students feelings of
ownership and other affective aspects when making an attempt to lead
students in discovering new problems and applying new ways of thinking
in learning.

The research implications of this research are multifaceted. First, similar

research may be done on other similar NLP psychological skills. Second,
similar research may be done on other intellectual styles other than
thinking styles. Third, the discovered salient features that influence
participants affective experience may be further researched in future
intervention studies on thinking styles. Fourth, if the NLP skill is
successful in changing limiting beliefs of students at a tertiary level of
education and benefit their learning, further research may target at learners
at other education levels, such as adults in different careers and students at
secondary level of education. Fifth, as reframing itself is a generic skill, it

10
 can be used to handle problems of different kinds, and as a skill of lifelong
learning, learners will be able to set different frames or perceptions
concerning the understanding of himself / herself, the society, the country,
the environment, technology and world trends. Last but not least, if the
NLP six-step reframing model is found to be able to change thinking
styles, the result may be that an additional piece of evidence to support
that thinking styles are malleable as proposed by Zhang and Sternberg
(2006) and modifiable instead of traits that are stable and unchangeable.

1.7 Organization of the research

This thesis consists of six chapters.

Chapter 1 - The Introductory chapter outlines the background and

motivation for this study, the theories and concepts of the study, the
questions to be answered in this study, the results of the study, the
significance of this study and finally, the organization of the study.

Chapter 2 - The Literature Review chapter includes a critical review of the

work of other researchers on NLP, the NLP six-step reframing model
and the studies on Thinking Styles. The chapter explores different
theoretical issues in NLP research and Thinking Styles, and reveals how
changes in Thinking Styles might be brought about through exercising the
NLP six-step reframing model.

Chapter 3 - The Methodology chapter indicates the reasons and procedures

of using the multiple-case study method and other details concerning the
methods of this study.

11
Chapter 4 - The Research Findings chapter reports the analysis of all data;
including qualitative data from interviews and quantitative data from
measurements in Type I and Type II thinking styles. A case-by-case
analysis will also be reported to highlight certain features in the
participants NLP six-step reframing practices which, in a number of
occasions, seemed to have accounted for the changes in the participants
thinking style.

Chapter 5 - The Discussion chapter proposes possible explanations on how

the NLP six-step reframing model may influence the thinking styles of
an individual. Possible salient features of NLP six-step reframing model
are identified in this chapter which might explain why it can be a more
effective way in changing an individuals thinking styles than some other
intervention studies.

Chapter 6 - The Conclusion chapter completes the thesis with the major
conclusions to the research questions, together with the limitations,
significance and implications of this study.

12
 Chapter 2
Literature Review

The main purpose of this literature review chapter is to establish the theoretical
foundation and locate the research gap for this present study by critically
analyzing the previous studies of NLP and thinking styles. The chapter will start
by analyzing the origin of NLP and the claims of the NLP model, the nature of
NLP six-step reframing and its related concepts in learning, research relating
NLP and the present study, followed by a more detailed introduction to styles and
major integrative models of styles, Zhang and Sternbergs (2005) Threefold
Model of Intellectual Styles, Sternbergs (1988, 1997) mental self-government
theory of thinking styles, the empirical evidence of interventions in styles and
thinking styles, and finally the research gap and the theoretical framework for this
present study.

2.1 Literature review on Neuro-Linguistic Programming (NLP)

2.1.1 Origin of Neuro-Linguistic Programming (NLP)

According to Dilts (1983:3), the founders of NLP, John Grinder and

Richard Bandler studied the working processes of renowned therapists and
combined their own concepts from three disciplines in therapy in order to
come up with this behavioural model and set of operational procedures.
The therapists in their studies included Fritz Perls (Gestalt therapy),
Virginia Satir (family therapy), and Milton H. Erickson, M.D. (medical
hypnosis). Concepts were also taken from the disciplines of linguistics,
computer science and Gestalt psychology in the formation of NLPs model
of practice.

13
Two descriptions of Dilts (1983) and Dilts (1998) gave insight into how
the founders have modeled the behaviors, thinking processes, actions and
language patterns in the practice of Fritz Perls, Virginia Satir and Milton H.
Erickson, and turned the modeled practice, with their own knowledge, into
step-by-step strategies or programs for more practitioners to follow. Dilts
(1998:29) described the following:

Behavior modeling involves observing and mapping the successful

processes which underlie an exceptional performance of some type.
It is a process of taking a complex event or series of events and
breaking it into small enough chunks so that it can be recapitulated
in some way. The purpose of behavior modeling is to create a
pragmatic map or model of that behavior which can be used to
reproduce or simulate some aspect of that performance by anyone
who is motivated to do so. The goal of the behavior modeling
process is to identify the essential elements of thought and action
required to produce the desired response or outcome. As opposed
to providing purely correlative or statistical data, a model of a
particular behavior must provide a description of what is
necessary to actually achieve a similar result. The field of Neuro-
Linguistic Programming has developed out of the modeling of
human behaviors and thinking processes. NLP modeling
procedures involve analyzing how the brain (Neuro) is
operating, by analyzing language patterns (Linguistic) and non-
verbal communication. The results of this analysis are then put into
step-by-step strategies or programs (Programming) that may be
used to transfer the skill to other people or content areas.

The works by Milton H. Erickson, Bandler and Grinder (1975b) and

Grinder, DeLozier & Bandler (1977) indicated that skills like inducing a
trance state in participants through words could be modeled in the NLP

14
skills of induction, utilization and reframing in trance explained in
Grinder and Bandlers (1981) book Trance-formations: Neuro-Linguistic
Programming and the structure of hypnosis.

Despite the works of the NLP founders had claimed that the ideas of the
NLP model were originating from Fritz Perls, Virginia Satir and Milton H.
Erickson, who are famous and well respected in the field, scientific
coherency among the different parts within the NLP model is still open for
investigation. Besides there is still a lack of scientific proof or empirical
evidence that allows in-depth and comprehensive understanding on NLP.

There have also been studies concerning NLP-based hypnosis. Bowers

(1996) demonstrated the effectiveness of NLP-based hypnosis, guided
imagery, and visualization, alongside other holistic therapies as an
intervention for holistic healing and pain control. To a certain extent,
Bowers research proved the effectiveness of hypnosis in an NLP trance
state. Research has also been conducted on the relationship between
hypnotisability, internal imagery, and the efficiency of NLP (Kirenskaya et
al., 2011). Results of the research have shown that NLP is effective in
decreasing negative emotional intensity and autonomic activity. These
studies imply that changing sensory information using the NLP six-step
reframing model is possible.

15
2.1.2 A metaphorical illustration used for Neuro-Linguistic
Programming (NLP)

Concerning the meaning of the name Neuro-Linguistic Programming,

Dilts (1983:2-4) stated,

Neuro (derived from the Greek neuron for nerve) stands for the
fundamental tenet that all behavior is the result of neurological
processes. Linguistic (derived from the Latin lingua for
language) indicates that neural processes are represented, ordered
and sequenced into models and strategies. Programming refers to
the process of organizing the components of a system (sensory
representations) to achieve specific outcomes.

Here, Bandler and Grinder (1979) used the metaphor of a computer to

explain how human mind functions. Bandler and Grinder (1979) asserted
that electronic information flows in a computer whereas sensory
information flows in human mind. Sensory information exists in the form
of visual information (mental pictures), auditory information (mental
sounds), kinesthetic information (body sensations and touch feelings) and
olfactory and gustatory information (smell and taste). These five sensory
systems are referred to as representational systems in NLP. OConnor
(2001b:280) defined representational systems as The different channels
whereby we re-present information on the inside, using our senses: visual
(sight), auditory (hearing), kinesthetic (body sensation), olfactory (smell)
and gustatory (taste).

Bandler and Grinder (1979) believed that human minds could store and
process sensory information. Bandler and Grinder (1979) further
elaborated that suitable adjustments or programming of the above
sensory information, by using verbal or non-verbal linguistic cues, could

16
 change existing human perceptions of the world. Once the mental
perception was changed, the thoughts, feeling and actions were also
changed. Bandler and Grinder (1979) also believed that our thoughts,
feelings, and actions were like habitual programs that could be modified
through such programming technique. Though the concept of sensory
information and representational systems were first mentioned by Virginia
Satir, the expression of these concepts in the context of a metaphor to
describe the processes in psychological therapy could be argued as an
original contribution of Bandler and Grinder (1979). However, the
questions on how valid is the computer programming metaphor, and how
much can such programming can be done through verbal and non-verbal
cues are controversial points that demand more scientific proof and
research support.

2.1.3 Presuppositions of NLP

In a Neuro-Linguistic Programming practice, the person is guided to use

his/her imagination to change the sensory information of the existing
mental perception of the world, with the help of verbal or non-verbal
linguistic cues. Once the perception is changed, the thoughts, feeling and
actions may also be changed. This underlying idea which guides the
operation is further developed into a number of principles known as the
presuppositions of NLP which were put forward by Andreas and
Faulkner (1994:52) are as follows:

1. The map is not the territory.

2. Experience has a structure.
3. If one person can do something, anyone can
learn to do it.
4. The mind and body are parts of the same
system.
17
 5. People already have all the resources they
need.
6. You cannot NOT communicate.
7. The meaning of your communication is the
response you get.
8. Underlying every behavior is a positive
intention.
9. People are always making the best choice(s)
available to them.
10. If what you are doing isn't working, do
something else. Do anything else.
(Andreas and Faulkner, 1994:52)

Presupposition 1 concerns our mental map (Buzan and Buzan, 1993). This
is our subjective perception of the reality or 'mind map'. This mental map
may be updated and expand continuously. NLP proponents claim that NLP
may keep on changing the impact of sensory information that is affecting
our mental map. Dilts (1983) viewed this as the most important basic
principle in NLP.

Presupposition 2 assumes that our experience, such as our thoughts and

memories, has a structural pattern. When we change a pattern or structure
of thoughts or memories, our experience will also change. On this basis,
NLP proponents claim that we can make use of pleasant experience or
memories to neutralize and enrich unpleasant memories inside us. Because
of this, even our personal sensory experience in the past can be changed
gradually.

Presupposition 3 mainly makes the point that anyone can learn another
outstanding person's mental map and make it ones own. Metaphorically,
this sounds like copying other people's mental map. Cameron-Bandler,

18
Gorden and Lebeau (1985) invented the 'Emprint Method' in NLP and
claimed that copying other peoples mental map was possible.

Cameron-Bandler, Gorden and Lebeau (1985) elaborated further on this

idea of the NLP model about 'Emprint Method':
- Many of the abilities and qualities that are
commonly believed to be innate characteristics are
in fact simply a function of behavior and therefore
should be learnable skills.
- An individual's behavior is a manifestation of
internal processes.
- Internal processes can be expressed as a set of
functional variables that are shared by all of us who
grew up in this culture.
- How each of us fulfills those variables can be shown
by the linguistic distinctions we use in describing
our experiences.
- Since the variables are the same for all of us, and
the difference between us lies in the distinctions we
make within each of these variables, it is possible
for one person to change his internal processes to
substantially match those of another person /
exemplar within a particular context and thereby
greatly increase his ability to manifest the same
behavioural skills as those manifested by the
exemplar.
(Cameron-Bandler, Gorden and Lebeau, 1985:23)

Once an individual learns another person's internal processes through

verbal or non-verbal language, the mental map of the other person may be
imitated and copied. In fact, NLP proponents claim that there are several

19
skills to achieve this goal, such as the NLP visual model, meta model and
modelling techniques, which help in learning the internal processes of
other people (Lewis and Pucelik, 1982; Cameron-Bandler, 1985).

Presupposition 4 asserts that the mind and body are of one system. This
echoes the views from Gestalt therapy that OLeary (1992:10) mentioned,
The human being is thus a unit consisting of many parts which function
interrelatedly. Perls (1969) asserted that a healthy individual operated
within an appropriate balance of all parts.

Presupposition 5 assumes people have all the resources (i.e. understood as

internal mental resources of human beings) needed. It was commonly
believed by James (1902) that human beings were using only a small part
of their potential. Other writers on the topic 'human mind power' like
Schwartz (1965) and Scotts (1987) also supported this view. In this respect,
Andreas and Faulkner (1994) indicated that people practising NLP have all
the necessary inner resources like mental images, inner voices sensations
and feelings to practise NLP.

Presupposition 6 stresses the view that people are always communicating

(i.e. sending out signals through verbal or non-verbal languages to other
people and receiving verbal and non-verbal languages from other people).
Accordingly, a sigh, a smile and an eye contact are all forms of
communications. Through communicating with each other, people can
adjust their mental map from the feedback they get in order to match more
closely with others. From a Gestalt therapy point of view, Perls (1969)
stated that people could also communicate with different personality parts
of themselves. People use their thoughts to communicate intra-personally
within themselves. For example, Rowshan (1997) pointed out that human
beings use 'self-talk' to communicate within themselves. In NLP terms,
this 'self-talk' can be changed from a negative inner voice into a positive

20
inner voice. Apart from intra-personal level, the sending-out of verbal and
non-verbal language to the other people can be internalized to become
intrapersonal communication on an interpersonal level.

Presupposition 7 conceptualizes peoples ability to adjust their mental map

from the feedback they receive. Andreas and Faulkner (1994) believed that
the process of communicating with others allows individuals to adjust
their mental map and match to be more closely with others.

Presupposition 8 contends that every behavior has a positive intention in

origin. OConnor (2001b:279) defined positive intention as the positive
purpose underlying any action or belief. Andreas and Faulkner (1994)
explained:

Every hurtful, harmful and even thoughtless

behavior had a positive purpose in its original
situation. Yelling in order to be acknowledged.
Hitting to fend off danger. Hiding to feel safe.
Rather than condoning or condemning these actions,
we can separate them from the person's positive
intent, so that new, updated, and more positive
choices can be added to meet the same intent.
(Andreas and Faulkner, 1994:37)

Presupposition 9 assumes that people make the best choice available to

them. The ability for one to select the best choice depends on the persons
subjective reality (i.e. the internal subjective perception of an individual).
This includes getting to know what choices there are and understanding
that what is the best choice for one individual may not be the best for
another.

21
 Presupposition 10 assumes that people will try something new when they
find that the existing situation is unsatisfactory. It is through this
exploration of new things (i.e. new experience) that good learning will
occur.

Apart from the ten presuppositions above, Grinder and Bandler (1981) also
suggested the importance of applying them to the unconscious mind.
Influenced by the famous psychiatrist and hypnotist Milton H. Eriskson,
Grinder and Bandler (1981) believed that skills applied to the unconscious
mind will be more important than those in the conscious. Unhappy
experiences, if not suitably dealt with, will stay in the subconscious mind
and occasionally rise to the conscious mind, resulting in affects in peoples
daily life seriously. Grinder and Bandler (1981) believed that this kind of
negative childhood experience could be dealt with more effectively in a
trance state than a conscious state.

The ten presuppositions mentioned above are not universal rules that can
derive the claimed NLP model. They are only general rules guiding how
sensory information is processed through NLP. A similar view was
expressed by Wake (2008) that the operation of these presuppositions or
rules would not be without conditions and limits. This comes to the issue
of constraints of the functions in NLP.

2.1.4 Constraints of the functions in NLP

While the presuppositions state the possibility of changes, the NLP

founders also named the constraints that may limit the changes. Bandler
and Grinder (1975a) identified three kinds of constraints on NLP; namely
neurological, social and individual constraints.

22
Neurological constraint
According to Bandler and Grinder (1975a), 'neurological constraint' refers
to the limit of our ability in receiving information about our world due to
our neurological makeup, our sense organs and nerves. Due to individual
differences in values and perspectives, and the perceived 'raw' information
translated into bioelectric impulses, people are inexorably separated from
the 'real world'.

An analogical explanation would be that the human neurological makeup

is like the filter of a camera. Different kinds of filters have different kinds
of characteristics. For example, a blue filter can only allow blue light to
enter the camera lens. Similarly, different kinds of neurological makeup
can allow different kinds of sensory information to enter our human minds.

Bandler and Grinder (1975a) emphasised that our individual neurology

filters the perceived information and experience in slightly different ways,
concluding that every individuals perception of the world is different.
This leads to the conclusion that each unique individual has a 'subjective
reality' of perception inside the individuals mind. This is called the
perception of 'subjective reality'. Buzan and Buzan (1993) asserted that
this internal perception of 'subjective reality' could be expressed in the
form of a 'mind map'. By this, Buzan and Buzan (1993) meant that
everyone has and can have a map of reality of his/her own. In other words,
even for the same objective fact, everyone will have a different point of
view or mind map.

Social constraint
Social constraint is mainly affected by culture (or values) and language of
the context in which the individual is situated. Bandler and Grinder (1975a)
took the view that language operates as a medium for encoding our
perceptual information from the environment into labels (or words) which

23
are manipulated by our minds. Our minds then try to use the labels to
create meaning out of experiences. Accordingly, language can influence
the creation of meanings in human minds, and therefore, in the long run,
can influence the belief system in human minds. Williams, Dobson and
Walters (1993) defined culture as "the commonly held and relatively stable
beliefs, attitudes and values that exists". Williams et al (1993) asserted that
meanings can affect meanings and therefore values can affect values.
Culture is also viewed as the assembly of beliefs and values and therefore
can be affected by the belief system (or value system) of human beings in
the long run.

Personal constraint
Bandler and Grinder (1975a) viewed individual constraint as a constraint
concerning the personal history of an individual. The synthesis of
experience, the individual's own belief and value system forms the
personal history of an individual, making ones history completely
personal and unique. As unique persons, Lewis and Pucelik (1982:24)
explained that,

We also have an immense collection of stored experiences,

called memories. These memories can be manipulated,
shuffled, and reorganised in very creative ways, something
we generally call 'thinking'. Thinking, however, is merely
synthetic experience, extrapolations and recombinations of
previously experienced material in new and unique ways.

24
 Metaphoric constraint
Apart from the three constraints above, there is also a fourth one, which is
related to the metaphor that NLP uses. Bandler (1985) asserted that many
aspects of a human mind were very similar to those of a computer.
Although a human mind could not be treated exactly like a computers
processing sensory information, it indeed looked like a computer with
constraints. However, one fundamental difference was that electronic
information of a computer could be deleted whereas sensory information
in human mind could only be weakened and could hardly be vanished
(Lewis and Pucelik, 1982).

2.1.5 Criticisms of NLP

Two streams of criticisms for NLP are identified, revealing a gap between
the usage of NLP and the corresponding understanding of it in the
academia. A lack of recent updates on NLP research does not mean that
NLP has no potential to be developed into a coherent theory that can be
put to test in scientific empirical research. The following sections aim to
address the main criticisms of NLP, namely that: 1) NLP receives little
attention in academic research or updated publishing, and 2) NLP lacks
theoretical base.

2.1.5.1 Little attention in academic research or updated publishing

Tosey and Mathison (2003) pointed out that there is only scarce
NLP academic literature and it just spreads in the areas of
education (Craft, 2001), training and development (e.g. Lee, 1993;
Thompson et al, 2002; Trickey, 1997), and management (e.g.
Ashok and Santhakumar, 2002; Georges, 1996). Research with the
nature of experimental study is extremely rare. Some studies
investigated the NLP eye movement model in 1980s. Bolstad

25
(1997) summarized these studies and found almost no basis for the
acceptance of the eye movement model on scientific evidence to
prove the validity of the model. With no doubt, even non-academic
people expressed through Wikipedia, commenting that NLP lacks
firm empirical evidence to support its claims, and that NLP has
little or no support from the scientific community. However, while
criticizing NLP, these critics admit that NLP has an enormous
influence in management training, life coaching and the self-help
industry.

Tosey and Mathison (2003) argued that the lack of academic

interest of NLP practitioners is not because of the lack of empirical
evidence. Instead, this phenomenon is because of the perceived
anti-theoretical stance of the founders Richard Bandler and John
Grinder. Bandler and Grinder (1979:7) claimed that,

We have no idea about the real nature of things, and

we're not particularly interested in what's true. The
function of modeling is to arrive at descriptions which are
useful.

Tosey and Mathison (2003) argued that Bandler and Grinder's

intent was to perhaps stay close to experience and avoid abstract
discussion about truths of human experience, yet the academia
perceives this as anti-theoretical and anti-rational.
Nevertheless, not all leading NLP practitioners agree with Bandler
and Grinders (1979) stance, the idea that We have no idea about
the real nature of things, and we're not particularly interested in
what's true. For example, Dilts (2000), McWhirter (2002) and
Robbie (2000) clearly saw the need to work on the theoretical
dimension of NLP. Besides, there has been an increase in the

26
 number of researches on this topic since last decade (Wake, Gray
& Bourke, 2013), so the allegation that NLP receives little
attention in academic research or updated publishing is weakening.

2.1.5.2 NLP lacks theoretical base

Tosey and Mathison (2003) took the view that NLP could be
regarded as a transdisciplinary subject and that it drew resources
from academia and other theories. Their view is that its influence
has been generated through application more than deduction from
axioms. Tosey and Mathison (2003) believed that to become
regarded as academically credible, there is a need for NLP to be
more thoroughly theorized particularly on how it relates to and
differs from existing theoretical perspectives such as semiotics,
phenomenology, discourse analysis, and more. Tosey and
Mathison (2003) also pointed out that the language of NLP, such as
the abstract expression of the presuppositions mentioned above,
cannot match academic expectations. Tosey and Mathison (2003)
further pointed out that this is not to suggest that such abstract
expressions are inherently invalid, rather it is to note the
expectation of a more thorough working through of the underlying
theoretical structure of NLP. Some may think that the academia
naturally would view NLP as lacking theoretical base because NLP
only investigates subjective experiences. Yet some NLP
researchers point out that dreams rely much on subjective
experience and have been well researched in the past decade
(Wake, 2008; Wake, Gray & Bourke, 2013), and the research of
NLP should continue to expand to face this type of criticism.

27
2.2 Fundamental concepts related to the NLP six-step
reframing model

The understanding of NLP six-step reframing rests upon several

fundamental concepts: 1) the nature of reframing; 2) limiting beliefs; and
3) reframing beliefs.

2.2.1 Understanding reframing

In the past twenty years, the term reframing has been used as a
counselling skill by different famous counselors like Milton Erickson,
Virginia Satir, Carl Whitaker, Jay Haley, Paul Watzlawick, John
Weakland, Richard Fisch, Aaron Beck and many others. The skill of
reframing had a significant influence on Richard Bandler and John Grinder,
and hence the development of the six-step reframing model was
developed and improved in 1979 and 1982 respectively.

According to Bandler and Grinder (1982:7), negative sensory experiences

can be altered by a paradigm shift in perspective and understanding to
produce a more positive sensory experience.

If people have a sensory experience that they dont like, what they
dont like is their response to it. One way of changing the response
is to understand the response itself is not based on whats going on
in sensory experience. If you change what the experience means to
them, their response will change.

OConnor (2001b: 231) further elaborated that,

Pure experience has no meaning. It just is. We give it meaning

according to our beliefs, values, preoccupations, likes and dislikes.

28
 Reframing is changing the way you perceive an event and so
changing the meaning. When the meaning changes, responses and
behaviour will also change.

Reframing depends on both the context and the content of the sensory
experience to be reframed (Bandler and Grinder, 1982; Andreas and
Faulkner, 1994; OConnor, 2001b). It is based on this idea that the NLP
six-step reframing is built.

2.2.2 Limiting beliefs

Bandler (1985) asserted that limiting beliefs can be defined as the beliefs
that hold an individual back from achieving a goal. These limiting beliefs
can be changed if the beliefs are suitably impacted by reasonable doubts.

McDermott and O Connor (1996) pointed out that limiting beliefs can be
revealed through ones internal dialogue. McDermott and O Connor
(1996:149-150) elaborated that

We set rules for ourselves with words like should and shouldnt,
must and ought, can and cant. These words are called
modal operators in linguistics. Be particularly watchful for these
in your internal dialogue. We grow up bombarded with modal
operators from parents and teachers. They are one of the principal
ways we set boundaries. However, these boundaries may be out of
date or unreasonably limiting. When you hear yourself saying you
should, must or ought to do something, stop and ask, What
would happen if I did not? There may be a good reason, but there
may not. Explore the consequences. You need not blindly obey.
Another choice is to replace every should you uncover in your
internal dialogue with can. So I must get well becomes I can

29
 get well. I can is empowering you can do it, do you want to?
Bring participants to this idea can help them to identify their
beliefs and think about their alteration.

Summarizing Bandler (1985) and McDermott and O Connors (1996)

points, limiting beliefs can be expressed in the following sentence format
when applied to learning: I want to learn something (e.g. A) but another
thing (e.g. B) stops me. Also, Bandler (1985) and McDermott and O
Connor (1996) believed that limiting beliefs can be changed.

2.2.3 Reframing beliefs

O Connor (2001b) suggested that reframing can be used to change

limiting beliefs. O Connor (2001b:233-234) stated that,

Reframing can be used to challenge limiting beliefs. Limiting

beliefs are usually complex equivalents with the form: Behaviour X
means Y. Reframing challenges these complex equivalents and
cause-effects by putting them in a different frame and giving them a
different meaning.

The following are examples from O Connor (2001b): Suppose the

limiting belief is Learning reframing is hard. Here are some ways to
generate reframes to challenge the limiting belief:

1. Redefine the words.

Be intentional about your word usage to not give in to feelings of
being overwhelmed or overstressed.
- Learning them isnt hard, it just takes a little more
effort.

30
 - You dont have to learn them, you only need to
become familiar with them.

2. Change the time frame.

Evaluate the statement from a different time scale, either much
longer or much shorter.
- The quicker you do it, the easier it will seem.

3. Explore the consequences of the behaviour.

Understand that the consequences associated with the behaviour
may or may not be associated in a direct manner. Intentionally
evaluating the consequences of particular behaviours may
minimize unrealistic fear, feelings of procrastination, etc.
- Unless you try it, you will never know how hard it is or
not.

4. Change the chunk size.

O Connor (2001b) defined Chunking as changing ones
perception usually by going up or down a level. Dividing the
problem into smaller chunks, or to overcoming bit by bit becomes
a lot easier to tackle than looking at the problem as a whole.
Containing and reviewing a problem within a structured framework
can offer a better overview and confidence in overcoming the
problem itself.
- Chunk up: Is learning hard in general?
- Chunk down: How hard is it to learn just one pattern?

31
5. Find a counter-example.
Challenging initial perspectives and understandings may reveal that
a belief is not absolute and change is possible.
- Has there ever been a time when you have found
learning language patterns easy?

6. Ask for the evidence.

Learning from others and getting a third opinion may improve the
accuracy of ones evaluation on the possibility for further decision
making.
- How do you know that?

7. Re-evaluate the statement from another model of the world.

Evaluate the challenge in an objective way is to see it without the
influence of emotions such as fear and sadness.
- Many educators believe that learning is so natural we
cannot not learn something if we are supposed to do it
for long enough.

8. Give a metaphor or an analogy to give the person resources.

Make the challenge personal by relating the challenge to another
experience in the past as an example.
- That reminds me of my experience learning to play the
guitar

32
 9. Appeal to the positive intention behind the belief.
O Connor (2001b) defined positive intention as the positive
purpose underlying any action or belief. Identify the motivation by
realizing the positive outcomes in overcoming the problem and see
it has a challenge.
- I can tell that you want to learn these thoroughly.

10. Change the context so that the relationship does not apply
in the same way.
Provide alternative explanations to beliefs and perform reasoning
to see things from relative rather than absolute circumstance.
- How hard it is for you to learn depends on who is
teaching.

2.2.4 The practice of NLP six-step reframing model

2.2.4.1 The six-step reframing model

One claim of the NLP founders is that although the NLP six-step
reframing model employs the skills that originate from Fritz Perl
Gestalt therapy, Virginia Satir and Milton H. Erickson, its
demarcation and arrangement of the steps for the claimed
improvement in efficiency and effectiveness rests on the
overarching metaphor of NLP, which can be taken as something of
the originality of the NLP founders.

The NLP six-step reframing model is very similar to the NLP

skill of reframing in trance. The difference is that the NLP six-
step reframing model formulates a systematic way of inducing
participants in a trance state into reframing through words in six
procedural steps. In addition, Andreas (1991) identified the
influence of Virginia Satir who proposes skills such as future
33
pacing, positive intentions, providing positive alternative
choices, context reframing, content reframing, association
and dissociation in the formulation of the NLP six-step
reframing model. The model indeed incorporates the skills of
future pacing, positive intentions, context reframing and
content reframing into the six steps.

O Leary (1992), influenced by the theoretical knowledge of Fritz

Perls, reinforces the ideology of generating dialogue between
different parts in human mind using skills from Gestalt therapy in
the formation of the NLP model. NLP skills such as parts
integration mentioned by OConnor (2001b) also involve dialogue
and negotiation between different parts in the mind. Within the six
steps the NLP six-step reframing model, one step in particular
involves dialogue between parts in human mind, so it is quite clear
that the founders of NLP have incorporated this skill from Gestalt
therapy into the NLP six-step reframing model.

Milton Ericksons reframing is mainly unstructured and depends

very much on the insight of the practitioner (Zeig, 1980; Zeig,
1985), whereas Bandler & Grinder structure it into six steps that
can be easily learnt (Bandler and Grinder, 1982). However, both
types of reframing are similar in the sense that they aim at
changing participants limiting beliefs and both operate with clients
in their trance state. OConnor (2001b:281) defined trance as an
altered state of consciousness resulting in a temporarily fixed,
narrowed and inward focus of attention.

The strengths of Bandler and Grinders (1982) NLP six-step

reframing model are that it gives both the practitioner and the
participants a series of steps to follow, and that its operation does

34
 not just depend on the insight of the practitioner like in the
reframing of Milton Erickson. From a research point of view, the
standard procedure of the NLP six-step reframing model has its
advantages. It minimizes the technical deviation among
practitioners.

According to OConnor (2001b), the NLP six-step reframing

model could be summarized as follows:

1. Identify the problem

The participant can identify ones limiting belief(s) related to
learning. Limiting belief(s) can be defined as belief(s) that a
participant wants to do something called A but something called B
stops the participant. In the context of learning, the participant
wants to learn something called C but another thing called D stops
the participant.

2. Establish communication with the part that is responsible

for the behaviour.
The participant can communicate with his/her part which
represents the limiting belief(s). This part can communicate
through a visual, auditory, kinesthetic or olfactory signal.

The word part represents the concept that our personality is

composed of a number of various parts. These personality parts are
aspects of the subconscious, each with their respective jobs or
functions. The concept originates from Gestalt therapy. In NLP
six-step reframing, these parts can appear as a metaphorical
body part like hand, head that the participants perceived as
appropriate.

35
3. Establish the positive intention of the part and separate it
from the unwanted behaviour.
In this step, the participant can communicate with the part that is
responsible for the limiting belief(s) to reveal its positive intention.

4. Ask the creative part to generate new ways of fulfilling that

positive intention.
We all have a part that is creative and resourceful. The
mechanism of it is mostly unconscious and spontaneous. In this
step, the participant can ask ones creative part to generate new
ways to fulfill the positive intention. It usually responds with a
newly discovered method.

5. Get agreement from the original part on the newly discovered

method
This is a form of future pacing. OConnor (2001b:277) defined
future pacing as To mentally rehearse an outcome and a mental
simulation of hoped-for future events. The participant can ask the
original part, which represent the limiting belief, directly whether it
is willing to use the new method. The participant may get a yes
signal from the original part. If not, the participant can either go
back to step four and generate more choices until the original part
and all parts in the mind accepting the choices.

6. Ecology check or future pacing

Future pacing is associating a person into the future where an
external cue in their environment will trigger an internal response
or specific behavior. Once the brain has rehearsed a process in this
way, the behavior will automatically be available in the future
context.

36
 The participant imagines the new method in the situation when the
problem arises. The participant may be sensitive to any new signals
in his/her perception that could indicate that the new choice is not
ecologically valid. If the participant does not get a confirming
signal which usually communicates through a visual, auditory,
kinesthetic or olfactory signal, he or she will go back to step four
and ask the creative part, in consultation with all parts in the
participant and still honouring the original positive intention. The
participant will do new rounds of thinking on new methods he/she
gets.

Focusing on the above six steps, steps 2, 4 and 5 involve

communication among different parts within the whole mind-
body system in a trance state. This echoes what Perls (1969)
mentioned, i.e. a healthy individual operates within an appropriate
balance of all parts. Satir (1978) also asserted that there can be
communication among different faces or parts within an
individual. Indeed, Bandler and Grinders NLP six-step
reframing model has been influenced by Milton Erickson, Fritz
Perls and Virginia Satir.

2.2.4.2 Practicing NLP six-step reframing in trance state

Although traditional reframing skills can be done when the
participant is conscious, it is preferred that NLP six-step
reframing be done in a trance state. Grinder and Bandler
(1981:162) explained it as follows:

You dont need to put someone into a formal trance in

order to do reframing. However, it can be fun as variation.
The basic steps of reframing can be done in the context of a
normal conversation. The only difference is that you need

37
 to be more observant to notice the responses you are
getting. In a normal conversation you can get the same
unconscious responses, but they usually go by more quickly
and that makes them harder to notice.

Trance is an altered state of consciousness. Research from Spiegel

and Spiegel (1978) revealed that hypnotic subjects are fully awake
and have focused attention, with a corresponding decrease in the
subjects peripheral awareness. In this altered state of
consciousness, part of the experience that was previously not
brought to the consciousness can now be brought to attention.
Hence in a trance state, the hypnotic subjects have focused
attention and may be better helped to learn the NLP six-step
reframing model much more than in the conscious state.

2.2.4.3 Prerequisite knowledge before practicing the NLP six-

step reframing model
Bandler and Grinder (1982) stated a requirement very clearly in the
first chapter of their book, that learning the six-step reframing
model involves both knowledge and practice. Before practicing the
model, participants must have the basic knowledge of NLP. It is
necessary for participants to understand the basic components of
the six-step reframing model, understanding the concepts of
reframing, context reframing and content reframing are required,
therefore, an introduction on the knowledge is necessary before the
practice.

38
2.3 Research about NLP, six-step reframing and learning
Research on NLP is discussed in the following order: first with those
against the claims of NLP and then those supporting it, concluding with a
discussion about researches related to the NLP six-step reframing model
in relation to learning.

2.3.1 Research against NLP

One claim of the NLP behavioural model is that there is the existence of
an NLP primary representational system (PRS) that people are primarily
visual, auditory, or kinesthetic. Some researches in the 1980s did not
support this claim (Carbonell, 1985; Dowd and Hingst, 1983; Gallo, 1985;
Paxton, 1980; Rebstock, 1980; Schneider, 1984; Sperber, 1983). However,
recent research suggests differently, that the existence of and the
processing of this sensory information remain important. Research
evidence only shows that human beings do not tend to have a dominant
orientation towards only one particular type of sensory information. It is
understood that each individual has his/her own unique combination of
sensory information in his/her mind. Such diversity in the processing of
sensory information has to be taken care of for the efficiency and
effectiveness of NLP practices (Wake, Gray & Bourke, 2013).

Bandler and Grinder (1979) claimed that the human mind is very similar to
that of a computer, and this is called the computer metaphor. Recent
developments in neuroscience from Edelman (2004) revealed that this is
not totally true. Edelman (2004:19) proposed that:

The control of neural connectivity and fate becomes epigenetic;

that is, it is not prespecified as hardwiring, but rather is guided
by patterns of neural activity. Neurons that fire together wire

39
 together. While at early stages, patterned cell movement and
programmed cell death determine anatomical structure, the
movement and death of individual neurons are nonetheless
statistically variable or stochastic. The same holds for which
particular neurons connect to each other at later stages. The result
is a pattern of constancy and variation leading to highly individual
networks in each animal. This is no way to build a computer, which
must execute input algorithms or effective procedures according to
a precise prearranged program and with no error in wiring.

Based on Edelman (2004)s research evidence, it is argued that Bandler

and Grinders (1979) assumption is not totally correct. Nevertheless, it is
still true to the extent that the human brain can still process sensory
information but not strictly in a computer manner.

2.3.2 Research supporting NLP

Dilts (1983) claimed that the word Neuro in NLP (derived from the
Greek word neuron for nerve) stands for the fundamental tenet that all
behavior is the result of neurological processes. Recent investigative
processes using FMRI (functional magnetic resonance imaging), MEG
(magneto encephalography), and MRI (magnetic resonance imaging) help
prove the credibility of the above statement (Wake, Gray & Burke, 2013).

Dilts and DeLozier (2000:840-841) remarked that one of the goals of NLP
was to understand better and utilize the way that processes within our
nervous systems and language ability join together to form programs
which are responsible for our behavior in the world. It is understood that
the word programs is not interpreted as computer programs, which can

40
be input into the brain by an external programmer, but as a special way in
processing sensory information inside human minds.

The proponents of NLP claim that NLP is about subjective experience and
this always gives other people the impression that the experience cannot be
tested. However, researchers using brain scans can help solve the above
limitation of NLP (Haynes and Rees, 2006; Soon et al, 2008). There is also
research evidence supporting the subjective experience of NLP-based
hypnosis for pain control (Bowers, 1996). NLP proponents claim affective
states in human minds can affect human behaviour. This claim is
supported by the groundbreaking work on the ubiquity of emotion in every
human enterprise of LeDoux (1995, 1997). The proponents of NLP also
claim that there is an NLP skill called rapport. Wake (2010:43) defined
this skill as a process of responsiveness that facilitates trust in another.
Recent neurological scientific research support that rapport has proven
itself useful because mirror neurons are activated (Aziz-Zadah and Ivry,
2009; Chartrand and Bargh, 1999; Fabbri-Destro and Rizzolatti, 2008;
Gallese et al, 1996; Maurer and Tindall, 1983; Neumann et al., 2009;
Rizzolatti and Craighero, 2004; Sanchez-Burks et al, 2009; Sandhu et al,
1993). Studies using the Barrett-Lennard Relationship Inventory (1962) as
a measure of rapport have also provided results supporting NLP rapport
skills with some consistency (Brockman, 1980; Ehrmantraut, 1983;
Schmedlen, 1981).

There is also research supporting an important concept in NLP called

submodalities. Wake, Gray & Burke (2013:165) defined
submodalities and the related concept modalities:

Modalities are the sensory-based representations that we use to

code our experience. The five senses use finer coding processes to
provide an experience of differentiation. These are referred to as

41
 submodalities or qualities that give meaning to the internal coding
of our experience.

Wake, Gray & Burke (2013:165) continued to elaborate, when we change

a persons experience in a visual submodality, submodalities in all the
other senses are also changed. This process is known technically as
synaesthesia. There is research evidence supporting synaesthesia,
reporting that words may have musical tones, shapes and/or colours
(Ramachandran and Hubbard, 2006). This indirectly supports the working
of the NLP submodalities concept and that sensory experience can be
changed. Since then, there has been research evidence supporting the
applications of submodalities for subjects experiencing phobias (Allen,
1982; Einspruch and Forman, 1988; Kammer et al., 1997; Liberman,
1984), trauma (Koziey and McLeod, 1987), anxiety (Hale, 1986; Ferguson,
1987; Field, 1990), state-dependent memory (Rossi, 1986; Rossi and
Cheek, 1988), and post traumatic stress disorder (Diamond et al, 2007).
There are also other research evidence supporting the application of NLP
in different areas, for example, drug addictions solved by reframing (Gray,
2008; Gray, 2010; Gray, 2011), dyslexia (Bull, 2002; Bull 2007) and NLP
spelling strategy (Malloy, 1995).

2.3.3 Research concerning NLP six-step reframing and learning

Beaver (1994) asserted that learning can take place through NLP as
learners change their internal representation of visual, auditory, kinesthetic
or olfactory information. Tosey and Mathison (2003) echoed this point.
For example, an individual can practice NLP context or content reframing
to change their cognitive knowledge by changing the perception of a life
event. Apart from the cognitive domain, it is as asserted that NLP can also
bring about learning in the affective domain (Cameron-Bandler and
Lebeau, 1986). For example, individuals may practice NLP skills of
42
dissociation and association to change their emotional response to a life
event. NLP mental rehearsal has been further developed for learning in
the psychomotor domain (OConnor, 2001a). OConnor (2001a) asserted
that through NLP skills of dissociation, association and mental rehearsal,
individuals may improve their skills in sport. OConnor (2001a) believed
the NLP presupposition that the mind and body are of one system, i.e.
changing the perception in mind may change the resulting psychomotor
skills in the body.

Bandler and Grinder (1979) and Bandler and Grinder (1982) developed the
six-step reframing, in which they suggested that peoples responses to
sensory experience might be changed when the interpretation of the
meanings of the content is changed. From this point of view, NLP
suggested to be highly relevant to learning. Through NLP, if the meanings
of the content can be changed, peoples learning of that content is also
changed. Apart from learning through sensory experience and reframing,
the NLP six-step reframing learning-related concepts also involve NLP
hypnosis, positive intention and future pacing.

Although the relation between NLP and learning has been suggested (as
described above), few recent studies can be found on the application of
NLP to learning. Research using NLP spelling strategy to improve
spellers memory of words was found significantly effective (Malloy,
1995; Dilts and Epstein, 1995).

In the early days of the development of NLP, Bandler and Grinder (1979)
asserted that there is a primary type of representation system dominating
an individual. Later studies have revealed that there is the existence of
representation system but there is no primary one dominating an individual
(Carbonell, 1985; Dowd and Hingst, 1983; Gallo, 1985; Paxton, 1980;
Rebstock, 1980; Schneider, 1984; Sperber, 1983). Sensory information

43
 appears during the NLP six-step reframing process may show a re-
combination of visual, auditory, kinesthetic, olfactory and gustatory
information, and hence a new state of mind. Other studies show that
human memory is dependent on the state of mind (Rossi and Cheek, 1988).
Wake, Gray & Bourke (2013:173) defined state as the
neurophysiological response that arises from a combination of mental and
physical processes. Our state affects how we relate to ourselves and
others. Reframing research in NLP has been done by Gray (2008, 2010,
2011) in which the frame or context required the subjects to choose
positive experiences that would always be positively remembered. These
NLP studies show that NLP can be applied to learning in improving
memory. Remaining areas in NLP for learning, such as changing limiting
beliefs in affecting learning, have not been explored.

Positive intention means any positive purpose underlying any action or

belief. Deci and Ryan (2008) carried out a research demonstrating that
taking positive intentions as motivators is desirable in learning. Also,
imagined future performance or future pacing in NLP has been
demonstrated as effective in recent studies (Driskell et al., 1994; Martin
and Hall, 1995; Pham and Taylor, 1999; Wohldmann et al., 2007).
Although this research by Deci and Ryan is not directly related to NLP or
reframing, there is an overlap with NLP six-step reframing in the emphasis
put on the importance of the positive intent and harnessing it for learning
improvement.

2.4 Literature review on thinking styles

Thinking styles are closely related to the fields of styles and intellectual
styles. The following discussion includes concepts from styles, intellectual
styles, thinking styles, and the empirical evidence in styles and thinking

44
 styles. This part of literature review consists of five sub-sections. 1) Brief
introduction to styles and major integrative models of styles., 2) Zhang
and Sternbergs (2005) Threefold Model of Intellectual Styles., 3)
Sternbergs (1988, 1997) mental self-government theory of thinking
styles., 4) Reasons why Sternbergs (1988, 1997) mental self-government
theory of thinking styles is used in this research., and, 5) Empirical
evidence of interventions in styles and thinking styles.

2.4.1 Notion of styles and major integrative models of styles

Allport (1937) was first to introduce the notion of styles to psychology.

Allport (1937) took the view that styles were related to personality traits.
Since then, as reviewed by Zhang and Sternberg (2006), different scholars
had created their own preferred terms for different styles between late
1950s and early 1970s. The names used are cognitive styles, learning
styles and thinking styles, among others.

2.4.1.1 Cognitive styles

The term Cognitive styles, according to Armstrong, Peterson and
Rayner (2012), referred to the method in which people prefer to
process information. Typical examples of cognitive styles can be
found in Witkins (1954) field dependent / independent perceptual
styles, Kagans (1965) reflective-impulsive styles or Kolbs (1976)
activist-reflector styles.

2.4.1.2 Learning Styles

Armstrong et al (2012) used the term learning styles to refer to
methods with which people prefer to respond to learning tasks.
Typical examples can be found in Biggs (1979) study process,

45
 Friedman & Stritters (1976) instructional preference and Rezler &
Rezmovics (1974) learning preference.

2.4.1.3 Thinking styles

The term thinking styles in Zhang & Fan (2011) referred to ways
that people prefer to think about the information as they are
learning it or after they already know it. The terminological usage
of thinking styles is more general than cognitive styles and
learning styles because thinking styles includes all three
traditions (cognition-centered, personality-centered, and activity-
centered) in the field of intellectual styles.

Many other scholars also use thinking styles as a term. For

example, Torrance, Reynolds and Ball (1977) claimed that thinking
styles were related to the functioning of the brains hemispheres:
left-brain style and right-brain style. However, in reviewing the
thinking styles literature, Nielsen (2012) pointed out that
Sternbergs (1988, 1997) mental self-government thinking styles
was the more influential in style research. Sternbergs construct
was used in 79 articles out of a total of 174 articles that Nielsen got
from the search under the name thinking styles. The number of
articles of Sternbergs mental self-government thinking styles was
more than all the other types of styles searched under that name.
Besides, Nielsen (2012) further pointed out that out of the 79
articles on Sternbergs mental self-government thinking styles, 58
were concerned with the thinking styles of students.

2.4.1.4 Integrative style models

As different scholars use different style names and style constructs,
many scholars therefore have endeavored to integrate these

46
different styles into an integrative model. Out of the many
endeavors, the following six models are the most famous, they are
Currys (1983) model, Millers (1987) model, Riding and
Cheemas (1991) model, Grigorenko and Sternbergs (1995) model,
Sadler-Smiths (2009) model and Zhang and Sternbergs (2005)
model.

Currys (1983) model asserted that there are three layers of styles.
The innermost layer is composed of measures of personality
dimensions, the middle layer comprises style measures that assess
information processing and the outermost layer consists of
measures assessing individuals instructional preferences.

Millers (1987) model of cognitive processes and styles proposes

an information processing model in which cognitive styles are
perceived as individual differences in three fundamental types of
cognitive processes: perception, memory and thought. Miller (1987)
also suggested that all styles fall along one bipolar dimension of
analytic-holistic.

Riding and Cheemas (1991) model of cognitive styles proposes

two bipolar cognitive-style dimensions. They are wholist-
analytic and verbal-imagery. The wholist-analytic dimension
concerns whether an individual tends to process information in
wholes or does so in parts. The verbal-imagery dimension involves
whether an individual has a propensity to represent information by
thinking verbally or in terms of mental pictures.

Grigorenko and Sternbergs (1995) model claimed that all existing

style labels fall into three traditions: cognition-centered,
personality-centered and activity-centered. The cognition-centered

47
tradition consists of styles that most closely resemble abilities.
Examples can be found in Witkins (1962) theory of field
dependence/independence. The personality-centered tradition
considers styles as most closely resemble personality traits.
Examples can be found in Myers and McCaulleys (1988) theory
of personality types. The activity-centered tradition claims that
styles are mediators of activities that arise from both cognition and
personality. Examples can be found in Biggss (1978) theory of
learning approaches. However, Grigorenko and Sternberg (1995)
and Sternberg (1997) pointed out that all the above three traditions
have limitations in studying styles. Sternberg (1988, 1997)
therefore proposed the mental self-government theory of thinking
styles to overcome the limitations of the individual traditions by
covering all of these three traditions.

Sadler-Smiths (2009) duplex model of cognitive style proposed

two fundamental information-processing modes that individuals
may prefer to engage in during decision making and problem
solving: intuitive and analytic. Sadler-Smith (2009) argued that
many individuals may have a relatively stable preference for either
the intuitive or analytic mode whereas some other individuals may
be more flexible to use either of the two modes.

Despite the contributions of the above five models in integrating

style labels and style constructs, Zhang and Sternbergs (2005)
proposed the Threefold Model of Intellectual Styles (2005), and
Zhang (2006:110-111) explained the need and reasoning behind
proposing such new integrative model,

First, the model should be given a name with a term broad

enough to cover various style labels, rather than a narrow

48
 and thus misleading term like cognitive style or learning
style. Second, the model should address more explicitly all
three controversial issues over styles. Finally, the new
model should take an open system approach. That is, the
model should be ready to encompass any style construct
that meets the criteria for being part of the model.

The three controversial issues are whether styles are malleable,

styles are value-free and different styles constructs can overlap
with each other. More details will be provided in section 2.4.2.4.

2.4.2 Zhang and Sternbergs (2005) Threefold Model of Intellectual

Styles.

2.4.2.1 Definition of intellectual styles

Zhang and Sternberg (2006:3) defined intellectual styles as:

a general term that encompasses the meanings of all style

constructs postulated in the literature, such as cognitive
style, conceptual tempo, decision-making and problem-
solving style, learning style, mind style, perceptual style,
and thinking style. An intellectual style refers to ones
preferred way of processing information and dealing with
tasks.

To varying degrees, an intellectual style may be cognitive,

affective, physiological, psychological, or sociological. Cognitive
style is when one is engaged in a cognitive process to process
information. Affective style is when ones mood affects the way of
processing information and of dealing with a task (i.e. employing

49
 an intellectual style). If one is genuinely interested in the task at
hand (assuming that the task requires creativity and understanding),
one may use a style that is creativity-generating. On the contrary, if
one feels indifferent about the task at hand, one may simply use a
style that is more conservative. Physiological style is when the use
of a style is partially influenced by the way our senses (e.g. vision,
hearing, and touch) take in information. It is psychological when
the use of a particular style is partially contingent upon how ones
personality interacts with ones environment. Sociological style is
when the use of a style is affected by the preferences for various
ways of thinking of the society in which one lives.

2.4.2.2 The 10 theoretical frameworks

In reviewing the literature of styles, Nielsen (2012:32) commented:

In 2005, Zhang and Sternbergs groundbreaking paper on

the Threefold Model of Intellectual Styles appeared. In this
combined review and empirical article, Zhang and
Sternberg proposed to unify the 10 theoretical frameworks
under the umbrella concept of intellectual style, while at the
same time constructing three main types of styles across the
10 frameworks.

The 10 theoretical frameworks stated in Zhang and Sternbergs

(2005) Threefold Model of Intellectual Styles include Sternbergs
(1988, 1997) thinking styles, Biggs (1978) learning approaches,
Hollands (1973) career personality types, Torrances (1988)
modes of thinking, Myers and McCaulleys (1988) personality
types based on Jungs (1923) work, Gregorics (1979) mind styles,
Kirtons (1961, 1976) adaption-innovation decision-making and

50
 problem solving styles, Kagan and colleagues (1964) reflective-
impulsive styles, Guilfords (1950) divergent-convergent thinking
and Witkins (1962) field dependence / independence.

2.4.2.3 Type I, II, III intellectual styles

Zhang and Sternberg (2005) also suggested that the styles
constructed in these 10 frameworks can be re-conceptualized into
three types. Table 2.1 shows how the styles can be classified as
Type I, Type II and Type III under the Threefold Model of
Intellectual Styles.

Type I intellectual styles are characterized by cognitive

complexity, nonconformity, autonomy, and low degrees of
structure.

Type II intellectual styles are characterized by cognitive

simplicity, conformity, authority, and high degrees of
structure.

Type III intellectual styles manifest the characteristics of

both Type I and II styles, depending on the stylistic
demands of a specific task and on an individuals level of
interest in the task (Zhang and Sternberg, 2005, p.36).

51
 Table 2.1 Type I, Type II and Type III Characteristics of the
Threefold Model

Style type Type I Type II Type III

a
Learning Deep Surface Achieving
approach
b
Career Artistic Conventional Realistic,
personality Investigative,
type Social,
Enterprising
c
Mode of Holistic Analytic Integrative
thinking
d
Personality Intuitive, Sensing, Thinking,
type Perceiving Judging Feeling,
Style
Introversion,
Construct
Extraversion
e
Mind style Concrete Concrete Abstract
random sequential random,
Abstract
sequential
f
Decision- Innovation Adaptation
making style
g
Conceptual Reflectivity Impulsivity
tempo
h
Structure of Divergent Convergent
intellect thinking thinking
i
Perceptual Field Field
style independent dependent
j
Thinking Legislative, Executive, Oligarchic,
style Judicial, Local, Anarchic,
Global, Monarchic, Internal,
Hierarchical Conservative External
Liberal

Note: Theoretical foundations: aBiggs theory of student learning, bHollands

theory of career personality types, cTorrances construct of brain dominance,
d
Jungs theory of personality types, eGregorcs model of minds styles, fKirtons
model of decision-making styles, gKagans model of reflectivity-impulsivity
conceptual tempo, hGuilfords model of structure of intellect, iWilkins construct
of field dependence/independence, jSternbergs theory of mental self-government.

52
 2.4.2.4 Controversial issues concerning the threefold intellectual
styles
Zhang and Sternbergs (2005) threefold intellectual styles model
also endeavored to clarify three controversial issues. These issues
are about style malleability, style value and style overlap.

Concerning the issue of style malleability, Zhang and Sternberg

(2005) pointed out that styles can be modified and socialized and
that styles are states rather than traits.

Concerning the issue of style value, Zhang and Sternberg (2005)

took the view that Type I intellectual styles tend to carry more
adaptive value, Type II intellectual styles tend to be less adaptive
in many situations, Type III intellectual styles tend to be value
differentiated, depending on the nature of the task.

Concerning the issue of style overlapping, Zhang and Sternberg

(2005) asserted that different degrees of overlapping exist among
different style constructs. These style constructs share certain
degrees of similarities, with each processing its own uniqueness.

2.4.3 Sternbergs (1988, 1997) mental self-government theory of

thinking styles

Sternberg (1993, 1997) defined thinking styles as ones habitual patterns

or preferred ways of thinking while working out the solution of a task. It is
one of the 10 style constructs included in the threefold intellectual style

53
model proposed by Zhang & Sternberg (2005) described in the previous
section.

Sternberg (1988, 1997) proposed the theory of mental self-government of

thinking styles by taking the management of government as a metaphor.
It is believed that people have different ways to govern or manage their
everyday activities, and such ways are similar to those a government
employs in managing its society. These different ways are manifested in
peoples thinking styles.

Sternberg (1988, 1997) stated that there are altogether 13 thinking styles in
the theory of mental self-government. These thinking styles are legislative,
executive, judicial, monarchic, hierarchical, oligarchic, anarchic, local,
global, internal, external, liberal and conservative. These styles fall along
five dimensions of mental self-government. These dimensions are
functions, forms, levels, scopes and leanings.

Zhang (2002) then re-conceptualized the 13 thinking styles into three types
- Type I, Type II and Type III thinking styles (See also Table 2.2.):

Type I thinking styles are characterized by creativity-generating

and high levels of cognitive complexity. The thinking styles in
Type I are legislative, judicial, hierarchical, liberal and global
styles.

Type II thinking styles are characterized by a norm-favoring

tendency and low levels of cognitive complexity. The thinking
styles in Type II include executive, local, monarchic and
conservative styles.

54
 Type III thinking styles are characterized by the features of either
Type I thinking styles or Type II thinking styles. The thinking
styles in this type include anarchic, oligarchic, internal and external
thinking styles.

The re-conceptualization of the 13 thinking styles into Type I to Type III

thinking styles forms an important foundation for the Zhang and
Sternbergs (2005) threefold intellectual styles model, in which the re-
conceptualization is also applied to the other style constructs as shown in
Table 2.1.

Table 2.2 Thinking Styles

Dimension Thinking style Key characteristics of

preference

Work on tasks that

require creative strategies;
Legislative
Choose ones own
activities.
Work on tasks with clear
instructions and
Function Executive structures; Implement
tasks with established
guidelines.
Work on tasks that allow
for ones evaluation;
Judicial Evaluate and judge the
performance of other
people.
Distribute attention to
several tasks that are
Hierarchical
prioritized according to
ones valuing of the tasks.
Work on tasks that allow
Form Monarchic complete focus on one
thing at a time.

55
 Work on multiple tasks in
the service of multiple
Oligarchic
objectives, without setting
priorities.
Work on tasks that allow
flexibility as to what,
Anarchic
where, when, and how
one works.
Pay more attention to the
Global overall picture of an issue
Level and to abstract ideas.
Work on tasks that
Local require working with
concrete details.
Work on tasks that allow
Internal one to work as an
Scope independent unit.
Work on tasks that allow
External for collaborative ventures
with other people.
Work on tasks that
Liberal involve novelty and
ambiguity.
Leaning Work on tasks that allow
one to adhere to the
Conservative existing rules and
procedures in performing
tasks.

2.4.4 Reasons of using Sternbergs (1988, 1997) mental self-

government theory of thinking styles in this study

Sternbergs (1988, 1997) thinking styles is chosen as the style measures in

this study instead of the other intellectual styles due to four main reasons.

First, Sternbergs (1988, 1997) thinking styles cover all of the three
traditional thinking style models, which are known as cognition-centered,

56
 personality-centered and activity-centered thinking styles. This shows that
Sternbergs (1988, 1997) thinking styles is a relatively balanced model, as
it includes strengths of the three traditions, and hence allows a broader
exploration of possible changes.

Second, Sternberg (1988, 1997) claimed that thinking styles can be applied
to both academic and non-academic settings. It is expected that
participants of this study would encounter learning problems in academic
and non-academic settings, such as in studying course materials, carrying
out professional practice in workplace or the learning of other non-
academic life skills.

Third, Zhang and Sternberg (2005) pointed out that Sternbergs (1988,
1997) thinking styles theory classifies styles into five dimensions rather
than only one bipolar dimension. This also helps Sternbergs (1988, 1997)
thinking styles to be a more balanced and reliable model, and this also
allows a broader exploration.

Fourth, Sternbergs (1988, 1997) concept of thinking styles forms the

foundation of the Zhang and Sternbergs (2005) Threefold Model of
Intellectual Styles. On this basis, a study on Sternbergs (1988, 1997)
thinking styles may be connected in the future to research on the other
intellectual styles which also fall under Zhang and Sternbergs (2005)
Threefold Model of Intellectual Styles.

2.4.5 Effects of interventions on intellectual styles and thinking styles

2.4.5.1 Empirical studies of interventions on intellectual styles

Zhang (2013) revealed that there are many longitudinal studies
with interventions support showing that desirable change of certain

57
kinds of intellectual styles can be achieved among participants after
the interventions. The intellectual styles of conceptual tempo, field
dependency and learning approach have been shown to be
malleable through certain training methods.

Zhang (2013) pointed out that reviewed studies from Epstein et al.
(1975), Readence and Bean (1978), and Abikoff (1979) illustrated
that impulsivity (Type II intellectual style) can be modified more to
reflectivity (Type I intellectual style) in Kagans conceptual tempo.
Epstein et al. (1975) have reviewed six studies with different
training methods. These methods are forced delay, self-instructed
delay, direct modeling, strategy instruction, increasing motivation
and film-mediated modeling. All these six studies show varying
degrees of effectiveness in modifying conceptual tempo, such as
modifying cognitive processes towards Type I intellectual style.

Readence and Bean (1978) have reviewed 18 studies that adopt one
of the four broad types of interventions: (1) using reinforcers,
(2) using modeling, (3) using instructions in efficient scanning
strategies, and (4) using distinctive feature training. Readence and
Bean (1978) concludes that all four broad types of interventions are
regarded as holding promise for improving impulsive students
learning performance but there is no clear indication as to which
type of intervention is the most effective and could have long-term
effects. From Readence and Bean (1978), reflective modeling in
combination with self-guidance appeared to be the most effective
intervention in modifying impulsive behaviors on matching tasks.

Abikoff (1979) reviewed 13 studies. As is mentioned by Zhang

(2013:194), The most valuable information presented in this
review was that cognitive training was more effective in modifying

58
 impulsivity than in improving any other area of cognitive
functioning.

Zhang (2013) indicated in her current literature search of 20

intervention studies in modifying Witkins perceptual styles, only
three (Goulet, Talbot, Drouin, & Trudel, 1988; Leithwood &
Fowler, 1971; Morell, 1976) have not obtained significant training
effects. In other words, both Kagans conceptual tempo and
Witkins perceptual styles can be malleable to desirable Type I
intellectual styles.

Zhang (2013) also reviewed studies in Biggs (1978) learning

styles, Guilfords (1950)s construct of divergent-convergent
thinking, Torrances (1988) construct of mode of thinking, Kolbs
(1976) learning style construct, Honey & Mumfords (1992) notion
of learning style, Jungs (1923) construct of personality type and
Kirtons (1961) construct of decision-making and problem-solving
style and many other studies show desirable change in Type I
intellectual styles.

For the above reviewed intellectual styles studies, intervention

methods have been shown to affect some Type I intellectual styles
desirably. However, it is interesting to note that so far empirical
evidence of intervention studies on Type I thinking styles has not
been as positive as the other intellectual styles. This is further
explained in the following section.

2.4.5.2 Empirical studies of interventions on thinking styles

The hypothesis on the malleability of thinking styles has been
supported by correlation studies indicating that experience in
certain cultural or working environments seem to have effects on

59
ones thinking styles. Yu (2012) carried out an experimental study
with the aim of inducing students changes in thinking styles in
learning (i.e., learning styles) through teaching with particular
interpersonal styles. The underlying assumption of Yu (2012)s
experiment was that teachers interpersonal styles are related to
teachers thinking styles in teaching (i.e., teaching styles), and both
interpersonal styles and teaching styles would affect students
learning styles. However, mixed findings were obtained. Some
changes occurred in the expected directions, whereas others did not.
Intervention studies so far have not shown a strong effect of
training on thinking styles.

Zhang (2013) revealed that there are two doctoral studies (Fan,
2008; Yu, 2012) and two doctoral dissertations in progress (Lau;
Tai) concerning interventions in changing thinking styles. However,
none of these 4 studies can show a promising and clear relationship
that the intervention on a learning task will lead to a desirable
change in Type I thinking styles.

Zhang (2013) quoted the studies in progress. In Tais study (in

progress), many factors like school banding, students preferred
subject matter, satisfaction with learning environment, perceptions
of teachers teaching ability and attitude may affect the desirable
change in Type I thinking styles. In particular, Zhang (2013:247)
pointed out that although in theory it seemed reasonable to expect
constructivist learning and problem solving on complex tasks to
afford the development more creative and flexible thinking styles
(Type 1 thinking styles), the anxiety of the subjects in such
learning might be an inhibiting factor:

60
 constructivist learning environments such as the ones
created in Laus and Tais studies tend to be intimidating to
students because such learning environments often demand
that students work much harder. Unable to deal with such
new ways of teaching, students may at times resort more to
less creative thinking styles. This retreat to a more
comfortable zone of information processing is in line with
Perrys (1970) articulation of the trajectory of cognitive
development

So far the number of intervention studies on changing Type I

thinking styles is small, and they have not shown positive results
up till now. As Zhang (2013) viewed that there may be many
factors affecting the desirable changes, more intervention studies
on desirable changes in Type I thinking styles are needed so that
the influencing factors can be better understood.

2.5 Research gap and potential contribution of this study

The literature review indicates that although NLP has been widely used as
a counseling practice, scientific research on its effects and mechanism is
limited. This study hence aims at contributing to such literature. In
particular, the study focuses on the effect of NLP reframing on learning.
NLP reframing has been shown to be useful for problem solving in drug
addiction cases (Gray, 2008, 2010, 2011), but its effects on solving other
learning problems has not been researched. This study contributes to
filling the gap.

Here, the possible improvement of learning brought about by NLP

reframing can be understood in two different senses. One sense is that the

61
person can become more able to overcome the learning problems currently
on hand, and hence make better progress in his or her learning. The other
sense, however, can be the improvement of the persons ability in
overcoming future problems that he or she may come across in learning.
While the existing research of NLP reframing cited above on drug
addiction cases is more about improvement in the first sense, this study
attempts to include improvement in the latter sense, looking at a certain
more general change in the learner, which is the improvement in his or her
thinking styles, that is, whether the learner can develop the styles that are
better geared towards complex and creative-generative thinking in
learning. This is a new front in NLP research to which this study tries to
contribute.

The literature review also indicates that while intellectual styles under the
threefold model have generally been hypothesized to be malleable, and
interventions on some of the intellectual styles have shown to be effective
in enhancing Type I styles (which are more suitable for complex and
creative tasks), the interventions on thinking styles. Hence, if some
positive effect of NLP reframing on Type I thinking styles can be
identified in this study, an important piece of evidence about possible
interventions on thinking styles will be contributed. Besides, the
comparison between the environment and experience afforded by previous
intervention methods, and those afforded by NLP reframing may provide
researchers with useful conjecture about factors that may be important for
interventions on thinking styles.

Although there has yet to be empirical support showing NLP reframing

can bring desirable changes in thinking styles, the literature review
indicates there is reason supporting that it may happen: First, NLP six-
step reframing aims at changing peoples behavior through changing their
beliefs. This is pointed out by Bandler and Grinder (1982), and is echoed

62
 by Dilts (1990), Dilts (2000), OConnor (2001b), Tosey and Mathison
(2002) and Tosey and Mathison (2003). Besides, Vosniadou &
Vamvakoussi et al (2007) predicted that when epistemological beliefs
change, there will be conceptual change and conceptual change may also
affect the preferred way of thinking. Here, the main idea is that reframing
brings people new ways in thinking about their learning problems and
hence new ways of handling them. Then, if there are indeed some new
ways discovered, which are different from what the persons would have
gotten from their original or habitually preferred ways of thinking, it may
be taken to be a possible starting point for some change in their preferred
ways of thinking, at least in connection to their learning problems.

2.6 Conceptual framework

The hypotheses of the study are as follows: thinking styles are likely a
result of interaction of the persons experiences and genetic endowment.
When participants experience the NLP six-step reframing model,
participants perception of their individual learning problems are expected
to change, and they are likely to generate their own learning method(s).
After being inspired by the new method(s), and the process taken to reach
it, participants are also likely to experience some deep reflection on a
meta-cognitive level on their own habitual ways of thinking and behaving.
This hence may also inspire participants to make certain decisional
changes in their preferred styles of thinking, at least in the particular
learning matters concerned.

63
2.7 Research questions

To test whether the hypotheses are likely valid, data are collected and
analysed to answer the following questions:

1) How do participants evaluate their learning experiences in the NLP

"six-step reframing" model?

2) What are the general influences of the participants learning

experiences in the NLP "six-step reframing" model on their Type I and
Type II thinking styles?

3) What are the possible explanations for the influence of the participants
NLP six-step reframing experience on their thinking styles?

64
 Chapter 3

Methodology

3.1 Research Questions

The NLP six-step reframing model developed by Bandler and Grinder

(1979, 1982) suggested that peoples responses to sensory experience
might be changed when the interpretation of the meanings of the content is
changed. The model is believed to be able to change the perception and
limiting beliefs of people, and hence, is useful for finding new ways to
overcome problems. It is further hypothesized in this study that the
practice of the model can provide an opportunity for desirable changes in
participants thinking styles.

The core purpose of this study aims to examine participants learning

experiences from the "six-step reframing" model and the anticipated
influence of the experiences on their thinking styles, and tries to
understand what in the experiences may have contributed to such
influences. The more specific research questions are as follows.

1) How do the participants evaluate their learning experiences in the NLP

"six-step reframing" model?
2) What are the general influences of the participants learning
experiences in the NLP "six-step reframing" model on their Type I
and Type II thinking styles?
3) What are the possible explanations for the influence of the participants
NLP six-step reframing experience on their thinking styles?

65
3.2 Design of the study

The NLP six-step reframing model has to be carried out individually

tailored to each individuals needs and temperament; the learning
experience and its impact on thinking styles need to be examined case by
case in order to be accurately understood. A simple pre-test and post test
survey cannot showcase the experiences and changes of participants, as it
cannot provide the qualitative description of each participant that matches
the complexity of this study. A small sample size of one or two case
studies, even though they can provide an in-depth understanding about the
learning problem of the few participants and their ways of thinking and
how they changes over a long period of NLP six-step reframing practice,
it cannot fulfill the aim to discover a general trend of the NLP six-step
reframing models impact. So the multiple-case study design is employed
and a middle ground is taken in terms of the number of cases to be studied.
The number is not too large, so that there can be enough resource for
careful examination within each individual case; the number is also not too
small, so some general trend can be identified across the cases.

Although a randomized control experiment is generally ideal for

intervention, there is a high chance of not being able to get large number
of participants, as NLP is still not a common area of study familiar to
many university students. Besides the research on this topic is still pretty
much at the exploratory stage, the variables that need to be controlled (to
match the experimental with the control group) are still unclear. Most
importantly, as the common practice of NLP is done on a one-on-one basis,
using the control experiment method with sufficient participants is
infeasible, as it would become very time-consuming for the practice, and it
can also be high resource demanding to keep track of the details of the
varied processes gone through by the large number of participants. After
the consideration of this limitation, the researcher gives up the idea of

66
 doing a randomized control experiment and decides to carry out this
research in a quasi-experimental way with subjects he can access, namely
a group of students who have attended an NLP introductory course taught
by the researcher at one university in Hong Kong.

3.2.1 Definition of multiple-case study

Stake (1995: xi) defined case study as, the study of particularity and
complexity of a single case, coming to understand its activity within
important circumstances. Stake (1995: xii) continued to elaborate, The
qualitative researcher emphasizes episodes of nuance, the sequentiality of
happenings in context, the wholeness of the individual. Similarly,
MacDonald and Walker (1975: 2) defined case study as the examination
of an instance in action. The choice of the word instance is significant in
this definition, because it implies a goal of generalization. Yet, it is the
intention that through such careful study of the actions in the specific case,
some general principles underlying them be understood.

On another vein, researchers also draw attention to the importance of

variability in case study research. Simons (2009:21) pointed out,

Case study is an in-depth exploration from multiple perspectives of

the complexity and uniqueness of a particular project, policy,
institution, programme or system in a real life context. It is
research-based, inclusive of different methods and is evidence-led.
The primary purpose is to generate in-depth understanding of a
specific topic (as in a thesis), programme, policy, institution or
system to generate knowledge and/or inform policy development,
professional practice and civil or community action.

67
Stake (2006:4) also explained the idea of multiple-case study:

In multi-case study research, the single case is of interest because

it belongs to a particular collection of cases. The individual cases
share a common characteristic or condition. The cases in the
collection are somehow categorically bound together. They may be
members of a group or examples of a phenomenon.

The multiple-case study method has been popular in clinical studies. From
a clinical psychological point of view, Kazdin (1980:11, 12) provided an
explanation for why the case study (or multiple-case study) method is
useful for research like this one, though it is not strictly clinical in nature.
Kazdin pointed out that:

The case study as defined in its simplest form consists of

observations of an individual client. The study usually is based
upon experiences derived from diagnosing, treating, or
interviewing a client. ... Techniques ranging from psychoanalysis,
client-centered therapy, hypnosis, and behaviour modification can
be traced readily to early case applications that suggested their
potential effectiveness. Case material is still used to support the
theoretical framework or actual practices of new psychotherapy
techniques this study typically is conducted in the context of
treatment. The case study provides an elaborate description of the
individual.

To summarize, the complexity of this research requires revealing and

explaining unique changes that occur in individual human minds. A
multiple-case study approach for this research is chosen in order to
balance the different considerations of purpose and constraints. The
method is chosen because of its ability to provide in-depth analysis and

68
 variability at the same time. Although, strictly speaking, the multiple-case
study method cannot lead to generalization, some useful tentative
understanding about the likely relationship between an individuals NLP
six-step reframing experience and its impacts on the individuals thinking
styles can be anticipated.

3.2.3 Format of research

This research applies the NLP six-step reframing practice as a kind of

treatment to help participants become more aware of their mental
processes in order to allow them more freedom over their decision making.
Although NLP is different from a clinical psychological treatment in the
sense that it does not heal the participants, it facilitates reflection and the
generation of solutions among participants through a series of interaction.
Leading participants into a trance state through the NLP six-step
reframing model is considered a kind of hypnosis in which each
participant will respond with different recalled experience (Grinder and
Bandler, 1981, Bandler and Grinder, 1982).

This study involves 16 individual case studies, in each of which it is vital

to understand by identifying the general trends and unique variations. In
this study, each participant that has completed the NLP six-step
reframing model in identifying and overcoming their limiting beliefs in a
trance state is treated as a unique case on its own. Data is recorded for
each participant as a unique case. The data for each individual case is used
to demonstrate the individuals course of overcoming his/her limiting
beliefs and how the effects come about. Furthermore, because the change
in thinking patterns and thinking styles is a gradual process and not a one-
time occurrence, keeping accurate and clear details of the changes in

69
 participants and testing these changes over a period of time are essential to
the study.

3.3 Research implementation

3.3.1 Research procedure

Figure 3.1 Work Procedure with each participant

The purpose of Pretest and Post-test (I) is to measure changes in

participants thinking styles after the first NLP six-step reframing
practice. Interview (I) is for data collection purposes to allow participants
to evaluate their personal NLP learning experience. Post-test (II) and
interview (II), which occur one week later, are completed in order to
identify the possible changes in the participants thinking styles, while also

70
 allowing participants to self-evaluate their experiences a second time. This
second set of data is used for measuring the changes in thinking styles
after the second NLP practice. Post-test (III), which occurs one month
later, is conducted to measure whether the changes in thinking styles from
the previous tests are lasting. The repeated steps of tests and interviews
also effectively strengthen the validity, reliability and trustworthiness of
this experiment. Besides the interviews and questionnaire results, this
experiment also records and transcribes all the NLP practice processes.

3.3.2 Practitioners details

The practitioner of this experiment is qualified as an NLP master

practitioner for multiple years in Hong Kong and is also the author of this
thesis. The whole implementation of this research, including all the half-
day NLP six-step reframing training sessions, all interviews, and the
entire data collection through questionnaires were completed by the
practitioner himself.

3.3.3 Participants details

All participants of this study have attended the introductory course on

basic NLP. Each chosen participant is treated as a case on its own for
exploratory and descriptive analysis. Each of the chosen participants has
been given a pre-test on thinking styles, has attended a half-day workshop
that provides the basic knowledge about six-step reframing, and has
involved oneself in the practice workshops on NLP six-step reframing,
which are followed by post tests and interviews.

All participants, including a variety of undergraduate, graduate and

postgraduate individuals, joined the study voluntarily. Their academic

71
 disciplines range from natural science to social work. Patton (1987) stated
sampling in qualitative case study research is purposive or purposeful. In
light of the time and resource constraints on the researcher in being a part-
time EdD student, 16 is considered to be a reasonable number of
participants for the scale of this research.

As this research aims to measure the possible influences of the NLP six-
step reframing model on the participants thinking styles, the selection of
participants is purposive, which is based on the selected participants
voluntariness to join the research, their academic background, and their
basic awareness about NLP.

The names of the participants and their academic subjects were listed in
Table 3.1 below.

Table 3.1 Academic background of participants

Academic subject Name of participants

Natural science Yao Yao

Building studies Lawrence*

Electrical engineering Jeffrey*

Textile study Toni*, Pig

Nursing Ivy

Physical therapy Ka Ho, Rammy, Fishball and Lauren

Social work Hung, Fok, Siu Yau, Shirley*,

Heaveni* and Milka*

* The participants Lawrence, Jeffrey, Heaveni, Toni, Shirley and Milka

were graduate students and were working in their own field when the
research was done. The other participants are undergraduate students.

72
3.3.4 Workshop and Practice session details

The introductory NLP course taught earlier at the University had already
provided the participants with some basic knowledge of NLP. In this study,
all participants were provided with some basic knowledge about context
and content reframing to prepare them for the subsequent practice
workshops on NLP six-step reframing model. Details in Appendix B
show the discussion of context reframing and content reframing. The
introductory NLP course quoted earlier had also provided participants with
learning opportunities to experience entering a trance state. This learning
background enabled participants to be familiar with trance state before
practicing NLP six-step reframing model in this study.

In total, all participants had to undergo two practice sessions along with 3
thinking style tests in order to complete the requirements in this research.

3.3.5 Pre-test and post test questionnaires

The pre-test and post test questionnaires are based on the Thinking Styles
Inventory mentioned in the following section 3.3.6

3.3.6 Thinking Styles Inventory

The Thinking Styles Inventory (TSI, Sternberg & Wagner, 2007) is used
for testing the change in thinking styles of the respondents before and after
their practice of NLP six-step reframing. The TSI is a 65-item self-
report measure in which respondents rate themselves on a 7-point scale
ranging from 1 (low) to 7 (high) on a number of preferences. Appendix F
shows some items in the questionnaire of the Thinking Styles Inventory
for reference. The use of Thinking Style Inventory in Hong Kong has
been well validated in Hong Kong (Zhang, 2013).

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3.3.7 Interview Guides

An interview guide was designed to understand participants experience of

the NLP six-step reframing practice to evaluate its effects. Appendix G
shows this interview guide. Basically, the interview guide is designed to
check how the NLP six-step reframing influences the participants.

Another interview guide was also designed for the interview conducted
one month after the participants completed the first NLP six-step
reframing practice to identify the delayed effects of the training and to
reveal the changes in the participants thinking styles indicated in the tests
as well as the participants evaluation of the process. Appendix H shows
details of the final interview guide. This interview guide is designed to
check the influence of NLP six-step reframing experience one month
after the second NLP practice.

3.4 Methods of Analysis

Both qualitative and quantitative methods are used to analyze the data
collected for the purpose of this research to address the research questions:

1) How do the participants evaluate their learning experiences in the

NLP "six-step reframing" model?

This first research question requires the evaluation of the participants

learning experiences followed by a summary of each of the responses from
all 16 cases. Multiple interviews, including the final in-depth interview,
are conducted with the purpose of understanding the participants learning
experience of the NLP six-step reframing practice from the participants

74
perspective. Each of the 16 cases is supposed to provide unique findings
from the experiment as each individual has different limiting beliefs in
his/her learning. The evaluations are also compared against each other to
identify major categories, and the distribution across such major categories
can also be examined.

2) What are the general influences of the participants learning

experiences in the NLP "six-step reframing" model on their Type I
and Type II thinking styles?

The second research question requires the identification of the general

influences of the six-step reframing model through quantitative analysis
of the thinking styles test results, before close examination on how an
impact is made on each individual participants Type I or Type II thinking
styles.

The first step requires the use of T-test and effect size computation. Pre-
test and Post-test(II) results are compared show the change in Type I and
Type II Thinking Styles of the participants. Some post-hoc analyses are
also carried out to explore whether there are any correlations between such
changes and how the participants perceive the learning experiences.

In this second step, the qualitative data of the NLP six-step reframing
learning process and interviews are analyzed in conjunction with results of
the quantitative analysis carried out in the first step to explore the
relationships between the changes in the participants thinking styles,
nature of their limiting beliefs, the methods generated, and what happened
in their NLP six-step reframing processes.

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 3) What are the possible explanations for the influence of the
participants NLP six-step reframing experience on their thinking
styles?

The final research question requires an explanation that may account for
the possible changes in the pattern of thinking styles. The increased,
decreased or unchanged indicators of thinking styles are presented through
a qualitative examination of the findings. Each unique case relating to
possible changes are analyzed to identify the possible factors causing or
inhibiting such changes to construct a hypothesis for further research.

3.5 Addressing issues of reliability and validity

Data analysis involves both data handling and interpretation (Coffey and
Atkinson, 1996; Mason, 2002; Flick, 2007a). Gibbs (2007:2) further
explained that Sometimes they (data handling and interpretation) are used
simultaneously. The procedures of this research is designed to ensure
reliable and valid results through the several repeated measures and
triangulation to minimize errors in the process of data collection, analysis
and interpretation.

In the processing of qualitative data, the following strategies are followed:

All the qualitative data is described in a thick description as

mentioned by Mason (2002). Gibbs (2007:4) further elaborated,
that demonstrates the richness of what is happening and
emphasizes the way that it involves peoples intentions and
strategies. From such a thick description, it is possible to
go one stage further and offer an explanation for what is
happening.

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 One strategy used before interpretation is to reduce data. Simons
(2009:120) stated that,
Data reduction is the process of selecting, focusing and
abstracting key data from interviews, observations and
field notes. It will be guided by choice of questions,
methods and conceptual frameworks and, once data are
collected, through coding, writing memos, summaries,
organizing data into categories, clusters and themes.

Another strategy is to transform data. Wolcott (1994) took the view

that data can be transformed in three ways. These are description,
analysis and interpretation. Wolcott (1994:11) went on to explain
that,
Description addresses the question what is going on
here staying close to the data as originally recorded.
Analysis examines the question of how things work or why
they dont, moving beyond the purely descriptive to
systematically identified key factors and relationships,
themes and patterns from the data. Interpretation focuses
on the major question of meaning, What is to be made of it
all. The aspiration here is to go beyond what can be
explained with the degree of certainty usually associated
with analysis.

The participants evaluation data on their personal learning experience

with the NLP six-step reframing model includes all the interviews of the
participants, and this data is triangulated with the detailed records of all the
NLP six-step reframing practices of participants. Appendix J and
Appendix K show the interview records and the NLP practice records of
the 16 participants in details respectively. The analysis of this part of the
data also requires categorizing the data in order to show what kinds of

77
 limiting beliefs, methods and delay effects are mentioned by the
participants.

The pre-test and post tests data are triangulated with the participants
perceptions on those data and their overall evaluation of their experience.
Discrepancy or doubtful instances can be noted and further investigated.
The analysis process has taken into consideration the threats of internal
validity and external validity in the multiple-case studies. Different
possibilities, such as events interfering the results during the pretests and
the post tests (Cohen and Manion, 1994), are taken into account. The
trustworthiness of the cases has also been considered (Simons, 2009; Stake,
2006; Yin, 2009) in this process.

3.5.1 Verification through triangulation

The definition of triangulation according to Flick (2007b:41) stated that,

Triangulation includes researchers taking different perspectives on

an issue under study or more generally in answering research
questions. These perspectives can be substantiated by using several
methods and/or in several theoretical approaches. Both are or
should be linked. Furthermore, it refers to combining different
sorts of data against the background of theoretical perspectives
that are applied to the data. As far as possible, these perspectives
should be treated and applied on equal footing and in an equally
consequent way. At the same time, triangulation (of different
methods and data sorts) should allow a principal surplus of
knowledge. For example, triangulation should produce knowledge
at different levels, which means they go beyond the knowledge

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 made possible by one approach and thus contribute to promoting
quality in education.

Denzin (1978) outlined four types of triangulation. They are data

triangulation, investigator triangulation, theory triangulation and
methodological triangulation.

For the first type of triangulation, data triangulation, Denzin (1970:301)

stated that, Data triangulation refers to the use of different sources of data
as distinct from using different methods in the production of data.

For the second type of triangulation, investigator triangulation, Denzin

(1970) suggested that different observers or interviewers can be employed
to reveal and minimize biases coming from the individual researcher.

For the third type of triangulation, theory triangulation, Denzin (1970:303)

explained it as a method of

approaching the data with multiple perspectives and hypotheses

in mind. Data that would refute central hypotheses could be
collected, and various theoretical points of view could be placed
side by side to assess their utility and power.

For the fourth type of triangulation, methodological triangulation, Denzin

(1970:308-310) explained

The nature of the research problem and its relevance to a

particular method should be assessed As methods are adapted to
the special problems at hand, their relative strengths and
weaknesses must again be assessed It must also be remembered
that each method has unique strengths and weaknesses Methods

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 must be selected with an eye to their theoretical relevance To
maximize the theoretical value of their studies, investigations must
select their strongest methods Researchers must be flexible in
the evaluation of their methods. Every action in the field provides
new definitions, suggests new strategies, and leads to continuous
modification of initial research designs No investigation should
be viewed in a static fashion.

Within the limits of this study, methodological triangulation is adopted

through the collection of both qualitative and quantitative data. The
quantitative data of assessed thinking styles from each individual case and
the qualitative data of individual insights from the interviews and the
actual process of NLP practices are obtained to countercheck the different
points of view on the thinking style changes and the NLP six-step
reframing practices.

The use of data triangulation was to validate the data obtained through the
research. The qualitative data of the participants interviews on changes in
their thinking styles were collected and cross-referenced in order to verify
the rationale and the linkage between these two streams of data. On one
hand, the quantitative data collected from the pre-tests and post-tests on
changes in thinking styles from the 16 cases are used in this process. On
the other hand, the qualitative data collected from the first and second
interviews were also meaningful references for cross-checking. In addition,
the final interview with individual participants included an opportunity for
the participants to review and comment on their previous pre-tests and post
tests in order for the data to be further validated.

Investigator triangulation was also adopted in this study. A third-party

NLP expert was asked to go through the qualitative data including the

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 audio record/transcription of NLP six-step reframing practices and the
interviews in order to point out any biases of the researcher.

Owing to the innovation of this research, the lack of previous experience

and research on the interactive changes on NLP and thinking styles, this
research could not be verified through theory triangulation, and a theory
describing the general phenomenon of this practice was not found. As a
result, three out of the four types of triangulation were carried to eliminate
possible human errors in this research.

3.5.2 Expert validation of the training process

The previous section mentioned the procedures taken to ensure validity,

one of which being the use of expert validation in this research. The
purpose of using expert validation is to verify and approve data collection
and procedures in running the six-step reframing practice in order to
minimize biases and human error. The duty of the third-party NLP expert
is to provide the researcher with any observations and responses by
reviewing the data collection and practice process. Documentation
showing both desirable and undesirable changes in Type I and Type II
thinking styles were selected and presented to a third-party NLP expert for
triangulation purposes. Of the 16 cases, 7 cases were selected for this
investigator triangulation process. The seven cases involved in the
investigator triangulation process include the case of: Lauren, Ivy, Ka Ho,
Lawrence, Fishball, Milka and Jeffrey.

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3.6 Ethical issues

The participants involved in this study consist of students from an NLP

introductory course in The Hong Kong Polytechnic University. In the
enrollment process of this course, prior assessments were not necessary,
and students were given the right and freedom to quit in the middle of the
course. The NLP introduction course that the researcher teaches is non-
credit bearing, and so is the six-step reframing model practice in this study.
Furthermore, the researcher himself did not teach any student beyond the
NLP introduction course. Therefore, the participating students do not get
any additional academic benefits in daily or examination scores by
participating in this study.

This study utilized safety precautionary measures for participants by

notifying them with the procedures and the risks of any side effects before
requiring them to sign a consent letter. In the agreement of participating in
this study, each participant acknowledged and agreed to the procedures of
the experiment, which involved practicing the NLP six-step reframing
model and trance. All participants committed in the making of this study
by their free will and were allowed to withdraw from the research at any
given moment, this especially includes those who were unfamiliar with or
refused to enter in a trance state. The whole process of the NLP six-step
reframing practice and interviews were documented with the consent of
the participants for validation purposes.

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3.7 Limitations in the procedure

In order to accurately measure whether participants are in a trance state,

scientific tools like MRI brain scanners are often used for similar
experiments. However, due to the limitations and lack of funding for this
study, the judgment of whether the participants are in a trance state is
assessed only by the NLP practitioners judgment. Cross-checking by
another NLP expert on the audio records of the NLP practice is taken as a
viable solution in this case.

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 Chapter 4
Analysis and Research Findings

This chapter intends to answer the first two research questions. They are: 1) How
do participants evaluate their learning experiences in the NLP six-step
reframing model? 2) What are the general influences of the participants
learning experience in the NLP six-step reframing model on their Type I and
Type II thinking styles?

4.1 Research findings on the first research question

The first research question is How do participants evaluate their learning

experiences in the NLP six-step reframing model? This question looks at
whether the participants feel satisfied with their training experience and
the reasons behind. The participants are totally free to express how they
perceive or think about their training experience. This may include the
participants feelings, beliefs and the perceptions of their discovered
methods. For example, one participant, Fok, in her first interview said,
The effect is the feeling The feeling of heaviness of the head was very
strong. The feeling of falling down was really strong. It reminded me of
my own ignorance and I was very helpless too at that time. This example
shows how feelings were discovered during a participants evaluation of
the training experience. Another example comes from Shirley in her
second interview she said, It influences me to be more concrete to think
about the method to solve my limiting belief. This example shows how a
participant evaluates her training experience as a general belief to achieve
better thinking. A third example comes from Lawrence in his first
interview, Firstly, what kind of influence brought in was that it helped me
discover a method that I have never thought of. Although Im not sure if

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this method is effective on me as I did not try this method before, I believe
that Success comes from trying which I have mentioned just now.
This example shows how a participant evaluates his training experience
from the point of view as discovering a specific method.

There were two NLP six-step reframing practices for each participant.
The participants were interviewed after each NLP practice on their
immediate evaluation. A final interview was made one month after the
second NLP practice. All the research data collected in answering the
research question How do participants evaluate their learning experiences
in the six-step reframing model? come from the interview records
shown in Appendix J.

In order to provide an overall description of their evaluation, some

qualitative and quantitative analyses have been carried out. The interviews
were coded into categories to indicate whether the participant felt an
overall positive evaluation to the experience, what aspects were mentioned
to support their evaluation, and whether they felt what they discovered to
be applicable and turned out really so in the final delayed interview. Based
on these, a quantitative description of the overall pattern of distribution is
produced across these categories. In some cases, what the participants said
in the interviews was also triangulated with the transcripts of the actual
process in the NLP practice in ascertaining their meanings.

There are five major findings to this research question.

(1) All participants claimed that NLP six-step reframing experience

has had a positive influence on them.
Data indicates that participants perceive their experience as positive in
the areas of feeling, general belief, specific methods or six-step
reframing as thinking steps in the interviews held immediately after

85
 their NLP practices. Out of the total 32 interviews, 8 highlighted their
feeling; 6 their general belief; 8 their specific method; and 10
their six-step reframing as thinking steps.

(2) All participants claimed that they discovered their own particular
limiting beliefs.
Limiting belief in learning means I want to learn something but
another thing stops me from learning. Analysis of the interview
transcripts indicates that these limiting beliefs orient around
participants self (hereafter called self) and the external world of
participants (hereafter called world). The analysis also indicates that
these limiting beliefs are also related to emotions, ability,
resources, people and tasks. For example, the limiting belief of
Fok is I want to learn relaxingly in lectures but I cannot learn well.
This is a limiting belief that involves self and emotions.

(3) All participants claimed that they discovered their own unique
learning methods to overcome their discovered limiting belief(s)
and that they could remember their discovered methods after one
month from the second NLP practice.
These unique learning methods are ways that the participants
discovered by themselves and they perceived that could help them
learn better in the particular situations concerned. For example, in the
first NLP practice, Heaveni has discovered a learning method
consisting of the following steps: Firstly, she has to read the guidelines
and regulations of her task. The second step is to ask other people how
to do the task. Then, combining the other peoples experience with the
basic knowledge in the guidelines and regulations, the task can be
easily carried out. Heaveni also claimed that she could remember all
her discovered methods in the final interview.

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(4) Many participants claimed that they had used their newly
discovered learning methods after their NLP practices.
In their final interviews, 10 participants claimed that they had used
their newly discovered methods. 4 participants claimed that they had
used only one newly discovered method from one of their NLP
practices. These participants are Ka Ho, Yao Yao, Milka and Pig. 2
participants claimed that they did not use their newly discovered
method after their NLP practices, giving no reasons. They are Fishball
and Lauren. For some participants, they actually need a chance to use
the methods. For example, after the second practice, Milka discovered
that [he] can learn by participating in some interesting group activities
where there are people he is familiar with so that he can learn how to
express [himself]. This newly discovered method actually requires
that there are some interesting group activities and there are people
Milka is familiar with. If Milka did not come across any interesting
group activities and familiar people, he could not use the method.

(5) Some participants (6 altogether) claimed that they practiced by

themselves the NLP six-step reframing.
These participants are Hung, Fok, Lawrence, Jeffrey, Yao Yao and
Shirley. Hung had practiced NLP six-step reframing one time. Fok
practiced it two to three times. Lawrence claimed that he had tried it
once seriously. Jeffrey said he only practiced only one to two steps of
the NLP six-step reframing but did not complete the total six steps.
Yao Yao and Shirley only practiced it once.

These findings will be further elaborated in the following sections

4.1.1 to 4.1.5.

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4.1.1 All participants claimed that NLP six-step reframing
experience has had a positive influence on them.

The interview data of all participants in answering the question in the

interview guide is described as in Appendix J.

Analysis
While all participants evaluate the NLP six-step reframing positively,
they highlighted different results or outcomes of the workshop in the
interviews afterwards and the final interview after one month.
Summarizing participants responses, the researcher divided the results
they highlighted into two big categories. First, the results that were
connected to the specific problem and context dealt with in the NLP six-
step reframing practices, and, second, general ideas they got from the
practices, which they thought may be applied to other learning problems

The first big category was further divided into two subcategories, they are:

1. (i) Feeling - the mentioning by the participants of the resulting

feelings they got in or from the practices. This subcategory also
includes participants overcoming their negative feelings about the
learning tasks. For example, in the second interview with Rammy,
she said, It helps me to overcome my fear in studying. It makes
me less resistant to learning, not like having headache once I think
of studying. It seems like that I have a method to start with. Before
that, I am puzzled that what I should do first, reading notes, or
reading books, or revising things learnt before, or no, there will be
new things tomorrow that I should prepare for the new contents or
what.

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 (ii) Specific methods- mentioning the resulting learning method or
solutions discovered. One example can be found in the second
interview with Lawrence, he said, Before that, I didnt really think
of the ways to overcome my obstacles. I didnt think thoroughly on
how to deal with my thoughts when people approach me while I
am concentrating on my thinking. I think it comes naturally that I
will put away my thoughts when people find me. But after the
process, I have discovered some methods that I have never thought
of. Now I know I can write down the page number of the book that
I have read till or speak out the key points of my thoughts to
remind myself before I talk to the others. I think these two
discoveries can help me later on to deal with such situation.
Another example can be found in the second interview with Ivy,
she said, How it influences me It is because I usually need to
study a lot of bits and pieces but Im weak at memorizing these bits
and pieces in printed words. I need to study them for 6-7 times or
jot notes for many times in order to remember them. But my
discovered method helped me realize that even though I study
Chinese Medicine, for which I have to memorize lots of bits and
pieces, I can actually study with my friend and through asking and
discussing with each other, I can learn better. Therefore this screen
made me think that I can actually study medicine through this
method.

The second category general ideas they got that are applicable to other
problems was also further divided into two subcategories, they are:

2. (i) Six-step reframing as thinking steps - personal perception

that the NLP six-step reframing could be a series of thinking
steps and that they would be useful to them in the future. This
usefulness may include clearly analyzing the situation, dividing

89
their problems into smaller ones, carrying out the steps
systematically, helping them to recall things that they forgot, giving
them novel experience in experiencing different parts of their body
and helping them to solve problems from different perspectives, etc.
One example can be found in the first interview with Jeffrey; he
said, I think it helps me to clearly analyze the situation that Im
encountering. In daily life, I usually mix up the six steps when I
encounter the same situation and needs me to solve the problem.
Sometimes I might initially think about the first step, or think
about the second step first or other steps, etc. And eventually I
cannot find the best method to solve the problem, or if I can find it,
I wont think it is the best. Therefore, the six steps reframing
helps me divide my problem into smaller ones and I can solve
them one by one. Moreover, I think the six steps reframing model
has a review function. Without using it, I usually work on
something once I have an idea on it. I wont think about whether
the idea is effective or suitable. The pace of life is too fast that I
cannot reserve a time for reviewing. However, I discover that six
steps reframing helps me to keep on reviewing my thoughts till I
think the created method is workable and I will then accept it. This
avoids me to accept those flawed methods in a hurry and to use
those flawed methods ineffectively. Another example can be
found in the first interview with Heaveni; she said, How it
influenced meI think it is quite important to my daily life
experience especially in my work. I think currently I have
difficulties in my work that I might spend a few hours to deal with
a task. So if I try to carry out these steps, it may be more
systematic and better. And it was interesting that just now I saw a
pictureyou asked me what image I sawsuddenly I saw some
clouds in front of me and a person like myself. There was a lot of
space and suddenly this person was holding a map in her hand. She

90
 was feeling excited but she was not sure about where to go. But to
me, the message behind this image was that I have to read the map
first, try to find the way to go, and on the way when I get lost, I can
ask other people.

(ii) General belief- Belief(s) on what make(s) one a better thinker.

For example, the person could believe:
1. One can have an alternative method to solve the problem. For
example, in the second interview with Hung, he said, I guess it
influences me because ... Last time I worked out some solutions
like breaking down a passage into sections, which makes me
less nervous. But today when I do this process once again, it
reminds me that whenever I have problem with a certain
method, I can have another method to solve that problem.

2. The NLP practice can help one to recall ideas in solving the
problem. For example, in the second interview with Ka Ho, he
said, I think this NLP six-step reframing affirms me with
some methods. It is quite like last time. Be honest it is just like
last time I may have thought of these methods. But I havent
reinforced these methods. The practice of these NLP skills
helps me reinforce these methods which are only like a flash in
my mind. This skill recalls these ideas and reminds me that
these methods can help me next time when I come across the
same situation. I can try them on, like that.

3. The NLP skill can help one to become a better thinker. For
example, in the second interview with Jeffrey, he said, The
NLP skill helps me firstly calm myself down, it provides me a
calm environment to help me clear the unnecessary information
in my mind and helps me focus on the current matter that I need

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 to solve and think about how to solve it. In daily life, there are
lots of different kinds of matters which disturb me and makes
me cant concentrate on dealing with one certain matter.
Therefore, this method helps me to organize and structure the
information in order to solve problems. Secondly, it broadens
my horizons in thinking the new methods easily. It also makes
me to be more open to accept new things and inspirations
which makes me become more open-minded and creative and
not to let my thoughts restrict to a fixed frame.

It has to be emphazised that the above coding is not exclusive. It is only an

attempt to let one understand more about the nature of the data. Table 4.1
below can be drawn.

Table 4.1 Suggested categorization of participants

Category Sub-category Total no of

interviews (no of
1st interviews and
2nd interviews)

Category 1: results Subcategory 1(i): 8

particular to the Feeling
specific problem
and context dealt Subcategory 1(ii): 8
with in the NLP Specific methods
six-step
reframing
workshop

Category 2: general Subcategory 2(i): 10

belief which may Six-step
be applied to other reframing as
learning problems thinking steps

Subcategory 2(ii): 6
general belief

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Table 4.1 shows the distribution of the participants responses after such
classification of categories and subcategories.

It is important to note that all participants had successfully found one or

more solutions to their problems. That which is tabled here is only what
they focused upon in evaluating the influence of the NLP six-step
reframing. They may have other effects that they had not highlighted.

Based on the above analysis, the meaning of positive influence may mean:
Participants experienced a change to positive feelings after NLP six-step
reframing; they had got some methods or solutions that they perceived as
important to them; they perceived six-step reframing as a useful thinking
method to them; and participants claimed that they had a broader general
belief. For example, NLP practice can help one to recall ideas in solving
problems, etc.

Discussion
The analysis indicates that the positive experience brought by the NLP
six-step reframing process seems to have affected participants affection
positively as much as stimulating their creative thinking. During the NLP
six-step reframing process, the researcher could observe from a NLP
practitioners point of view that Fok, Rammy, Toni, Fishball, Siu Yau and
Shirley had changes in facial expressions when they had emotion changes.
The observation corroborates with the participants positive emotion
expressed in the interviews.

Bandler and Grinder (1982) asserted that NLP six-step reframing can in
fact change ones emotions after ones perception has been changed. The
observed change here involves also the change in the affective domain of
participants because it is often also about evaluating how resourceful and

93
 confident they are in facing such challenges. One can argue that the
change to positive affection in this research means more than just positive
emotions. The change can be the formation of internal power. The positive
emotions and positive experience together may empower the participants
to change their beliefs.

Another positive experience claimed by the participants was in the

methods or general ideas they got from the NLP practices. One can argue
that participants themselves may have rich inner resources of their own.
During their NLP practices, the participants obtained a focused internal
environment that is free from other distractions to reflect upon and
experience their change in perception to above categories positively.
Positive affections and inspirations about how to solve their learning
problems arise. This empowers them to further their search throughout the
whole NLP six-step reframing process.

4.1.2 All participants claimed that they discovered their own

particular limiting beliefs.

All the participants claimed that they had found limiting beliefs during the
two processes of NLP six-step reframing. These limiting beliefs are
analyzed from the transcripts of the interviews and NLP process records of
these participants as shown in Appendix J and Appendix K respectively.

Analysis
Basically, the resulting limiting beliefs may be classified into two main
types. They are Self and World. First, Self the category
concerning the self of participants, for example, the first limiting belief of
Hung was that he wanted to study all the notes but he felt he did not want
to study. This limiting belief concerns about the self of Hung and was

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classified under the category Self. Second, World the category
concerning the external world of participants. For example, the second
limiting belief of Lawrence was that he wanted to focus on his research but
the disturbance of other people had stopped him from focusing. This
disturbance from others concerns the external world from the
participants point of view and this limiting belief was categorized under
the category World.

In the category of Self, details of limits about ability, emotions and

resources are found. For details of limits about ability, one example can
be found in the limiting belief of Rammy. Rammy mentioned, I want to
learn well in lectures but I cannot do well. Rammys want to learn
involves her self and Rammys cannot do well implies the limit of her
ability. For details of limits about emotions, an example can be found in
the first limiting belief of Ivy. Ivy mentioned that she wanted to drive
competently but her fear had stopped her. Ivys want to drive
competently involves her self and her fear stopped her involves her
emotions. For details of limits about resources, another example can
be found in the first limiting belief of Toni. Toni mentioned that he wanted
to learn about educational system but his limited resources and different
voices from different people had stopped him. In the category of world,
details of limits about tasks and people are found. For details of limits
about tasks, one example can be found in the second limiting belief of
Lauren as Lauren mentioned that she wanted to do her assignment that she
had to hand in on time but her perception that she did not have enough
time and the difficulty and information overload of the assignment had
stopped her from doing well. The information overload of the
assignment in this limiting belief involves the limit about task. For details
of limits about people, using the first limiting belief of Toni again, in
which Toni said that he wanted to learn about educational system but his
limited resources and different voices from different people had stopped

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him. The different voices from different people in this limiting belief
can be a limit about people.

The suggested classification may be listed in Table 4.2 below.

Table 4.2 Suggested classification of limiting beliefs

Categories No of occurrences in participants limiting beliefs

during the two NLP practices

Self emotions 13

Self ability 9

Self resources 6

World people 4

World tasks 2

One can observe that, for the majority of participants, the limiting beliefs
mainly see the deficiencies in the participants themselves as the problems,
at least at the initial stage of the NLP six-step reframing practice.

Discussion
Vosniadou and Vamvakoussi et al (2007) asserted that beliefs of human
beings often exist deeply within human unconscious minds. It is not
surprising that only in the trance state can one better focus on ones self
and may discover ones limiting belief. It is important that participants can
discover their own limiting beliefs and in this way they may have a
direction for further improvement in future learning. The results also
indicate the participants generally did not see themselves as competent
learners and displayed quite a lot of negative emotions in learning.

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4.1.3 All participants claimed that they discovered their own learning
methods to overcome their discovered limiting belief(s) and that
they could remember their discovered methods after one month
from the second NLP practice.

The discovered learning methods of participants were summarized from

the final interview scripts of each participant in Appendix O.

The discovered methods can be described as new to them as participants

said they had never thought of these methods before. The learning
difficulties are mainly related to the participants limiting beliefs. Once the
NLP six-step reframing practice have changed the participants
perception of their limiting beliefs and there is communication among
different parts of the participants, new learning methods could be
generated. All participants claimed that they had discovered their own
learning methods and could remember these methods. The remembering of
all these newly discovered learning methods by all participants may mean
that these discovered methods were impressive to the participants.

Discussion
The clear remembering of the participants own newly discovered learning
methods even one month after the NLP six-step reframing practice may
mean that these methods were very impressive to the participants. Two
possible reasons may account for this. One reason is that these newly
discovered learning methods are totally innovative products coming from
the participants themselves. The participants may view these were their
own contributions with their free choice. They value these methods and
could therefore remember them even after one month. Another reason is
that participants believed that these methods were likely to be practically
useful for solving their problems, and therefore, it is worthwhile to
remember them. The interpretation that participants believed in their own

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discovered methods can be further supported by the fact that many
participants had used their self-discovered learning methods within the
month after the NLP six-step reframing practices.

The researcher suspects that that there may be a relationship between the
nature of the newly discovered methods and the nature of limiting beliefs
of the participants. From a NLP point of view, on one hand, the limits in
the limiting beliefs of participants may represent something that the
participants perceived stopping them from learning. Yet, on the other hand,
the newly discovered learning methods may provide way-out to overcome
these limits, at least in the perceptions of the participants.

One can argue that the newly discovered learning methods may not really
solve the real learning problems, but at least they may change the
perception of participants on how these participants look at the difficulties
or limits of their own learning. Hence, it is possible that the change of
this perception may lead to the change in preferred way of thinking, and
hence some change in their thinking styles, at least in connection to their
learning.

The researcher contemplates that NLP six-step reframing may be a

problem solving process. The positive intention(s) discovered during the
NLP practice may motivate the participants to solve their learning
problems with more possible means. After dialogue with the creative
part of themselves and with the other parts of their body, participants
generated their own unique learning methods as solutions to their learning
problems. This creative problem solving process of NLP six-step
reframing may likely lead to an increase in Type I thinking styles that
cherish creativity.

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4.1.4 Many participants claimed that they had used their newly
discovered learning methods after their NLP practices

14 participants claimed that they had used their newly discovered methods
from their two NLP six-step reframing practices in real life situations.
These participants are Hung, Fok, Rammy, Lawrence, Jeffrey, Heaveni,
Toni, Siu Yau, Shirley, Ivy, Ka Ho, Yao Yao, Milka and Pig.

10 participants claimed that they had used their newly discovered methods
more than one time. These participants are Hung, Fok, Rammy, Lawrence,
Jeffrey, Heaveni, Toni, Siu Yau, Shirley and Ivy,

4 participants claimed that they had used only one newly discovered
method from one of their NLP six-step reframing practices. These
participants are Ka Ho, Yao Yao, Milka and Pig.

2 participants claimed that they did not use their newly discovered method
after their NLP six-step reframing practices. These participants are
Fishball and Lauren.

Analysis
For the 14 participants, namely Hung, Fok, Rammy, Lawrence, Jeffrey,
Heaveni, Toni, Siu Yau, Shirley, Ivy, Ka Ho, Yao Yao, Milka and Pig,
they have all claimed to have used their newly discovered method at least
one time in real-life situations. This may reflect that these participants
truly believe these discovered methods are useful and may apply to them
in the future.

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Unfortunately, no questions were asked about what kind of fruit the
participants had born as a result of using their newly discovered methods.
This kind of interview questions can be added on to future similar research.

Discussion
Looking into some of the newly discovered methods of those participants
who did not use them one month after their NLP practices, one can
observe that some methods actually need a chance for participants to use
them. For example, after the second NLP practice of Milka, Milka
discovered that he can learn by participating in some interesting group
activities where there are people he is familiar with so that he can learn
how to express himself. This newly discovered method actually requires,
first, that there are some interesting group activities, and, second, that there
are people Milka is familiar with. If Milka really did not come across any
interesting group activities and familiar people, he could not use the
method. However, one can argue that not all the newly discovered
methods of the participants not using them after the NLP practices can be
explained by the reason that there is the missing of a chance for the
participants to use them. The fact that 14 out of 16 participants used their
newly discovered methods in real life situation more than one time may be
an indicator to show that the participants really believe in their newly
discovered methods. It is likely that the recall of the sensory inputs in the
problem situation of the future pacing step helps.

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4.1.5 Some participants (6 altogether) claimed that they practised by
themselves the NLP six-step reframing.

Table 4.3 is summarized from the transcript of the final interview for the
question Have you practised the NLP six-step reframing in this month?

Table 4.3 Summary from the transcript of the final interview for the
question Have you practised the NLP six-step reframing in this
month?

Types of responses Occurence Names

Yes 5 Hung, Fok, Lawrence, Yao Yao,

Shirley

No 10 Rammy, Ka Ho, Ivy, Heaveni,

Toni, Fishball, Siu Yau, Lauren,
Milka, Pig

Partly 1 Jeffrey

One can observe from the above table that only 5 out of 16 participants
had practised the whole process of NLP six-step reframing by
themselves. Among them, one participant, Fok, had practised the NLP
six-step reframing three times. One participant, Jeffrey, could finish
only a few steps of the practice. Unfortunately, during the interviews of
these participants, no questions had been asked concerning the reasons
why these participants practised the process and what other newly
discovered methods they had got. Also, no questions had also been asked
concerning the reasons why those participants did not practice.

Discussion
The finding that 5 out of 16 participants had taken their initiatives to
practise themselves the whole process of NLP six-step reframing should
be interpreted as reflecting a strong impression of the whole NLP six-step

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reframing practice on these participants. Yet, the result also reflects that it
is not easy at all for people to acquire the ability of doing it without the
guidance and care of a NLP practitioner just through two practice sessions.

Proponents of NLP claim that NLP is systematic in presenting the whole

process of reframing in six steps. To be more accurate, it does not mean
these six steps are six mechanical and simple steps. For example, the step
concerning the internal dialogue between different parts within human
mind depends very much on the skill of handling the dynamics that may
occur in the dialogue. It may be possible that the dialogue gives rise to
confrontations among different parts in the human mind. For example,
confrontation may occur between the positive intention of the involved
participants and their limiting beliefs. Without the guidance of an
experienced NLP practitioner, the involved participants may not have
sufficient inspirations to resolve the conflict. In some cases, like that of
Siu Yau, emotional problems may occur during the practice and the NLP
practitioner may need to respond appropriately to match with the change.
It may be possible that the complexity of the whole process had
intimidated the participants from practicing NLP six-step reframing by
themselves.

Another reason for the difficulty of self practicing is that the practice of
NLP six-step reframing depends very much on the strength of
imagination of the participants to enter and process in the trance state. The
strength of this imagination depends on the degree of relaxation of the
involved participants. Unless the participants themselves have built up a
strong skill to relax themselves before entering the trance state, the role of
guidance by an experienced NLP practitioner appears to be critical.

A third reason is that the whole journey of NLP six-step reframing is

like an adventure. The meaning of an adventure is that the participant may

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experience in his or her inner world something that he or she totally could
not expect beforehand. If the participant is not confident enough, the
participant may feel insecure and give up concentrating on his or her inner
world but get out of it. This may cause failure in the practice. A NLP
practitioner may provide care and encourage the involved participant to
finish the whole journey.

One can argue whether participants can be allowed to practice NLP six-
step reframing in the future all by their own effort. The researchers point
of view is that it is possible. However, the conditions are: the participants
must be very experienced about the technical details of the process, have
strong imagination and have strong confidence about the process. If all
these conditions can be present for a particular participant, this may mean
that NLP six-step reframing may have a high potential for becoming his
or her life-long learning skill.

One may also ask why the messages generated from the NLP six-step
reframing can be so impressive. Heath and Heath (2007) suggested that if
a message is impressive, it may have the following characteristics:

1. Simple the message should be simple. In this research, the images,

sounds or other sensations of the limiting beliefs or newly discovered
methods generated during the NLP six-step reframing is simple and
the human mind can remember them easily.

2. Unexpected many unexpected messages generated such as the

solutions to the dilemma of a positive intention as well as
overcoming the limits of limiting beliefs may impress the
participants.

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 3. Concrete the messages generated are concrete and clear, and some
of them can even be put into action. These messages impress the
participants.

4. Credible as all the newly discovered learning methods or other

messages are generated by the participants mind from their own
experiences, the participants will firmly believe these messages and
this credibility may impress the participants.

5. Emotional positive emotions may be generated during the NLP six-

step reframing process and this may impress the participants.

6. Stories the whole process that the participants experience could be

presented by the participants in the form of a story. This nature of
stories may make the message impressive. Ramachandran (2011)
asserted that human brain communicates well when messages are
processed in the form of a story.

Heath and Heath (2007) called the above kind of messages sticky
messages and suggest that it can easily impress people, and it is probably
that the messages the participants generate in the NLP six-step
reframing are of such nature.

4.2 Research findings on the second research question

The second research question is What are the general influences of the
participants learning experience from the NLP six-step reframing
model on their Type I and Type II thinking styles? This question looks at
the changes in patterns of Type I and Type II thinking styles after the
impact of two NLP six-step reframing practices on the participants. The

104
research basically adopted a multiple case study approach with 16
participants. Each participant is treated as a case on his/her own in
undergoing his or her individual six-step reframing training.

In order to answer the second research question, some quantitative and

qualitative analyses have been carried out. Figure 4.1 and 4.2 can provide
an overall picture of what the quantitative analyses can tell. Basically, it
has been discovered that there is a major trend of increase in Type I
thinking styles scores after NLP six-steps reframing. But no major trend
of increase or decrease in Type II thinking styles scores has been found.

However, even if one can see some marked changes in Type I or Type II
thinking styles in some of the participants after the NLP practices, one
may still be unsure whether the change is due to the NLP practices or
some other things which could have happened to them during the time
between the NLP practices or in the month between the second NLP
practice and the final interview.

One way to make the investigation more rigorous is to look also at what
actually happened in the process of the NLP practice of the participants
and see whether there are actual elements that match the characteristics
highlighted in the theoretical definition of the Type I and Type II thinking
styles.

One systematic way of doing so is to look at the limiting beliefs the

participants discovered in the NLP practices as well as their self-
discovered learning methods. One can investigate the relation between
the amount of changes in Type I and Type II thinking styles of
participants and the kinds of limiting beliefs of participants. Here, one
can refer to section 4.1.2 in which two kinds of limiting beliefs have been
identified. One kind of limiting belief is to see oneself as the source of the

105
problem (i.e. this category is referred as Self) whereas the other kind of
limiting belief is to see the environment, such as the task or other people,
as the source of the difficulty (i.e. this category is referred as World).
Some analyses are carried out to see whether there is a difference in the
amount of increase in Type I and Type II thinking styles between the
groups of participants who expressed these two different categories of
limiting beliefs in their NLP practices. This can be done by t-test on the
effect sizes of changes in the Type I and Type II thinking styles scores
between the two groups.

Besides, one can investigate whether there is any relation between the
amount of changes in Type I and Type II thinking styles of participants
and the kinds of self-discovered learning methods of participants. Here,
one can refer to Appendix O of the summary of the discovered learning
methods of the participants. In analysing the kinds of self-discovered
learning methods, one can see two major orientations in the methods.
These two kinds of method orientations are change world/task to fit self
and change self to fit world/task.

For example, during the first NLP six-step reframing practice, Shirley
discovered a new way of study, that she sleeps a bit earlier the night before.
The next morning she can wake up a bit earlier. She can save time
struggling to wake up and can read the Bible. This is a method showing an
orientation to change the external environment and the task and is
therefore classified as changing tasks or the outside world to suit oneself.
Here is another example. During the first practice of NLP six-step
reframing, Lauren discovered a new way of study: after her professor
has finished a lecture, she can revise his notes and highlight those parts
that she does not understand. Then she can ask her classmates those parts
that she does not understand between breaks during lectures the next day.
This example illustrates how Lauren in her discovered method changes her

106
environment or task to fit her self. She does not have to shoulder all
the difficulties in comprehension by herself and therefore the method
orientation is classified as changing tasks or the outside world to suit
oneself.

The second kind of method orientation is changing oneself to suit the

world or the task. For example, during the first practice of NLP six-step
reframing, Yao Yao discovered two new ways of study. The first learning
method is to concentrate on what the teacher is speaking. The second
method is to repeat herself (i.e. by recalling the incident in her mind) the
English the teacher has presented. These two learning methods can both
illustrate the method orientation that Yao Yao to change her self to fit
the task. She tried to change her internal state of mind, awareness or affect.
Hence, it is classified as changing oneself to suit the world or the task.

Another example can be found during Yao Yaos second NLP six-step
reframing practice. Yao Yao discovered a second study method by just
focusing on what she is going to present and ignore how other people look
at her.

Analysis is carried out to see whether there is a difference in the amount of

increase in Type I and Type II thinking styles between the groups of
participants who expressed the two categories of method orientations in
their NLP practices. This can be done by t-test on the effect sizes of
changes in the Type I and Type II thinking styles scores between the two
groups.

From the above analyses, one can examine whether there is actually some
relation between the NLP practice, and in particular the thoughts arrived in
the process, and the changes in thinking styles of the participants.

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 Finally, another way is to go through the qualitative data case by case.
This is to provide an in-depth analysis of each participants changes in
thinking styles patterns together with their data in the interviews and NLP
practices which indicate how they actually think during such practices.
This can provide some evidence on whether there is some relation between
the participants thinking behaviour in the six-step reframing model and
the changes in their thinking styles.

The above-mentioned analyses and findings are further elaborated in

sections 4.2.1 to 4.3.4.

4.2.1 General influences of the learning experience of the six-step

reframing on thinking styles

The Type I thinking styles change in terms of effect size was shown in Fig
4.1 and Table 4.4 below. Type I thinking styles are characterized by
creativity-generating and high levels of cognitive complexity. The thinking
styles in Type I are legislative, judicial, hierarchical, liberal and global
styles. The scores in Table 4.4 are the sum total of the above 5 styles. The
possible range of score of each Type I style in the questionnaire question is
from 1 to 7. Therefore altogether the Type I thinking style score has the
possible range of 5 to 35.

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 Figure 4.1 Type I thinking styles changes: Post Test 3 - Pretest

The vertical axis of figure 4.1 represents effect size.

Table 4.4 Type I thinking styles changes in terms of effect size:

from pre-test to post test 3

Participant Pre-test Post test1 Post test2 Post test3 (Post3 - Effect
Pre) size of
changes
in Post3 -
Pre)
Hung 20.2 24.8 26 24.6 4.4 1.4
Shirley 22.2 20 25 26.6 4.4 1.4
Lauren 28.4 31.8 32.4 32 3.6 1.2
Heaveni 23 23.6 25.2 26.4 3.4 1.1
Toni 24.6 25.6 26 27.6 3 1.0
Rammy 21.4 22.4 22.8 24 2.6 0.8
Fok 26 25.8 27.2 28.4 2.4 0.8
Yao Yao 28 28.8 31 30.4 2.4 0.8
Siu Yau 19.8 20.4 20 22 2.2 0.7
Ivy 25.6 25.8 25.4 26.8 1.2 0.4
Pig 25.8 26.8 26.6 26.6 0.8 0.3
Jeffrey 25.4 29.4 28.4 25.2 -0.2 -0.1
Milka 23 24.6 22.6 22.6 -0.4 -0.1
Ka Ho 25.2 27.4 26.8 24.6 -0.6 -0.2
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Fishball 21 21.8 20.4 18.6 -2.4 -0.8
Lawrence 30.6 31 28.2 26.6 -4 -1.3

Effect size is a measure that describes the magnitude of difference. An effect size
is typically calculated by dividing that difference by the pooled standard deviation
of the measures of the group. Cohen's d is defined as the difference
between two means divided by a standard deviation for the data,
i.e., ( , are means and s is the standard deviation).

Here in this study s is taken to be the standard deviation of the pretest score of the
group of participants.

Intuitively, this tells us how many standard deviations difference there is between
before and after the intervention. Cohen (1988) proposed rules of thumb for
interpreting effect sizes: a small effect size is .20, a medium effect size is .50,
and a large effect size is .80. As Cohen warned, however, these rules of thumb
may be different for each field of study. Nevertheless, the effect size of this
research uses .80 as the line. Effect size of the changes above .80 can be classified
as marked changes. The purpose behind this is to provide some judgment on
magnitude of the effects of the learning experience of NLP six-step reframing
on thinking styles.

From figure 4.1 and table 4.4, one can see participants with Type I thinking styles
effect size changes in (Post test 3 Pretest) greater than or equal to 0.8 are Hung,
Shirley, Lauren, Heaveni, Toni, Rammy, Fok and Yao Yao. These participants
can be classified to have marked changes and there are altogether 8 participants.
Participants with Type I thinking styles effect size changes in (Post test 3 Pretest)
between 0.3 and 0.7 are Siu Yau, Ivy and Pig. These participants can be classified
to have slight changes and there are 3 participants. Participants with Type I
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thinking styles effect size changes in (Post test 3 Pretest) between -1.3 and -0.1
are Jeffrey, Milka, Ka Ho, Fish and Lawrence. These participants can be
classified to have negative changes and there are 5 participants.

4.2.2 General influences of Type II thinking styles

The change in Type II thinking styles was also investigated. The

investigation was done to see whether there would be any similar pattern
to Type I thinking style. Type II thinking styles are characterized by a
norm-favoring tendency and low levels of cognitive complexity. The
thinking styles in Type II include executive, local, monarchic and
conservative styles. The scores in Table 4.5 are the sum total of the above
4 styles. The possible range of score of each Type II style in the
questionnaire question is from 1 to 7. Therefore altogether the Type II
thinking style score has the possible range of 4 to 28.

Figure 4.2 Type II thinking styles changes: Post test 3 Pre-test

The vertical axis of figure 4.2 represents effect size.

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 Table 4.5 Type II thinking styles changes: Post test 3 - Pre-test

Participant Pre-test Post test1 Post test2 Post test3 Post3-Pre Effect
size of
changes
of (Post3-
Pre)
Toni 12 12.4 14.2 17.2 5.2 1.5
Ivy 15.6 17.4 18.4 19.6 4 1.2
Heaveni 12 17.2 15.6 15.4 3.4 1
Yao Yao 21.2 21 22.6 23.6 2.4 0.7
Shirley 20.4 23.2 22.4 21.6 1.2 0.3
Rammy 15.6 14.6 15.8 16.8 1.2 0.3
Hung 13.2 13.6 12.8 13.6 0.4 0.1
Lawrence 19.2 20.6 21.6 19.4 0.2 0.1
Fishball 13.6 13.4 14.4 13.6 0 0
Siu Yau 21 21.4 21 20.8 -0.2 -0.1
Pig 22 22 22.8 21.6 -0.4 -0.1
Milka 19.6 18.6 16 18.6 -1 -0.3
Ka Ho 18.4 19.8 18.6 17 -1.4 -0.4
Fok 17.8 16.6 15.2 15.2 -2.6 -0.8
Jeffrey 19.4 20.2 14 16 -3.4 -1
Lauren 21 17.4 15 17 -4 -1.2

Table 4.5 shows the Type II total scores of the Type II thinking styles of the 16
participants in the stages of Pre-test, Post test1, Post test2 and Post test3. (Post3
Pre) shows the difference in Type II total thinking styles scores between Post test3
and Pre-test. Effect size of the changes of Type II thinking styles total scores
(Post3 Pre) of each participant is calculated accordingly. Figure 4.2 shows the
distribution of effect sizes of the 16 cases in a diagram.

The findings are:

- 3 out of 16 participants (around 18.75%) have shown marked increase in
Type II scores with effect size 0.8.
- 3 out of 16 participants (around 18.75%) have shown marked decrease with
effect size 0.8

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- 10 out of 16 participants (around 62.5%) have shown only slight changes.

This means that there seems to be no general tendency that participants would
tend to increase or decrease their Type II thinking styles after NLP six-step
reframing experience.

4.2.3 Overall discussion on the influence on Type I and II thinking

styles

Overall, 50% of the participants have shown marked increase in Type I

and only 12.5% have shown marked decrease in Type I. This may mean
NLP six-step reframing learning experience has an overall positive
influence on the increase in Type I thinking styles scores.

This may be due to the newly discovered limiting beliefs and learning
methods in the NLP six-step reframing which inspired them to favour
Type I thinking styles. Further analysis about the discovered limiting
beliefs and learning methods and their possible connection to the
characteristic of Type I thinking styles are carried out to ascertain this
point. Sternberg (1993, 1997) defined thinking styles as ones habitual
patterns or preferred ways of thinking while working out the solution of a
task. The investigation is to see whether the element in the newly
discovered limiting beliefs and learning methods will favour changing the
participants habitual patterns or preferred ways of thinking towards the
Type I thinking styles.

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4.3 Relationships between limiting beliefs, newly discovered
learning methods and the change in thinking styles

4.3.1 Research findings about limiting beliefs

As mentioned in section 4.1.2, limiting beliefs can be grouped under the

categories of self and world. The relation between the amount of
changes in Type I and Type II thinking styles of participants and the
kinds of limiting beliefs of participants can be explored based on the data
listed in Table 4.6.

Table 4.6 Effect size of change in Type I and Type II scores in limiting
beliefs of all participants

Obstacle in the Obstacle in the Effect size of Effect size of

limiting limiting change in change in
beliefs beliefs Type I scores Type II scores
discovered in discovered in
the first NLP the second
practice NLP practice
Shirley Self Self 1.4 0.3
Pig Self Self 0.3 -0.1
Hung Self Self 1.4 0.1
Lauren Self Self 1.2 -1.2
Fok Self Self 0.8 -0.8
Ivy Self Self 0.4 1.2
Rammy Self Self 0.8 0.3
Milka Self Self -0.4 -0.3
Ka Ho Self Self -0.6 -0.4
Fishball Self Self -0.8 0.0
Siu Yau Self Self 0.7 -0.1
Yao Yao Self Self 0.8 0.7
Jeffrey Self World -0.2 -1.0
Lawrence Self World -1.3 0.1
Toni Self World 1 1.5
Heaveni World World 1.4 1.0

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 From the above 16 participants, it can be observed that most participants
limiting beliefs are classified under the category self twice.

The average effect size of change of Type I thinking styles scores of the
self-self group is 0.5 and the average effect size of change of Type I
thinking styles scores of the self-world & world-world group is 0.225.
The average effect size of change of Type II thinking styles scores of the
self-self group is -0.025 and the average effect size of change of Type II
thinking styles scores of the group self-world & world-world is 0.4. T-
test indicates that the average change in Type I and Type II thinking styles
scores are NOT significantly different (p<0.05) between the two groups
of participants. Yet, one should note that the non-significance of the
difference might be due to the small number of participants in the latter
group, which only includes the participants Jeffery, Lawrence, Toni and
Heaveni in the above Table 4.6.

4.3.2 Research findings about method orientations

In analyzing the discovered methods, one may basically classify the

method orientation into two types, namely changing tasks or the outside
world to suit oneself and changing oneself to suit the world according
to the criteria mentioned in Section 4.2.

Participants like Ka Ho, Fishball, Siu Yau, Yao Yao, Jeffrey and Lawrence
belong to the category of changing oneself to suit the world or the task
The other 10 participants belong to changing tasks or the outside world to
suit oneself

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Table 4.7 Effect size of change in Type I and Type II scores in method
orientation of all participants

Method Effect size of change Effect size of change

orientation in Type I scores in Type II scores
Shirley change 1.4 0.3
world/task
Pig change 0.3 -0.1
world/task
Heaveni change 1.4 1.0
world/task
Hung change 1.4 0.1
world/task to
suit self
Lauren change 1.2 -1.2
world/task to
suit self
Toni change 1 1.5
world/task to
suit self
Fok change 0.8 -0.8
world/task to
suit self
Ivy change 0.4 1.2
world/task to
suit self
Rammy change 0.8 0.3
world/task to
suit self
Milka change -0.4 -0.3
world/task to
suit self
Ka Ho change self -0.6 -0.4
Fishball change self -0.8 0.0
Siu Yau change self 0.7 -0.1
Yao Yao change self 0.8 0.7
Jeffrey change self -0.2 -1.0
Lawrence change self -1.3 0.1

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 Analyzing the change in Type I effect size, one can find that there is a
relatively more positive change in Type I style for the group belonging to
changing tasks of the outside world to suit oneself compared to that of
the group changing oneself to suit the world.

The average effect size of change of Type I thinking styles scores of the
changing tasks of the outside world to suit oneself group is 0.83 and the
average effect size of change of Type I thinking styles scores of the group
changing oneself to suit the world is -0.23. However, T-test indicates
that there is only a near significant difference between the averages of the
two groups (p<0.073992371).

The average effect size of change of Type II thinking styles scores of the
changing tasks of the outside world to suit oneself group is 0.2 and the
average effect size change of Type II thinking styles scores of the group
changing oneself to suit the world is -0.116. These averages are small
and the difference between them is small. T-test also indicates that the
difference is NOT significant (p<0.830235644).

4.3.3 Possible explanation about the connection between the kind of

method discovered and the change in Type I thinking styles

There is an argument in NLP literature proposing that the degree of

difficulty in changing limiting beliefs about oneself is much higher than
that in changing limiting beliefs about the outside environment.

Dilts (1990) mentioned the nature of belief can be categorized according to

a widely known NLP model called logical levels of organization in
systems. Dilts (1990:1) elaborated, The brain, and in fact any biological
or social system, is organized into levels. Your brain has different levels of

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processing. As a result you can have different levels of thinking and being.
When we are working to understand the brain, or to change behaviours, we
need to address these different levels. These logical levels include
environment, behaviours, capabilities, beliefs and values and
identity. These levels of beliefs are to address different questions in the
human mind as indicated below:

Environment - addressing the questions of where and when

Behaviours - addressing the question of what
Capabilities - addressing the question of how
Beliefs and values - addressing the question of why
Identity - addressing the question of who

Dilts (1990:1) further elaborated, From the psychological point of view

there seem to be five levels that you work with most often. (1) The basic
level is your environment, your external constraints. (2) You operate on
that environment through your behaviour. (3) Your behaviour is guided by
your mental maps and your strategies, which define your capabilities. (4)
These capabilities are organized by belief systems which are the subject
of this work and (5) beliefs are organized by identity.

This actually corresponds quite well with the empirical results presented in
section 4.3.2. According to Dilts (1990) logical levels of organization in
systems, the method works easier on the basic level of environment and
hence allows something to be achieved. The results seem to indicate the
ease of achieving the change in the limiting belief according to the
methods discovered. This affects the resultant amount of change in the
Type I thinking styles.

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4.3.4 Possible explanation that there is no connection between method
orientation and Type II change

Analyzing the changes in Type II thinking styles, one can find that there is
no significant difference between the group belonging to changing tasks
of the outside world to suit oneself and the group changing oneself to
suit the world. In other words, the nature of method orientation does not
affect the change in Type II thinking styles.

One can argue that this may be because there is no general effect of NLP
six-step reframing learning experience on Type II thinking styles in the
first place, and such randomness may have outweighed any effect due to
difference in method orientation.

4.4 Findings from case-by-case analysis

The purpose of the case-by-case analysis is to do an in-depth analysis of

each case in its changes in thinking styles patterns together with the data in
the interviews and NLP practices. This can deepen the understanding of
the whole process and how NLP six-step reframing can influence
thinking styles.

The analysis is focused on analyzing two groups of participants. The first

group is the group with Type I effect sizes of change0.8. The second
group is the group with negative Type I effect size of change. The first
group is investigated to discover whether there can be any reasons that
cause the marked increase of Type I thinking styles of this group. The
second group, including the slight decrease cases (effect size ranging
from -0.2 to -0.1) and the marked decrease cases (effect size ranging from

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 -1.3 to -0.8), is investigated to find out any reasons that can cause the
decrease in Type I thinking styles scores.

There are 8 cases in which the effect size of the increase in total Type I
thinking styles is greater than or equal to 0.8. For each case, the change in
each of the five Type I thinking styles was examined. For each participant,
one can see that some of his/her scores of particular Type I thinking styles
may display a marked increase, meaning that the effect size 0.8. (In
terms of the actual average of scores of each style, it means the differences
are 0.7 in legislative; 0.6 in judicial; 0.8 in global,
hierarchical and liberal.) The possible relation between his or her
marked increases in certain Type I thinking style and what happened in the
NLP practices is explored. These cases are Hung, Shirley, Lauren,
Heaveni, Toni, Rammy, Fok and Yao Yao. The analysis on this group of
participants is reported in Section 4.4.1.

4.4.1 Analysis about the marked Type I scores increasing cases with
Type I effect size of change 0.8

The following analysis is restricted only to those cases with marked

increase in Type I scores. These cases are Hung, Shirley, Lauren, Heaveni,
Toni, Rammy, Fok and Yao Yao. The increase in Type I scores in these
cases are due to the increase in scores in legislative, judicial, global,
hierarchical and/or liberal. The analysis of Appendix P indicates how
much these thinking style characteristics are related to the methods
discovered in the NLP six-step reframing process. Appendix P lists out
the analysis of each participants changes in average Type I thinking styles
scores from Pre-test to Post Test 3. Then, there are suggestions in the
analysis on how the participants newly discovered methods may match
the characteristics of Type I styles. Not all the changes in each Type I style
in each case are reported in the paragraphs below. Focus is put on those

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Type I styles with effect sizes of change 0.8. (In terms of average scores
of each style, it means the differences are 0.7 in legislative; 0.6 in
judicial; 0.8 in global, hierarchical and liberal)

One example from Appendix P is described in the following to show how

each individual case is analysed.

The case for Shirley

Table 4.8 Average Type I thinking styles scores of Shirley:

Pre-test to Post Test 3

Average Type I scores

Pre-test 4.44
Post Test 1 4
Post Test 2 5
Post Test 3 5.32

Table 4.9 Scores of Shirley on different Type I thinking styles:

Pre-test to Post Test 3

Type I Pre-test Post Test 1 Post Test 2 Post Test 3

Legislative 4.4 3.6 5 5
Judicial 4.6 3.8 5.4 5.8
Global 3.8 3.2 4.8 4.8
Hierarchical 5.6 6 6.4 5.8
Liberal 3.8 3.4 3.4 5.2

During the first practice of NLP six-step reframing, Shirley discovered a

new way of study that she could sleep a bit earlier the night before. The
next morning she could wake up a bit earlier. She could hence save up the
time for struggling to wake up and could read the bible.

During the second practice of NLP six-step reframing, Shirley

discovered a second study method that on the day before she learned

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playing piano, she could turn down all the other appointments so that she
could practise playing piano the day before. On the day when she learned
playing piano, she could squeeze time as far as she could in order to
practise. After the lesson, she could go home to do the practice again.

Judicial thinking style involves working on tasks that allow for ones
evaluation. The first discovered learning method of Shirley almost
involved no element of evaluation; this may explain why the judicial
scores fell between Pre-test and Post Test 1. However, Shirleys second
discovered learning method involved judging what would be most
important for certain particular days. This reflects there was obvious
evaluation of the procedures of how best to spend her time so as to learn
better. Thus likely explains why judicial scores rise between Post Test 1
and Post Test 2.

Global thinking style concerns with paying attention to the overall

picture or meaning of an issue. In Shirleys first discovered learning
method, she focused on technical details rather than looking at a big
picture. This may explain why the global scores decrease between Pre-
test and Post Test 1. However, Shirleys second discovered method
clarified the overall importance of piano learning as compared to
appointment with friends. This may explain why the global scores
increased between Post Test 1 and Post Test 2. The global scores remain
unchanged in Post Test 3 after one month of the two NLP practices. As the
global style scores were relatively lower than the other Type I styles
scores at the pretest, this may also explain the extent of increase on this
style is relatively larger than that of the others. There was actually also
increase in hierarchical scores from Pre-test to Post Test 2. But
somehow it dropped back to the origin level after a month.

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Liberal thinking style concerns working on tasks that involve novelty
and ambiguity. Liberal scores increase between Post Test 2 and Post
Test 3 only. In her final interview report, there was a dialogue between the
researcher and Shirley which may explain the rise in liberal scores. The
dialogue is quoted as below.

Researcher: I see. So referring back to the final posttest Thinking Style

3 questionnaire we have just finished, I compare the posttest two that
we have done last month with this posttest 3. I found out that especially
your liberal thinking style changed from score of 3.4 to score of 5.2,
which is a very significant increase. What do you think about the
change? Anything special happened in this month related to the
increase? How will you explain this?

Shirley: Umm I think mainly becauserecently I am dealing with a

case and I have encountered an ambiguous situation with person that I
talked with, which was quite a complicated issue. So this might enhance
such think style.

So the increase in liberal scores may not be directly related to the

methods discovered in the NLP six-step reframing practice.

Putting together the increase of these judicial and global, scores seem
to agree with the problems and solutions discovered in the NLP practices.

In going through the 8 cases, one can observe the following:

First, the legislative scores usually rise when participants discover

methods that they feel creative or surprising, and the participants feel
they can decide for themselves what they will do and how they will do it.

Second, the liberal scores usually rise when participants discover

methods that they perceive as creative or novel, and the participants
feel they can go beyond existing rules and procedures to maximize change
and to seek situations that are somewhat ambiguous.

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 Third, the global scores usually rise when participants discover methods
that they take one focus or one main purpose and the participants prefer
dealing with large and abstract issues over the other details.

Fourth, the hierarchical scores usually rise when participants discover

methods that divide their tasks into parts and organize these tasks
according to priority so that they can be dealt with in a more systematic
way.

Fifth, the judicial scores usually rise when participants discover methods
through comparing differences and judging, in their perception, what was
right to do and in what condition(s).

Table 4.10 below indicates the marked increase in thinking styles scores of each
kind of Type I thinking style in this group

Table 4.10 Marked increase in Type I thinking style scores

Marked increase in Type I thinking styles scores

Legislative Liberal Global Hierarchical Judicial
Hung, y y y
Lauren, y y y y
Heaveni, y y y
Toni y y
Fok y y y
Shirley y y
Rammy y y
Yao Yao y y

y = yes

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The following is some elaborations of the above five observations.

4.4.1.1 Elaboration of the first observation

The legislative scores usually rise when the participants discovered
methods that they perceived as creative or methods they felt surprised
and that they could decide for themselves what they would do and how
they would do it. This pattern can be found in the case of Hung, Lauren,
Heaveni, Toni and Fok. (i.e. 5 out of 8 participants in this group).

For example, in the first interview with Hung, Hung mentioned, Yes, I
think it does influence me because it provides some methods. It makes me
think of some methods for myself in my continual study. I will follow
these methods as to change my study mode. I think it affects me. In his
description, Hung emphasized his particularity that his newly discovered
studying methods can be something new that can affect his study mode
and that he could decide for himself what he would do and how he would
do it. He also said he was working something for himself. Of course, the
method is new only in the perception of Hung. It may be ordinary to the
other people but new to Hung.

Another example can be found in the first interview with Heaveni, she
described about her newly discovered methods, How it influenced meI
think it is quite important to me, daily life experience, especially in my
work. I think currently I have difficulties in my work that I might spend a
few hours to deal with a task. So if I try to carry out these steps [the first
step is to read the guidelines and regulations of her task and the second
step is to ask other people how to do the task], it may be more systematic
and better. And it was interesting that just now I saw a pictureyou asked
me what image I sawsuddenly I saw some clouds in front of me and a
person like myself. There was a lot space and suddenly this person was
holding a map in her hand. She was feeling excited but she was not sure
about where to go. But to me, the message behind this image was that I

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 have to read the map first, try to find the way to go, and on the way when I
get lost, I can ask other people. The points here are that Heaveni found
the method interesting, that the method can be perceived as her own
creative interpretation, and that she could decide for herself what she
would do and how she would do it.

4.4.1.2 Elaboration of the second observation

The liberal scores usually rise when the participants discovered methods
that they perceived as creative or novel and that they could go beyond
existing rules and procedures, to maximize change, and to seek situations
that are somewhat ambiguous.

This pattern can be found in Hung, Lauren, and Heaveni. (They are 3
among the 5 mentioned for legislative style).

For example, in the first interview with Lauren, she described about her
newly discovered learning method, Umm it [Laurens creative part]
told me that, there was a method asking me to revise the notes again after
the professor taught me. I also have to mark down the things I do not
understand so that the next day, in between the lecture during the 15
minutes break time, I can ask my classmates. For example, how to
calculate the mathematical question and probably they will be willing to
answer me. Then she went on describing how this experience might
influence her, I think this is quite novel to me because I used to think that
my body parts are my body parts. For example, our hands help us write or
accomplish other tasks in daily life and they dont have any feelings. But
this NLP experience made me think that I can actually feel what [different]
signals do my body parts transmit to me to help me know more about the
true self and to notice my real thoughts, which is very novel. There is an
indication showing that Lauren found her newly discovered novel and
that she could go beyond existing rules and procedures, to explore more

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 perspectives and to try out more possibilities to maximize change, and to
seek situations that are somewhat ambiguous and this may have caused the
rise in her liberal scores.

4.4.1.3 Elaboration of the third observation

The global scores usually rise when participants saw one focus or one
main purpose in their newly discovered methods. This pattern can be
found in Shirley, Lauren, Rammy and Fok (So 4 out of the 8 in this group
of participants).

For example, in the second interview with Shirley, she described her
newly discovered as My legs reminded me that on the day before I learn
to play the piano, I should reject the activities arranged at night and spend
the night to practice piano. And during the day I learn the piano, I should
also spend some time to practice it first. After I have finished the piano
lesson, I should also find some time to practice it immediately. This
description showed that Shirley did not focus simply on the technical
details of her method such as in improving her ways of learning piano
playing but on the overall importance of the learning. This focus would
arrange her activities in a holistic and strategic manner. She put emphasis
on this overall main purpose and importance and pushed away other
business. This may have caused the rise in global scores.

4.4.1.4 Elaboration of the fourth observation

The hierarchical scores usually rise when participants could divide their
tasks into parts and organize these tasks according to priority. This pattern
can be found in Hung, Heaveni, Toni, Rammy and Yao Yao (5 out of the
8).

For example, during the first practice of NLP six-step reframing, Hung
discovered a new way of study on how to understand an essay by breaking

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 it down into small parts and reading them bit by bit. Hungs first
discovered learning method has enabled Hung to learn in a bit by bit
manner of essay reading. This bit by bit manner actually involves seeing
the task as parts and prioritizing the parts and deal with them one by one as
a way of tackling the whole, and this seems to agree with the general
increase of the hierarchical scores. The prioritizing occurred also when
Hung determined which bit had to be done first and which bit later in
a bit by bit manner in dealing with his task.

4.4.1.5 Elaboration of the fifth observation

The judicial scores usually rise when participants could judge, in their
perception, what was right to do and on what condition(s). This pattern can
be found in Shirley, Lauren, Fok and Yao Yao (4 out of the 8 participants
in this group).

For example, in her second interview, Lauren described her newly

discovered method as, UmmActually yes. At that time [the time
Lauren asked one of her body parts, her ears, any suggested method(s)] I
saw my mums face but I did not know the reason behind or what it meant.
Afterwards I saw an image like dawn and I thought aboutas my mum
usually gets up very early to go to work. This might suggest to me that I do
not necessarily have to work till too late, I can try to get up earlier so that I
can work better with my assignment with a clearer mindset. And ifas I
always think that I should not be able to wake up early. So maybe my
mum has to get up early to work, she can help me with waking me up. So
they [the ears] suggested this method to me. The whole description
implied a perception from Lauren on what was right to do (namely that her
mother got early up to work) and how it should be done. She saw her
previous habit as wrong and her mum as an alternate to follow and also as
support for that change. This may have caused the change in judicial
scores.

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 The above observations were only general observations and there could be
exceptions. For example, after her first NLP practice, Shirley had a drop in
both legislative and liberal scores. This may be due to Shirleys
perception on her discovered method sleeping a bit earlier the night
before as a daily routine instead of a creative or novel method.

4.4.2 Analysis about the slight and marked Type I scores decreasing
cases

There are altogether 5 cases in this category. These cases are Jeffrey,
Milka, Ka Ho, Fishball and Lawrence. Jeffrey, Milka and Ka Ho belong to
the slight decrease cases (effect size ranging from -0.2 to -0.1). Fishball
and Lawrence belong to the marked decrease cases (effect size ranging
from -1.3 to -0.8). Several factors have been identified which may affect
these cases and cause the decrease in Type I scores. These factors are as
follows:
(1) Unknown intervening factors influencing styles might have existed
in the month between Post Test 2 and Post Test 3, and these factors
caused a drop in the Type I thinking styles although the styles of
the participants had been increasing from pre-test to Post Test 2.

(2) Not having the opportunity to carry out thinking with Type I styles
in the month between Post Test 2 and Post Test 3, as some subjects
explained, although the participants had had increase in Type I
thinking styles from pre-test to Post Test 2.

(3) The subjects fear appearing during the NLP six-step reframing
process might have sabotaged creativity and affected the styles
legislative and liberal, as reflected in the case of Fishball.

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(4) The subjects illnesses might have affected the subjects
concentration in the NLP process, as reflected in the case of Milka.

(5) The subjects unstable trance state in the NLP practices, as

observed in the cases of Lawrence, Fishball and Jeffrey.

(6) The subjects infirm belief in his or her discoveries, as mentioned

in the cases of Fishball and Jeffrey.

These six points are elaborated as follows:

4.4.2.1 Elaboration of the first point
Firstly, unknown intervening factors influencing styles may exist in
the month between Post Test 2 and Post Test 3. This pattern can be
observed in all the 3 cases of Jeffrey, Milka and Lawrence (the
three slight decrease cases). For example, Jeffreys global
thinking styles scores started initially at 2.2 at pre-test, then rose to
5.6 at Post Test 1 and then to 5.8 at Post Test 2. Finally, there was a
decrease of global scores from 5.8 (Post Test 2) to 4.4 (Post Test
3) after one month. For Milka, his legislative thinking styles scores
started initially at 4 at pre-test, then rose to 4.6 at Post Test 1 and
then dropped slightly to 4.4 at Post Test 2. Finally, there was a
decrease of legislative scores from 4.4 (Post Test 2) to 3.8 (Post
Test 3) after one month. For Lawrence, his legislative thinking
styles scores started initially at 6.4 at pre-test, then rose to 6.6 at
Post Test 1 and then dropped to 6 at Post Test 2. Finally, there was
a decrease of legislative scores from 6 (Post Test 2) to 5.2 (Post
Test 3) after one month. Basically, many possible unknown
external intervening events might have happened between Post
Test 2 and Post Test 3 but the participants did not explain on that in
their final interviews.

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4.4.2.2 Elaboration of the second point
Secondly, some subjects explained that the reason for the drop
might be that they did not have the opportunity to carry out
thinking with Type I style. This pattern can be observed in the
cases of Ka Ho (in the slight decrease group) and Fishball (in the
marked decrease group). In the case of Ka Ho, it can be observed
that his legislative scores increased from 5 (Pre-test) to 5.2 (Post
Test 1) and from 5.2 (Post Test 1) to 5.8 (Post Test 2), but then it
fell from 5.8 (Post Test 2) to 4.8 (Post Test 3). This means that the
NLP six-step reframing process has effectively caused the
legislative scores increase. The only decrease happened during
the month between Post Test 2 and Post Test 3. Ka Ho explained
this sudden drop in his final interview, It may be due to the
external reason that I got limited time on thinking creatively in
problem solving as tasks rushed to my schedule continually.
Therefore, I dont have many creative ideas. I just seek for advice
from the others in order to finish the tasks as soon as possible.

Another observation is that the liberal scores of Ka Ho increased

with the NLP six-step reframing practice from 4.4 (pre-test) to
5.4 (Post Test 2) but then decreased from 5.4 (Post Test 2) to 4.4
(Post Test 3) in the following month. Ka Ho also commented in his
final interview about the drop, It may be because I didnt use mind
map in the past month due to time limitation. This may be the
reason for my weaker understanding in abstract ideas. Then, maybe
I return to the original level. These two pieces of evidence might
reflect Ka Hos legislative characteristics did not have a chance
to be fully carried out during the month between Post Test 2 and
Post Test 3 due to the external environment.

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 For Fishball, there was also a fall of judicial scores from 4 to 3.2
between Post Test 2 and Post Test 3. Fishball, in her final interview
(Appendix J), explained herself, Ummmaybe because last time
when I did the test, I needed to make a lot of judgments every day
as I was going through the placement. But in the previous week, I
was quite free and I did not have to make any judgments or think
too much. This might be one of the reasons. I am also in a bad
mood and feeling headache.

Also, there was a fall of hierarchical scores of Fishball from 4 to

3.4 between Post Test 2 and Post Test 3. The hierarchical scores
of Fishball remained constant at 4 from pretest to Post Test 2. In
her final interview (Appendix J), Fishball explained, I think
maybe because at present I only have to focus on working on my
final year project and I do not have other tasks to work on and I do
not have to prioritize the tasks. So I do not have to use this kind of
skill. Again, this might reflect Fishballs Type I thinking style
characteristics were not fully unleashed during the month between
Post Test 2 and Post Test 3 because of the change in the external
environment.

4.4.2.3 Elaboration of the third point

Thirdly, the subjects fear appearing during the NLP six-step
reframing process may sabotage creativity, and this may affect the
styles legislative and liberal, as reflected in the case of Fishball
(in the marked decrease group). During the first practice of NLP
six-step reframing, Fishball discovered a new way of study to be
used when she attended lectures. She said she should not be afraid
and instead should affirm herself that she had the power to
understand and could absorb the knowledge. Yet negative emotion

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 such as fear appeared during the NLP process and this might have
weakened her creativity and consequently her legislative scores.

During the second practice of NLP six-step reframing, Fishball

had discovered a second study method, swimming with her face
facing up first. She thought after getting used to this feeling, she
could swim with her face facing down like a dead body. She said
this method was meant to help her to lessen her fear.

Besides, in her first interview record (Appendix J), Fishball also

mentioned her fear in study, When the lecturer started to teach, I
should not bear a fearful mind to attend the lectures. I should
immediately remind myself that actually I could have the ability to
listen, to comprehend the knowledge and to remember them. Also
the knowledge is not that difficult to me. Such method can enhance
me to comprehend the knowledge.

It is suspected that Fishball has always had a fearful mind in

learning and that she tries to force herself to believe that she is not
that weak and this may sabotage creativity. If this was the case
during the discovery of the learning methods in the two NLP
practices, this might explain the drop in her legislative scores.
These two pieces of evidence in the first and second NLP practice
of Fishball may reflect that the generation of fear can cause the
decrease in Type I thinking styles scores. Learning how to accept
and channel fear of participant may be an important area of future
research in NLP six-step reframing.

4.4.2.4 Elaboration of the fourth point

Fourthly, a subjects illnesses may have affected the subjects
concentration in the NLP process, as reflected in the case of Milka

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 (in the slight decrease group). Reviewing the audio tapes of the
second NLP practice, it can be observed that Milka had caught a
very severe cold during the second NLP practice. One incident was
that during the process Milka had stopped the researcher for a
while asking for tissue papers for sneezing. It is suspected that this
affect Milkas concentration in the trance state, and as a result, his
creativity might have been affected. He just tried to follow the
instruction of the NLP practitioner. If this was the case, this may
explain why the legislative styles fell from 4.6 (Post Test 1) to
4.4 (Post Test 2) and the liberal styles fell from 4.8 (Post Test 1)
to 3.8 (Post Test 2). The NLP expert who validated the NLP
practice session also discovered Milka caught a cold during the
second NLP practice and agreed that this might have affected the
results.

4.4.2.5 Elaboration of the fifth point

Fifthly, the subjects unstable trance states were revealed in the
cases of Lawrence, Fishball (in the marked decrease group) and
Jeffrey (in the slight decrease group). It can be observed that
Lawrence was in fact analyzing and critically arguing what his
limiting belief was during his first and second NLP practices. From
a hypnotic point of view, when one is analyzing definitions of a
verbal cue, one is not deep in the trance state (Farago, 1993). Also
this non-believing attitude may sabotage creativity. This may
explain why the legislative scores of Lawrence decreased from
6.6 (Post Test 1) to 6 (Post Test 2).

For the case of Fishball, the expert validation data (Appendix L)

reveals that, during the second NLP practice, the method that
Fishball mentioned was to act as if she were a dead body
swimming. The NLP expert observed that she spent a relatively

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 longer period of time to search for this discovery and took the view
that her state was not that stable. The NLP expert also thought that
Fishballs attitude in answering the researchers questions was not
that serious. The words not that serious from the NLP experts
point of view means that Fishballs thoughts jumped from one
thought to another even when Fishball claimed herself to be in a
trance state. This may again reflect that Fishball was not in a stable
trance state, as it is common experience from the NLP experts
point of view that thoughts ought to be concentrated, steady and
continuous in a trance state, instead of jumping from one thought to
another very quickly. This may explain why her Type I scores fall
from 4.36 (Post Test 1) to 4.08 (Post Test 2).

For the case of Jeffrey, expert validation revealed that, during the
second NLP practice, Jeffreys limiting beliefs are concerned with
his relationships with other people, and this was difficult to be
controlled by Jeffrey. Jeffrey thus spent a relatively longer time to
search for his solutions, and this might also reflect that Jeffrey was
not in a stable trance state. This may explain why his Type I scores
fall slightly from 5.88 (Post Test 1) to 5.68 (Post Test 2).

4.4.2.6 Elaboration of the sixth point

Sixthly, the subjects infirm beliefs in his or her discoveries as
mentioned in the cases of Fishball and Jeffrey. For the case of
Fishball, expert validation data indicated that Fishball was jumping
between thoughts in answering all the questions in the NLP
practices and interviews. This could be a point to show that
Fishball did not firmly believe her discoveries, and this might cause
the decrease in her Type I thinking styles scores. For the case of
Jeffrey, expert validation data indicated that Jeffrey had got a habit
always amending his own discoveries. This may reflect that Jeffrey

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 was not confident about his own discoveries. This may also reflect
Jeffreys infirm belief in the NLP practices and may have led to a
decrease in his Type I thinking style scores.

4.4.3 Summary about features associated with the marked Type I

scores increasing

The analysis indicates how much these Type I thinking style

characteristics can be related to the methods discovered in the NLP six-
step reframing process.

One can observe the following points:

First, the legislative scores usually rise when participants discover

methods that they feel creative or surprising by and the participants feel
they can decide for themselves what they will do and how they will do it.

Second, the liberal scores usually rise when participants discover

methods that they perceive as creative or novel, and the participants
feel they can go beyond existing rules and procedures to maximize change
and to seek situations that are somewhat ambiguous.

Third, the global scores usually rise when participants discover methods
that they take one focus or one main purpose and the participants prefer
dealing with large and abstract issues over the other details.

Fourth, the hierarchical scores usually rise when participants discover

methods that divide their tasks into parts and organize these tasks
according to priority so that they can be dealt with in a more systematic
way.

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 Fifth, the judicial scores usually rise when participants discover methods
through comparing differences and judging, in their perception, what was
right to do and in what condition(s).

4.4.4 Summary about features associated with the slight and marked
Type I scores decreasing

Several factors may affect these cases and cause the Type I scores to
decrease. These factors are:

(1) Unknown intervening factors influencing styles may exist in the month
between Post Test 2 and Post Test 3, and these factors caused a drop in
the Type I thinking styles although the styles had been increasing from
pre-test to Post Test 2.

(2) Not having the opportunity to carry out thinking with Type I style
characteristics in the month between Post Test 2 and Post Test 3, as
some subjects explained, although the styles had been increasing from
pre-test to Post Test 2.

(3) The subjects fear appearing during the NLP six-step reframing
process may sabotage creativity and this may affect the styles
legislative and liberal, as reflected in the case of Fishball.

(4) The subjects illnesses may affect the subjects concentration in the
NLP process, as reflected in the case of Milka.

(5) The subjects unstable trance state, as observed in the cases of

Lawrence, Fishball and Jeffrey.

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(6) The subjects infirm belief in his or her discoveries, as mentioned in
the cases of Fishball and Jeffrey.

According to Kozhevnikov (2007), styles are malleable to the extent that

they can be adapted to changing environmental demands and modified by
life experiences. This may explain the above factors 1 and 2.
Concerning factor 3, Farago (1993) took the view that the strength of
hypnotic suggestions could be influenced by the existence of fear.
Accordingly, if a subject is fearful during the hypnotic process, this may
sabotage creativity and affect the result.

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 Chapter 5

Discussion

The main objective of this discussion is to answer the third research question:
What are the possible explanations for the influence of the participants NLP
six-step reframing experience on their thinking styles?

For 11 out of 16 participants, the experience of NLP six-step reframing has

caused a desirable increase in their Type I thinking styles. From this finding, it
may be reasonable to say that the influence of the learning experience of NLP
six-step reframing on Type I thinking styles tends to be positive.

There may be two reasons to explain this influence. One reason, as pointed out in
the previous chapter, is that the newly discovered learning methods of the
participants bear the characteristics of certain Type I thinking styles. The analysis
and detailed discussion on this point has been provided in Chapter 4 Section 4.4.

Another reason to be argued here in this chapter is that NLP six-step reframing
is a process that can unleash Type I thinking styles. NLP six-step reframing
appears to be a problem solving process that involves thinking and information
processing comparable to those suggested by Sternberg (2009) in his model of
problem solving. Section 5.1 will explain the comparison. It is argued that when
the participants carried out NLP six-step reframing as problem solving, they
experienced the generation of new insights, and this creative process may help in
increasing Type I thinking styles. Certain salient features of NLP six-step
reframing as a problem solving process may be instrumental for the desirable
changes in Type I thinking styles.

In relation to the last point, something that seems paradoxical needs to be

discussed. Based on the logic just mentioned, that creative problem solving

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experience can help increase Type I thinking style, one would expect to see a
general positive growth in Type I thinking styles among other existing
intervention studies that make use of constructivist learning or problem solving
activities to enhance participants thinking styles. However, paradoxically, this
has not been reflected in the research literature so far. Previous intervention
studies on raising Type I thinking styles through constructivist learning or
problem solving activities have not displayed clearly such positive effect. Section
5.2 will discuss the possible reasons, namely what are the other salient features in
the NLP six-step reframing, which may have been absent in the other
intervention studies, with a hope that other intervention studies in the future might
be made more effective by paying more attention to these features in their
methods. The main argument is that Type I thinking styles should be nurtured
rather than trained directly. To nurture such disposition, participants were
provided with problem solving occasions in which participants tried to resolve
real dilemma and carried out reflection on their thinking habits, supported with
multiple representations and dialogue between multiple perspectives. However,
this may not be enough. To make the process conducive to ones desirable
changes in thinking styles, autonomy, ownership, positive affection and serene
environment are essential features. Or else, the outcome will not be their truly
preferred ways of thinking, but skills or routines that they are just made to learn in
meeting the demands of the teachers or authorities.

5.1 NLP six-step reframing as problem solving process

5.1.1 Problem solving nature of NLP six-step reframing

First of all, one needs to note what problem solving means here.
Sternberg (2009:430) stated, We engage in problem solving when we
need to overcome obstacles to answer a question. Here, if the answer is
clear, or if there is a certain algorithm or series of steps that can guarantee

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 the answer, one just performs the algorithm or steps to get the answer, one
does not call it problem solving. In other words, problem solving
means the case when the path towards the solution is unclear.

Pretz, Naples & Sternberg (2003) took the view that the processes
involved in problem recognition, definition, and representation are quite
varied. Hence The ability to think divergently and flexibly is valuable in
the process of problem formulation, When they are working on a
problem, they naturally attempt to redefine and re-represent the problem,
thus increasing their chances of finding a definition and representation that
will yield a creative solution. (Pretz, Naples & Sternberg, 2003 p26).

This is obviously the kind of situation that participants in the NLP six-
step reframing practices were facing. They had certain learning
difficulties to overcome, but the methods were unclear. They had to
explore different ways of thinking about it and to try out different methods.
So it may be quite reasonable to say that they were doing problem solving.

5.1.2 NLP six-step reframing and Sternbergs (2009) problem

solving model

If one looks at the descriptions of the process of NLP six-step reframing

and Sternbergs (2009) problem solving model, it is not difficult to see
certain correspondence between the two.

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 Table 5.1 Comparison of Sternbergs (2009) problem solving model and
NLP six-step reframing

Sternbergs (2009) problem solving NLP six-step reframing

model
1. Problem identification (i) Identify the problem (The limiting
belief)

2. Definition of problem (ii) Establish communication with the

part that is responsible for the
limiting belief.

(iii) Establish the positive intention of

the part and separate it from the
unwanted behaviour.

3. Constructing a strategy for problem (iv) Ask your creative part to generate
solving new ways of fulfilling that positive
intention.
4. Organizing information about a
problem

5. Allocation of resources

6. Monitoring problem solving (v) Get agreement from the original

part that it will use one or more of
these new options rather than the
original behaviour.

7. Evaluating problem solving (vi) Ecology check by imagining future

pacing of oneself into the problem
situation.

Step 1 of Sternbergs (2009) model is similar to step (i) of NLP six-step

reframing as both steps involve the identification of a problem. The result
of step (i) of NLP six-step reframing is that one can find ones limiting
belief, which is expressed in the form of I want to learn something (called
X) but another thing (called Y) stops me.

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Step 2 of Sternbergs (2009) model involves understanding and analysis of
given information in defining a problem, whereas steps (ii) and (iii) of
NLP six-step reframing make use of the information from the
communication among different parts of the self and the identification of
ones positive intention to define the problem in a more complete and
elaborated way in terms of the limiting belief as well as the positive
intention.

For example, in Hungs case, Hung has a limiting belief that he wanted to
study all the notes but he felt he did not want to study. After the dialogue
between different parts of himself, Hung discovered the positive intention
that he felt reading the notes was his responsibility of learning. So he
understood his purpose and was willing to pick up his responsibility to
learn. This can be taken as a kind of problem definition process, through
which the problem becomes better understood with better discernment of
the key elements of the problem and its context.

The functions of steps 3 to 5 of the Sternbergs (2009) model are similar to

that of step (iv) of NLP six-step reframing, in which the creative part
generates way of fulfilling that positive intention. The process involves
constructing a tentative problem solving strategy, and then organizing
information and allocating resources to implement that strategy as
highlighted in the model of Sternberg, in which resource allocation can
mean allocating mental resources and/or external resources like time,
money and space required. What Sternberg says here is similar to what the
participants of NLP six-step reframing did.

For example in the first NLP practice of Fok, there was the following
dialogue:

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 Researcher: Can you invite a part of Fok which is the creativity part of
you? Ask it I have this positive intention and I want to learn as well. Is
there any creative method helps me learn for satisfying this positive
intention?

Fok: Spare more time to watch the news but I dont have the time.

Researcher: Umone of the ways is to spare more time to watch the

news but at the same time you have another limitation is that you dont
have time.

Fok: Um.

Researcher: How about lets ask the creative part I want to spare time
to watch the news but I dont have time. Ask your creativity part about
how to solve this problem. Believe that you have the creative power to
help you solve the problem.

Fok: Force myself to finish reading a set of local news every day.

In the above quoted data, the strategy that was generated by Foks creative
part was to spare more time to watch the news, the organized
information was the news, and the allocated resource was the time.
While noticing the issue of not having enough time, Fok has her strategy
refined as reading one set of the many news.

This step of NLP six-step reframing may also involve the organization
of information and resources including images and auditory signals and
other mental resources. This may be illustrated from the example in the
first practice of Ka Ho.

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 Ka Ho: It reminds me a situation, where it happens inside the classroom.
And then a group of friends are discussing the academic results.

Researcher: So you guys are talking about the academic results.

Ka Ho: Yes.

Researcher: So are you going through some learning at that moment?

Ka Ho: At that time I am not. At that time I have just finished taking a
few exams and some of the results have just been released and then a
group of friends are talking about the grades.

Researcher: So it is about the release of the results. Can you try to

search more about some situations where you were learning? Apart
from this release of the examination result, you can relax more. We
have plenty of time and you can search through it slowly.

Ka Ho: I see a pile of notes.

Researcher: So you see a pile of notes. Is there anything disturbing you?

Ka Ho: Yes.

In above scenario, Ka Hos talking with friends about academic results

comes as auditory information in Ka Hos mind, whereas Ka Hos seeing a
pile of notes provides him visual information. The whole dialogue between
Ka Ho and the researcher shows how Ka Ho was retrieving and organizing
his mental resources of auditory and visual information into a landscape in
his mind and developing his new focus.

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Step 6 of Sternbergs (2009) model, monitoring the problem, means
checking all along to make sure that one is getting closer and closer to the
solution. Step (v) of NLP six-step reframing serves a similar purpose. It
involves getting agreement from the original part, which holds the
limiting belief to the tentative strategy generated by the creative part of
the self. It is like checking a plausible solution against the issues or
constraints in the problem. If the original part disagrees with the
possible way, the creative part in step (iv) will need to modify the
existing strategy or generate some new ones. One example of this may be
found in the second NLP practice of Fok.

Researcher: Tell yourself that you can watch more news...the news
with sounds. Is it? Try to ask the other parts of the body and see if
there is any disagreement.

Fok: There is disagreement.

Researcher: There is disagreement. Ask what kind of disagreement

is it?

Fok: I cant understand everything even if I watch all the news

now.

Researcher: You may not be able to understand all the things even
you watch the news now. Ok. Bring along this disagreement to ask
your creative part. Yes You did it well. You suggested
watching news. But even watching the news now, you cannot solve
all the problems. Ask your creative part for any better
suggestions? Ask it.

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 Fok: Find the information related to that topic; not just watching
the news.

Researcher: Find the informationdoes it mean the information

about the topic in the lecture?

Fok: Yes, thats right.

Researcher: Read the information according to topic. Take this

suggestion to ask other parts of the body to see if there is any
disagreement?

Fok: No disagreement.

Researcher: No disagreement. Is it?

Fok: Um.

Researcher: GoodSay thanks to different parts of your body.

In the above quoted data, the participant has checked with different parts
of herself to see whether the idea she got is getting closer to her solution.
Her first idea she can watch more news was disagreed. It was only when
her creative part generated a refined idea to find the information related
to that topic; not just watching the news, there becomes no disagreement.
This may be a kind of monitoring named as step 6 of Sternbergs (2009)
model.

Step 7 of evaluating problem solving in Sternbergs (2009) model is

similar in function to step (vi) of ecology check in NLP six-step

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reframing. Evaluating problem solving in Sternbergs (2009) model
means doing a final evaluation of the solution to see how well it works.
In NLP six-step reframing, this evaluation is done through the so called
Ecology Check in which, a participant imagines carrying out the
solution in the problem scene, and tries to envision its success or failure in
that concrete situation. An example of this may be found in the second
NLP practice of Ivy. The following was the dialogue after she discovered
her method and got the agreements of the different parts of herself.

Researcher: Ok. Lets look at it again. Do you still remember the

picture of distributing the medicine?

Ivy: I remember.

Researcher: So now you look at yourself after going through all

these processes and distributing the medicine, how do you feel?

Ivy: I have more confidence.

Researcher: Very good. Thank you.

In the above example of Ecology Check, the researcher asked Ivy to go

through once again her past experience of distributing the medicine (that
was where the difficulty occurred) with nuance and let her have a final
check on whether the solution was likely to work in the life context. Here,
Ivy expressed that she felt the confidence, and the method hence has
passed the Ecology Check.

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5.1.3 Problem solving nature of NLP six-step reframing and the
increase of Type I thinking styles scores

With the above similarity, it is important to note that there seems to be a

unique character of NLP six-step reframing, as compared against most
other problem solving activities in which researchers generally apply
Sternbergs (2009) problem solving model. The difference lies in the
source and kind of information that are used in the problem solving
process. While most problem solving is mainly about processing
information provided from the outside world or information that emerges
from the operation on external objects, NLP six-step reframing deals
primarily with information the participants can obtain from recollection of
their past experience and their internal manipulation of the so obtained
sensory and perceptual information. The monitoring and evaluation are
also done in the mental world of participants rather in the actual world.

However, no matter where the source of information come, just like any
other problem solving process, NLP six-step reframing process involves
information processing. In the problem solving process, one needs to try
out different ways of processing the information. Through this, the
participants may acquire new ways of handling the information, or develop
new preferences on how they process such information. As a result, NLP
six-step reframing may have an effect on the change in thinking styles,
similar to other kinds of problem solving.

As pointed out earlier on, as NLP six-step reframing is a problem

solving process, the way to get around the obstacle towards the answer is
uncertain. Just like what Pretz, Naples & Sternberg (2003) pointed out, the
participants in NLP six-step reframing need to think divergently and
flexibly, to recollect their past experiences, imagine variations, or to
redefine and re-represent the problem. These in fact are the kind of

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 situations in which Type I thinking styles are most valuable, and hence
likely to be stimulated to grow.

5.1.4 Salient features that explain how NLP six-step reframing as a

problem solving process may result in the desirable changes in
Type I thinking styles

From the researchers point of view, there are two salient features in NLP
six-step reframing practice that may be helpful:

1. NLP six-step reframing facilitates internal dialogue among different

parts within the participants, and this stimulates participants towards
multiple perspectives thinking, and this can facilitate desirable
increase in Type I thinking styles.

2. Dissonance resulting from limiting beliefs and positive intentions in

NLP six-step reframing helps generating insights, and experiencing
of such can facilitate desirable changes in thinking styles.

5.1.4.1 Salient feature 1: NLP six-step reframing facilitates

internal dialogue among different parts within the
participants, and this stimulates participants towards
multiple perspectives thinking, and this can facilitate
desirable increase in Type I thinking styles.

It occurs in all the participants of this research that they claimed

they had the experience of internal dialogue among different
parts within their mind. These parts include the parts
responsible for their limiting beliefs, the parts responsible for

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their creativity and also the parts in their mind that may oppose
the suggested solutions coming from the creative parts. The
dialogue among these different parts supports multiple
perspectives for participants to generate possible new learning
methods. This may be in fact an important part in all true problem
solving process. The dialogic process carries much Type I thinking
characteristics and help to change desirably the Type I thinking
styles. One example can be found in the first interview of Lauren
after the practice of NLP six-step reframing.

Researcher: How do you think the whole process of NLP six-

step reframing model can influence you?

Lauren: I think this is quite novel to me because I used to think

that my body parts are my body parts. For example, our hands
help us write or accomplish other tasks in daily life and they
dont have any feelings. But this NLP experience made me think
that I can actually feel what signals do my body parts transmit to
me to help me know more about the true self and to notice my
real thoughts, which is very novel.

In fact, many people have the practice of self talk in their minds.
Yet, the association of the different points of views to different
parts of the body may provide an interesting and useful analogy
to facilitate such self talk. The multiple perspectives generated
from the dialogue may provide the participants with more
possibilities to solve their learning problems. Insights that are new
perceptions of the connection between things, may also be more
easily generated. Such exploration and evaluation of multiple
possibilities in a more flexible manner may stimulate thinking with
Type I characteristics.

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 This dialogue among different parts can also be found in other
practices like transactional analysis (Berne, 1961; Berne, 1964) and
the Satir model (Satir, Banmen, Gerber and Gomori, 1991; Satir,
1978). In order to further validate this explanation of the effect,
other NLP practices that use similar internal dialogue among
parts to generate multiple perspectives may also be investigated
in the future to see whether they are also conducive to the increase
in Type I thinking styles.

5.1.4.2 Salient feature 2: Dissonance resulting from limiting beliefs

and positive intentions in NLP six-step reframing helps
generating insights, and experiencing of such can facilitate
desirable changes in thinking styles.

Festinger (1957:3) stated, I am proposing that dissonance, that is,

the existence of nonfitting relations among cognitions, is a
motivating factor in its own right. By the term cognition, I mean
any knowledge, opinion, or belief about the environment, about
oneself, or about ones behavior. Cognitive dissonance can be seen
as an antecedent condition which leads to activity oriented toward
dissonance reduction just as hunger leads to activity oriented
toward hunger reduction.

In this research, cognition begins with the limiting beliefs that are
manifested in the form of I want to learn something called A but
another thing called B stops me. These limiting beliefs point to the
existence of non-fitting relations in ones beliefs and, according to
Festinger (1957), dissonance appears.

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The dissonance may call for some important restructuring of the
perception; the experience of such generation of insight may
facilitate desirable changes in Type I thinking styles.

During the NLP six-step reframing, the participants, having

found their limiting beliefs (problems to be solved), were faced
with their own discovered positive intention to solve the
problems. Dissonance resulted from their limiting beliefs. At the
same time, their discovered positive intention added further to
the dissonance. This has created even stronger motivation for them
to solve the problems. For example, in the second NLP practice of
Ivy, Ivy got her limiting belief that she wanted to learn how to
distribute medicine correctly to patients but she was confused about
the correct ways to do that. Dissonance arose. At the same time
Ivy got the positive intention that she wanted to work best for the
well-being of her patients. This positive intention further
motivated Ivy to solve her problems and helped her to generate an
insightful solution. On this basis, one can contemplate that
dissonance resulting from the articulation of limiting beliefs and
positive intentions in NLP six-step reframing may help in
generating insights.

Dominowski & Dallob (1995) mentioned that insight could be

characterized as a form of understanding (of a problem and its
solution) that could result from the restructuring of perception, that
is, a change in a persons perception of a problem situation. In this
restructured perception, new elements may be noticed or the
relative positions or relations between existing elements may
change, and hence new meanings can be discerned on the elements
as well as on the whole. Based on this definition, many newly
discovered ways of learning generated during NLP six-step

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reframing may be viewed as insights. For example, in Laurens
second NLP practice, there was the following dialogue:

Researcher: Ears. Lauren, I would like to invite you to ask your

ears, I want to work on the assignment well. But I think I dont
have enough time and I think the work is really difficult and it is
information overload, which hinder me. [Limiting belief of
Lauren] But I have the positive intention, I want to work on the
assignment well and hope that my teacher can change his
perception towards me. [Positive intention of Lauren]

Ask your ears. What are the ways that can meet both sides?
[Both the limiting belief and the positive intention] It might tell
you through a sound, visual image or body feeling. Search
through it slowly. We have plenty of time. [pause] You can treat
them [the parts concerning both the limiting belief and the
positive intention] as humans and ask them. They will answer
you.

Lauren: I can see

Researcher: There is a visual image appears.

Lauren: I can see my mum. [Generation of an image as possible
cue to solution]

The above dialogue shows the generation of a new image in the

perceptual field. The generation of this image may lead to the
change in the structure and focus of the whole perception of this
problem situation. The dialogue continues as follows:

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 Researcher: You can see your mum. So what implication does
this visual image give you? Why do they send this signal to you?
Ask them why. See if there is any sound, visual image or body
feeling.

Lauren: I can seethe morning. [Another element comes in]

Researcher: The morning. You can see a lot of lights?

Lauren: I guess it implies that as I usually work till late night

and when I work till late night I will feel tired. The next
morning I will wake up late. So maybe it tells me that You can
sleep earlier at night and wake up earlier in the morning, so that
you can work more efficiently and will have more energy.
[Restructuring of the whole that brings a new solution]

In the above example, the insight was actually when Lauren

suddenly understood why she saw her mother in the morning time.
This insight involves a new understanding of her problem as well
as a restructuring of her perception of her problem situation. The
restructuring of her perception led to a new solution I can ask my
mum to wake me up when she goes to work so that I can wake up
early as well. Going through the above process, Lauren generated
a possible solution and that she believed was a newly discovered
learning method.

Furthermore, Csikszentmihalyi & Sawyer (1995) asserted that

insight is part of Wallas (1926) conceptualization of the four
stages of creative process. These four stages are preparation,
incubation, inspiration and verification.

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Csikszentmihalyi & Sawyer (1995) asserted that insight is part of
the third stage inspiration. Moreover, Davidson & Sternberg
(1986) took the view that insight involves three processes, which
are selective encoding, selective combination and selective
comparison. This insight re-structures the original ideas in
generating a possible learning method. The process may stimulate
Type I thinking styles characteristics.

Referring also to Laurens example mentioned above. Among the

Type I thinking styles, his increase in legislative scores is the
highest (going from 5.2 in pretest to 6.6 in the final post-test) and
the above dialogue may likely illustrate what such increase in
legislative style scores may mean in real terms. Legislative
thinking opens new possibilities by revising existing rules into new
ones. The rules can be about how things are done and judged,
and/or roles and relations between different players. Obviously,
this is what has happened. The rule of work has been changed,
from working late at night and getting up late in the morning to the
other possible rule of sleeping early and getting up early to work.
Originally, improving ones study was to something to be achieved
by Lauren herself, but now it becomes something that her mother
could take a part in, to offer her help.

Here the solution involves new legislative. But how did this
change come about? It came because new elements were being
attended to in the reflection. While reflecting on what happened in
the past, Lauren could watch (or recall) what happened or from a
broader or slightly different perspective, as more elements entered
on the stage, first the mother, and then the morning time (which
originally unrelated to the work and hence not at the centre of
attention) was included into the scene. These new elements

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 provided a situation which allowed the creation of new meanings
and new rules, not just for these elements, but also for the whole set
of other things related to the problem. Of course, having such
situation provided does not necessarily mean the person would do
such legislative thinking. However, if a person (like Lauren) really
chooses to do this, and then gets some useful results from it then,
he or she would likely go for this way of thinking for the future.

Understandably, for the other participants, different elements may

come up in their perception, and provide them with the possibilities
for creating new meanings or connections of other kinds quite
different from Laurens. They may reorganize the newly perceived
elements along a different creative thinking direction. For example,
it may well be about the hierarchical thinking style. If a person has
difficulty in having an effective daily routine for learning, then
what come to the mind can be the multiple commitments one has.
Then, if provided with enough support, one may be stimulated to
order the different commitments, and see that some new
arrangement of priorities may help. If so, the hierarchical thinking
may be enhanced and/or the global thinking in developing an
overall coherent meaning of the various commitments.

5.2 Other salient features that have made NLP six-step

reframing effective

From the argument in the previous section, it may be reasonable to expect

positive growth in Type I thinking styles when a person takes part in
problem solving activities in general, if the process supposes multiple-
perspective dialogue, and encourages exploration and changes in

157
perception. However, previous intervention studies on constructive
learning or problem solving have not clearly displayed such positive effect.
So what may have caused the difference?

For the present research, the clear influence of the intervention on Type I
thinking styles may be related to some special features that the NLP six-
step reframing method has offered. The presence of these special features
may explain why NLP six-step reframing is producing clear desirable
changes in Type I thinking styles while other kinds of intervention studies
have not.

In accounting for the negative results of one intervention study, Zhang

(2013:247) suggested, constructivist learning environments such as the
ones created in Laus and Tais studies tend to be intimidating to students
because such learning environments often demand students work much
harder. Unable to deal with such new ways of teaching, students may at
times resort more to less creative thinking styles. This retreat to a more
comfortable zone of information processing is in line with Perrys (1970)
articulation of the trajectory of cognitive development

Inspired by Zhang (2013) and with reference to the researchers

observation, the researcher contemplates that the following possible
special features of NLP six-step reframing may be important in bringing
increase in Type I thinking styles:

1. NLP six-step reframing provides an environment that can free the

participants from distractions so that they can concentrate on their own
learning problems.

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 2. NLP six-step reframing respects the autonomy of participants to
choose freely their own solutions and to evaluate them according to
their meanings.

3. NLP six-step reframing emphasizes the generation and maintenance

of relaxed feelings and positive affection in the participants throughout
the process in reflection and thinking.

4. NLP six-step reframing helps participants reflect upon their own past
life experiences and hence participants awareness of their habitual
ways of thinking, and such awareness may facilitate changes to these
habits.

5. NLP six-step reframing helps participants work on their self-

identified problem, and hence the problems may likely be of strong
ownership to the participants. Ways of thinking learnt in such problems
may have a stronger effect on desirable change in their thinking styles
in general.

5.2.1 NLP six-step reframing provides an environment that can free

the participants from distractions so that they can concentrate
on their own learning problems.

NLP six-step reframing needs to lead participants into a trance state. In a

trance state, participants can focus on attending to their thoughts and
feelings in their mind. All participants in the process have claimed that
they could see or hear images or sounds of their past life experiences in
their mind in that state. Some participants have claimed that they have
generated feelings during the practice. NLP six-step reframing borrows
the hypnotic skills from Milton H. Erickson (Grinder and Bandler, 1981).

159
Ericksonian hypnosis (the hypnosis developed from Milton H. Erickson)
asserted that through suitable hypnotic suggestions the participants can
concentrate on suggestion-related thoughts in their minds and can free
themselves from outside distractions (Spiegel and Spiegel, 1978; Grinder
and Bandler, 1981; Zeig, 1985).

It is a belief in Ericksonian hypnosis that in human beings trance state,

there is the existence of a lot of thoughts that may manifest themselves in
the form of images or sounds. When participants are conscious, they may
not be easily aware of these existing thoughts because other distractions
may disturb these thoughts. However, when participants are led into a
trance state, they can attend more on the existing but less salient thoughts
inside their minds. As a result, they can notice more thoughts and feelings
concerning their learning problems that come to them. One example can
be found in the first NLP practice of Rammy.

Researcher: Rammy, I would like to invite you think about a learning

situation where you can learn. Allow your thinking to search through
it. In this learning process, is there anything that disturbs you and
makes you cannot learn well? If you have found it, you can nod your
head and notify me.

Rammy: Um.

Researcher: Rammy, what is it? Can you describe it?

Rammy: Umm it is about the recent start of the semester, during the
practicaland I am inside the classroom.

Researcher: I see. So what is disturbing you that make you cannot

learn?

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 Rammy: Umm I think the concepts are very difficult. And I dont
have much idea about what the teacher is teaching. I am not familiar
with what the teacher is teaching.

Researcher: I see. So can I say in this sentence? I want to learn the

concepts but they make me feel so confused. Is it appropriate to
describe like this?

Rammy: It is appropriate.

In the above specific example, Rammy mentioned that she found herself in
a classroom. This was obviously an image that Rammy found herself in.
Also, Rammy, in this undisturbed environment, she could even observe
her own distractions. Hence, if Rammy was not provided with such an
undisturbed environment, she could not even have discovered what
distracting thoughts were affecting her.

Also, in the NLP process, all the participants can experience the thoughts
of their limiting beliefs in the form of I want to learn A (something) but B
(another thing) stops me. When participants concentrate on this dilemma,
they can feel more stimuli that lead them into further thinking.

One can argue that participants should also be able to come to these
thoughts while they are in the real-world learning environment. Although
it is possible, the external distractions of other stimuli may make it
difficult for participants to do the same reflection.

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5.2.2 NLP six-step reframing respects the autonomy of participants
to choose freely their own solutions and to evaluate them
according to their meanings.

During the NLP six-step reframing, participants were given the

autonomy to choose according to their free will what suggested solutions
might help them to solve their learning problems. During the NLP six-
step reframing, free choices were given to the participants to choose self-
generated, and hence, self-owned solutions. Participants were not forced to
solve the problem by learning any method taught by any people. In
contrast, in our present education system in Hong Kong, people are usually
taught directly what they have to do to solve their learning problems. It is
likely that even if students are not totally convinced by the knowledge
taught, they may still act in accordance to the instruction and get certain
results. However, this behavior may have no relation to their own truly
preferred ways of doing things.

The situation in NLP six-step reframing is quite similar to what Rogers

(1961) suggested in providing an open space for clients to express their
concerns during a counseling session. This provision of open space,
according to the counseling psychologist Carl Rogers, requires freedom,
security and trustful relationship between client and counselor.

If the participants feel the freedom, security and trust, they may experience
thinking creatively and may change their preferred way of thinking. This
may result in an increase in their Type I thinking styles scores.

On the contrary, as is mentioned by Zhang (2013), if there is an existence

of intimidating learning environment instead of an autonomy for
participants to freely think about their solutions to problems, students may

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 at times be more likely to resort to less creative thinking styles.
Development of Type I thinking styles may be undesirably affected.

To summarize, the free choice provided to participants to choose their own

suggested solutions to their learning problems and the feelings of freedom,
security, trust and relaxation are important. These positive feelings
generated may help in generating creativity. Once the Type I thinking
styles characteristics are unleashed, participants may change their
preferred way of thinking. This may result in an increase in scores of Type
I thinking styles.

5.2.3 NLP six-step reframing emphasizes the generation and

maintenance of relaxed feelings and positive affection in the
participants throughout the process in the reflection and
thinking.

After the NLP six-step reframing process, many participants mentioned

their positive feelings during the process. These feelings include the
feeling of relaxation, lightness or power, to name only a few. Many
participants also showed a change to positive attitudes, like the attitude of
calming themselves down, the attitude of being more confident and the
attitude of thinking in a new direction, etc. This is exemplified in the first
interview with Fok after her first NLP practice.

Researcher: Okay, I see. What do you find the effects of the six step
reframing process toward you?

Fok: The effect is the feeling The feeling of the heaviness of the
head was very strong. The feeling of falling down was really strong. It

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 reminds me of my own ignorance and I were very helpless too at that
time. Therefore, in order not to have this feeling again after the six
step reframing process, just now have made use of the creative
method to think it over, and then the me after that is very relaxed. I
am much lighter. What I pursue is that I can make notes during
lessons, feeling relaxed and knowing what the teacher talks about. I
feel that I have a greater motivation in spending more time on news
viewing.

As another example, in the first interview of Milka after his first NLP
practice.

Researcher: Milka, do you like your discovered experience? Why?

Milka: I like it. Because it can help me to feel less nervous and
stressful before I learn.

Also, in the second interview of Siu Yau after her second NLP practice.

Researcher: Very good. So do you like your discovered experience?

Siu Yau: I like it.

Researcher: Why?

Siu Yau: Because after I have discovered this experience, I had secure
and peaceful feelings.

As reported in Section 4.1.1, such positive feelings are very common

among the participants. Many participants have shown positive personal
affection in solving their learning problems during the NLP six-step

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 reframing. At the same time, many of them have generated positive
emotions after the process.

Goleman (1995:96) pointed out, Good moods, while they last, enhance
the ability to think flexibly and with more complexity, thus making it
easier to find solutions to problems, whether intellectual or interpersonal.
In contrast, Goleman (1995:94) also stated, Anxiety undermines the
intellect. The idea here is that positive emotions can affect the flexibility
of thinking, and negative emotions, like anxiety, may affect thinking by
undermining its function. The former largely coincides with what is
observed among the participants in the present study. Therefore, the
researcher believes that positive affections and emotions may be related to
the desirable change in thinking styles in this study.

This may imply that other NLP training about psychological skills that aim
at turning negative emotions into positive ones, such as stress management
skills, may also affect desirably the change in thinking styles. This may be
something for further studies.

5.2.4 NLP six-step reframing helps participants reflect upon their

own past life experiences and hence the participants awareness
of their habitual ways of thinking, and such awareness may
facilitate changes to these habits.

Many participants have expressed in their interviews that the learning

experience of NLP provides them a chance to reflect upon their problems.
This is exemplified in the second interview with Lauren after her second
NLP practice.

Researcher: Do you like your discovered experience?

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 Lauren: Actually I like it. I used to think that I am not able to wake up
early. I prefer sleeping a bit later and work more during that period
rather that waking up in the morning as I think I cant. But in this
experience, it suggested that it might benefit me if I get up earlier. If I
think I cant get up early, I might need someone to help me. For
example, asking my mum to wake me up could be a good way. So I
think I can have a try.

Researcher: How do you think the whole process of NLP six-step

reframing model can influence you?

Lauren: I think it gives me some new input and forget about the
stubborn thinking I used to have. For example, I used to believe that I
would not be able to get up in the morning, and I could only work at
night in order to finish the work. But this experience gives me new
direction that I might try to swap my timing. If I get up earlier, it
might help me to work more efficiently or even better as I might have
a clearer mindset in the morning. I always think that I cannot wake up
earlier because I think I am not able to do that. So why cant I ask
somebody to help me? For me, the experience gives me some new
method.

Researcher: Ok. Do you have any additional comments?

Lauren: No, I dont.

From the above data of Lauren, it can be found that Lauren had a habit of
not waking up early. Lauren reflected that she was a bit too stubborn, and
that she could ask someone to wake her up and this, Lauren believed,
could help her work more efficiently. The researcher thinks that the
reflection has also brought out some general awareness about pitfall in

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Laurens habit of thinking - such as stubbornness, and about not getting
help from others.

Another example can be found from the first interview of Ivy after her first
NLP practice.

Researcher: How do you think the whole process of NLP six-step

reframing can influence you?

Ivy: How it influences me

Researcher: That means what have you learnt from this process?

Ivy: I would pay more attention especially to the details. Maybe in

the past I seldom pay attention to the details. I would focus on the
large picture such as the road but I would neglect some minor stuff
such as [the details of the driving style of my brother].

Researcher: I see. So this NLP six-step reframing can help you

think about the details, right?

Ivy: Yes.

Researcher: Do you want to add any other comments to the above

questions?

Ivy: Let me think about it(Pause). At the present moment, no.

Researcher: Thank you for the interview.

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Both the data of Lauren and Ivy above have provided evidence that NLP
six-step reframing may help participants to reflect upon their past life
experience and on their original styles.

There is substantial literature that indicates reflection can lead to more

flexible thinking of Type I styles. Riding and Powell (1993) took the view
that reflection could help learners become more flexible in their choice and
use of strategies, and learners could become skilled in the development,
implementation, and modification of learning strategies. Sadler-Smith
(2012) also asserted that metacognitive interventions (in which reflecting
and evaluating on what one have done are key elements) might facilitate a
shift from the Type II mode of thinking to the Type I mode of thinking.
Lee (2002) also mentioned that kindergarten teachers showed higher in
Type I thinking styles if they have had in-service professional
development training, in which many of them likely would have reflected
on their own practical experiences.

Accordingly, the researcher contemplates that NLP six-step reframing

helps participants reflect upon their past life experience in contrast to
interventions that only focus on reflection about actions that are carried out
in the limited context that is provided in the intervention programmes.
Such personal reflection may facilitate desirable changes in thinking styles.

The significance of this feature may mean that some other NLP training in
psychological skills that can help participants to reflect upon their past
experience may also bring desirable changes in Type I thinking styles.
This can be something for future research.

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5.2.5 NLP six-step reframing helps participants work on their self-
identified problem, and hence the problems may likely be of
strong ownership to the participants. Ways of thinking learnt in
such situations may have a stronger effect on desirable change in
their thinking styles in general.

In this study, all 16 of the participants were given the freedom to identify
their own learning problems. These learning problems had arisen from
their self-discovered limiting beliefs and were in the form of I want to
learn something called A but another thing called B stops me. The result
is that all participants own their self-identified learning problems. These
problems are central to their concerns. So the experiences they gain on
thinking about these problems are likely to have strong influence on their
general thinking styles.

Runco and Okuda (1988) also claimed that discovered problems in a group
of adolescents were more highly correlated and predictive of creative
accomplishment than the presented problems.

The significance of this feature lies in the possibility that any future
training course that can let participants own their self-identified learning
problems may likely desirably change participants Type I thinking styles
as compared to those that only use problems given by the trainers.

169
 Chapter 6
Conclusion

This study has investigated the learning experience of NLP six-step reframing
and its influences on thinking styles. In previous chapters, the relevant results
have been reported and discussed. In this chapter, first of all, conclusions are
drawn based on the major findings of the research. In the second and third parts,
the significance and limitations of the present research are elucidated respectively,
which in turn are followed by the discussion of the implications of the research.

6.1 Conclusions

In general, the present research findings warrant conclusions in answering

the research questions. They are: 1) How do participants evaluate their
learning experiences in the NLP six-step reframing model? 2) What are
the general influences of the participants learning experiences in the NLP
six-step reframing model on their Type I and Type II thinking styles?
and 3) What are the possible explanations for the influence of the
participants NLP six-step reframing experience on their thinking styles?

6.1.1 Conclusion on the first research question

For the first research question, the major findings and conclusions are as
follows:
(1) All participants claimed that NLP six-step reframing experience
had a positive influence on them.

The term positive experience can be divided into four categories, namely,
feeling, general belief, specific methods and six-step reframing as

170
thinking steps. These meanings can be briefly recapped as follows:
Feeling means the participants mentioned that they feel positive about
the resultant feelings they got in or from the practices. This subcategory
also includes participants overcoming their negative feelings about the
learning tasks. General belief means the participants mentioned that they
got some new belief(s) on what make(s) one a better thinker. Specific
methods means the resulting learning method or solutions discovered.
Six-step reframing as thinking steps means the participants thought the
NLP six-step reframing would be a series of thinking steps that could be
useful in the future. NLP six-step reframing can help participants
discover new specific methods and feel more positively in solving their
problems and overcome their limiting belief(s) in learning.

(2) All participants claimed that they discovered their own particular
limiting beliefs.

The term limiting belief can be understood as I want to learn something

but another thing stops me. After much analysis of the participants
limiting belief(s), the finding is that the limits in these limiting beliefs
mainly lie in the areas of emotions, abilities and resources. Most
participants regarded deficiencies in the participants themselves as the
problem at the initial stage of the NLP six-step reframing practice. The
practice provides the support for them to make such limiting beliefs
explicit.

(3) All participants claimed that they discovered their own unique
learning methods to overcome their discovered limiting belief(s)
and that their discovered methods have significant meanings for the
participants.

171
 The discovered learning methods can be described as unique and new from
the point of view of participants as they claimed they had never thought of
using these methods to solve their problems in real life situations before.
Besides, all participants could remember their newly discovered learning
methods one month later, indicating that these learning methods had
significant meanings to the participants.

(4) Most participants claimed that they had used their newly
discovered learning methods after their NLP practices.

It is concluded that many participants truly believed in their discovered

methods in the NLP practices and these methods were really practical in
the real situation.

(5) Some participants (6 altogether) claimed that they practiced by

themselves the NLP six-step reframing.

It is concluded that some participants believed the NLP six-step

reframing was a useful method to help them discover solutions to other
problems they came across and therefore used it even after the NLP
practices. However, fewer participants were able to do so effectively
without supervision.

6.1.2 Conclusion on the second research question

For the second research question, the major findings and conclusions are
as follows:

(1) 50% of the participants have shown a marked increase in Type I

thinking styles, 18.75% of the participants have shown a slight

172
 increase in Type I thinking styles, 18.75 % of the participants have
shown slight decrease in Type I thinking styles and 12.5% of the
participants have shown a marked decrease in Type I thinking
styles.

It is concluded that NLP six-step reframing in general tends to cause an

increase in Type I thinking styles of the participants. But no similar
tendency was observed on the Type II thinking styles.

The increase in Type I scores in these cases are due to the increase in
scores in some or all of legislative, judicial, global, hierarchical
and liberal scores. The analysis indicates that some characteristics of
these thinking styles can be identified in the methods discovered and in the
NLP six-step reframing process of those participants who had a marked
increase in their Type I thinking styles.

Based on the case-by-case analysis of the NLP six-step reframing

practice processes of the participants, it was found that:

First, the legislative scores usually rise when participants discover

methods that they feel creative or surprising and the participants feel
they can decide for themselves what they will do and how they will do it.

Second, the liberal scores usually rise when participants discover

methods that they perceive as creative or novel, and the participants
feel they can go beyond existing rules and procedures to maximize change
and to seek situations that are somewhat ambiguous.

Third, the global scores usually rise when participants discover methods
that they take one focus or one main purpose and the participants prefer
dealing with large and abstract issues over the other details.

173
Fourth, the hierarchical scores usually rise when participants discover
methods that divide their tasks into parts and organize these tasks
according to priority so that they can be dealt with in a more systematic
way.

Fifth, the judicial scores usually rise when participants discover methods
through comparing differences and judging, in their perception, what was
right to do and in what condition(s).

On the other hand, several factors are identified for the participants whose
Type I scores decrease. These factors are:

First, unknown intervening factors influencing styles might have existed in

the month between Post Test 2 and Post Test 3 and these factors caused a
drop in the Type I thinking styles although the styles had been increasing
from pre-test to Post Test 2 .

Second, not having the opportunity to carry out thinking with Type I style
in the month between Post Test 2 and Post Test 3, as some subjects
explained, although the participants had had increase in Type I thinking
styles from pre-test to Post Test 2.

Third, the subjects fear appearing during the NLP six-step reframing
process might have sabotaged creativity and affected the styles
legislative and liberal as reflected in the case of Fishball.

Fourth, the subjects illnesses might have affected the subjects

concentration in the NLP process, as reflected in the case of Milka.

Fifth, the subjects unstable trance state in the NLP practices, as observed
in the cases of Lawrence, Fishball and Jeffrey.

174
 Sixth, the subjects infirm belief in his or her discoveries, as mentioned in
the cases of Fishball and Jeffrey.

6.1.3 Conclusion on the third research question

For the third research question, the following points are raised to provide
an explanation for the positive influence of NLP six-step reframing on
Type I thinking styles:

(1) NLP six-step reframing is itself a problem solving process.

(2) Several salient cognitive features of NLP six-step reframing are

regarded as essential.

(a) Salient features that explain how NLP six-step reframing as

a problem solving process may result in the desirable changes
in Type I thinking styles

(i) Salient feature 1: NLP six-step reframing facilitates

internal dialogue among different parts within the
participants, and this stimulates participants towards
multiple perspectives thinking, and this can facilitate
desirable increase in Type I thinking styles.

(ii) Salient feature 2: Dissonance resulting from limiting

beliefs and positive intentions in NLP six-step
reframing helps generate new insights, and experiencing
of such can facilitate desirable changes in thinking styles.

175
(b) Salient affective features that have made NLP six-step
reframing effective

(i) NLP six-step reframing provides an environment that

can free participants from distractions so that they can
concentrate on their own learning problems.

(ii) NLP six-step reframing respects the autonomy of

participants to choose freely their own solutions and to
evaluate them according to their meanings.

(iii) NLP six-step reframing emphasizes the generation and

maintenance of relaxed feelings and positive affection in
the participants throughout the process in the reflection
and thinking.

(iv) NLP six-step reframing helps participants reflect upon

their own past life experiences and hence the participants
awareness of their habitual ways of thinking, and such
awareness may facilitate changes to these habits.

(v) NLP six-step reframing helps participants work on their

self-identified problem, and hence the problems may
likely be of strong ownership to the participants. Ways of
thinking learnt in such situations may have a stronger
effect on desirable change in their thinking styles in
general, as compared to their problems identified by others.

176
6.2 Significance

The significance of this research can be discussed from two aspects:

1) theoretical significance; and 2) practical significance.

For theoretical significance, one likely contribution is that the study has
shown that NLP six-step reframing experience can change thinking
styles of this group of university students. It therefore has provided an
additional piece of evidence to show that thinking styles are malleable.

Another likely contribution is that some salient features in NLP six-step

reframing which may be effective in affecting Type I thinking styles
desirably are identified. These salient features contribute directly or
indirectly to the enhancement of positive affection of participants and
empower the learners problem solving process to explore new ways of
thinking. These salient features are listed in the previous sections.

A third likely contribution is that this study has examined scientifically

one effect of a kind of NLP skill, here the NLP six-step reframing, on
thinking styles. Proponents of NLP skills may use this as a reference for
empirical studies of the effect of the training of other NLP skills.

For practical significance, one likely contribution is that the study has
shown that NLP six-step reframing may change peoples limiting beliefs
in learning and styles of thinking in a relatively short period of time. Thus,
the study provides university students with a possible way for the self-
discovery of their learning problems together with their positive intentions
as well as new learning method(s) to overcome such problems.

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6.3 Limitations

Notwithstanding their significance and implications, the present findings

should be interpreted and applied in light of several limitations.

One limitation of this study is that it involved only university students who
have completed before hand a basic NLP introductory course. Factors like
age group, socioeconomic status, national culture, professional and non-
professional experience, school and organizational culture, occupational
group, work position, job function, and actual and perceived learning and
working environments, to name only a few, have not been fully
investigated. Future research may explore more on these factors.

Another limitation is that this research was only a multiple-case study with
only 16 participants and the research needs to be carried out by a qualified
NLP practitioner. Each case took approximately 6 to 9 hours to complete
the NLP practices and the relevant interviews. The duration of each case
also took around one and a half month. 16 cases appeared to reach the
maximum limit for a part-time doctoral degree study. As mentioned, this
research allowed around one and half month for each participant to run
through the whole experiment. That is, the first two weeks for the NLP
six-step reframing and a month later to test and confirm the possible
change in thinking styles. In the future, it may be desirable that further
research can be done on of a larger scale gathering more quantitative data
to support or refute the conjecture with statistical significance.

A third limitation is that each participant only did the practice twice in the
period of one and a half month. It would be desirable in the future to have
more practice intervals for a longer period of time so that the long term
effect of the learning experience can be examined.

178
 A fourth limitation is that all participants were volunteers joining this
research with great willingness to explore their learning situation. It is
unclear whether this NLP six-step reframing can be applied to those who
do not have willingness to learn. Future research may be done on those
less voluntary participants. Furthermore, there is no control group for this
research with matching participants characteristics in terms of personality.

A fifth limitation is that there was only one NLP practitioner carrying out
the research. The reason why only one NLP practitioner was used is that
NLP practitioners are extremely expensive to employ, and it is
understandable that it is not affordable for a part-time student doing self-
funded postgraduate research. If suitable funding can successfully be
granted, more NLP practitioners may get involved for future research.

6.4 Educational implications

In addition to the above theoretical and practical significance, the present

research has also profound implications for different purposes. The
research mainly provides insight into two concerns: 1) concern for future
tertiary educational institutions, and, 2) concern for future business
settings.

First, future tertiary institutions may provide more opportunities for

learners to discover their own problems during learning. Suitable
counseling process and affective support may help them generate insights
from multiple perspectives. The future tertiary institution sector may
incorporate the teaching and coaching of this NLP six-step reframing
and students may be self-initiated to learn. Students may continue to
generate self-discovered learning methods that they perceive as new and

179
 helpful. Accordingly, their Type I thinking styles may be desirably
changed. The overall creativity in learning of future students may be
enhanced, thus developing their learning how to learn capability.

If tertiary institutions wish to carry out problem solving or other

experiential programmes for raising Type I styles, these institutions may
emphasize on more personal perception and the positive affection of
learners. In order to enhance learners learning, caring about their feelings
is important. This may also help avoid negative factors in learning, such as
fear and doubt, which actually hinder creative thinking and in changing
towards desirable change in thinking styles.

Second, future research may also be done for staff development in

business settings (e.g. new employees) and social settings (e.g. new
comers). Several cases like Heaveni, Milka, Shirley and Toni are young
graduates who have just started working. Heaveni also mentioned in her
interviews that she wanted to overcome limiting beliefs in her job. This
may imply that NLP six-step reframing experience may likely be
applicable to work environment.

6.5 Future Research Implications

Based on the discussion on the significance and research limitations, four

possible future research directions are put forward as follows:

First, future research may focus on NLP psychological skills that involve
dialogue among parts inside an individuals mind such as transactional
analysis (Berne, 1961; Berne, 1964) and Satir model (Satir, Banmen,
Gerber and Gomori, 1991; Satir, 1978).

180
Second, future research may focus on whether NLP six-step reframing
may change other types of intellectual styles. As NLP six-step reframing
may increase the Type I thinking styles scores of participants, it seems
highly likely that the Type I scores of other intellectual styles may also be
raised, for example, Kagan and colleagues (1964) reflective-impulsive
styles and Witkins (1962) field dependence / independence styles. Zhang
(2013) mentions that there is much empirical evidence supporting
successful intervention of reflective-impulsive styles and dependence /
independence styles.

Third, future NLP research may focus on the scientific evaluation on its
psychological effects. Proponents of NLP claim that NLP has an
analogical model of mind-body connection to explain psychological
functioning; however, few researches have been done to elaborate the
claim. It will be good that research with well-defined psychological
constructs and measures be done to understand the mechanism and also
evaluate the claimed effectiveness. This present research may offer a
method for reference.

Fourth, future intervention studies on thinking styles may pay more

attention to the affective dimension of the problem solving or thinking
process, which may have played an important part in this study.

181
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 Appendix A

NLP Six-Step Reframing

Six-step reframing

Before the following steps, the participant will be led into trance state.

1. Identify the problem

The problem - for example, smoking, nail biting, anxiety, pain and
discomfort when there is no overt physical cause-will typically be in the
form: I want to do this, but something stops me or I dont want to do
this, but I seem to keep doing it just the same. The study here concerns
learning, so the problem can be related to learning.

2. Establish communication with the part that is responsible for the

behaviour.

Go inside your mind and ask that part to communicate with you using a
signal that you will be aware of consciously. Say something like, Will the
part responsible for this behaviour give me a signal now? Listen, watch
and feel for a signal. It could be visual, auditory or kinesthetic. The
response may not be what you think it should be. When you get a signal,
thank the part and ask it if this can be its signal for yes. You should get
the signal again. If you do not keep asking until you get a reliable signal
that you can calibrate consciously. If you cannot get a signal, continue
anyway-presuppose a signal, but one you are not sensitive enough to
calibrate.

3. Establish the positive intention of the part and separate it from the
unwanted behaviour.

Ask the part if it is willing to reveal its positive intention. If you get a yes
signal, that let that positive intention become clear to you. It may come as
a surprise. What is the part trying to accomplish that is of value? If you
get a negative positive intention, for example, I dont want you to feel
fear, chunk up until you get it expressed positively, for example, I want
you to feel safe. Separate the positive intention from the behaviour. You
may hate the behaviour, but the intention is worthwhile. Thank the part for
letting you know its positive intention.

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 If you do not get a signal and you are not sure of a positive intention,
assume one and continue to the next step. There has to be one-your
unconscious mind is not stupid and random, and no bebaviour can exist
without a positive benefit.

4. Ask your creative part to generate new ways of fulfilling that positive
intention.

We all have a part that is creative and resourceful. This part is mostly
unconscious, because it is difficult to be creative to order-that is like trying
to be spontaneous to order.

Go inside yourself and ask your creative part to come up with at least three
choices that will fulfill the positive intention in a different way. Ask for
them to be at least as good if not better than the original behavior
(otherwise you risk jumping out of the frying pan into the fire!)

Ask the creative part to let you know when it has done this and thank it.
The creative part may not let you know these choices consciously and you
do not need to know them for the process to work.

5. Get agreement from the original part that it will use one or more of
these choices rather than the original behaviour.

This is a form of future pacing. Ask it directly if it is willing to use the

new choices. You should get a yes signal from the original part. If not,
you can either go back to step four and generate more choices or presume
that the part is willing to accept the new choices.

6. Ecology check

If you are aware of these new choices, imagine doing them in the future.
See yourself doing them as if on a movie screen. Does it feel right?

Whether you know the choices or not, ask yourself, Which part of me
object to these new choices? Be sensitive to any new signals that could
indicate that these choices are not ecological. If you do get a signal, go
back to step four and ask the creative part, in consultation with the
objecting part and still honour the original positive intention. Check these
new choices for any objections.
(OConnor, J, 2001b: 234-236)

199
 Appendix B
Context Reframing and Content Reframing

Context reframing

OConnor (2001b:231) states that Context reframing works on comparative

generalizations which means changing the context can change the meaning.

For example, if you see from a picture that a small fish is catching a worm in the
water, you may interpret that the worm is in danger. Yet if you are given the same
picture but with the addition of a shark standing behind the small fish, you may
now interpret both the worm and the small fish are in danger. This example
illustrates changing the context of a picture can change the interpretation of
meaning.

OConnor (2001b) further elaborates it as different behaviors in different context

can have different meanings. For example, I waste a lot of time in playing
instead of studying. This sentence assumes a context frame of studying hard
and playing is therefore a waste of time.

This sentence can be changed to It is good that I have leisure time to relax and
this can help me to study better in the future. This sentence assumes a context
frame of relaxation will lead to better performance and so playing is to have
some leisure time to relax and will help one to study better.

Content reframing

Content reframing asserts that different people have different interpretations to

different content. For example, the word studying, some people may interpret it
in a negative sense that it is a tough and difficult matter. Yet others may interpret
it in a positive sense that studying can be an enjoyable matter. Content
reframing is a way to change how people interpret content.

OConnor (2001b: 232) further elaborates This (content reframing) is used when
a person does not like the way they react to an event or class of events. They see
their reactions as mistake or a disadvantage. To reframe, think:

200
What could this mean?
What would I like this to mean?
In what frame could this be positive or be a resource?

Then reframe based on how you answer those questions, for example:
I feel bad when no one calls me. You really like to be with people and they
probably like to be with you. or That gives you a good opportunity to make new
friends.

Applying the above concept to learning, this can be:

Learning Science is hard. You are really having an opportunity to elicit your
potential in studying Science.

Also, Step 2 in the six-step reframing requires the participant to pay attention to
any feelings, images or sounds. This will mean that the participant ought to learn
the basic NLP knowledge of internal representation systems of visual, auditory,
kinesthetic and olfactory before as mentioned in Bandler and Grinder (1979) and
Bandler (1985).

Step 3 in the outline of creating a new part, the participant is required to create a
dissociated visual and auditory constructed movie. This requires the participant
to learn the technique of swish pattern as mentioned in Bandler (1985) before the
participant can do that.

Step 4 in the six-step reframing requires the participant to anchor the

experiences of creativity. This means that the participant must learn the NLP basic
skill of anchoring before. (Cameron-Bandler, 1985)

201
 Appendix C
Guidelines in Changing Limiting Beliefs Structures

Otero (1986:307-308) states the guidelines as

A. Information gathering

1. Belief: Think of a belief you have about yourself which you would like to
change, one that limits you in some way or has negative consequences.
Notice how you represent this belief in your internal experience. That is,
what is the submodality 5 structure of that belief? For example, is it a large,
bright and detailed picture that is framed and straight ahead of you? Use
your knowledge of submodalities to see how your belief is represented in
your internal experience.

2. Doubt: Think of something you doubt. How do you represent that

internally? Is your doubt a small dim fuzzy picture? Again use your
knowledge of submodality structure for this.

3. Analysis of differences: Contrast your internal experience of belief and

doubt.

4. Tests: Take your list of submodality differences and test them one at a
time in order to learn which of them are most powerful in changing belief
to doubt. For example, take your big picture of belief and make it smaller.
After testing one submodality change it back to the way it was originally
before going to the next one.

5. What new belief would you like to have in place of the one that is not very
useful for you now? State the belief in positive terms. Think of what you
do want to believe, not what you do not want to believe. Also, be sure to
state your belief not in terms of the end goal, but in terms of a process or
ability that would result in reaching that goal.

6. Ecological check: Take some time to imagine how you would be if you
had this new belief. Would this be a problem for you or those closest to
you? Modify the belief so that you can take into account any obstacles.

202
B. Belief Change Process

7. Keep the content the same, and change your unwanted belief to doubt by
using the most powerful submodalities (determined in Step 4). For
example, if the two most powerful differences were movie vs. snapshot
and close vs. distant framed pictures, slow down the close movie to a still
picture and move it far away as it becomes a framed picture.

8. Content change: Using some other submodality, change the content of the
unwanted belief to the new one. Use something you are already doing. For
example, if you are flipping pictures back and forth in doubt, flip from
your old belief to the new one. You can let the picture become so dim that
the old content disappears, then have it returned with the new desired
belief. Do it the way it suits you.

9. Changing doubt to belief: Keep the new content and change doubt to belief
by reversing the same submodality changes you used in Step 7. If shifting
the location of your imagery (e.g. from the center of your mental view
over to the right) changed the old belief to doubt, now shift the location
back again (to the left or to the center) to change the new content from
doubt to belief. If you encounter trouble doing this, it might be that the
new belief was poorly stated, or contains negatives, or that some part of
you is objecting to it. If you encounter any problem, gather more
information (Step 1) and back up to Step 5 and redefine the new belief.

C. Testing

10. Notice how you think about this new belief. Compare the submodalities of
this new belief and for other useful beliefs you have.

11. Once you have the new belief, the old belief will probably change to the
submodalities of disbelief. Examine how the old belief is now represented
in submodality structure, and compare it with submodalities of doubt.

203
 Appendix D
Thinking Styles
Sternberg (1988, 1997) states that thinking styles can be divided into five
dimensions, namely function, form, level, group and leaning. There are altogether
thirteen thinking styles. The main characteristics are illustrated in the following
table.

Dimension Thinking style Key characteristics

Work on tasks that

Legislative require creative strategies;
Choose ones own
activities.
Function Work on tasks with clear
instructions and
Executive
structures; Implement
tasks with established
guidelines.
Work on tasks that allow
for ones evaluation;
Judicial
Evaluate and judge the
performance of other
people.
Distribute attention to
several tasks that are
Hierarchical
prioritized according to
ones valuing of the tasks.
Work on tasks that allow
Monarchic complete focus on one
Form thing at a time.
Work on multiple tasks in
the service of multiple
Oligarchic
objectives, without setting
priorities.
Work on tasks that allow
flexibility as to what,
Anarchic
where, when, and how
one works.

204
 Pay more attention to the
Global overall picture of an issue
Level and to abstract ideas.
Work on tasks that
Local require working with
concrete details.
Work on tasks that allow
Internal one to work as an
Scope independent unit.
Work on tasks that allow
External for collaborative ventures
with other people.
Liberal Work on tasks that
involve novelty and
Leaning ambiguity.
Work on tasks that allow
one to adhere to the
Conservative
existing rules and
procedures in performing
tasks.

205
 Appendix E
Type I, Type II and Type III Characteristics of the
Threefold Model
Zhang and Sternberg (2006:169) classify intellectual styles into Type I, Type II
and Type III characteristics. Details are summarized in the following table.

Style type Type I Type II Type III

a
Learning Deep Surface Achieving
approach
b
Career Artistic Conventional Realistic,
personality Investigative,
type Social,
Enterprising
c
Mode of Holistic Analytic Integrative
thinking
d
Personality Intuitive, Sensing, Thinking,
type Perceiving Judging Feeling,
Style
Introversion,
Construct
Extraversion
e
Mind style Concrete Concrete Abstract
random sequential random,
Abstract
sequential
f
Decision- Innovation Adaptation
making style
g
Conceptual Reflectivity Impulsivity
tempo
h
Structure of Divergent Convergent
intellect thinking thinking
i
Perceptual Field Field
style independent dependent
j
Thinking Legislative, Executive, Oligarchic,
style Judicial, Local, Anarchic,
Global, Monarchic, Internal,
Hierarchical Conservative External
Liberal

206
Note: Theoretical foundations: aBiggs theory of student learning, bHollands
theory of career personality types, cTorrances construct of brain dominance,
d
Jungs theory of personality types, eGregorcs model of minds styles, fKirtons
model of decision-making styles, gKagans model of reflectivity-impulsivity
conceptual tempo, hGuilfords model of structure of intellect, iWilkins construct
of field dependence/independence, jSternbergs theory of mental self-government.

207
 Appendix F
Thinking Styles InventoryRevised II (TSI-R2)
Sternberg, R. J., Wagner, R. K., & Zhang, L. F.

Tufts University, 2007

This questionnaire is about the different strategies and ways people use to solve
problems, to carry out tasks or projects, and to make decisions.

To respond to this questionnaire, read each statement carefully and decide how
well the statement fits the way that you typically do things at school, at home, or
on a job. Circle 1 if the statement does not fit you at all, that is, you never do
things this way. For each statement, circle one of the 7 numbers next to the
corresponding item number on the answer sheet. Circle 7 if the statement fits
you extremely well, that is, you almost always do things this way. Use the values
in between to indicate that the statement fits you in varying degrees.

1=Not At All Well, 2=Not Very well, 3=Slightly Well,

4= Somewhat Well, 5=Well, 6=Very Well, 7=Extremely Well

There are, of course, no right or wrong answers. Please read each statement and
circle the number on the scale next to the statement that best indicates how well
the statement describes you.

Please proceed at your own pace, but do not spend too much time on any one
statement.
(Sample questions)
1. I prefer to deal with problems that require me to 1 2 3 4 5 6 7
attend to a lot of details.
2. When talking or writing about ideas, I prefer to 1 2 3 4 5 6 7
focus on one idea at a time.
3. When starting a task, I like to brainstorm ideas 1 2 3 4 5 6 7
with friends or peers.
4. I like to set priorities for the things I need to do 1 2 3 4 5 6 7
before I start doing them.
5. When faced with a problem, I use my own ideas 1 2 3 4 5 6 7
and strategies to solve it.

208
 Appendix G
First and Second Interview Guide

1. What do you see, hear and feel (i.e. experience) during the whole process
of six- step reframing in Neuro-Linguistic Programming?

2. Do you like the discovered experience? Why?

3. How do you think the whole process of six-step reframing in Neuro-

linguistic Programming influence you?

209
 Appendix H
Final Interview Guide

1. Can you remember the study method(s) that you discovered during the
practice of the NLP six-step reframing a month ago? If yes, please
describe the method(s).

2. Have you used the study methods that you discovered in this month?

3. Have you practised the NLP six-step reframing in this month?

4. What are your comments on your set of data about the Thinking Styles
tests? Do you find the data reasonable?

5. What are your comments on your set of data about the Preliminary
Interpretation Report? Do you find the data reasonable?

6. What are your comments about your interview data?

7. What do you want to add to the above questions?

210
 Appendix I
Data and Preliminary Interpretation of the 16 Cases
Case 1 Hung

Case 2 Fok

Case 3 Ka Ho

Case 4 Rammy

Case 5 Lawrence

Case 6 Jeffrey

Case 7 Ivy

Case 8 Heaveni

Case 9 Toni

Case 10 Yao Yao

Case 11 Fishball

Case 12 Siu Yau

Case 13 Shirley

Case 14 Milka

Case 15 Pig

Case 16 Lauren

211
Case 1 Hung

Tables of thinking styles

Data_Hung
Pretest Thinking Styles Test 29 December 2010

Type I Score Type 2 Score Type 3 Score

Legislative 3.8 Executive 3.6 Oligarchic 4.2
Judicial 5 Local 2.8 Anarchic 4
Global 5 Monarchic 2.6 Internal 3
Hierarchical 2.6 Conservative 4.2 External 6
Liberal 3.8

Data_Hung
Posttest Thinking Styles Test 29 December 2011

Type I Score Type 2 Score Type 3 Score

Legislative 4.8 Executive 4 Oligarchic 5
Judicial 4.6 Local 2.4 Anarchic 3.2
Global 5.4 Monarchic 4 Internal 3.2
Hierarchical 4.6 Conservative 3.2 External 5.8
Liberal 5.4

Data_Hung
Posttest Thinking Styles Test 29 Jan 2011

Type I Score Type 2 Score Type 3 Score

Legislative 5.2 Executive 3.6 Oligarchic 4.4
Judicial 5.4 Local 2.8 Anarchic 2.8
Global 5.8 Monarchic 3 Internal 2.4
Hierarchical 4.6 Conservative 3.4 External 6.8
Liberal 5

212
 Data_Hung
Posttest Thinking Styles Test 26 March 2011

Type I Score Type 2 Score Type 3 Score

Legislative 5 Executive 4 Oligarchic 4.8
Judicial 5 Local 3.2 Anarchic 3.4
Global 5.6 Monarchic 2.8 Internal 2.8
Hierarchical 4 Conservative 3.6 External 5.8
Liberal 5

The case for Hung

Characteristics of Hungs thinking styles

The Thinking Styles pretest of Hung shows he is relatively strong in the thinking
styles of judicial, global and external.

This means that Hung is strong in working on tasks that allow for ones
evaluation and evaluating and judging the performance of other people (Judicial).

According to Grigorenko and Sternberg (1997), Hungs learning is concerned

with judging, evaluating, and comparing. Grigorenko and Sternberg (1997) take
the view that Hung likes to judge the products of others activities, or to judge
others themselves. Examples given in Grigorenko and Sternberg (1997) also infer
that Hung may like to comment and critique; Hung may enjoy writing critical
essays and commentaries and he prefers evaluating others ideas over formulating
or implementing them.

Also, he is strong in paying more attention to the overall picture of an issue and
to abstract ideas (Global). Examples given in Grigorenko and Sternberg (1997)
infer that Hung may like writing on the global message and meaning of a work of
art, or on the significance of a particular discovery for mankind.

Hung also has the character of working on tasks that allow for collaborative
ventures with other people (External).

213
Limiting beliefs discovered in the first and second NLP practice

The first limiting belief of Hung is that he wants to study all the notes but he feels
he does not want to study. The second limiting belief of Hung is that after he has
handed in an assignment, he will not learn or even look at his assignment.

Method discovered in the first NLP six-step reframing model

During the practice of the first NLP six-step reframing model, Hung has
discovered a new way of study on how to understand an essay by breaking it
down into small parts and reading them bit by bit. This method also helps him to
read one essay after another instead of doing all the essays altogether at one time.
This method helps to reduce his stress in studying.

This discovered method can explain Hung has changed his first limiting belief as
he breaks down his notes now into small parts and he increases his motivation to
read them.

As Hung is strong in judicial thinking style, it is not surprising that Hung is

strong in working on tasks that allow for his evaluation and evaluating and
judging the performance of himself. This evaluating and judging may lead to the
discovered method of breaking down the essay into small parts and reading them
bit by bit.

Obviously Hung believes the above study method he discovered and this explains
why the hierarchical and liberal thinking styles scores has risen greatly in the
first posttest on 22 January 2011. Hierarchical means distribute attention to
several tasks that are prioritized according to ones valuing of the tasks. These
tasks are to study the essay bit by bit. Liberal means work on tasks that involve
novelty and ambiguity. It is also reasonable that believing in the discovered
study method can further increase this liberal thinking style.

Also, after the first practice of NLP six-step reframing model, there is an
increase in monarchic style and a decrease in conservative style in the first
posttest on 22 January 2011. Monarchic means work on tasks that allow
complete focus on one thing at a time. The first discovered study method
involves reading one essay after another instead of doing all the essays altogether
at one time. This can explain the increase in monarchic style. Conservative
means work on tasks that allow one to adhere to the existing rules and
procedures in performing tasks. The first discovered study method gives Hung
more flexibility in studying and hence decreases the Conservative style.

214
Method discovered in the second NLP six-step reframing model

During the second practice of NLP six-step reframing model, Hung has
discovered a second study method of discussing the essays with other people
before he reads them.

As Hung is strong in external thinking style, this style leads Hung to work on
tasks that allow for collaborative ventures with other people. It is not surprising
that Hung has discovered a study method of discussing essays with other people
as this social dimension is an important part of Hung in learning.

The second discovered study method enhances his collaboration with other people
and can thus explain reasonably his increase of score in the external style in the
posttest on 22 January 2011 to a higher score of external style on 29 January
2011.

In both the first and second limiting beliefs Hung shows the feeling that he does
not want to study and does not want to look at the assignment again even after he
has handed in. After the discovery of the second study method of discussing
essays with other people, Hungs motivation in learning has thus increased and
the limiting beliefs are changed.

Overall remarks

During the first and second practice of NLP six-step reframing model, Hung
discovered two new studying methods.

These methods are related to Hungs initial strong thinking styles.

These methods may also help Hung in changing his limiting beliefs and this may
lead to the change in different types of thinking styles in the posttests on 22
January 2011 and 29 January 2011.

215
Case 2 Fok

Table of thinking styles

Data_Fok
Pretest Thinking Styles Test 31 Jan 2011

Type I Score Type 2 Score Type 3 Score

Legislative 5.8 Executive 4 Oligarchic 3.8
Judicial 4.4 Local 4.6 Anarchic 3.6
Global 5.2 Monarchic 5.8 Internal 5.6
Hierarchical 4.8 Conservative 3.4 External 4.6
Liberal 5.8

Data_Fok
Posttest Thinking Styles Test 31 Jan 2011

Type I Score Type 2 Score Type 3 Score

Legislative 5.6 Executive 3.6 Oligarchic 3.6
Judicial 4.6 Local 3.6 Anarchic 3.6
Global 5.6 Monarchic 5.8 Internal 5.2
Hierarchical 4.4 Conservative 3.6 External 4.2
Liberal 5.6

Data_Fok
Posttest Thinking Styles Test 7 Feb 2011

Type I Score Type 2 Score Type 3 Score

Legislative 6.4 Executive 3.2 Oligarchic 3.8
Judicial 4.8 Local 3 Anarchic 3.8
Global 5.8 Monarchic 6.2 Internal 6.2
Hierarchical 4.8 Conservative 2.8 External 4.8
Liberal 5.4

216
 Data_Fok
Posttest Thinking Styles Test 27 March 2011

Type I Score Type 2 Score Type 3 Score

Legislative 6.6 Executive 4.2 Oligarchic 3.6
Judicial 5.4 Local 1.8 Anarchic 2.6
Global 6.4 Monarchic 6.4 Internal 6.2
Hierarchical 5.4 Conservative 2.8 External 3.8
Liberal 4.6

The case for Fok

Characteristics of Foks thinking styles

The Thinking Styles pretest of Fok shows she is relatively strong in the thinking
styles of legislative, monarchic, liberal and internal.

This means that Fok is strong in working on tasks that require creative strategies
and choosing ones own activities (Legislative). According to Grigorenko and
Sternberg (1997), Foks learning is concerned with creating, formulating,
imagining, and planning. Examples in Grigorenko and Sternberg (1997) infer that
she likes to formulate her own activities, approach assignments in her own way
and to wander off from textbooks. She also likes to explore and create original
artworks.

Also, she is strong in working on tasks that allow complete focus on one thing at
a time (Monarchic). According to Grigorenko and Sternberg (1997), Fok also
tends to focus single-mindedly on one goal or need at a time or a single goal or
way of doing things predominates. Examples in Grigorenko and Sternberg (1997)
infer that Fok likes to engage in single projects, whether in art, science, history, or
business.

Fok has the character of work on tasks that involve novelty and
ambiguity(Liberal). According to Grigorenko and Sternberg (1997), Fok also
likes to do things in new ways, to have change in her life, and to defy conventions.
Examples in Grigorenko and Sternberg (1997) infer that Fok likes figuring out
how to operate new equipment and like non-traditional challenging tasks.

217
Fok also has the character of working on tasks that allow one to work as an
independent unit. (Internal).

Limiting belief discovered by Fok

The limiting belief of Fok is I want to learn relaxingly in lectures but I cannot
learn well.

Methods discovered in the first and second NLP six-step reframing

During the practice of the first and second NLP six-step reframing, Fok has
discovered a new method of reading relevant news first before the lecture
concerning abstract concepts on contemporary medical systems.

Foks discovered study method can explain Fok has changed her limiting belief as
she can now have more ability to learn well and will learn more relaxingly.

As Fok is strong in legislative thinking style, it is not surprising that Fok is

strong in working on tasks that require creative strategies and choosing ones
own activities. Also, her monarchic thinking style allows her in working on
tasks that allow complete focus on one thing at a time. Finally her internal
thinking style gives her the character of working on tasks that allow one to work
as an independent unit. It is not surprising that all these three thinking styles can
lead her to discover the study method of reading news before the lecture she
wants to understand.

The continuous drop in score in the local thinking style in the first and second
posttest is reasonable as local style means working on tasks that require
working with concrete details. In this case, concrete details can mean every
concept that may arise in the lecture. Reading news beforehand requires no
working with concrete details as these pieces of news cannot be concrete details to
the lecture. The news can work as a kind of analogy to help Fok understand the
main idea in the lecture. As Fok believes her discovered study method, she can
then use this method to reduce her pressure of preparing every details for the
lecture.

There is an increase in score of the internal thinking style from the first posttest
on 31 Jan 2011 to the second posttest on 7 Feb 2011. As Fok discovered a new
study method, this leads her to be more confident about herself and believes that
she can work more independently.

218
Overall remarks

During the first and second practice of NLP six-step reframing, Fok discovered
a new studying method.

This method is related to Foks initial strong thinking styles.

These method may also help Fok in changing her limiting belief and this may lead
to the change in different types of thinking styles in the posttests on 31 January
2011 and 7 February 2011.

219
Case 3 Ka Ho

Table of thinking styles

Data_ Ka Ho
Pretest Thinking Styles Test 31 Jan 2011

Type I Score Type 2 Score Type 3 Score

Legislative 5 Executive 5.4 Oligarchic 6.2
Judicial 5.2 Local 2 Anarchic 4.8
Global 6 Monarchic 5.4 Internal 2.4
Hierarchical 4.6 Conservative 5.6 External 6
Liberal 4.4

Data_ Ka Ho
Posttest Thinking Styles Test 31 Jan 2011

Type I Score Type 2 Score Type 3 Score

Legislative 5.2 Executive 5.6 Oligarchic 5.8
Judicial 5.8 Local 3.4 Anarchic 4.6
Global 5.4 Monarchic 5.2 Internal 3
Hierarchical 5.2 Conservative 5.6 External 6
Liberal 5.8

Data_ Ka Ho
Posttest Thinking Styles Test 9 Feb 2011

Type I Score Type 2 Score Type 3 Score

Legislative 5.8 Executive 5.4 Oligarchic 5.8
Judicial 5.4 Local 3.2 Anarchic 3.8
Global 5.2 Monarchic 5 Internal 2.8
Hierarchical 5 Conservative 5 External 5.8
Liberal 5.4

220
 Data_Ka Ho
Posttest Thinking Styles Test 26 March 2011

Type I Score Type 2 Score Type 3 Score

Legislative 4.8 Executive 5.2 Oligarchic 5.8
Judicial 5.4 Local 2.4 Anarchic 4.2
Global 5 Monarchic 4.4 Internal 2.6
Hierarchical 5 Conservative 5 External 5.4
Liberal 4.4

The case for Ka Ho

Characteristics of Ka Hos thinking styles

The Thinking Styles pretest of Ka Ho shows he is relatively strong in the thinking

styles of global, oligarchic and external.

This means that Ka Ho is strong in paying more attention to the overall picture of
an issue and to abstract ideas (Global). Examples from Grigorenko and Sternberg
(1997) infer that Ka Ho would like writing on the global message and meaning of
a work of art, or on the significance of a particular discovery for mankind.

Also, he is strong in working on multiple tasks in the service of multiple

objectives, without setting priorities (Oligarchic). According to Grigorenko and
Sternberg (1997), Ka Ho tends to allow for multiple goals, all of which are
equally important. Examples from Grigorenko and Sternberg (1997) also infer
that he likes to do multiple tasks within the same time frame but has difficulty
setting priorities for getting them done.

Ka Ho also has the character of working on tasks that allow for collaborative
ventures with other people (External).

Limiting belief discovered by Ka Ho

Ka Ho has one limiting belief. That is I want to learn better but I cannot learn
well.

221
Method discovered in the first NLP six-step reframing

During the first practice of the NLP six-step reframing, Ka Ho has discovered a
new method of mind-mapping to help him to organize his study materials.
Ka Ho has discovered a new method of mind-mapping to help him to organize his
study materials.. This discovered method obviously relates to his limiting belief
that I want to learn better but I cannot learn well. This serves as a possible
solution to change the belief.

As Ka Ho is strong in global thinking style, it is not surprising that Ka Ho is

strong in paying more attention to the overall picture of an issue and to abstract
ideas. The discovered method of mind-mapping helps him to organize his study
materials. This method requires thinking holistically and is related to his global
thinking style.

The first discovered study method reduces his sense of ambiguity about his study
and this can explain the increase in score in the liberal thinking style in the first
posttest on 31 January 2011 since liberal means working on tasks that involve
novelty and ambiguity.

There is also an increase in score in local style as Ka Ho may care about the
increase in concrete details of his study because of using this method as local
means working on tasks that require working with concrete details.

Method discovered in the second NLP six-step reframing

During the second practice of the NLP six-step reframing, Ka Ho has

discovered the method of reading notes and books before the reading of the
articles and the method of reading the first and last part of the articles.

Ka Ho has discovered the methods of reading notes and books before the reading
of the articles and the method of reading the first and last part of the articles.
These discovered methods obviously relate to his limiting belief that I want to
learn better but I cannot learn well. These can also serve as possible solutions to
change the belief.

There is a slight drop in both the local thinking style and the anarchic
thinking style from the posttest on 31 January 2011 to that in the posttest on 9
February 2011.

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As Ka Ho has discovered the methods of reading notes and books before the
reading of the articles and the method of reading the first and last part of the
articles between these two posttests, it is possible that these methods provide more
confidence to Ka Ho in getting more details about his study and thus decreases the
score in local thinking style as local focuses on working on tasks that require
working with concrete details. The discovered new study methods also decrease
the score in anarchic thinking style. This may be due to Ka Ho having a sense
that the discovered methods reduce his flexibility in dealing with his study since
anarchic focuses on working on tasks that allow flexibility as to what, where,
when, and how one works.

Overall remarks

During the first and second practice of NLP six-step reframing, Ka Ho

discovered several new studying methods.

These methods are related to Ka Hos initial strong thinking styles.

These methods may also help Ka Ho in changing his limiting beliefs and this may
lead to the change in different types of thinking styles in the posttests on 31
January 2011 and 9 February 2011

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Case 4 Rammy

Table of thinking styles

Data_Rammy
Pretest Thinking Styles Test 31 Jan 2011

Type I Score Type 2 Score Type 3 Score

Legislative 5 Executive 4.8 Oligarchic 4.8
Judicial 4 Local 3.4 Anarchic 4.4
Global 4 Monarchic 3.4 Internal 3.8
Hierarchical 4.6 Conservative 4 External 4.2
Liberal 3.8

Data_Rammy
Posttest Thinking Styles Test 31 Jan 2011

Type I Score Type 2 Score Type 3 Score

Legislative 5 Executive 4.6 Oligarchic 5.2
Judicial 4.2 Local 2.8 Anarchic 4.6
Global 4.6 Monarchic 3.2 Internal 4
Hierarchical 5 Conservative 4 External 4.2
Liberal 3.6

Data_Rammy
Posttest Thinking Styles Test 7 Feb 2011

Type I Score Type 2 Score Type 3 Score

Legislative 5 Executive 5 Oligarchic 5.2
Judicial 4.4 Local 3 Anarchic 4.6
Global 4.6 Monarchic 3.6 Internal 4.4
Hierarchical 4.8 Conservative 4.2 External 4.4
Liberal 4

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 Data_Rammy
Posttest Thinking Styles Test 19 March 2011

Type I Score Type 2 Score Type 3 Score

Legislative 5.6 Executive 4.8 Oligarchic 5.6
Judicial 4.4 Local 3.6 Anarchic 4.8
Global 4.8 Monarchic 3.6 Internal 4.2
Hierarchical 5.2 Conservative 4.8 External 4.4
Liberal 4

The case for Rammy

Characteristics of Rammys thinking styles

The Thinking Styles pretest of Rammy shows she is relatively strong in the
thinking styles of legislative, executive and oligarchic.

This means that Rammy is strong in working on tasks that require creative
strategies and choosing ones own activities (Legislative). According to
Grigorenko and Sternberg (1997), Rammys learning is concerned with creating,
formulating, imagining, and planning. Examples in Grigorenko and Sternberg
(1997) also infers the following about Rammy:

1. She likes to formulate her own activities.

2. She likes to approach assignments in her own way and like to wander off from
textbooks, and
3. She likes to explore and create original artworks.

Also, she is strong in working on tasks with clear instructions and structures and
implementing tasks with established guidelines (Executive). According to
Grigorenko and Sternberg (1997), Rammys learning is concerned with
implementing and doing. Examples in Grigorenko and Sternberg (1997) also
infers the following about Rammy:

1. She likes to pursue activities structured by others.

2. She is also always ready for class and knows her assigned material very well,
and
3. She prefers to solve problems over formulating them and likes to develop
someone else idea more than suggesting her own.

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Rammy also has the character of working on multiple tasks in the service of
multiple objectives, without setting priorities. (Oligarchic). According to
Grigorenko and Sternberg (1997), Rammy tends to allow for multiple goals, all of
which are equally important. Examples in Grigorenko and Sternberg (1997) also
infers Rammy likes to do multiple tasks within the same time frame but has
difficulty setting priorities for getting them done.

Limiting belief discovered by Rammy

Rammy has one limiting belief. That is I want to learn well in lectures but I
cannot do well.

Method discovered in the first NLP six-step reframing

During the practice of the first NLP six-step reframing, Rammy has discovered
a new way of study. The method is that Rammy will do sufficient preparation by
reading the relevant materials. Rammy remarks that this can help her to be more
relaxing during the lessons. Yet after the practice, it can be observed that Rammy
is still stressful when she talks about learning. It is estimated that this existing
stress still works as an obstacle to Rammys learning. This explains that there is
no significant change in scores in the posttest on 31 January 2011.

Rammy has discovered that she can do sufficient preparation by reading relevant
materials before the lecture she wants to learn. This discovered method obviously
relates to her limiting belief that I want to learn well in lectures but I cannot do
well. and serves as a possible solution to change the belief.
As Rammy is strong in executive thinking style, it is not surprising that Rammy
is strong in working on tasks with clear instructions and structures and
implementing tasks with established guidelines. The discovered method that she
can do sufficient preparation by reading relevant materials before the lecture she
wants to learn. This method shows strong sense in preparing clear instructions and
structures before implementing the task learning during the lecture.

Method discovered in the second NLP six-step reframing

During the second practice of NLP six-step reframing, the researcher also
observed that Rammy is stressful when she talks about learning as she mentioned
she was like a prisoner in strings when she learned. Yet Rammy still discovered
the following study methods:

226
1. She can search related videos outside lecture time to help learn better and she
does think learning from watching videos will be more interesting than simply
reading words. In fact, she does not focus long on words.

2. Another method that she has discovered is she can pay more attention to the
details that the lecturer plays in class. She can mark down important points from
the videos. She also believes the videos that the lecturer mentioned in the lecture
will be helpful to her study.

As Rammy is strong in legislative style, this means that Rammy is strong in

working on tasks that require creative strategies and choosing ones own
activities. The discovery of reading videos instead of words before the lecture she
wants to learn clearly exhibits this legislative style of creativity.

It is obvious that the second discovered study methods may change Rammys
limiting belief if these methods can be successfully carried out.

Explanation of no significant change in thinking styles after the first and second
practice of NLP six-step reframing

During the practice of the first and second NLP six-step reframing, Rammy has
discovered many new methods to improve her learning. Yet in the two interviews,
Rammy said, I presume these methods will help, I will practice them to see if
so. This shows that Rammy may not fully believe in what she has discovered.
As Rammy sees goals equally important and likes to follow clear instructions to
finish them, Rammy will not easily believe things have changed unless the things
have been done and changed significantly.

Another possibility is that there was still strong stress in Rammy even after the
second practice of NLP six-step reframing model as Rammy mentions in the
second interview there can still be fear and resistance in learning. This explains
why the scores in the second and third posttests do not change much.

Overall remarks

During the first and second practice of NLP six-step reframing, Rammy
discovered new studying methods.

These methods are related to Rammys initial strong thinking styles.

227
Yet it is observed that there is no change in thinking styles after the first and
second practice of of NLP six-step reframing, it may be due to the great stress
existing in Rammy.

Another possibility is that Rammy does not fully discover what she has
discovered can help her.

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Case 5 Lawrence

Table of thinking styles

Data_Lawrence
Pretest Thinking Styles Test 10 August 2011

Type I Score Type 2 Score Type 3 Score

Legislative 6.4 Executive 6 Oligarchic 5.4
Judicial 7 Local 4.4 Anarchic 4.2
Global 3.8 Monarchic 5 Internal 5.2
Hierarchical 6.8 Conservative 3.8 External 7
Liberal 6.6

Data_Lawrence
Posttest Thinking Styles Test 1 10 August 2011

Type I Score Type 2 Score Type 3 Score

Legislative 6.6 Executive 6 Oligarchic 3.6
Judicial 6.6 Local 6 Anarchic 5.6
Global 3.8 Monarchic 5 Internal 5.4
Hierarchical 7 Conservative 3.6 External 6.6
Liberal 7

Data_Lawrence
Posttest Thinking Styles Test 2 17 August 2011

Type I Score Type 2 Score Type 3 Score

Legislative 6 Executive 5.6 Oligarchic 4.6
Judicial 5.6 Local 6.4 Anarchic 4.6
Global 3.4 Monarchic 6.4 Internal 6
Hierarchical 6.6 Conservative 3.2 External 6.6
Liberal 6.6

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 Data_Lawrence
Posttest Thinking Styles Test 3 18 September 2011

Type I Score Type 2 Score Type 3 Score

Legislative 5.2 Executive 4.6 Oligarchic 4.8
Judicial 6 Local 5.8 Anarchic 4.4
Global 2.6 Monarchic 5.2 Internal 5.6
Hierarchical 6.2 Conservative 3.8 External 6.2
Liberal 6.6

The case for Lawrence

Characteristics of Lawrences thinking styles

The Thinking Styles pretest of Lawrence shows he is relatively strong in the

thinking styles of judicial, hierarchical, liberal and external.

This means that Lawrence is strong in working on tasks that allow for ones
evaluation and evaluating and judging the performance of other people (Judicial).

Also, he is strong in distribute attention to several tasks that are prioritized

according to ones valuing of the tasks (Hierarchical)

He is also strong in working on tasks that involve novelty and ambiguity.

(Liberal)

Finally he is strong in working on tasks that allow for collaborative venture with
other people. (External)

Limiting beliefs discovered by Lawrence

The first limiting belief of Lawrence is that he wants to learn the logical skills in
doing his research but his perceived lack of information stops him The second
limiting belief of Lawrence is that he wants to focus on his research but the
disturbance of other people stops him from focusing

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Method discovered in the first NLP six-step reframing

During the practice of the first NLP six-step reframing, Lawrence has
discovered a new way of study on how let his hand keep on writing automatically
so that ideas can be generated through this kind of writing even when his eyes
were tired and he had to close his eyes.

This discovered method can explain Lawrence has changed his first limiting belief
as he can now increase his perceived information getting by letting his hand write
automatically to generate ideas.

As Lawrence is strong in liberal thinking style, this means that he is strong in

working on tasks that involve novelty and ambiguity. His first discovered study
method involves automatic generation of ideas by letting his hand write. This
matches closely with the liberal thinking style character.

As Lawrence is strong in oligarchic thinking style, it is not surprising that

Lawrence is strong in working on multiple tasks in the service of multiple
objectives, without setting priorities. The first discovered method helps Lawrence
to generate more ideas and can thus help him more focused on important tasks.
Accordingly, his score in oligarchic decreases from 5.4 to 3.6.

As the newly discovered study method enables Lawrence to generate more ideas
in dealing with his research, Lawrence can then have more details to work on his
own tasks. Accordingly, the score of local thinking style increases from 4.4 to 6.

Method discovered in the second NLP six-step reframing

During the second practice of NLP six-step reframing, Lawrence has discovered
a second study method that before he communicates with the people he can write
down his ideas about his study before he talks to them. Also he can use his mouth
to speak out the words to remind himself where he stops.

Lawrence second discovered study method involves organizing well his ideas
before communicating with others. This match closely with his hierarchical
thinking style.

As Lawrence is strong in internal thinking style, this style leads Lawrence to

work on tasks that allow one to work as an independent unit. It is not surprising
that Lawrences discovered second study method can help him to work on tasks

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more independently. The score of internal therefore increases slightly from 5.4
to 6.

The second discovered study method helps Lawrence organize his ideas and avoid
himself of being disturbed by others. This may help him not to evaluate too much
the performance of others.

Lawrences second limiting belief is I want to focus on my research but the

disturbance of other people stops me from focusing. The second discovered
study method help him to organize his own ideas and minimize the disturbance
from others. Accordingly, this can help him change the limiting belief.

Overall remarks

During the first and second practice of NLP six-step reframing, Lawrence
discovered two new studying methods.

His two discovered study methods are related to his initial thinking styles.

These methods may also help Lawrence in changing his limiting beliefs.

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Case 6 Jeffrey

Table of thinking styles

Data_Jeffrey
Pretest Thinking Styles Test 5 October 2011

Type I Score Type 2 Score Type 3 Score

Legislative 6 Executive 5.8 Oligarchic 6
Judicial 5.4 Local 5 Anarchic 6.8
Global 2.2 Monarchic 4.2 Internal 1.8
Hierarchical 5.6 Conservative 4.4 External 6.8
Liberal 6.2

Data_Jeffrey
Posttest Thinking Styles Test 1 5 October 2011

Type I Score Type 2 Score Type 3 Score

Legislative 5 Executive 5.8 Oligarchic 5.4
Judicial 5.8 Local 4.4 Anarchic 2
Global 5.6 Monarchic 6.6 Internal 3.8
Hierarchical 6.4 Conservative 3.4 External 7
Liberal 6.6

Data_Jeffrey
Posttest Thinking Styles Test 2 13 October 2011

Type I Score Type 2 Score Type 3 Score

Legislative 3.2 Executive 3 Oligarchic 4.8
Judicial 5.6 Local 3.2 Anarchic 1.2
Global 5.8 Monarchic 6.2 Internal 1.6
Hierarchical 7 Conservative 1.6 External 7
Liberal 6.8

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 Data_Jeffrey
Posttest Thinking Styles Test 3 13 November 2011

Type I Score Type 2 Score Type 3 Score

Legislative 3.8 Executive 5 Oligarchic 6.2
Judicial 5.8 Local 3.4 Anarchic 2.4
Global 4.4 Monarchic 4.8 Internal 1.8
Hierarchical 5.6 Conservative 2.8 External 7
Liberal 5.6

The case for Jeffrey

Characteristics of Jeffreys thinking styles

The Thinking Styles pretest of Jeffrey shows he is relatively strong in the thinking
styles of liberal and external.

This means that Jeffrey is strong in working on tasks that involve novelty and
ambiguity (Liberal).

Also, he is strong in working on tasks that allow for collaborative venture with
other people. (External)

Limiting beliefs discovered by Jeffrey

The first limiting belief of Jeffrey is that he wants to learn the skills in doing his
job but his thoughts distract him.
The second limiting belief of Jeffrey is that he wants to solve a crisis in his job but
the potential conflict with his colleagues stops him.

Method discovered in the first NLP six-step reframing

During the practice of the first NLP six-step reframing, Jeffrey has discovered a
study method of building up a mental picture of a drawer with different boxes and
stored his flying thoughts into the boxes according to the different priorities of
importance and he will also update the stored thoughts every day.

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This discovered method can explain Jeffrey has changed his first limiting belief as
he can now store up and update his flying thoughts and so these thoughts will not
distract his task in learning.

As Jeffrey is strong in liberal thinking style, this means that he is strong in

working on tasks that involve novelty and ambiguity. His first discovered study
method involves building up a mental picture of a drawer with different boxes and
stored his flying thoughts into the boxes according to the different priorities of
importance and he will also update the stored thoughts every day. This explains
why Jeffrey can generate so many flying thoughts and this may create ambiguity.
This matches closely with the liberal thinking style character. However Jeffrey
can find a way to handle this.

Global thinking style concerns about paying more attention to the overall
picture of an issue and to abstract ideas and the first discovered method helps
Jeffrey to store up his flying thoughts in a mental picture drawer and Jeffrey can
update these thoughts from time to time. Accordingly, these stored thoughts can
broaden Jeffreys horizon and can therefore increase the scores of global from
2.2 to 5.6.

Anarchic thinking style concerns about working on tasks that allow flexibility
as to what, where, when, and how one works and Jeffreys first discovered
appears to store up his creative thoughts and will hence limit his flexibility in
dealing with immediate tasks. This explains why the anarchic scores fall from
6.8 to 2.

Method discovered in the second NLP six-step reframing

During the second practice of NLP six-step reframing, Jeffrey has discovered
three more methods. They are:
1. Building up an excel table so that Jeffrey can put all the useful information in
solving the problem into the table. Jeffrey will also update the table from time
to time to see whether the information can help him to solve the problem.
2. Jeffrey has discovered to put his joy and peace and my faith in God and the
words of God. Though the relationship with his colleagues may change,
Jeffrey believes that God will not change.
3. Jeffrey has built up a balance in his heart. The standard of this balance is
based on the standard of God. Jeffrey will use this balance to measure the
standard of the things he has done.

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External thinking style concerns mainly about working on tasks that allow for
collaborative ventures with other people and Jeffreys second discovered
methods also concerns much with the working relationship with other people.

Though Jeffrey can discover three second study methods to cope with the crisis
arises in his working relationship with his colleagues. This crisis obviously
decreases Jeffreys creativity in handling his tasks. This explains why there is a
fall in legislative score from 5 to 3.2.

This crisis of working relationship with Jeffreys colleagues will also make
Jeffrey not clear about the rules and guidelines that need to follow in dealing with
work tasks. Accordingly, this will decrease the scores in these two areas.

Jeffreys second limiting belief is I want to solve a crisis in my job but the
potential conflict with my colleagues stops me. The second discovered study
method help him to organize his own ideas and strengthen his confidence in
dealing with his colleagues. Accordingly, this can help him change the limiting
belief.

Overall remarks

During the first practice of NLP six-step reframing, Jeffrey discovered a new
studying method.

During the second practice of NLP six-step reframing, Jeffrey discovered three
new studying methods.

His two set of discovered study methods are related to his initial thinking styles.

These set of methods may also help Jeffrey in changing his limiting beliefs.

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Case 7 Ivy

Table of thinking styles

Data_Ivy
Pretest Thinking Styles Test 15 October 2011

Type I Score Type 2 Score Type 3 Score

Legislative 5.4 Executive 4 Oligarchic 5.2
Judicial 4.6 Local 3 Anarchic 4.2
Global 5.2 Monarchic 4.6 Internal 4
Hierarchical 5.4 Conservative 4 External 5.4
Liberal 5

Data_Ivy
Posttest Thinking Styles Test 1 15 October 2011

Type I Score Type 2 Score Type 3 Score

Legislative 5.8 Executive 4.4 Oligarchic 5.2
Judicial 4 Local 3.2 Anarchic 4.2
Global 5.4 Monarchic 5.6 Internal 5
Hierarchical 5.4 Conservative 4.2 External 5.4
Liberal 5.2

Data_Ivy
Posttest Thinking Styles Test 2 22 October 2011

Type I Score Type 2 Score Type 3 Score

Legislative 5.2 Executive 4.8 Oligarchic 6
Judicial 4.6 Local 4 Anarchic 4.2
Global 4.8 Monarchic 5.2 Internal 4
Hierarchical 5.8 Conservative 4.4 External 6
Liberal 5

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 Data_Ivy
Posttest Thinking Styles Test 3 22 November 2011

Type I Score Type 2 Score Type 3 Score

Legislative 5.6 Executive 5.4 Oligarchic 6.6
Judicial 5 Local 4.8 Anarchic 4.6
Global 4.8 Monarchic 5.6 Internal 4.2
Hierarchical 6 Conservative 3.8 External 6.4
Liberal 5.4

The case for Ivy

Characteristics of Ivys thinking styles

The Thinking Styles pretest of Lawrence shows he is relatively strong in the

thinking styles of legislative, hierarchical, and external.

This means that Ivy is strong in working on tasks that require creative strategies
and can choose her own activities (Legislative).

Also, she is strong in distribute attention to several tasks that are prioritized
according to ones valuing of the tasks (Hierarchical)

Finally she is strong in working on tasks that allow for collaborative venture with
other people. (External)

Limiting beliefs discovered by Ivy

The first limiting belief of Ivy is that she wants to learn to drive competently but
her fear stops her. The second limiting belief of Ivy is she wants to learn how to
distribute medicine correctly to patients but she is confused about the correct
ways to do that.

Method discovered in the first NLP six-step reframing

During the practice of the first NLP six-step reframing model, Ivy has
discovered two new ways of learning. The first method she discovered is that she
can observe more about the driving skills from her brother. The second method

238
she discovered is that she can play more games about driving and she can improve
her driving skills from that.

Ivys two ways of discovered learning method can explain Ivy has changed her
first limiting belief as she can make herself more focused in improving her driving
skill and will overcome her fear.

As Ivy is strong in external thinking style, this means that she is strong in
working on tasks that allow for collaborative ventures with other people. Her first
discovered way of learning method involves that she can observe more about the
driving skills from her brother. This matches closely with the external thinking
style character.

As Ivy is strong in legislative thinking style, it is not surprising that Ivy is

strong in working on tasks that require creative strategies and can choose her own
activities The second way of discovered learning method involves the playing of
driving games in improving driving skill. This illustrates the creativity of this
thinking style.

Monarchic thinking style has the characteristic of working on tasks that allow
complete focus on one thing at a time. The discovered ways of learning of Ivy
that she can observe learning from her brother and learning from playing games
about driving both involve Ivys focusing on learning driving only. It is not
surprising that the monarchic score rises from 4.6 to 5.6.

Method discovered in the second NLP six-step reframing model

During the second practice of NLP six-step reframing model, Ivy has
discovered a second study method by discussing with her classmates about the
names, appearance and details of the medicine first. Later she can read the details
of the case in applying the medicine.

External thinking style involves working on tasks that allow for collaborative
ventures with other people. The discussion with her classmates during the
learning about medicine clearly matches with this style.

As Ivy discusses with her classmates about the details of medicine and she later
studies in details the application cases of medicine. This can explain why her
local scores rises from 3.2 to 4 since local style involves working on tasks
that require working with concrete details.

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As Ivy is initially strong in external thinking style, it is not surprising that her
learning from her classmates raises this score again.

Ivys second limiting belief is I want to learn how to distribute medicine

correctly to patients but I am confused about the correct ways to do that. The
second discovered study method help her to learn better from her classmates and
can therefore remove her confusion.

Overall remarks

During the first and second practice of NLP six-step reframing, Ivy discovered
two set of new learning methods.

Her two set of learning methods are related to her initial thinking styles.

These sets of new learning methods may also help Ivy in changing her limiting
beliefs.

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Case 8 Heaveni

Table of thinking styles

Data_Heaveni
Pretest Thinking Styles Test 5 November 2011

Type I Score Type 2 Score Type 3 Score

Legislative 4.8 Executive 3.2 Oligarchic 5.4
Judicial 4.4 Local 2.2 Anarchic 4.4
Global 5.4 Monarchic 3 Internal 4
Hierarchical 3.8 Conservative 3.6 External 5.4
Liberal 4.6

Data_Heaveni
Posttest Thinking Styles Test 1 5 November 2011

Type I Score Type 2 Score Type 3 Score

Legislative 5.2 Executive 4.6 Oligarchic 5.8
Judicial 4.8 Local 4.4 Anarchic 4.6
Global 4 Monarchic 4.4 Internal 4.2
Hierarchical 4.8 Conservative 3.8 External 5.2
Liberal 4.8

Data Heaveni
Posttest Thinking Styles Test 2 12 November 2011

Type I Score Type 2 Score Type 3 Score

Legislative 5.6 Executive 4.2 Oligarchic 6.2
Judicial 4.2 Local 3.4 Anarchic 4.8
Global 5.4 Monarchic 4 Internal 4.8
Hierarchical 4.8 Conservative 4 External 5.2
Liberal 5.2

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 Data_Heaveni
Posttest Thinking Styles Test 3 9 December 2011

Type I Score Type 2 Score Type 3 Score

Legislative 5.6 Executive 4.2 Oligarchic 5.2
Judicial 4.8 Local 3.2 Anarchic 5.4
Global 5.4 Monarchic 4 Internal 4.8
Hierarchical 5.2 Conservative 4 External 5
Liberal 5.4

The case for Heaveni

Characteristics of Heavenis thinking styles

The Thinking Styles pretest of Heaveni shows she is relatively strong in the
thinking styles of global, oligarchic and external.

This means that she is strong in paying more attention to the overall picture of an
issue and to abstract ideas (Global).

Also, she is strong in working on multiple tasks in the service of multiple

objectives, without setting priorities (Oligarchic)

Finally she is strong in working on tasks that allow for collaborative venture with
other people. (External)

Limiting beliefs discovered by Heaveni

The first limiting belief of Heaveni is that I want to learn a task systematically
but the complexity of the task stops me.
The second limiting belief of Heaveni is I want to learn planning well my
timetable but sudden events like people inviting me out stop me.

Method discovered in the first NLP six-step reframing

During the practice of the first NLP six-step reframing, Heaveni has discovered
a learning method with the following steps. Firstly, she has to read the guidelines
and regulations of my task. The second step is to ask other people how to do the

242
task. Combining the other peoples experience with the basic knowledge in the
guidelines and regulations, the task can be easily carried out.

This discovered method can explain Heaveni has changed her first limiting belief
as she can now reduce the complexity of her task by reading the guidelines and
regulations and asking other people how to do the task.

As Heaveni is strong in global thinking style, this means that she is strong in
paying more attention to the overall picture of an issue and to abstract ideas. Her
first discovered study method involves reading the guidelines and regulations first
before asking other people. Her ability of seeing the overall picture to read
information first may help her to realize this method.

As Heaveni is strong in external thinking style, this means that she is strong in
working on tasks that allow for collaborative venture with other people. Her first
discovered study method involves asking other people. Her ability of allowing for
collaborative venture with other people may help her to realize this method.

As the newly discovered study method enables Heaveni to read more details
before she carries out her task, it is not surprising that her score of local
thinking style increases from 2.2 to 4.

The executive thinking style involves working on tasks with clear instructions
and structures and implementing tasks with established guidelines. Heavenis
discovered method of reading more details about instructions and guidelines can
surely increase the strength of this style. Hence the score rises from 3.2 to 4.6.

The monarchic thinking style involves working on tasks that allow complete
focus on one thing at a time. Heavenis discovered method can make her more
focused to achieve her learning task.

As the newly discovered study method enables Heaveni to read more details and
then ask other people before she carries out her task, this shows a good sense of
setting priority in achieving the task. It is not surprising that her score of
hierarchical thinking style increases from 3.8 to 4.8.

Method discovered in the second NLP six-step reframing

During the second practice of NLP six-step reframing, Heaveni has discovered
a second study method that that can be carried out in the following steps. First,
write short term tasks in planning a timetable. Second, if there are long tasks,

243
break it down into smaller parts. Third, arrange half a day rest once in a week so
as not to make oneself too tired.

Heavenis second discovered study method involves getting an overall picture of

her learning need, she later solves this by creating a new way to break down her
tasks in planning timetable and later even arranging a half day rest pinpointing her
need. This matches closely with her global thinking style.

According to the above observation and interpretation, it is reasonably to deduce

that Heaveni will have a slight increase in legislative (creativity) and
global(overall picture) thinking styles.

Heavenis second limiting belief is I want to learn planning well my timetable

but sudden events like people inviting me out stop me. The second discovered
study method help Heaveni to break down her tasks to make them more realistic
and the taking for a half day rest can really minimize her from the disturbance
from other people. Accordingly, this can help her change the second limiting
belief.

Overall remarks

During the first and second practice of NLP six-step reframing, Heaveni
discovered two new studying methods.

Her two discovered study methods are related to her initial thinking styles.

These methods may also help Heaveni in changing her limiting beliefs.

244
Case 9 Toni

Table of thinking styles

Data_Toni
Pretest Thinking Styles Test 5 November 2011

Type I Score Type 2 Score Type 3 Score

Legislative 3 Executive 4.2 Oligarchic 4.8
Judicial 5.2 Local 2.8 Anarchic 4
Global 4.4 Monarchic 2.8 Internal 2
Hierarchical 5.4 Conservative 2.2 External 6.4
Liberal 6.6

Data_Toni
Posttest Thinking Styles Test 1 5 November 2011

Type I Score Type 2 Score Type 3 Score

Legislative 4 Executive 3.8 Oligarchic 6.2
Judicial 6 Local 3.4 Anarchic 3.8
Global 3.8 Monarchic 3.4 Internal 1.8
Hierarchical 6.2 Conservative 1.8 External 6.8
Liberal 5.6

Data_Toni
Posttest Thinking Styles Test 2 12 November 2011

Type I Score Type 2 Score Type 3 Score

Legislative 5.4 Executive 4 Oligarchic 5.2
Judicial 5.4 Local 2.4 Anarchic 4
Global 3.2 Monarchic 4.4 Internal 2.2
Hierarchical 5.6 Conservative 3.4 External 6.4
Liberal 6.4

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 Data_Toni
Posttest Thinking Styles Test 3 9 December 2011

Type I Score Type 2 Score Type 3 Score

Legislative 4.6 Executive 5.2 Oligarchic 6.2
Judicial 5.4 Local 4.2 Anarchic 4.4
Global 5.2 Monarchic 4.2 Internal 2.4
Hierarchical 6.4 Conservative 3.6 External 7
Liberal 6

The case for Toni

Characteristics of Tonis thinking styles

The Thinking Styles pretest of Toni shows he is relatively strong in the thinking
styles of hierarchical, liberal and external.

This means that he is strong in distribute attention to several tasks that are
prioritized according to ones valuing of the tasks (Hierarchical)

He is also strong in working on tasks that involve novelty and ambiguity.

(Liberal)

Finally he is strong in working on tasks that allow for collaborative venture with
other people. (External)

Limiting beliefs discovered by Toni

The first limiting belief of Toni is he wants to learn an educational system but his
limited resources and different voices from different people stop him. The second
limiting belief of Toni is that he wants to learn playing guitar well but his not
persisting in learning attitude stops him.

Method discovered in the first NLP six-step reframing

During the practice of the first NLP six-step reframing, Toni has discovered a
new way of study on reading more details about the educational system he is

246
going to learn and this makes him more confident despite the limited resources
and the different voices from different people.

This discovered method can explain Toni has changed his first limiting belief as
he can now increase his confidence by reading more about the details of the
educational system he wants to learn.

As Toni is strong in hierarchical thinking style, this means that he is strong in

distributing attention to several tasks that are prioritized according to ones
valuing of the tasks. His first discovered study method involves reading more
details. These details can give him more information how to prioritize his tasks.
This matches closely with the hierarchical thinking style character.

As the newly discovered study method enables Toni to read more details about the
educational system he wants to learn, this not only increases his confidence but
also empowers to work on multiple tasks in the service of multiple objectives as
he now has got more information.. Accordingly, the score of oligarchic thinking
style increases from 4.8 to 6.2.

Method discovered in the second NLP six-step reframing

During the second practice of NLP six-step reframing, Toni has discovered a
second study method that he can put his guitar in an eye catching position in his
house so that this can remind him more to play it and play it with friends to create
new songs.

Tonis second discovered study method involves motivation by his friends to

create songs together. This match closely with his external thinking style.

Tonis second limiting belief is I want to learn playing guitar well but my not
persisting in learning attitude stops me.
The second discovered study method reminds him to learn guitar in a persistent
manner. Accordingly, this can help him change the limiting belief.

Overall remarks

During the first and second practice of NLP six-step reframing, Toni discovered
two new studying methods.
His two discovered study methods are related to his initial thinking styles.
These methods may also help Toni in changing his limiting beliefs.

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Case 10 Yai Yao

Table of thinking styles

Data_Yao Yao
Pretest Thinking Styles Test 4 February 2012

Type I Score Type 2 Score Type 3 Score

Legislative 5.6 Executive 6 Oligarchic 5.8
Judicial 5.8 Local 5.6 Anarchic 4.4
Global 5.6 Monarchic 3.6 Internal 3.6
Hierarchical 5.8 Conservative 6 External 5.8
Liberal 5.2

Data_Yao Yao
Posttest Thinking Styles Test 1 4 February 2012

Type I Score Type 2 Score Type 3 Score

Legislative 6.2 Executive 6 Oligarchic 6.4
Judicial 5.8 Local 5 Anarchic 4.6
Global 6.2 Monarchic 4 Internal 4.2
Hierarchical 6 Conservative 6 External 6.2
Liberal 4.6

Data_Yao Yao
Posttest Thinking Styles Test 2 11 February 2012

Type I Score Type 2 Score Type 3 Score

Legislative 6.2 Executive 6.2 Oligarchic 6.2
Judicial 6.8 Local 5.6 Anarchic 5.8
Global 6 Monarchic 4.8 Internal 4
Hierarchical 6.6 Conservative 6 External 6.8
Liberal 5.4

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 Data_Yao Yao
Posttest Thinking Styles Test 3 10 March 2012

Type 1 Score Type 2 Score Type 3 Score

Legislative 6 Executive 6.4 Oligarchic 6.8
Judicial 6.8 Local 6.4 Anarchic 5.2
Global 5.4 Monarchic 5 Internal 5.2
Hierarchical 6.8 Conservative 5.8 External 7
Liberal 5.4

The case for Yao Yao

Characteristics of Yao Yaos thinking styles

The Thinking Styles pretest of Yao Yao shows she is relatively strong in the
thinking styles of executive and conservative.

This means that Yao Yao is strong in working on tasks with clear instructions
and structures and implementing tasks with established guidelines (Executive).

Also, she is strong in working on tasks that allow one to adhere to the existing
rules and procedures in performing tasks (Conservative)

Limiting beliefs discovered by Yao Yao

The first limiting belief of Yao Yao is that she wants to learn English but she does
not understand what the teacher is teaching.
The second limiting belief of Yao Yao is that she wants to do her presentation but
her shyness and lack of confidence stops her.

Method discovered in the first NLP six-step reframing

During the practice of the first NLP six-step reframing, Yao Yao has discovered
two new ways of study. The first learning method is to concentrate on what the
teacher is speaking. The second method is to repeat herself the English the teacher
has presented.

The first discovered methods can explain Yao Yao has changed her first limiting
belief as she can now learn better English by concentrating on the teacher and
repeating herself what the teacher taught.

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As Yao Yao is strong in executive thinking style, this means that she is strong
in working on tasks with clear instructions and structures and implementing tasks
with established guidelines. Her first discovered study methods involve first
concentrating on what the teacher is teaching and then repeating herself the
English the teacher has taught. This matches closely with the executive thinking
style character.

As Yao Yao is strong in conservative thinking style, it is not surprising that Yao
Yao is strong in working on tasks that allow one to adhere to the existing rules
and procedures in performing tasks The first discovered methods helps Yao Yao
clear rules and steps to learn better English. This matches closely with the
conservative thinking style character.

As the newly discovered study methods enables Yao Yao not to know so much
about the details of her learning. Accordingly, the score of local thinking style
decreases from 5.6 to 5.

As the newly discovered study methods enables Yao Yao to generate new ideas to
learn. Accordingly, the score of legislative thinking style slightly increases from
5.6 to 6.2.

As the newly discovered study methods enables Yao Yao to learn things in an
overall picture of an issue and to abstract ideas. Accordingly, the score of global
thinking style slightly increases from 5.6 to 6.2.

As the newly discovered study methods enables Yao Yao to work on tasks that
allow complete focus on the teacher only. Accordingly, the score of monarchic
thinking style increases from 3.6 to 4.

As the newly discovered study methods allows Yao Yao to work on both the task
of concentrating on the teacher and the task of repeating the English the teacher
has taught. Accordingly, the score of oligarchic thinking style increases from
5.8 to 6.4.

Method discovered in the second NLP six-step reframing

During the second practice of NLP six-step reframing, Yao Yao has discovered
a second study method that focusing on what she is going to present and ignore
how other people look at her.

250
Yao Yao second discovered study method is just focusing on what she is going to
present and ignore how other people look at her. This new method appears to give
a new direction of rules and procedures to follow. This matches closely with her
executive and conservative thinking styles.

As Yao Yao is strong in judicial thinking style, this style leads Yao Yao work
on tasks that allow for ones evaluation and she evaluates and judges the
performance of other people. As the second study method ignores how other
people looks at her learning, this means that Yao Yao only evaluates herself by
herself. It is not surprising that Yao Yaos score of judicial therefore increases
from 5.8 to 6.8.

As Yao Yao is strong in hierachical thinking style, this style leads Yao Yao
distribute attention to several tasks that are prioritized according to ones valuing
of the tasks. As the second study method ignores how other people look at her
learning, this means that Yao Yao prioritizes this task in a top position. It is not
surprising that Yao Yaos score of hierarchical therefore increases from 6 to 6.6.

As Yao Yao is strong in liberal thinking style, this style leads Yao Yao work on
tasks that involve novelty and ambiguity. As the second study method ignores
how other people look at her learning, this, to a certain extent involves novelty
and ambiguity. It is not surprising that Yao Yaos score of liberal therefore
increases from 4.6 to 5.4.

As Yao Yao is strong in local thinking style, this style leads Yao Yao working
on tasks that require working with concrete details. As the second study method
ignores how other people look at her learning, this also arouses Yao Yao clear
focus on details in working out her task. It is not surprising that Yao Yaos score
of local therefore increases from 5 to 5.6.

As Yao Yao is strong in monarchic thinking style, this style leads Yao Yao
work on tasks that allow complete focus on one thing at a time As the second
study method ignores how other people look at her learning, this also means that
she can focus completely on one task only. It is not surprising that Yao Yaos
score of monarchic therefore increases from 4 to 4.8.

As Yao Yao is strong in anarchic thinking style, this style leads Yao Yao
working on tasks that allow flexibility as to what, where, when, and how one
works. As the second study method ignores how other people look at her learning,
this matches also the character of this style. It is not surprising that Yao Yaos
score of anarchic therefore increases from 4.6 to 5.8.

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Overall remarks

During the first and second practice of NLP six-step reframing, Yao Yao
discovered two set of new studying methods.
Her two set of discovered study methods are related to her initial thinking styles.

These methods may also help Yao Yao in changing her limiting beliefs.

252
Case 11 Fishball

Table of thinking styles

Data_Fishball
Pretest Thinking Styles Test 11 February 2012

Type I Score Type 2 Score Type 3 Score

Legislative 5 Executive 3.6 Oligarchic 3.2
Judicial 4.6 Local 3.2 Anarchic 2.8
Global 3.4 Monarchic 4.8 Internal 4.4
Hierarchical 4 Conservative 2 External 3.6
Liberal 4

Data Fishball
Posttest Thinking Styles Test 1 11 February 2012

Type I Score Type 2 Score Type 3 Score

Legislative 5 Executive 3.4 Oligarchic 3.2
Judicial 4.8 Local 2.8 Anarchic 3
Global 4 Monarchic 4.6 Internal 4.2
Hierarchical 4 Conservative 2.6 External 4.2
Liberal 4

Data_Fishball
Posttest Thinking Styles Test 2 18 February 2012

Type I Score Type 2 Score Type 3 Score

Legislative 4.6 Executive 4.6 Oligarchic 3.2
Judicial 4 Local 3 Anarchic 2.8
Global 4.2 Monarchic 4 Internal 3.6
Hierarchical 4 Conservative 2.8 External 4
Liberal 3.6

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 Data_Fishball
Posttest Thinking Styles Test 3 17 March 2012

Type I Score Type 2 Score Type 3 Score

Legislative 4.6 Executive 3.8 Oligarchic 3
Judicial 3.2 Local 3 Anarchic 2.2
Global 3.6 Monarchic 4 Internal 4
Hierarchical 3.4 Conservative 2.8 External 4.2
Liberal 3.8

The case for Fishball

Characteristics of Fishballs thinking styles

The Thinking Styles pretest of Fishball shows she is relatively strong in the
thinking styles of legislative and monarchic.

This means that Fishball is strong in working on tasks that require creative
strategies and choosing ones own activities (Legislative).

Also, she is strong in working on tasks that allow complete focus on one thing at
a time (Monarchic)

Limiting beliefs discovered by Fishball

The first limiting belief of Fishball is that she wants to learn the physical therapy
knowledge in lecture but her lack of power and confidence stops her. The second
limiting belief of Fishball is that she wants to learn swimming but her perception
of her improper way of breathing stops her.

Method discovered in the first NLP six-step reframing

During the practice of the first NLP six-step reframing, Fishball has discovered
a new way of study is that when she attends lecture, she should not be afraid but
just affirm herself that she has the power to understand and can absorb the
knowledge.

254
This discovered method can explain Fishball has changed her first limiting belief
as she can increase her power and confidence when she can affirm herself not to
be afraid but that she has the power to understand and can absorb the knowledge.
As Fishball is strong in legislative thinking style, this means that she is strong in
working on tasks that require creative strategies and choosing ones own activities.
The first study method is creative in the sense that she can affirm herself not to be
afraid and can have power so that she can overcome her limiting belief. This
matches closely with the legislative thinking style character.

As Fishball is strong in monarchic thinking style, it is not surprising that

Fishball is strong in working on tasks that allow complete focus on one thing at a
time. The first discovered method helps Fishball to focus on one task only. This is
to increase her confidence. This matches closely with the monarchic thinking
style character.

As the newly discovered study method enables Fishball to pay more attention to
the overall picture of increasing her confidence which is an abstract idea.
Accordingly, the score of global thinking style increases from 3.4 to 4.

As conservative thinking style involves working on tasks that allow one to

adhere to the existing rules and procedures in performing tasks, the existing rules
in this case are that increasing confidence result from affirming herself not to be
afraid. Accordingly, the score of conservative thinking style increases from 2
to 2.6.

Method discovered in the second NLP six-step reframing

During the second practice of NLP six-step reframing, Fishball has discovered a
second study method that to swim with her face up first and after getting used to
the feeling, she can swim with her face down like a dead body.

Fishball second discovered study method involves a creative new way to swim.
This matches closely with her legislative thinking style.

As judicial thinking style involves working on tasks that allow for ones
evaluation and evaluating and judging the performance of other people. It is not
surprising that Fishballs discovered second study method can help her to focus
on a new and creative way to swim and not to judge and evaluate the performance
of other people. The score of judicial therefore decreases slightly from 4.8 to 4.

255
The second discovered study method helps Fisball to carry out her new swimming
task with clear instructions. The score of executive therefore increases from 3.4
to 4.6.

Fishballs second limiting belief is I want to learn swimming but my perception

of my improper way of breathing stops me. The second discovered study method
help her to change her perception of breathing. Accordingly, this can help her
change the limiting belief.

Overall remarks

During the first and second practice of NLP six-step reframing, Fishball
discovered two new studying methods.

Her two discovered study methods are related to her initial thinking styles.

These methods may also help Fishball in changing her limiting beliefs.

256
Case 12 Siu Yau

Table of thinking styles

Data_Siu Yau
Pretest Thinking Styles Test 27 February 2012

Type I Score Type 2 Score Type 3 Score

Legislative 3.6 Executive 6 Oligarchic 5.8
Judicial 4.4 Local 5 Anarchic 4.8
Global 4.2 Monarchic 4 Internal 4
Hierarchical 4.4 Conservative 6 External 5.2
Liberal 3.2

Data_Siu Yau
Posttest Thinking Styles Test 1 27 February 2012

Type I Score Type 2 Score Type 3 Score

Legislative 4.2 Executive 6 Oligarchic 6
Judicial 3.4 Local 4.6 Anarchic 5
Global 4.2 Monarchic 4.8 Internal 4
Hierarchical 5.4 Conservative 6 External 5.2
Liberal 3.2

Data_Siu Yau
Posttest Thinking Styles Test 2 5 March 2012

Type I Score Type 2 Score Type 3 Score

Legislative 3 Executive 5.6 Oligarchic 5.8
Judicial 3.6 Local 4.4 Anarchic 3.6
Global 4.4 Monarchic 5 Internal 3.8
Hierarchical 5.8 Conservative 6 External 4.6
Liberal 3.2

257
 Data_Siu Yau
Posttest Thinking Styles Test 3 5 April 2012

Type I Score Type 2 Score Type 3 Score

Legislative 4 Executive 5.6 Oligarchic 5
Judicial 4.2 Local 4.2 Anarchic 3.6
Global 4.8 Monarchic 5 Internal 4
Hierarchical 5.2 Conservative 6 External 5
Liberal 3.8

The case for Siu Yau

Characteristics of Siu Yaus thinking styles

The Thinking Styles pretest of Siu Yau shows she is relatively strong in the
thinking styles of executive, conservative, and oligarchic.

This means that Siu Yau is strong in working on tasks with clear instructions and
structures; implement tasks with established guidelines (executive).

Also, she is strong in working on tasks that allow one to adhere to the existing
rules and procedures in performing tasks (conservative)

She is also strong in working on multiple tasks in the service of multiple

objectives, without setting priorities. (oligarchic)

Limiting beliefs discovered by Siu Yau

The first limiting belief of Siu Yau is that she wants to learn how to create
common dialogue materials to improve my interpersonal relationship but her lack
of confidence stops her.

The second limiting belief of Siu Yau is that she wants to learn how to relax but
the heavy burden in her heart stops her.

Method discovered in the first NLP six-step reframing

During the practice of the first NLP six-step reframing, Siu Yau has discovered
a new way of study. This method is Relax first, then notice some detailed
materials in daily life that is positive, interesting and happy. These detailed

258
materials can be used as dialogue materials to improve interpersonal relationship
with other people.

This discovered method can explain Siu Yau has changed her first limiting belief
as she can relax and can increase her confidence so that she can create positive,
interesting and happy common dialogue materials to improve her interpersonal
relationship.

As Siu Yau is strong in executive thinking style, this means that she is strong in
working on tasks with clear instructions and structures and implementing tasks
with established guidelines. Her first discovered learning method involves an
established way of relaxing and increasing her confidence. This matches closely
with the executive thinking style character.

As Siu Yau is strong in conservative thinking style, this means that she is strong
in working on tasks that allow one to adhere to the existing rules and procedures
in performing tasks. Her first discovered learning method involves an established
procedure of relaxing and increasing her confidence. This matches closely with
the conservative thinking style character.

As the newly discovered study method enables Siu Yau to focus on one task only.
This task is to relax and to increase confidence. Accordingly, the score of
monarchic thinking style increases from 4 to 4.8.

As the newly discovered study method enables Siu Yau to priorize her task of
relaxing in a very high position and the other tasks like collecting common
dialogue materials can be achieved naturally. Accordingly, the score of
hierarchical thinking style increases from 4.4 to 5.4.

Method discovered in the second NLP six-step reframing

During the second practice of NLP six-step reframing, Siu Yau has discovered a
second study method that before she can learn how to relax by holding the hand of
Jesus.

Siu Yau second discovered study method also involves relaxation. This time it
involves the achieving this can be accompanied by a great power that she believes.
This matches closely with her executive thinking style and her conservative
thinking style as there is a power to her push forwards her procedures.

259
As the second discovered method involves focusing and relying on one strong
power that Siu Yau believes to relax. This may decrease her own relying on her
creativity to find other ways. Accordingly, her legislative scores decrease from
4.2 to 3.

As the second discovered method involves focusing and relying on one strong
power that Siu Yau believes to relax. This may also decrease her flexibility on
working on tasks. Accordingly, her anarchic scores decrease from 5 to 3.6.

Siu Yaus second limiting belief is I want to learn how to relax but the heavy
burden in my heart stops me. The second discovered study method help her to
rely on a great power that she believes. Accordingly, this can help her change the
limiting belief.

Overall remarks

During the first and second practice of NLP six-step reframing, Siu Yau
discovered two new learning methods.

Her two discovered learning methods are related to her initial thinking styles.

These methods may also help Siu Yau in changing her limiting beliefs.

260
Case 13 Shirley

Table of thinking styles

Data_Shirley
Pretest Thinking Styles Test 3 March 2012

Type I Score Type 2 Score Type 3 Score

Legislative 4.4 Executive 5.2 Oligarchic 5
Judicial 4.6 Local 5 Anarchic 4.2
Global 3.8 Monarchic 5 Internal 3
Hierarchical 5.6 Conservative 5.2 External 6
Liberal 3.8

Data_Shirley
Posttest Thinking Styles Test 1 3 March 2012

Type I Score Type 2 Score Type 3 Score

Legislative 3.6 Executive 6 Oligarchic 6.6
Judicial 3.8 Local 5.8 Anarchic 3
Global 3.2 Monarchic 5.4 Internal 2.2
Hierarchical 6 Conservative 6 External 6.8
Liberal 3.4

Data_Shirley
Posttest Thinking Styles Test 2 10 March 2012

Type I Score Type 2 Score Type 3 Score

Legislative 5 Executive 6 Oligarchic 6.2
Judicial 5.4 Local 5.6 Anarchic 4.6
Global 4.8 Monarchic 5 Internal 2.8
Hierarchical 6.4 Conservative 5.8 External 6.8
Liberal 3.4

261
 Data_Shirley
Posttest Thinking Styles Test 3 10 April 2012

Type I Score Type 2 Score Type 3 Score

Legislative 5 Executive 5.8 Oligarchic 6.4
Judicial 5.8 Local 5.8 Anarchic 4.2
Global 4.8 Monarchic 4.8 Internal 3.4
Hierarchical 5.8 Conservative 5.2 External 6.4
Liberal 5.2

The case for Shirley

Characteristics of Shirleys thinking styles

The Thinking Styles pretest of Shirley shows she is relatively strong in the
thinking styles of hierarchical and external.

This means that Shirley is strong in distributing attention to several tasks that are
prioritized according to ones valuing of the tasks (Hierarchical)

Also, she is strong in working on tasks that allow for collaborative venture with
other people. (External)

Limiting beliefs discovered by Shirley

The first limiting belief of Shirley is that she wants to read bible but her tiredness
and sleepiness stop her from focusing. The second limiting belief of Shirley is that
she wants to learn playing piano but her perception that she has no musical talent
and her lack of time stops her.

Method discovered in the first NLP six-step reframing

During the practice of the first NLP six-step reframing, Shirley has discovered a
new way of study that she can sleep a bit earlier the night before. The next
morning she can wake up a bit earlier. She can save up the time for struggling to
wake up and can read the bible.

262
This discovered method can explain Shirley has changed her first limiting belief
as she can now change her time in sleeping and she can squeeze time to read the
bible. This may decrease her sense of tiredness and sleepiness.

As Shirley is strong in hierarchical thinking style, this means that she is strong
in distributing attention to several tasks that are prioritized according to ones
valuing of the tasks. Her first discovered study method involves prioritizing her
use of time. This matches closely with the hierarchical thinking style character.

As the newly discovered study method enables Shirley to do different tasks at the
same time, namely sleeping earlier the day before, saving time of struggling to
wake up to read bible. Accordingly, the score of oligarchic thinking style
increases from 5 to 6.6.

Method discovered in the second NLP six-step reframing

During the second practice of NLP six-step reframing, Shirley has discovered a
second study method that the day before she learns playing piano, she can turn
down all the other appointments and she can practise playing piano the day before.
The day when she learns playing piano she can squeeze time as far as she can to
practise. After that, she can go home to do the practice again.

Shirley second discovered study method also involves prioritizing her use of time.
This matches closely with her hierarchical thinking style.

Anarchic thinking style involves working on tasks that allow flexibility as to

what, where, when, and how one works. It is not surprising that Shirleys
discovered second study method can help her to use her time flexibly. The score
of anarchic therefore increases from 3 to 4.6.

Judicial thinking style involves working on tasks that allow for ones
evaluation and evaluating and judging the performance of other people. It is not
surprising that Shirleys discovered second study method can help her to
reevaluate herself differently. The score of judicial therefore increases from 3.8
to 5.4.

Shirleys second limiting belief is I want to learn playing piano but my

perception that I have no musical talent and my lack of time stops me. The
second discovered study method help her to reorganize her time and can therefore
increase her confidence that she can practise more to overcome her lack of
musical talent. Accordingly, this can help her change the limiting belief.

263
Overall remarks

During the first and second practice of NLP six-step reframing, Shirley
discovered two new studying methods.

Her two discovered study methods are related to her initial thinking styles.

These methods may also help Shirley in changing her limiting beliefs.

264
Case 14 Milka

Table of thinking styles

Data_Milka
Pretest Thinking Styles Test 31 March 2012

Type I Score Type 2 Score Type 3 Score

Legislative 4 Executive 5 Oligarchic 5
Judicial 5.4 Local 3.2 Anarchic 2.4
Global 4.8 Monarchic 5.6 Internal 5.4
Hierarchical 4.6 Conservative 5.8 External 3.8
Liberal 4.2

Data_Milka
Posttest Thinking Styles Test 1 31 March 2012

Type I Score Type 2 Score Type 3 Score

Legislative 4.6 Executive 5.2 Oligarchic 5.4
Judicial 5.2 Local 4.4 Anarchic 4.2
Global 4.6 Monarchic 4.6 Internal 4.8
Hierarchical 5.4 Conservative 4.4 External 4.6
Liberal 4.8

Data_Milka
Posttest Thinking Styles Test 2 7 April 2012

Type I Score Type 2 Score Type 3 Score

Legislative 4.4 Executive 4.4 Oligarchic 5.8
Judicial 4.8 Local 3.6 Anarchic 4
Global 4.6 Monarchic 4.2 Internal 3.4
Hierarchical 5 Conservative 3.8 External 5.4
Liberal 3.8

265
 Data_Milka
Posttest Thinking Styles Test 3 12 May 2012

Type I Score Type 2 Score Type 3 Score

Legislative 3.8 Executive 4.2 Oligarchic 5.4
Judicial 5.2 Local 5 Anarchic 3.4
Global 3.6 Monarchic 4.4 Internal 3.4
Hierarchical 5.4 Conservative 5 External 5.2
Liberal 4.6

The case for Milka

Characteristics of Milkas thinking styles

The Thinking Styles pretest of Milka shows he is relatively strong in the thinking
styles of judicial, and oligarchic.

This means that Milka is strong in working on tasks that allow for ones
evaluation and evaluating and judging the performance of other people (Judicial).

Also, he is strong in working on multiple tasks in the service of multiple

objectives, without setting priorities (Oligarchic).

Limiting beliefs discovered by Milka

The first limiting belief of Milka is that he wants to learn knowledge about
thinking but he thinks he is impatient and he feels boring and he thinks he does
not have enough time and this stops him.The second limiting belief of Milka is
that he wants to learn communication skills but he feels himself does not know
how to express himself stops him from learning.

Method discovered in the first NLP six-step reframing

During the practice of the first NLP six-step reframing, Milka has discovered a
new way of learning, i.e. Before he learns he can listen to some melodious and
relaxing music to help himself.

266
This discovered method can explain Milka has changed his first limiting belief as
he can now change his negative perception by listening to some melodious and
relaxing music.

As Milka is strong in oligarchic thinking style, it is not surprising that Milka is

strong in working on multiple tasks in the service of multiple objectives, without
setting priorities. The first discovered method helps Milka to relax himself and
this can help him to think of multiple tasks in learning knowledge about thinking.

As the newly discovered study method enables Milka to relax, Milka can then
increase his creativity in learning. Accordingly, the score of legislative thinking
style increases slightly from 4 to 4.6.

As the newly discovered study method enables Milka to relax, Milka can then
distribute attention to several tasks that are prioritized according to ones valuing
of the tasks.. Accordingly, the score of hierarchical thinking style increases
slightly from 4.6 to 5.4.

As the newly discovered study method enables Milka to relax, Milka can then
work on tasks that allow flexibility as to what, where, when, and how one works.
Accordingly, the score of anarchic thinking style increases from 2.4 to 4.2.

Method discovered in the second NLP six-step reframing

During the second practice of NLP six-step reframing model, Milka has
discovered a second study method that he can learn by participating in some
interesting group activities where there are people he is familiar with so that he
can learn how to express himself.

As Milka is strong in oligarchic thinking style, it is not surprising that Milka is

strong in working on multiple tasks in the service of multiple objectives, without
setting priorities. The second discovered method helps Milka to enjoy an easy-
going and interesting social setting to learn and this is related to his oligarchic
thinking style.

The second discovered method helps Milka to enjoy an easy-going and interesting
social setting to learn. Liberal thinking style involves working on tasks that
involve novelty and ambiguity. With this new learning method, Milka is clear in
his learning task and this will lead to the decrease in score from 4.8 to 3.8.

267
The second discovered method helps Milka to enjoy an easy-going and interesting
social setting to learn. External thinking style involves working on tasks that
allow for collaborative ventures with other people. With this new learning
method, Milka can have more collaborative ventures with other people. This can
therefore increase the score from 4.6 to 5.4.

Milkas second limiting belief is I want to learn communication skills but I feel
myself do not know how to express myself and this stops me from learning. The
second discovered study method gives him a new social setting to express himself
easily. Accordingly, this can help him change the limiting belief.

Overall remarks

During the first and second practice of NLP six-step reframing, Milka
discovered two new learning methods.

His two discovered learning methods are related to his initial thinking styles.

These methods may also help Milka in changing his limiting beliefs.

268
Case 15 Pig

Table of thinking styles

Data_Pig
Pretest Thinking Styles Test 31 March 2012

Type I Score Type 2 Score Type 3 Score

Legislative 5.4 Executive 5 Oligarchic 5.2
Judicial 5.6 Local 5.2 Anarchic 4.6
Global 3.4 Monarchic 6.2 Internal 4.8
Hierarchical 6 Conservative 5.6 External 5.8
Liberal 5.4

Data_Pig
Posttest Thinking Styles Test 1 31 March 2012

Type I Score Type 2 Score Type 3 Score

Legislative 5.8 Executive 5.6 Oligarchic 5.4
Judicial 5.6 Local 5.4 Anarchic 4.6
Global 3.2 Monarchic 5.8 Internal 4.8
Hierarchical 6.2 Conservative 5.2 External 6.6
Liberal 6

Data_Pig
Posttest Thinking Styles Test 2 7 April 2012

Type I Score Type 2 Score Type 3 Score

Legislative 6.2 Executive 5.6 Oligarchic 5.6
Judicial 5.8 Local 5.2 Anarchic 4
Global 2.8 Monarchic 6 Internal 4.2
Hierarchical 6.4 Conservative 6 External 6.8
Liberal 5.4

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 Data_Pig
Posttest Thinking Styles Test 3 12 May 2012

Type I Score Type 2 Score Type 3 Score

Legislative 5.8 Executive 5.2 Oligarchic 4.4
Judicial 6.6 Local 5.6 Anarchic 3.8
Global 2.6 Monarchic 5.4 Internal 4.4
Hierarchical 6.6 Conservative 5.4 External 6.6
Liberal 5

The case for Pig

Characteristics of Pigs thinking styles

The Thinking Styles pretest of Pig shows she is relatively strong in the thinking
styles of monarchic, and external.

This means that Pig is strong in working on tasks that allow complete focus on
one thing at a time (monarchic).

Also she is strong in working on tasks that allow for collaborative venture with
other people. (External)

Limiting beliefs discovered by Pig

The first limiting belief of Pig is that she wants to learn counselling but she thinks
she is young and she is too rational that she cannot learn empathy and these stop
her from learning.

The second limiting belief of Pig is that she wants to learn German but her
perception that she does not have enough time and her perception that she does
not have a clear objective which makes her feel powerless and these two
perceptions stop her from learning.

Method discovered in the first NLP six-step reframing

During the practice of the first NLP six-step reframing, Pig has discovered a
new way of learning that she can start learning to understand her own feelings
first.
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This discovered method can explain Pig has changed her first limiting belief as
she can increase her empathy power by understanding her own feelings first.

As Pig is strong in monarchic thinking style, this means that she is strong in
working on tasks that allow complete focus on one thing at a time Her first
discovered learning method involves focusing on understanding her own feelings
first.. This matches closely with the monarchic thinking style character.

As the newly discovered learning method enables Pig to understand her own
feelings first, this increases the degree of novelty and ambiguity. Accordingly, the
score of liberal thinking style increases slightly from 5.4 to 6.

As the newly discovered learning method enables Pig to understand her own
feelings first, this to a certain extent, is to build up a collaborative venture with
herself. Accordingly, the score of external thinking style increases slightly from
5.8 to 6.6.

Method discovered in the second NLP six-step reframing

During the second practice of NLP six-step reframing, Pig has discovered a
second learning method that she can start enjoy learning German and then learn it
bit by bit..

As Pig is strong in monarchic thinking style, this means that she is strong in
working on tasks that allow complete focus on one thing at a time Her second
discovered learning method involves focusing on enjoying learning German first
and then learn it bit by bit.. This matches closely with the monarchic thinking
style character.

Anarchic thinking style involves working on tasks that allow flexibility as to

what, where, when, and how one works. It is not surprising that Pigs discovered
second learning method can help her to focus on learning German happily and
then learn it bit by bit. The degree of flexibility in learning therefore decreases.
The score of anarchic therefore decreases slightly from 4.6 to 4.

Internal thinking style involves working on tasks that allow one to work as an
independent unit. It is not surprising that Pigs discovered second learning
method can help her to focus on learning German happily and then learn it bit by
bit. This results in making her to focus more on other peoples feeling instead of
just herself in order to learn happily. The score of internal therefore decreases
slightly from 4.8 to 4.2.

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Pigs second limiting belief is I want to learn German but my perception that I do
not have enough time and my perception that I do not have a clear objective
which makes me feel powerless and these two perceptions stop me from
learning.

The second discovered study method helps her to focus on a happy learning
attitude and this gives her a clear objective. Her perception that she can learn bit
by bit simply changes her previous perception of not having enough time.
Accordingly, this can help her change the limiting belief.

Overall remarks

During the first and second practice of NLP six-step reframing, Pig discovered
two new learning methods.

Her two discovered learning methods are related to her initial thinking styles.

These methods may also help Pig in changing her limiting beliefs.

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Case 16 Lauren

Table of thinking styles

Data_Lauren
Pretest Thinking Styles Test 10 March 2012

Type I Score Type 2 Score Type 3 Score

Legislative 5.2 Executive 5.6 Oligarchic 5
Judicial 5.6 Local 3.8 Anarchic 4.4
Global 6 Monarchic 6.6 Internal 6
Hierarchical 6.2 Conservative 5 External 6.6
Liberal 5.4

Data_Lauren
Posttest Thinking Styles Test 1 10 March 2012

Type I Score Type 2 Score Type 3 Score

Legislative 6.8 Executive 5.2 Oligarchic 6
Judicial 6.6 Local 2.2 Anarchic 3
Global 6.2 Monarchic 6.6 Internal 5.8
Hierarchical 6.4 Conservative 3.4 External 5.8
Liberal 5.8

Data_Lauren
Posttest Thinking Styles Test 2 17 March 2012

Type I Score Type 2 Score Type 3 Score

Legislative 6.6 Executive 4.2 Oligarchic 6.6
Judicial 6.4 Local 1.6 Anarchic 1.8
Global 6.4 Monarchic 7 Internal 5.8
Hierarchical 6.2 Conservative 2.2 External 6.2
Liberal 6.8

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 Data_Lauren
Posttest Thinking Styles Test 3 20 April 2012

Type I Score Type 2 Score Type 3 Score

Legislative 6.6 Executive 5.4 Oligarchic 7
Judicial 6.6 Local 1 Anarchic 1
Global 6.8 Monarchic 7 Internal 5.2
Hierarchical 6.4 Conservative 3.6 External 5.4
Liberal 5.6

The case for Lauren

Characteristics of Laurens thinking styles

The Thinking Styles pretest of Lauren shows she is relatively strong in the
thinking styles of monarchic, hierarchical and external.

This means that Lauren is strong in working on tasks that allow complete focus
on one thing at a time (monarchic).

Also, she is strong in distribute attention to several tasks that are prioritized
according to ones valuing of the tasks (Hierarchical)

Finally she is strong in working on tasks that allow for collaborative venture with
other people. (External)

Limiting beliefs discovered by Lauren

The first limiting belief of Lauren is that she wants to learn exercise science but
her perception that she has weak mathematics foundation and her poor
communication with her professor stops her. The second limiting belief of Lauren
is that she wants to do her assignment that she has to hand on time but her
perception that she does not have enough time and the difficulty and information
overload of the assignment stop her from doing well.

Method discovered in the first NLP six-step reframing

During the practice of the first NLP six-step reframing, Lauren has discovered a
new way of study that after her professor has finished a lecture, she can revise

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his notes and highlight those parts that she does not understand. Then she can ask
her classmates those parts that she does not understand between breaks during
lectures the next day.

This discovered method can explain Lauren has changed her first limiting belief
as she can find ways to change her perception about learning.

As Lauren is strong in hierarchical thinking style, this means that she is strong
in distributing attention to several tasks that are prioritized according to ones
valuing of the tasks Her first discovered study method involves prioritizing tasks
to learn step by step. This matches closely with the hierarchical thinking style
character.

As Lauren is strong in external thinking style, this means that she is strong in
working on tasks that allow for collaborative venture with other people. Her first
discovered study method involves asking her classmates questions This matches
closely with the external thinking style character.

As the newly discovered study method enables Lauren to arrange different small
tasks in priority, this is in fact another type of creativity. It is not surprising that
the score of legislative increases slightly from 5.2 to 6.8.

The newly discovered study method enables Lauren to evaluate and judge her
own performance. This leads her think of a new way to revise notes and use spare
time to ask her classmates. It is not surprising that the score of judicial increases
from 5.6 to 6.6.

The newly discovered study method obviously breaks the existing rules and
procedures that Lauren used to cling to. It is not surprising that the score of
conservative decreases slightly from 5 to 3.4.

The newly discovered study method involves several tasks for Lauren to achieve.
It is not surprising that the score of oligarchic increases slightly from 5 to 6.

The newly discovered study method decreases Lauren the flexibility to deal with
different tasks. It is not surprising that the score of anarchic decreases slightly
from 4.4 to 3.

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Method discovered in the second NLP six-step reframing

During the second practice of NLP six-step reframing, Lauren has discovered a
second study method that that she can sleep a bit earlier the day before and then
she can seek her mothers help in waking me up next morning. This can help her
to work on her assignment more efficiently.

Laurens second discovered study method involves several tasks that are
prioritized according to her valuing of the tasks This matches closely with her
hierarchical thinking style.

Laurens second discovered study method involves asking her mother to wake her
up in the morning. This matches closely with her external thinking style.

As Laurens second method involves sleeping earlier the day before and the next
day waking up relies on her mothers help. This increases the degree of novelty
and ambiguity. The score of liberal therefore increases slightly from 5.8 to 6.8

The second discovered study method lessens Laurens dependence on clear rules
and established procedures. The score of executive therefore decreases slightly
from 5.2 to 4.2.

Laurens second limiting belief is I want to do my assignment that I have to hand

on time but my perception that I do not have enough time and the difficulty and
information overload of the assignment stop me from doing well. The second
discovered study method helps her to relax and a way to empower herself so as to
overcome the difficulty. Accordingly, this can help her change the limiting belief.

Overall remarks

During the first and second practice of NLP six-step reframing, Lauren
discovered two new studying methods.

Her two discovered study methods are related to her initial thinking styles.

These methods may also help Lauren in changing her limiting beliefs.

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 Appendix J

Interview Data of the 16 Cases

Case 1 Hung

Case 2 Fok

Case 3 Ka Ho

Case 4 Rammy

Case 5 Lawrence

Case 6 Jeffrey

Case 7 Ivy

Case 8 Heaveni

Case 9 Toni

Case 10 Yao Yao

Case 11 Fishball

Case 12 Siu Yau

Case 13 Shirley

Case 14 Milka

Case 15 Pig

Case 16 Lauren

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Case 1 Hung

First Interview
Data 22 January 2011_Hung

T: Terry (Interviewer / Researcher)

H: Hung

T: Hung, lets have an interview concerning the six step reframing process youve
learnt. Firstly I would like to ask in the process of six step reframing, what you
see, what you hear and what you feel.

H: I see myself some obstacles in my routine study. The first problem is that I
see how I face the passages I dont like to read, that situation and my feeling
towards it. The second scene is that I see myself after finishing a piece of
homework I get the bad feeling of doing it not good enough that I am disinterested.
These are the two scenes I see.

T: Okay. What about the changes in the six step reframing process? What do you
see?

H: What I see in the process the changes Actually the main change is that I get
an answer to myself. Through maybe some scenes actually in my daily
life actually maybe an idea flashes in or I hear of an idea but this time this
experience helps me organize all these. Or, maybe there are some other answers
that I have never thought of before.

T: For example what are they? Can you give more details?

H: Concerning the problem of reading passages, actually I have thought of how I

should solve it. I have thought of some methods before but this time the feeling is
more coherent. The scenes are not in pieces. I feel that as I do it this way, I will be
much more relaxed. As usual I wont think in that way. As for the other problem,
my frustration after doing the homework, I have not thought of solving this
problem before. This time Ive got a direction in solving it.

T: I see. Do you feel you like these discovered experiences?

H: Yes, I do.

T: Why?

H: Because they grant me some various methods to face the same situation as I
find that I have to face these situations in future. It gives me the opportunity to try
if these methods are possible. I believe they are helpful.

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T: Can you describe your discovered experiences?

H: The experiences I discover that means the methods?

T: Yes, like the experience of the change in your beliefs. How is it like?

H: Through self asking in the state of meditation I ask myself, and then ask
how to solve these problems. Then it seems like a voice tells me or some images
tell me or some as I follow these to do, and after that the feeling of lessening of
my unhappiness appears.

T: Do you find the NLP six step reframing process affecting you in your studying?

H: Yes, I think it does influence me because it provides some methods. It makes

me think of some methods for myself in my continual study. I will follow these
methods as to change my study mode. I think it affects me.

T: Do you have any other comments?

H: No.

T: Okay, thank you, Hung, for this interview.

Second Interview
Data 29 January 2011_Hung

T: Terry (Interviewer / Researcher)

H: Hung

T: Okay, Hung, we will have the second interview with you. Basically we would
like to ask about the effects of the six-step reframing on you. Just now when you
have the second six-step reframing, what do you see, hear and feel?

H: I see more or less the same things I saw last time. I see myself facing a small
pile of essays. I am less stressful when facing these essays than before. My
experience is that my brain seems to become more relaxed and less nervous when
reading these essays.

T: Okay, thank you. Do you like your discovered experience?

H: Yes, I like this because I dont have this kind of experience before. Usually I
am nervous when reading essays. Another new thing that I have just left out is
that there are difficulties in even reading a few passages. But after this test, it

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makes me finding some solutions. The experience reminds me some situations
when I talk with other people, which help me to get rid of the puzzling emotions.

T: I see. How do you think the whole process of doing this NLP six-step
reframing a second time can influence you?

H: I guess it influences me because ... Last time I worked out some solutions like
breaking down a passage into sections, which makes me less nervous. But today
when I do this process once again, it reminds me that whenever I have problem
with a certain method, I can have another method to solve that problem.

T: What else do you want to add?

H: I do feel this method should be helpful to me. But since there is a gap of a
week ... if I try this method in this interval time ... as in the last week I did not use
the method, I think that it may be better comparatively if I had used the skill last
week.

T: I see. Okay. Do you have any good idea of how to remind yourself in using
these methods?

H: Actually I havent started to read the stuff. I will try. I tell myself that I will try
those methods when I read articles. This week I am less busy and will read ...
Therefore, the nervousness doesnt emerge.

T: Thank you for your ideas and for the interview.

Final Interview
Data 26 March 2011 _Hung

T: Terry (Interviewer / Researcher)

H: Hung

T: Hung, I would like to have the NLP final interview with you after a months
time. First of all I would like to ask if you still remember the discovered study
methods in the two NLPs that we have done in the past month.

H: Yes, I remember.

T: What are they?

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H: The first one is about understanding a large number of passages or long
passages bits by bits for better comprehension. The second method is discussing
more with classmates on the content of study.

T: Thank you. Did you use these discovered study methods in this last month?

H: Yes, I did.

T: How is it?

H: When I read passages, I wont force myself to read that much for once. I would
distribute paragraph by paragraph to myself for reading. After finishing the first
paragraph, then I read the next paragraph. I try this method during this month. As
for discussion with others, I didnt do it purposefully but we discuss just when we
gather together for projects. I did use this method.

T: In the last month did you practice the six step reframing NLP techniques?

H: I practised once. After I have finished the six-step reframing, I feel myself to
be more relaxing. In the NLP process I read a small paragraph in a relaxing mood.
I can feel the relaxation.

T: In the six step reframing process, did you discover other study methods?

H: For this, no, I dont.

T: Here are the report of the data of your two NLPs the past month and their
initial interpretations. I would like to ask your ideas concerning the recordings. As
revealed by the report, your thinking styles are dominant in judicial, global and
external areas. Do you agree?

H: I agree.

T: The report shows your limiting beliefs, too; and your practice of the first NLP
six step reframing process, and your discovery from it. Do you agree to these?

H: Yes, I agree to what it has been written down.

T: It also mentions about your first NLP six step reframing in relation to your
limiting beliefs. Do you agree to this part?

H: Agree.

T: In another section it shows your discovered method which is the bit-by-bit

learning method, the report predicts that since you are of the judicial thinking
style and it is because of this thinking style. Do you agree to this?

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H: I agree. In our first NLP I myself did evaluate my study method about why it
made me so nervous and would not want to continue with it. During the
process and because of this evaluation, I find out the bit-by-bit learning
method for what I have to study.

T: I see. In the interpretation report it mentions after the first NLP you discover
the first method. Then in between there are changes in two areas, the
hierarchical and liberal thinking styles. Do you agree to the mentioned changes?

H: I agree.

T: The report also tells that in the first method, you got changes in both
monarchical and conservative thinking styles. Do you agree to this? Do you
have any other comment?

H:

T: Monarchical and conservative thinking styles

H: My feeling is in comparison to previous time since I have more methods to

face pressure or my unwillingness in reading. Because of these methods I am of
higher flexibility. I get choices of corresponding methods in these situations.

T: That which it explains the change in the conservative scores.

H: I think so.

T: In the report it shows the second NLP practice and your second discovered
study method. Then it tells the change in the external scores. Do you agree to
this part of the report?

H: Yes, I agree.

T: That means you basically agree to the part on thinking styles.

H: Um.

T: We go to the part on learning styles of the report. That is the part on the study
process questionnaires. As revealed by the data of the report your deep learning
scores do not change that much across all the tests, including the fourth last test
just finished. Your surface learning scores decrease continually from 27 to 19.
What do you think about this decrease?

H: I think the decrease is reasonable because before that, I forced myself to read a
lot in a short period of time. I didnt have to think and understand. I just finished

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the reading, noted down some points. Thats all. The new method is that I read bit
by bit. It allows me more time to read and comprehend. Therefore, I wont force
myself to memorize so many things once and for all as before any longer.

T: Therefore, the surface learning scores drop. Some information is about the
record of the several conversations. Do you agree to these records?

H: I agree.

T: Thank you. Do you have anything to say on top of our interview questions
above?

H:

T: Lets go back the fourth test first. Im sorry. Lets return to the part in the
report in this month thats past. Then there is the change in the fourth thinking
style ~ presentation. Lets put back this section. The change in the fourth thinking
style on presentation is that except there is a great change in external, there are
no big changes. Do you agree to this finding?

H: I agree.

T: There is an interesting change in the external style. It drops from 6.8 for the
third case to 5.8 which is similar to your figure in the first and second time of
more or less like 5.8 and 6.0. Why do you think there is such a change in the
external style?

H: After finishing the second NLP I underwent two presentations.

T: You mean during the past month you had two presentations.

H: Yes, two. These two presentations are of the important subjects. After I have
finished the second NLP I remembered Id found that I needed to discuss more
with others. This helps my understanding in the subject matter. But for these two
presentations, although I share and discuss with classmates, I find that the level of
in-depth discussion is lower than what Ive anticipated. This may be due to the
discussion time limitation and the frequency of meetings is not enough, too. Still
also because of our time constraint, I seldom discuss with other classmates not
involving in the projects. This real situation is different from what I see in the
method of NLP. My expected situation in NLP should be there is more time for
discussion and the discussion is more in-depth. However, these two presentations
are not as ideal as I have imagined.

T: This explains why the external score drops from 6.8 to 5.8.

H: I think this is the reason.

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T: Thank you. Then do you have anything to add to all the previous questions Ive
asked?

H: I got bad moods during this last month since I have a quarrel with a friend.
This affects my motivation on doing the homework well. I know that I have to do
well but my motivation is low. But I still find that in NLP the bit-by-bit learning
method is useful. I try this method and it helps me in the understanding in
academic subjects. It releases the pressure in my study.

T: Okay, any other ideas?

H: Thats all.

T: Thank you for your interview.

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Case 2 - Fok

First Interview
Data 31 January 2011_Fok

T: Terry (Interviewer / Researcher)

F: Fok

T: For now I would like to do with you an interview after the six step reframing
process. Firstly I would like to ask you about in the six step reframing process
what you see, what you hear and what you feel.

F: I see myself in a lecture hall looking at the teacher speaking but as he is

speaking, I cant hear what he says. I am panic. Oh! My God! I dont know what
he is talking about. At the same time I feel my head grow bigger and bigger for
many times.

T: Okay.

F: My head also feels very hot, very very heavy. It feels like going to fall down.

T: Um.

F: Yes, its really very heavy. The whole scene is like that. The most impressive is
the feeling, the feeling of the very very heaviness.

T: I see. Do you have any obstacles in your studying? What do you see?

F: The obstacles I see are maybe as he mentions some American policies, lots
of question marks appear in me. Many newspapers appear suddenly in my brain.
There are no contents in those newspapers, just only outline boxes of space. It is
like I havent read that newspapers so I dont know what he is talking about. Or, I
havent searched for any data, information, so that I dont understand what he
talks about. These are what I see if we say about the obstacles.

T: I see. You would really want to learn it well but they are something hindering
you from doing so. Maybe they are some very difficult theories like the American
policies that you are able to deal with.

F: Yes. They are something I dont have experience, something I have not
touched on.

T: I see.

F: Um.

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T: After the six step reframing process do you have any newly discovered
experiences?

F: I discover from the obscured newspapers that I should read more newspapers.
Should read for a very period of time the newspapers for accumulation [of the
news happened]. This is what I should have done. In the six-step reframing
process creativity requires me to think of a solution. What is mentioned is to
read more news reports and newspapers. At that time I see myself watching news
reports. However, when I was reviewing the news reports, I saw myself have my
eyes on my watch. It seems like I am in a hurry.

T: Um.

F: Therefore, I find that even though I have set aside some time for newspapers
reading, I have tried that for some time but I am not doing that attentively. As I
am watching, I am at the same time thinking about what to do next, what places I
have to go to. It reminds me to allow for myself more space in connecting with
these things unfamiliar to me.

T: I see. Do you like these experiences that youve discovered?

F: I feel that these discovered experiences are not strange to me. They are a
reminder. Although they are not strange and I know them for all the time, I wont
feel as my head feels very heavy that I know I highly value about it or it is
what I really want to chase after it. It reminds me to pursue this, to improve.

T: Okay, I see. What do you find the effects of the six step reframing process
toward you?

F: The effect is the feeling The feeling of the heaviness of the head is very
strong. The feeling of falling down is really strong. It reminds me of my own
ignorance and I am very helpless too at that time. Therefore, in order not to have
this feeling again after the six step reframing process, just now have made
use of the creative method to think it over, and then the me after that is very
relaxed. I am much lighter. What I pursue is that I can make notes during lessons,
feeling relaxed and knowing what the teacher talks about. I feel that I have a
greater motivation in spending more time on news viewing.

T: I see. Do you have any other supplements?

F: Just now as I ask myself creatively sometimes I still find myself

surrounded by the feeling of heaviness. Therefore, at the beginning my creative
self doesnt figure out many new things. But after that I remind myself to think
about more solutions. I continuously force myself to think of what solutions there

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are. That would be a little bit better. The feeling after that is much lighter than
before.

T: Thank you very much for this interview.

F: Thank you.

Second Interview
Data 7 February 2011_Fok

T: Terry (Interviewer / Researcher)

F: Fok

T: Ms F, nice to have the second interview with you. We have just finished the
second six-step reframing. I would like to ask what you see, what you hear and
what you feel.

F: At the very beginning I saw the lecture theatre which I saw last time. There was
a lecturer lecturing out there in the theatre but I cannot hear what he says and he
does not see me, too. He just keeps on talking and talking and I dont know what
he is talking about. When I am asked which part should be responsible for this
image, I feel both my head and my shoulder are very heavy. It seems like there
are many things pressing on my head and my shoulder.

T: Yes.

F: Then you teach me to use a balloon to move away the rock. Although, the rock
is moved away, I still feel a bit dizzy. As for the heaviness on my shoulder, I also
use a piece of light shawl. My feeling at that time is lighter. The feeling of
dizziness also alleviated. Then I also feel that I am very of light weight. No,
not very light but I was asked what I use that is the creative self. The
creative self is actually my left hand. My left hand keeps working out the solution.
The other disagreeing parts of my body are mainly my right hand which seems
like looking down upon my left hand. My left hand says, You may watch more
news reports. Not only news report, search for more information. The right
hand challenges it unceasingly. However, the challenges from my right hand are
unreasonable. It cannot continue and cannot rebut. The conclusion is that
watching news is not sufficient. [I] should search more information according to
the news. Then I can understand all that the teacher talks about during lessons.
After this solution has come out, I go back to the vision in the lecture theatre. I
can see the lecturer smiling to me though I still cannot hear what he is speaking. I
can guess from the movement of his lips that he is talking something about
medical system. I have got a feeling that I know more than before.

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T: Its quite good. Do you like your discovered experience?

F: Yes, I do. It is because its like no excuse. For example, say like watching
the news. It is not something that I cannot work for. It is not like just sitting in the
class without any working that Ill know all from the teacher. But in fact there are
many methods. I do think of the situation that I try hard on those methods. It is
possible. As the information technology is so flourishing nowadays, I may just
surf on the web, press a few buttons. Its very fast. I may not need to read a lot but
at least I can look at the titles, or reading one piece is good. It helps me
understand more of what the teacher says.

T: Its very good. How do you think the whole process of doing this NLP six-
step reframing model a second time can influence you?

F: I think one of the greatest influences is the creative self and other disagreeing
parts of my body. As I havent gone through the image/situation deeply, I tell
myself that Im not competent. However, after the dialogue Ill know that it may
not be impossible. It is just because you do not try. Or, you dont believe that you
are capable.

T: I see.

F: This is the first [influence]. The second is the feeling of relaxation which
makes me happy. I like this feeling that can motivate me to work out what I have
just mentioned and suggested above.

T: What else do you want to add?

F: No.

T: Thank you for the interview.

F: Thanks.

Final Interview
Data 27 March 2011 _Fok

T: Terry (Interviewer / Researcher)

F: Fok

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T: I am so happy that we can this final interview. I would like to ask that in this
month and more you have done twice the NLP six step reframing and have
discovered some study methods. Do you still remember those study methods?

F: Yes, I remember. It is to watch news report more, at least having one hours
news everyday and try to search for related information to the news in addition to
just knowing the news.

T: Have you tried these methods in the past month?

F: I did in the first two weeks, and then I used them less and less after that.

T: During the latter half of the period the number of times that you use these
methods is getting less and less.

F: Yes.

T: Have you practised the six-step NLP reframing during this period of a months
time?

F: I have practised for two to three times.

T: What did you discover in your own practice?

F: I find that my emotions affect my feelings towards the results very much,
affects if I can discover any new methods. Or, my emotions affect whether I can
relieve and whether I can find out answers to what I want/need.

T: In your practice, did you discover any new study methods?

F: No.

T: Okay. Here is the initial report on your first thinking style test, the second, the
third and the fourth one just finished this month; and your learning style test. The
report is an initial interpretation and it is shown to you just now. Do you agree to
the details of this report?

F: Agree.

T: All agree?

F: Yes, all agree.

T: Okay. Lets focus on the fourth thinking style test.

F: Um.

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T: I discover that after a months time and more, you have changes in some items
of thinking styles in between the period of the third and the fourth thinking style
test. For example, the judicial score is of 4.8 in the third test changed to 5.4 in
the fourth test. Do you think this change is related to your discovered study
method? Why is there such a change?

F: I feel that this change is not much related to the discovered study method. The
change may be due to the many projects I need to do recently. When I cooperate
with the others in projects, I have to be critical in their work and then evaluate my
own work. This may make me to become more ready to judge others work.

T: So, the judicial score slightly increases.

F: Yes.

T: Okay. Your global area score is from 5.8 to 6.4. You are used to score highly
in the global area. Why is there an increase? Do you see it related to your own
discovered study method?

F: Yes, it is related because ... As mentioned before my discovered method is to

view news report more frequently. But then as I have viewed more news report, I
find that the ideas/concepts before those news reports are similar. Should I still
pay attention to the details of the news? I dont think so. I need not to understand
clearly every system or policy reported. Thats why there is a slight rise.

T: Okay. Thats why you focus more on the general picture.

F: Yes.

T: Okay. Another area hierarchical your score increases slightly from 4.8 to 5.4.
Do you think this increase is related to your discovered study method?

F: The relationship is weak. The main reason is when Ive got lots of projects and
homework I need to learn to set priority to the work. Therefore, the relation is not
obvious.

T: Projects and homework are the main reasons.

F: Yes.

T: Okay. Another area is liberal the score in the third test is 5.4. It drops a little
bit to 4.6. What do you think about this change, this drop?

F: I guess ... This slight drop is due to Let me see.

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T: Liberal is this one Involve novelty and ambiguity.

F: I think the drop is because I read lots of Hang on, let me think about it.

F: Can you explain a bit of this one?

T: Liberal concerns ambiguity and maybe you can take a look at the
opposites on this side.

F: I guess the drop is because view let me see wait because of the
study method learned I have watched many different news reports and have
learned many different things and then I discover that behind these news there
involve many different views. Therefore, I wont just follow what the others
sayings. On the contrary, I dont follow the things reported or the descriptions laid
out. I will think over whether the content/sayings are correct, and then to decide
my own position. Therefore, I follow less on tradition and rules.

T: Just like the idiom Cho follows Sius rules ... just follow rules.

F: Yes.

T: Its your explanation of why a slight drop in liberal.

F: Um.

T: Another area is executive thinking style where your score increases from 3.2
in the third test to 4.2. Executive is about the thinking style on clear instructions
and the actual working out of something. Why is there an increase; and is there
any relation to your discovered study method?

F: It is because the plentiful homework and projects. When we gather for projects,
I need to think about what to talk about first. When we write a paper, we also need
to structure everything well and clearly. Therefore, this change is related to the
homework I need to do.

T: Okay. As for the local thinking style your score falls from 3.0 in the third test
to 1.8. Your local score falls all the time right from the beginning. Your first test
score is 4.6, then, 3.6, and then 3.0, now 1.8. It keeps falling. Do you think it is
related to your discovered study method in NLP?

F: The relationship is rather great. As my discovered method is viewing more

news, I try this method for the first two weeks. I give up the method then, not
because I find that the method is not useful. Rather, I find that after I have
watched news for so many times in so much detail I do see the generalized
standpoints, directions and mindsets behind. It is much more necessary and
important for me than just to know things in details. After I have tried the study

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method, I dont pay much attention to details. I prefer more on the holistic ideas
behind.

T: I see. Lets look at another area anarchic. Your score was 3.8 in more than a
month before. It drops slightly to 2.6. Do you think this change is related to your
discovered study method in NLP?

F: Yes, its related. At the beginning when I started to view various news report
and to listen to different people reviewing those news, I accept all those ideas
straight forwardly. However as I have also mentioned just now, to be able to
think is very much related to ones concepts and the mindset. Therefore, as I
know what my ideas are, no matter how great in amount and how varied the
information I receive, I know what my thoughts are. Then, I need not to be very
flexible in viewing various things.

T: Okay. The last area of your change in thinking style is the external thinking
style. Your score falls from 4.8 to 3.8. Your score in this area is very stable in the
previous times. Do you think this change is related to your discovered study
method?

F: Its half related in the sense that when I listen to peoples ideas, there are so
many different viewpoints. It pushes me to find out my own viewpoints. When I
have found out my viewpoints, I wont care too much about what the others think
about me. I will then focus more on what I actually think and believe.

T: Okay. This explains the fall of your score.

F: Yes.

T: Now lets focus on the score changes in the learning style. As revealed by the
score changes in the learning style in the past month, your surface learning style
doesnt change much, just change from 19 to 20. As for your deep learning style,
overall it doesnt change much too, around 42, 43. In what ways do you think is
this related to your discovered study method or your life events in this one and a
half month?

F: I guess the reason for its steadiness is related to my concept that study should
be in depth, so deep learning is constant. On the contrary, surface learning
changes from 24 at the beginning to 20 is because of the discovered learning
method. It makes me to release myself from concerning too many details, and
from spoon feeding all the self prepared factual information into my brain. Rather,
I would focus on whether I understand the information or not. Even though I may
not understand, never mind. What is more important is that I do know how I think
for the whole picture. Therefore, the surface learning score is lower. I wont force
myself just to rote memorize all things.

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T: Okay. Here we also have our first and second interview records of 31 January
and 7 February. Do you have any comments concerning these interview data?

F: All fine. I agree to these as recorded.

T: Anymore additional comments to all the questions we have discussed in this

interview?

F: I feel that when I use NLP or the six step reframing process, emotion is an
influential factor. If I do not have steady emotions, even though I adopt this
method, the effect or the result will not be obvious. I feel that we have to be in a
very stable mood when using this method. Do not try to use the method if you are
very depressed. Otherwise, what you think under this framework is all blue and
hopeless.

T: I see. Thank you for your interview.

F: Thank you.

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Case 3 Ka Ho

First Interview
Data 1 February 2011_Ka Ho

T: Terry (Interviewer / Researcher)

K: Ka Ho

T: Lets have an interview after finishing the six step reframing process. I would
like to ask what you see, what you hear and what you feel during the process. Can
you describe those?

K: I dont hear much. Mainly they are images. The images are voiceless even
though they are images of talk. I saw two scenes. The first one is in the library,
seeing myself studying. The other one is about some friends talking about the
academic results. At that time I feel some heat in my hands. Except this feeling, I
dont have other significant feelings. During the whole process, there are images
mainly.

T: Okay. Have you discovered any new experience?

K: My new experience is that I have discovered some methods I have thought of

before but have never tried or practised. I have thought of mind map before but
very often when there are only weeks left before the examination, I will find that
there is not enough time for anything. Therefore, I would make use of this period
of time before the examination and try these methods.

T: Could you describe more about any of your other discovered experiences?

K: The discovered experience is about some methods of how to help myself in

studying. One of those methods is mind mapping, to reorganize things for easier
memory. To study much earlier, allow myself more time and to study for more
times in order to make myself to be more familiar with the contents. One of my
problems is that I always compare myself with others concerning the academic
results. Therefore, I try not to compare myself to others. Rather, I compare myself
to my own self. Moreover, I do not just get satisfaction from source of academic
results. Instead, I would rather get my satisfaction from treating the patients well.

T: I see. Do you feel you like these discovered experiences?

K: Yes, I do. You let me see the image afterwards. As I see my own scene of
studying, I find that Im more happy and relaxed. In my daily study, I always feel
nervous and worried about myself falling behind and worse than the others. When
I have a review, I find myself to be more relaxed and happier than before.

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T: I see. How do you find the six step reframing process affecting you?

K: I find it making clearer to me what I have acquired already. That means it tells
me clearly that I have been as those have been mentioned are not very creative,
but still I have to follow those methods to see if there are any positive effects.

T: Do you have any other comments concerning the process?

K: No the only one thing is that I have no idea about the tiredness during the
six step reframing process. I am a little bit tired.

T: I see.

K: The whole process is okay. I have done the NLP before, which is very very
very difficult in the thinking. But this one is quite it is easier than I dont
expect it is easier than what I have imagined for the emergence of images in
my brain.

T: I see. Thank you very much, Ka Ho. Thank you.

K: Thank you.

Second Interview
Date 9 February 2011_Ka Ho

T: Terry (Interviewer / Researcher)

K: Ka Ho

T: Hello, Ka Ho. It is the second interview with you after the six-step reframing
model. I would like to ask what you see, what you hear and what you feel in the
whole process.

K: In the whole process, I can hear nothing just like the last time. The feeling is
also nothing special. Last time, my hand felt a bit hot but I do not remember if I
had mentioned it last time. This time, there is not this kind of feeling. As for the
images the main difference is the location, changing from the library to home.
There is also a desk. On it there are articles instead of notes.

T: Can you describe in great details the whole learning process?

K: The whole learning process, you mean in the six-step reframing?

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T: Yes, the process that you have experienced concerning learning. What stops
you from learning?

K: I think my limiting belief is that I dont understand what the articles talk about.
The reasons may be due to the difficult words or they are difficult to be
comprehended.

T: What is your discovered experience in the process?

K: During the process there are some methods helping me to solve the problem.
One of the methods is reading notes and books or searching some information
from the internet to enrich my background knowledge. Then when I read the
articles, it wont be so difficult relatively as there are some difficult concepts in
the articles that he [lecturer] may not explain very clearly. Through this method, I
have clearer concepts when coming to understanding the content of articles, it is
much better. Another method that I discover is to read the first part and the last
part of the articles. Although this is the second method, ... it comes out when I
was asked later. But err as you have asked me the feeling in the process. I
dont have much feeling concerning this method. In the previous discovered
method I mention, that is reading notes, books or internet information to get
clearer concepts, which I have a more relaxation feeling even though it is not a
very great feeling. I feel less heavy. As for the feeling on reading the first and the
last part [of articles] the difference is not great.

T: Do you like these discovered experiences?

K: They are quite okay, which means these experiences inspire me that besides
reading this or that way, there are other study methods that help me. I can try
although I may not succeed. It allows me an opportunity to try on other methods
and see if I can have better comprehension after trying these methods.

T: How do you think the whole process of doing this NLP six-step reframing
can influence you?

K: I think this NLP six-step reframing model affirms me with some methods. It
is quite like last time. Be honest it is just like last time I may have thought of these
methods. But I havent reinforces these methods. The practice of these NLP skills
helps me reinforce these methods which are only like a flash in my mind. This
skill recalls these ideas and reminds me that these methods can help me next time
when I come across the same situation. I can try them on, like that.

T: What else do you want to add?

K: There is one thing that I did not mention last time. It asks about the creativity
and there is another part asking about the thing which limits me most. I find that
these two points are very very difficult for me to figure out. Which parts limit me?

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You ask me about which parts of my body limit me. I really try to ask my hands
or legs, and have asked my heart, liver, spleen, lung and kidney. I ask them all but
still not much response from them. Therefore, I just use my common sense to
respond to this question because I cannot get response from my body. Then, okay,
it is my brain because learning is related to the brain. It may be due to my
background in science that I think that brain is responsible for the limiting
beliefs.

T: Okay.

K: Another thing concerns asking the creative part of myself. At the very
beginning I dont know how to ask because I dont know from where the creative
Ka Ho is. After that I tried to take a deep breath and I imagined that there is
another Ka Ho.

T: Okay.

K: Then the creative Ka Ho is me talking with this [imagined] Ka Ho.

T: I see.

K: The situation is quite funny that this imagined me does have gestures
thinking about what to do. Ah, he thinks he may do like way. I see these images
concerning the so called creative Ka Ho. It makes me to locate the methods more
easily because when I was asked for the first time to find the creative part of
myself, I dont know how to find out. How should I ask and find out? It was the
same last time but maybe I didnt mention it last time. I would like to say here
that I imagined another me there, and then to ask him.

T: Okay.

K: Thats all I have to say.

T: Thank you very much for the interview.

Final Interview
Data 26 March 2011 _Ka Ho

T: Terry (Interviewer / Researcher)

K: Ka Ho

T: Okay, Ka Ho, lets have the final interview to see the experiences youve got in
this month and more since the NLP six step reframing practice. I would like to ask

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if you still remember the study method you learn between the first and second
NLP practice.

K: For the first practice I mainly discovery the method of mind mapping in
organizing what Ive studied. I use the mind map to study. For the method used in
the second practice I focus on reading articles. I read some books to get a general
idea before reading the articles. Then I read the article, the introductory and the
concluding part, to get its main ideas.

T: Okay, thank you. Did you try using these study methods in this last month?

K: I havent used mind mapping in the past month because of the constraint of
time. During the last month there were examinations one after another, so I dont
have time for mind mapping. As for the second method of reading articles, I did
use this method but not as frequent since there are not so many assignments for us.
We mainly worked on examinations in the past month.

T: Okay. Did you try the six step reframing NLP techniques?

K: No.

T: Here we have an initial interpretation about the test on your thinking style,
showing all the three pretest and posttests about your thinking style, plus the
fourth one, the posttest just finished. We have four tables listed here. I would like
to ask you some details. The test shows that in your first pretest the global,
oligarchic and external thinking styles are dominant in you. Do you agree on this
conclusion by the professionals?

K: I agree on my global and external thinking styles but for oligarchy I guess as I
study in the university I have to finish many assignments in a limited period of
time. So, I need to do several tasks at the same time. This is the main reason.
Therefore, it may not be related to my study method.

T: You mean the learning environment in the university requires you tackle with
multiple tasks at the same time, results in your high marks in the oligarchic
section.

K: Yes.

T: Which method, instead of oligarchy, do you think is most in line with you?

K: I will say monarchic because my style is to focus on one thing first, and then
another, attend to things one by one. However, it is difficult in the university level.

T: I understand. You tend to be monarchic.

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K: Yes.

T: Lets have a look at the initial interpretation. Do you agree to your limiting
belief as reported?

K: I agree.

T: Do you agree to the discovered method in your first experiment with the NLP
six step reframing?

K: Agree.

T: Then, do you agree to the relationship of the first NLP reframing and your
limiting belief?

K: Agree.

T: Do you agree to the relationship of your initial you score highly in global
thinking, and the first discovered method?

K: Agree.

T: You agree.

K: Yes, agree.

T: Do you agree that your first discovered method may affect the change in
liberal style; do you see any relationship between these two?

K: Yes, they are related because liberal is about the tolerance on abstract
concepts. As Ive discovered the method of mind mapping helps organize some
abstract thinking to interrelated information, so it helps me understand the
meaning of abstract concepts.

T: That explains the high marks in your liberal.

K: Yes.

T: Do you agree, as stated in the interpretation report, about your first discovered
study method and the change in local thinking style?

K: Um, agree.

T: In the second NLP there discovered some of your new study methods, as
shown in the report, do you agree?

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K: Agree.

T: Do you agree that these new methods are related to your limiting belief, too?

K: Agree.

T: Do you agree that these secondly discovered study methods are related to your
further change in local and anarchic thinking styles?

K: My second discovery is on the study method of articles, i.e. the method of

reading articles. I find that I have change in local and anarchic after all this
is one of the changes in the study method. I feel that this change in the study
method reflects that I can be flexible.

T: Therefore, to be more flexible, you mean it leads to an increase in anarchic.

K: Yes.

T: Lets see We will go to the part on your study process questionnaire ~ about
learning, in the interpretation report. As shown by the learning data, it is obvious
that your surface learning style among all the cases, there is a slight increase at the
beginning, when it comes to the fourth time it becomes constant. As for the deep
thinking style, it increases slightly in the beginning, and then it drops a bit. Then it
increases a lot to 34 at last, which is 29, 33, 27, and then to 34. I would like to ask
how you would explain these data.

K: I guess surface learning because the subject I study requires me to use rote
memory. Therefore, there is no great change in surface learning because this is a
requirement of the subject to memorize the content. As for deep learning, there is
an increase in the beginning because mind mapping makes me clear about
concepts. Mind mapping helps my deep learning. A later drop may be possibly
because I didnt use this method that week and my secondly discovered method is
no longer mind mapping but rather, how to read articles. To read the beginning
and the end of an article, so there is a drop but I am not very clear why it is so.
In the later times until this fourth time there is an increase in deep learning, I
guess the main reason is during this period of time I got chances to read
articles. I know more deeply of the subject. I find that contents being understood
are easier to be memorized. This may be the reason. In addition, there are
examinations during this period. I have to find methods of memorizing things, so I
think maybe if I can spend more time on comprehension, it will be easier for me
to memorize.

T: I see. Lets shift the focus to the change in thinking styles in this month. I find
that from the third thinking style test to the fourth one, the one we have just
finished, there are some interesting changes as below. In the third time the
legislative of 5.8 falls to 4.8. How do you explain this?

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K: Err.

T: 4.8 is quite near to your original legislative 5.0.

K: Legislative is related to creative. It may be due to the external reason that I

got limited time on thinking creatively in problem solving as tasks rushed to my
schedule continually. Therefore, I dont have many creative ideas. I just seek for
advice from the others in order to finish the tasks as soon as possible.

T: There is an obvious change in liberal, too. It changes from 5.4 for the third
time to 4.4 the fourth time. What do you think about this? 4.4 is also like your
original score in the first time. Why is there such a change in liberal?

K: liberal is about the level of tolerance of abstract ideas. If it drops, it means

the level of my tolerance on abstract ideas becomes lower. It may be because I
didnt use mind map in the past month due to time limitation. This may be the
reason for my weaker understanding in abstract ideas. Then, maybe I return to the
level of low tolerance in my pretest originally.

T: In the third case local is 3.2. It goes to 2.4 in the fourth test a month later.
How do you interpret this change in data?

K: Local focuses on details. It is similar to what Ive described before. Because

in the past month, the exams and tests are like high heaps of waves over
mountains and mountains. I dont have much time and space for me to focus on
details in understanding. So, I can just focus on the general picture when there is
not much time. When I have more time, I can focus more on details.

T: I see. It can be seen that monarchic has a slight change from 5.0 in the third
test to 4.4 in the fourth test, a slightly drop. What do you say about this change?

K: Possibly due to many deadlines fall on nearby dates, so it is difficult to finish

the tasks one by one. Very often I am multi tasking, working here and there bits
by bits. It may cause a slight decrease in monarchic.

T: As I can observe in the third test monarchic increases from 3.8 to 4.2, a slight
increase. How do you see the change in this area?

K: As for monarchic a slight increase Monarchic is mainly about

flexibility of working on a task. Since there are many deadlines to meet, I have to
find ways to finish tasks more efficiently. I ask people before me about how to
reduce my amount of work, so it may change the monarchic that increases my
flexibility on the tasks. I wont do all things by myself from the beginning to the
end. I seek for others advice.

T: Thank you. Do you have any comments about the previous interview data?

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K: No.

T: Anything supplement to the previous questions we have come across?

K: No.

T: Thank you, Ka Ho, for this interview.

K: Not at all.

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Case 4 Rammy

First Interview
Data 31 January 2011_Rammy

T: Terry (Interviewer / Researcher)

R: Rammy

T: Rammy, its very happy that we can have an interview about the six step
reframing process. I would like to ask what you see, what you hear and what you
feel in the whole process.

R: I see the scene of myself having lesson. I feel the weight of my head, and then
I feel ... During lesson it is rather stressful because many contents are taught once
and for all. After that I ask myself and get some answers. I feel relaxed then, but I
havent practised and dont know if it works.

T: I see. There are some things impeding your study. What are they?

R: My thinking is a bit confused. And I dont know very well about the things I
have to learn. That means I dont quite know what to do. I dont know where to
start to study.

T: Then you feel the weight of your head.

R: Um um um um.

T: Do you feel like about these discovered experiences?

R: Yes, I like it.

T: Why?

R: I believe these discoveries can help me improve further in my study. As I know

what difficulties I have, I can find solutions to improve the situation.

T: What are the effects of the six step reframing process to you? How are they
affecting you?

R: The six step reframing process allows me know about the obstacles to my
study, which are quite unknown to me. I dont quite feel these obstacles. Also, it
lets me know the difficulties in my study no anyway the blockage to my
moving ahead.

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T: Do you have any other comments?

R: After that in my lessons, I will try out seriously the answers Ive got just now.

T: The solutions that youve discovered.

R: Yes.

T: Can you repeat the solutions youve got?

R: What I get is that before lessons I prepare for the contents of that lesson in
order to allow myself to have some ideas first. This can help relieving the sudden
accumulation of many things and I can have a more relaxing lesson. After the
lesson, I also revise what is taught. This helps to reduce the future burden by
spreading out the study materials across a longer span of time.

T: I see. Thank you very much for this interview.

R: Thank you.

Second Interview
Data 7 February 2011_Rammy

T: Terry (Interviewer / Researcher)

R: Rammy

T: Rammy, nice to have finished the second six-step reframing and we have an
interview with you. I would like to ask in the whole six-step reframing process,
what you see, what you hear and what you feel.

R: I see the situation that I attend lecture this morning. Then I feel in both
hands and my head lacking of strength and a bit numb but the degree of weakness
and numbness is not that great as that in the first practice of the NLP skill. Then
Terry teaches me to take deep breath to inhale some strength of power to my
hands. I do feel there is strength in my hands and the weakness in my head
disappears. After that I look back at the situation attending class this morning, I
have less feeling of resistance. The feeling is good. I do not feel any great either
likeness or dislike of having lesson. I incline to have positive feeling.

T: I see.

R: As for the part which asks about the creative part of myself My [solution] is
that I can search some relevant information outside lecture time especially videos

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in order for myself knowing better. Videos are more interesting and easier to be
remembered. I think this method is not difficult and must be more interesting than
simply reading words. Then I ask myself once more that if next time when
lecturers play videos, I will pay more attention to the details and will mark down
important points as the videos chosen by lecturers will be good and most helpful
to our study. I think it is just paying more attention in class, should not be that
difficult. I believe that the two methods I have discovered are highly possible. I
can easily switch on the computer and get those related videos. It should not be
difficult to find. Basically thats all.

T: Do you like your discovered experience?

R: Yes, I like it.

T: Why do you like it?

R: I guess this discovery makes me understand that I can learn in a more relaxing
way. I dont need to read words, notes and books deadly. I can have something
which is lively and interesting. I myself am impatient to reading words. When I
have to read a lot of words, I will just skim through my reading and skip quickly.
For a five or six minute video may present a few pages of information. It shortens
the time.

T: I see. How do you think the whole process of doing this NLP six-step
reframing can influence you?

R: It helps me to overcome my fear in studying. It makes me less resistant to

learning, not like having headache once I think of studying. It seems like I have a
method to start with. Before that, I am puzzled that what I should do first, reading
notes, or reading books, or revising things learnt before, or no, there will be new
things tomorrow that I should prepare for the new contents or what.

T: What else do you want to add?

R: I will try to apply the discovered methods inspired by this NLP six-step
reframing in the future.

T: Thank you for the interview.

R: Thank you.

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Final Interview
Data 19 March 2011 _Rammy

T: Terry (Interviewer / Researcher)

R: Rammy

T: Rammy, I would like to have the final interview with you about the whole
process of the two NLPs conducted last month and then some changes after that.
Firstly let me ask if you still remember the discovered study method learned in the
two NLPs last month? Do you remember?

R: I remember. In the first NLP I learned that before each lesson I can pre study
the notes. After each lesson I may also review the whole lesson about what the
lecturer has taught. In the second NLP I learned that whenever videos are played
during lecture, I should pay great attention to those videos. It is because since a
video is chosen to be played by the lecturer, it should be helpful to us. I can also
search from the internet for videos about some concepts I dont understand,
because for me videos are better than words in the sense that videos impress me
more and facilitates my understanding and comprehension.

T: Thank you. During the last month have you tried these discovered study
methods?

R: Yes, I have.

T: How do you use them?

R: I study the notes before lessons, and then revise them once more after the
lesson. As for videos um Last week we had a test. I got a concept that I
didnt quite understand. Then I search from YouTube to see if theres any video
talking about that concept. There was, and then I viewed it, like that.

T: Did you redo in the past month the method of the six-step NLP reframing?

R: For this one, no.

T: Okay. Here we have a set of records about your changes in the thinking styles.
You have done altogether four questionnaires. I have done an initial interpretation
from these records and would like to ask for your ideas and comments after
reading this report. As revealed by the report you are strong in three thinking
styles of legislative, executive and oligarchic. Do you agree that you are
strong in these three types of thinking styles?

R: Agree.

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T: It is seen from the report that there are some changes in the process especially
during the fourth month. Oh, no, sorry. The changes are particularly obvious after
this month. The changes are obvious in the fourth test. Several points are
highlighted. We may talk about these results first. Lets say your legislative in
the third test was 5.0 and it was very constant at 5.0 all the times. Then it changed
to 5.6. Do you think this rise is related to your study method? Or, is there other
events affecting you?

R: I think this is not related to academics. In this past month I use to love
dancing very much and I teach the youths dancing. Recently they asked me to
design a dance for them. Therefore, during this month I have to think of the
gestures, motions, and the stage effects. Since I focus a lot on these areas, maybe
it helps increase my creativity. It may not be related to the academic study.

T: So your legislative is changed because of this.

R: Um.

T: Ive also noticed that your oligarchic is changed from 5.2 to 5.6 this month.
Do you think ? Oligarchic means you have lots of tasks. I believe that you
know what it means after coming across the information just now. Why do you
think you have such an increase in this ability? Is it related to your discovered
study method and your academic study?

R: I feel that it is related to academics because there were ongoing tests, projects
and assignments in the past month. Obviously, all these have to be done
simultaneously so as to be completed before deadlines.

T: Okay, you are used to be multitasking.

R: Um.

T: It is also seen from the figures that in the past month your hierarchical that is
about grades and ranks. In this aspect youve got a slight change, too, from 4.8 to
5.2 in the hierarchical change. Do you feel that it is related to academics of this
month, or other things?

R: I think it is related to what I have just mentioned that there were many tests,
projects and assignments in the past month. Therefore I set up a schedule
according to the deadlines and should complete the task of the earliest deadline.

T: Okay, I see. You follow a schedule.

R: Um.

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T: I see. It is also shown that the local which means regional and restricted
changes from 3.0 to 3.6. This 3.6 is close to your 3.4 again in the first test. What
do you think can explain the change in local?

R: I think it is related to academic study. In the past month I was doing a project
with some classmates about the developmental delay of a child. We did an
interview with this child. We videotaped the interview. After the interview we
divided the work among us. Each of us does involves in certain parts. I guess the
score change may be due to this reason.

T: That means your work fulfils what local has described.

R: Um.

T: I see. Another area is conservative. Your score in this area changes from 4.2
to 4.8. What do you think has happened attributing to this slight increase?

R: I think for our project each group has to see the lecturer and let him/her
know what we have done. When we meet him/her, he/she has amended our
presentation method and has suggested some changes to us, so that we have a
much clearer outline to the audience when we do the presentation. We do have
followed his/her suggestions and amended a little bit of our presentation.

T: That means to follow some rules from the lecturer. And this may explain this
slight change in score.

R: Yes.

T: Okay. Rammy, here we have an interpretation of your whole process. Do you

find the characterization, limiting belief, practice of the first NLP, and the
relationship of NLP six step reframing to your limiting belief, all these items up to
the relationship of your second discovered method and your limiting belief; do
you agree to these after reading the report?

R: I agree to all these.

T: Okay. We go to the explanation of the interpretation, which states that in the

first two NLPs the data do not change that much. I have two guesses in the
interpretation. The first one is that I guess as you have mentioned that the night
before you are not well, so I guess you are under stress. And from the interview
youve mentioned that you have headaches very often and are not that free. I
guess you are under stress that makes the data unchanged. What do you think
about the source of your stress and the stress being the possible explanation to
your score?

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R: I think during the period that I learn about NLP, the semester has begun for 2-3
weeks. I think if I learn NLP before the start of semester, the result may be better.
Because the semester has already begun and something has been taught but I still
havent learnt NLP, so I feel that new contents are continuing upcoming but what
have been taught are still not well learnt. Stress comes from this.

T: Is your stress due to that you are still not yet adapted to the new learning mode
in the new semester?

R: Yes.

T: Even more than your physical sickness?

R: Um. Usually as I come across some new concepts or new tasks, I will feel my
inability to start those. I need some time to warm up, get used to the scope, and
then I will start to be running smooth.

T: Okay, I see. Another guess is that you may not believe in two things. The first
one is the NLP skill and the second one is your discovered method or your ability
in using this method. As a guess, therefore, it leads to the small changes of the
data in the first few tests. What do you think these guesses?

R: I believe in NLP but I rather doubt my ability in working it out. I also believe
in what I have discovered in NLP.

T: Okay, I see. My guesses are partially correct and partially incorrect.

R: Um.

T: Rammy, lets look at the part on the learning questionnaire. Altogether four
learning questionnaires are done. For the first three times your deep learning score
is all 22. Then in the fourth time it is 26 after one month. The surface learning
score is 31, 31, and then it falls a bit in the third time, 26, and then in the fourth
time after one month, it goes back to 31. What will you say about this trend? Why
is it so?

R: Um err

T: May be we focus on the deep learning. Deep learning score does not change at
the beginning. One month later the deep learning score increases. What happened
in the month that made your deep learning score increase?

R: I said that in the second NLP I learnt the method of using video in helping my
study. I have mentioned that in the past month we had projects, and then we
videotaped the child. After that I viewed the video and performed analysis. I think
this is helpful to my deep learning.

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T: Okay. Why the surface learning falls? That means you use few rote memory
learning. Then after one month the surface learning rises again to the original
level. What does the rote memory learning happen to you during the past month?

R: I have mid-term test in the past month. I need to study. As I study child
development, lets say at what age a child walks, at what age it does this, and at
what age it does that. These are factual information. I can just rote learn, no
comprehension.

T: I see. Thats why you do more rote learning.

R: Yes, using it much more.

T: Rammy, do you agree to the two previous audio taped interviews that a set is
given to you for review?

R: I agree.

T: Do you have anything else to add to all the questions we have discussed so far?
Anything else comes out from you?

R: No.

T: Thank you very much for your interview.

R: Youre welcome.

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Case 5 Lawrence

First Interview
Date: 10 August 2011 _ Lawrence

T: Terry (Interviewer / Researcher)

L: Lawrence

T: Hi Lawrence. Im happy that we have completed the six-step reframing for

the first time. So this is the first time to have an interview after this. And I would
like to ask, what did you see, hear and feel during the whole process of NLP six-
step reframing in learning?

L: I saw two images of myself. One was that I was sitting in front of the desk in
my study room. I was reading the dissertation of other people and taking them as
reference materials. Another image was Oh let me add more information on the
first image. When I was reading the reference materials, I felt tired and wanted to
close my eyes. So I tried to move my hands and write. Another image was a
similar one with an image of myself, a desk and a chair. Also, there were some
reference materials on the desk. The only difference was that it happened in my
office as I sometimes do the research in my office. And hence, there were two
images. I didnt hear any sound but I could only see some pictures.

T: What have you discovered during the NLP six-step reframing practice?

L: I have discovered that I have a skill. But Im not sure whether this is a skill or a
new discovery. Humans usually use their eyes to look at things and hands to write.
For me, my eyes always get tired when I read. However when we input some
information, we can only use our eyes so even I get tired, I cant let my eyes
closed. I have discovered a new method of letting my hand write something
automatically even my eyes are closed. So I dont know if this is a new discovery
but I have never tried this method in doing my research or having such thinking
style in my daily work. Or I can really try out this new method because there is a
saying in Chinese Success comes from trying.

T: Do you mean that your new discovery is a new learning method, which even
you feel tired, your hands can give you some inspiration on your work?

L: Yes, you are right. In my view, I did not try this method before so this might be
a new method that I can use in my learning. But for other people, this might not
be new to them as they could have been trying out such practice in their work.
Therefore, for me, after the six-step reframing practice, I might try out this
method if I feel like doing so when my eyes get tired.

T: Do you like your discovered experience?

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L: Sure! I like this. It is because I did not think of this method in my logical
thinking consciously. I discovered this method from my unconscious mind. And it
seems that such new discovery has no harm on me, so I think it is good.

T: What do you think of the whole process of NLP six-step reframing

influenced you? And how?

L: Firstly, about what kind of influence brought in was that it helped me discover
a method that I have never thought of. Although Im not sure if this method is
effective on me as I did not try this method before, I believe that Success comes
from trying which I have mentioned just now. And the second question is?

T: How did it influence you?

L: At the moment, I havent tried this method so I dont know if it is useful for me
or not. But how it influenced me was that I could gain a new method in learning
and I can try out such discovery which I has no experience on is quite good. And I
will treat this method positively and naturally as it appears no harm on me and
might eventually bring me some unexpected outcome.

T: Ok. Thank you very much.

Second Interview
Date: 17 August 2011_ Lawrence

T: Terry (Interviewer / Researcher)

L: Lawrence

T: Hi Lawrence. Nice to have an interview with you for the second time. And I
would like to ask, what did you see, hear and feel during the whole process of
NLP six-step reframing in learning?

L: In the process, I needed to search for a method that helps me to overcome my

obstacles in learning. I saw an image of myself in my study room. I usually work
in such environment where I sit in front of the desk in my study room. In front of
me is my desk with the computer. I can either work by using my computer or
writing on my desk. So this is the main image that I saw.

T: What have you discovered during the NLP six-step reframing practice?

L: I have noticed my obstacle in learning is that when people come to talk to me

while I am studying, my thoughts about my study will be disturbed and cannot be
continued. Yet I have discovered two methods to overcome this. The first method
is that before starting to communicate with the person who approaches me, I can

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try to write down my thoughts of my study; for example the page number of the
book that I have read till. Another method is that I can try to speak out the key
points of my thoughts to remind myself before talking to the others. I think the
two methods are quite accessible to me.

T: Do you like your discovered experience?

L: In the six-step reframing process, I have already asked all parts of my body
about the two discovered methods and my body parts think they are acceptable.
However, the methods might not be totally satisfactory as there might be some
better methods to deal with my obstacle. But at the present moment, I cant find
any other methods so my body parts are satisfied with the new discovery.

T: Or hoping for some better method?

L: Yes there might be some, but at the moment there arent any better ones.

T: How do you think the whole process of NLP six-step reframing can
influence you?

L: Before that, I didnt really think of the ways to overcome my obstacles. I didnt
think thoroughly on how to deal with my thoughts when people approach me
while I am concentrating on my thinking. I think it comes naturally that I will put
away my thoughts when people find me. But after the process, I have discovered
some methods that I have never thought of. Now I know I can write down the
page number of the book that I have read till or speak out the key points of my
thoughts to remind myself before I talk to the others. I think these two discoveries
can help me later on to deal with such situation.

T: Ok. Its such a nice interview with you Lawrence. Thank you very much.

Final Interview
Date: 18 September 2011_ Lawrence

T: Terry (Interviewer / Researcher)

L: Lawrence

T: Hi Lawrence. Nice to have a final interview with you. And I would like to ask,
can you remember the study method(s) that you discovered during the practice of
the NLP six-step reframing a month ago?

L: Yes, I can remember.

T: Can you describe what are they?

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L: There are a few types of my study methods. One of them is Ok. As I have
mentioned before, when I feel tired after studying for a period of time, my eyes
need to take a rest. And when my eyes are closed, I can at the same time try to
write and jot down my notes. But I found out this method is not comprehensive
enough. There are some steps I would like to add in this method. I discovered that
in my mind, I would first brain storm my ideas and it might take for a short or
long period of time during the brain storm process. After that, I will write down
the points that I think they are important. Writing down the important points
serves as a reminder as I know that my short-term memory can disappear quickly.
If I dont write them down, I will easily forget my ideas.

T: Ok. So you have also discovered the second method, do you remember what is
it?

L: The second method that I have discovered is that my thoughts will be easily
distracted by the environment surrounding me. So if I try to use such method, it
can help me avoid most of the disturbance.

T: Have you used the study methods that you discovered in this month?

L: Yes, I have tried to use these study methods in the previous months. But I want
add that I didnt use it on purpose, but I believe that I have used the methods
randomly without noticing it. I cant tell you how many times I used these
methods, but I believe that I did try.

T: Have you practised the NLP six-step reframing in this month?

L: I have tried once on six-step reframing seriously in the previous months.

T: Have you discovered any new study methods?

L: For new methods it just happened yesterday. I didnt do it on purpose, but it

happened when Im working in my study room. My working space is not too large
and I have piles of documents that need to be placed. So I place some of them on
my desk and the others on my bed. My bed is large enough that I usually put
everything on my bed. I discovered a method yesterday which is to use my body
parts but Im not sure whether it is a new method or not. That is if I have two
pieces of paper and I dont know where to put them, I can actually place them on
my thighs. At that moment when I discovered this, it reminded me that I can also
use such method. Of course I would not place the papers on my thighs for a long
period of time, but when I have an idea where to put the two papers, I can
immediately take the two papers from my thighs and rearrange them. Although
this is temporary method happened in my daily lives, but Im sure this can be
applied in my thinking styles when I study.

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T: So you have just read about the preliminary interpretation of your thinking
style test. And it seems that you would like to make clarifications on some parts
like practice of the first NLP six-step reframing right? What are your comments
on your set of data about the Thinking Styles tests?

L: Actually what has been written on the interpretation is correct, and I would like
to further elaborate on this. I think the more effective study method for me is to
first brain storm my thoughts and ideas. Whatever the ideas are appropriate or not,
I will then scan through the ideas in my mind. After scanning out those useful
ideas, I will write them down on a piece of paper. The whole process helps to
create a more effective study method rather than only writing down the ideas. As
my brain works quickly that some information which has been processed will be
easily forgotten. Therefore I need to immediately write down my thoughts. To
summarize, there are two steps I would like to add, first is to brain storm the ideas
and second is to write down the useful ideas.

T: Ok. So do you find the data reasonable?

L: Yes, basically I agree with all the reported data of the interpretation.

T: What are your comments about your interview data?

L: Basically I also agree with the interview data.

T: Ok. And I would like to ask for your feedback since we have just completed
the fourth posttest which was the final Thinking Styles test. What do you think
about the changes happened between the third and the fourth posttest? I have
observed the legislative score changes from 6 to 5.2. What do you think about this
change?

L: I think the reason behind the legislative score drops is because during this
period of time, I was mainly working on the research methodology. And generally
I think the research methodology is quite mechanical which does not require too
much on my creative thinking. Somehow I think this part is quite operational and
it doesnt require my creativity. Therefore the legislative score might drop. (08:40)

T: I have also observed your executive data in which the score drops from 5.6 to
4.6. Why do you think there is such a change?

L: Ok. Why would type 2 executive score drops? In my view, I was previously
working on a full-time job but now it has been reciprocated. That is my major job
is now changes to part-time and Im now full-time in doing research. Doing full-
time research doesnt require too much on following the rules or guidelines. On
the contrary, I only need to follow the guidelines for my part-time job during
nighttime. Therefore it can be explained the reason why my executive score drops
is mainly due to the guidelines lessen.

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T: Ok. I have also noticed the external score drops from 6.6 to 6.2. How will you
explain such change?

L: Ok. Why would type 3 external score drops? My view is similar to the reason I
have just mentioned. It is because my current full-time job is doing research while
my part-time job is teaching. In addition, my full-time job does not require me to
communicate a lot with my colleagues. The external score was previously higher
was because I needed to contact quite a lot with my colleagues in my teaching
administration job. And at present I can concentrate on my research so I guess that
is the reason why the external score is now lower.

T: What do you want to add to the above questions?

L: I think generally Im now quite clear about the research requirements and what
does it need from me.

T: Thank you very much Lawrence.

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Case 6 Jeffrey

First Interview
Date: 5 October 2011_ Jeffrey

T: Terry (Interviewer / Researcher)

J. Jeffrey

T: Hi Jeffrey. Im happy that we have completed the six-step reframing for the
first time. So this is the first time to have an interview after this. And I would like
to ask, what did you see, hear and feel during the whole process of NLP six-step
reframing in learning?

J: Ok. When I closed my eyes, I thought about the image that you asked me to
imagine. I imagined a situation when I was working on something and my mind
was disturbed by the other stuff.

T: Can you elaborate clearly the thing that you were doing inside the image and
what kind of stuff disturbed you?

J: Ok. What I saw was what I first saw wasummfirstly I was working in
my office, working on something very important. But suddenly something passed
through my mind or appeared in front of my eyesight in which they wanted to
attract my attention. These attractions distracted me easily and made me do other
things. Then at the same time when I wanted to deal with the things in my second
thought, another third thought came into my mind. And then I started to deal with
the things in my third though. Eventually I found out that I should be doing the
first thing in my mind.

T: Ok. I understand. So could you find a way to solve the arising problem?

J: Whether I could find a way at first I could not until you asked me to use my
creativity and see if it could give me a hint, it really helped me to find an idea to
overcome the problem.

T: So can you tell me more about the concrete method that you have discovered?

J: The first method I have discovered is to ignore the thoughts. That means even
they pass through my mind or appear in front of my eyesight I will just ignore or
not look at them. But then when you asked me if the thoughts were disturbing me,
I would think they were. One of the obvious reasons was because Im afraid that I
would miss something even more important. Secondly, I have tried to use my
creativity to see if I could find any methods to solve the problem. I have
discovered another method is to allow myself to look through my thought and
decide whether it is important or not. If I think it is not that important, I will just
put it aside. However, when I think deeply and consider my other concerns, I will

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still feel insecure. It is because even though I think my thought is not important at
this moment, after some time it might become important and I will miss it out.

T: So have you discovered a final method which you think its successful and
satisfying?

J: Ok. The final successful method is to build up a system with different storeys
which is like a drawer, or a box, to manage the new thoughts which come through
my mind. I will classify the thoughts into different priorities: the most important
thought at the top and the least important thought at the bottom. There may be
more kinds of classifications, for example, colors, etc. and actually I have not
thought of this too much in detail. But I have a new idea about how to put my
thoughts into the drawer and where they should be put initially. After that I will
feel much more secure to deal with the thought placed at the top and wont be
distracted by the other less important thoughts or disturb my ongoing work.

T: Are these the methods of all? Or do you have a discipline that guide you how
to work on the methods?

J: No. To further think about the method, Im afraid that the thoughts that I have
stored cannot be updated because I did not manage the system or the drawer very
well. The information stored inside system may not be able to reflect my current
situation. Therefore I think of a method to solve this problem by managing the
system every day: to reprioritize or to check whether the orders of the thoughts
are still correct or not. After regulating the system again, I can have the most
updated system to follow when I get back to my office to work.

T: Do you mean that your new learning method is to build up a mental picture of a
drawer with different storeys and to place your flying thoughts into different
storeys according to different priorities of importance? You will also update the
stored thoughts every day so to decide if the information is useful or to find out
those you might have missed out, right?

J: Yes.

T: Do you like your discovered experience?

J: Yes I like it.

T: Why?

J: It is because the discovered experience helps me solve the problem that I

encounter. By doing some visualization, it helps me to overcome my obstacles.
When I discover my new thoughts through visualization and that they are being
stored into the right place of the drawer, this brings me a peace of mind. As a
result, I do not have to worry about the other thoughts when Im currently

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focusing on a particular work since the other thoughts have already stored in the
drawer.

T: Ok. How do you think the whole process of NLP six-step reframing can
influence you?

J: I think it helps me to clearly analyze the situation that Im encountering. In

daily life, I usually mix up the six steps when I encounter the same situation and
needs me to solve the problem. Sometimes I might initially think about the first
step, or think about the second step first or other steps, etc. And eventually I
cannot find the best method to solve the problem or if I can find it, I wont think it
is the best. Therefore, the six steps reframing model helps me divide my
problem into a smaller one and I can solve them one by one. Moreover, I think the
six steps reframing has a review function. Without using it, I usually work on
something once I have an idea on it. I wont think about whether the idea is
effective or suitable. The pace of life is too fast that I cannot reserve a time for
reviewing. However, I discover that six steps reframing helps me to keep on
reviewing my thoughts till I think the created method is workable and I will then
accept it. This avoids me to accept those flawed methods in a hurry and to use
those flawed methods ineffectively.

T: Ok. Very well said, Jeffrey. Thank you for the interview.

Second Interview
Date: 13 October 2011_ Jeffrey

T: Terry (Interviewer / Researcher)

J: Jeffrey

T: Hi Jeffrey. Nice to have an interview with you for the second time. And I
would like to ask, what did you see, hear and feel during the whole process of
NLP six-step reframing in learning?

J: Ok. Firstly I saw myself in a working environment. I saw myself facing a

potential conflict and I was with my colleagues solving that crisis in work. I felt
anxious and insecure. I was quite impatient in dealing with the problem. I was
also afraid that if I could not solve the crisis properly, the relationship with my
colleagues would worsen. This affected my emotion in which I would feel
unpeaceful. Also, this affected my condition

T: Do you like your discovered experience?

J: Of course I dont like this experience and therefore I want to find some methods
in order to solve the problem.

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T: So are there any methods to solve the problem?

J: The first method I have discovered is to defer the problem. I can tell my
colleagues to wait for a while and give me some time to deal with the matter that
sooner or later I will get back to them. The second method is to have a balance
in my heart and I need have a clear standard to decide what is right or wrong, to
think clearly what the situation is actually about. As a result, the relationship with
my colleagues and my emotions wont lead to an imbalanced standard.

T: So throughout the NLP six-step reframing process, can you conclude all the
useful methods?

J: Ok. Finally I have discovered three methods:

Firstly, I would build up an excel table or a record to note down every individual
matter, to update their current status and situation, so that I can check what matter
is waiting for me to solve. And I will update the table from time to time so that I
can immediately refer back to this table when my colleagues or I need to solve a
problem.

Secondly, I need to put my focus on joy and peace not only the relationship with
my colleagues, but to put more on my religion, that is my faith in God and words
of God. It is because the relationship with God is eternal and never changes while
with my colleagues, the relationship is not totally reliable and will change.

Thirdly, I need to build up a balance in my heart. The standard of this balance

in deciding the right or wrong of a matter is absolute and will not change. The
standard is also based on the truth of God and His teachings. It is because words
of God never change.

T: Ok. So do you like your discovered methods?

J: Yes, of course. I like them.

T: How do you think the whole process of NLP six-step reframing can
influence you?

J: The NLP skill helps me firstly calm myself down, it provides me a calm
environment to help me clear the unnecessary information in my mind and helps
me focus on the current matter that I need to solve and think about how to solve it.
In daily life, there are lots of different kind of matters which disturb me and
makes me cant concentrate on dealing with one certain matter. Therefore, this
method helps me to organize and structure the information in order to solve
problems. Secondly, it broadens my horizons in thinking the new methods easily.
It also makes me to be more open to accept new things and inspirations which

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make me become more open-minded and creative and not to let my thoughts
restrict to a fixed frame.

T: Ok. Do you want to add anything to the above interview?

J: The NLP skill also helps me to have a peace of mind. I feel peaceful after
having some methods to solve the problem.

T: Thank you for the interview.

Final Interview
Date: 13 November 2011_ Jeffrey

T: Terry (Interviewer / Researcher)

J: Jeffrey

T: Hi Jeffrey. Nice to have the final interview with you. We are going to talk
about your condition after taking the NLP process in the last month. And I would
like to ask, can you remember the study method(s) that you discovered during the
practice of the NLP six-step reframing a month ago?

J: Yes, I remember.

T: Can you describe what are they?

J: During the first NLP experiment, the method I discovered was to build up an
excel table or a drawer with different boxes to store different tasks so that I can
prioritize them. In the second NLP experiment, I discovered three methods to
solve a problem. The first method was similar to the previous one which was to
build up an excel table to store the useful information needed in solving a problem,
making a decision or assessing the situation. The second method was to build a
balance in my heart. To solve a problem, I need to base on the standard of the
balance to decide whether the situation is sensible or not, is right or wrong. The
third method was about the criteria in setting the standard. I think the standard
was set according to Gods words.

T: Have you used the study methods that you discovered in this month?

J: Yes, I did.

T: Ok. Have you practised the NLP six-step reframing in this month?

J: Partially I did practice one to two steps, but I did not practice from the first to
the sixth steps.

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T: And do you agree with the comments on draft interpretation report about your
previous two reframing tests?

J: Yes, I agree with the comments. Quite well.

T: Do you agree with the interview data comment?

J: Interview comment that means the final interview comment?

T: Yes.

J: Ok. I also agree with them.

T: Ok. So referring back to the final posttest Thinking Style 3 questionnaire, we

found out that some data has changed throughout the previous months, for
example, the global score dropped from 5.8 to 4.4. What do you think about the
change?

J: I think I have a much busier workload in recent month which I have to deal
with more unexpected and urgent tasks. Therefore, this made me more difficult to
look at the global picture among the different tasks. As a result, the score dropped.
(04:01)

T: Ok. So why do you think the hierarchical score would drop from 7 to 5.6?

J: Theres the same reason behind the drop of the hierarchical score. Since I have
a busier workload and more urgent tasks to deal with, the original control level
that I used to prioritize the tasks is not enough for me. That means the
prioritization level of the tasks cannot really help me to manage all my recent
urgent tasks. And therefore I was less able to prioritize my work.

T: Ok. So why did the score of the executive think style increased from 3 to 5?
How did you explain such rise?

J: This related to the nature of the more concrete tasks which I have worked on
recently. I have dealt with a number of cases of the customers enquires and I
have helped them by answering their questions. So I just work according to their
enquiries.

T: Ok. I understand. I also discover the score of your oligarchic thinking style
increased from 4.8 to 6.2. Why do you think theres such a rise?

J: Its because the hierarchical score dropped due to the lack of prioritization. And
that means I was not familiar with the current status of the tasks. In other words,
there were fewer priorities which fit in the definition of oligarchic.

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T: Do you have any comments to the above questions?

J: No, I dont.

T: Thank you very much.

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Case 7 - Ivy

First Interview
Date: 15 October 2011_ Ivy

T: Terry (Interviewer / Researcher)

I: Ivy

T: Hi Ivy. Im happy that we have completed the six-step reframing for the first
time. So this is the first time to have an interview after this. And I would like to
ask, what did you see, hear and feel during the whole process of NLP six-step
reframing in learning?

I: Actually I saw my car in my home. So the car appeared and I was on my car. In
fact I was quite afraid. There were several screens flied over me. One of them was
that I was afraid of driving as I feared colliding with the cars coming towards me.
When I encountered such situation, I would maneuver my car in order to keep
away from the coming car. For me, this is an unchanged habit. The second screen
was that I traced back my experience of helping someone to drive. The car was
borrowed from my friend. I nearly broke the tier of that car. The whole incident
was quite scary and after that I was quite reluctant to drive. So now when I look
back, I understand why I seldom drive again because Im afraid of these incidents
will happen again.

T: What have you learnt during the NLP six-step reframing practice? Anything
struck you?

I: I have learnt that I really want to drive to the destination safely but Im afraid of
having similar incidents happen again. Therefore I do not dare to drive at present.

T: Do you mean that you want to have a good driving skill?

I: Yes.

T: And you will not be fear of driving?

I: Yes.

T: Ok. So have you discovered any methods to overcome this limiting belief?

I: There was a situation appeared in which I need to observe more on how my

family members my elder brother drives. It is because my brother drives safely.
Although I always sit next to him and observe how he drives, it seems that I still
cannot learn how to drive well. (02:13)

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T: That means the method you have discovered is to learn more from your elder
brother about how to drive, to observe more so that you can learn it.

I: Yes. And just now towards the end of the process, there was another screen
flied over me. I discovered that I can play more DV games on driving.

T: Ok. That means you have discovered the second method?

I: Yes, and this appeared at the very end of the process. After everything were
agreed.

T: That means after the agreement of the NLP six-step reframing process?

I: Yes.

T: And theres another signal about playing more DV games about driving.

I: Yes.

T: In which it can help you improve your driving skills, right?

I: Yes.

T: Good. Very good. It means there are two methods you have discovered.

I: Yes.

T: Good. Thank you. So do you like your discovered experience?

I: Yes, I like it. But I think the first one did not work very well. I always
practised this method in the past.

T: You are talking about the first method, right? To observe more on your elder
brothers driving.

I: Yes.

T: But it did not work really well?

I: Not really well.

T: So how about the second method?

I: I think the second method is quite interesting to me it is because I never play

those DV games and whenever I play with these driving games, I would
encounter car crash. I would lose the game and keep on having car crashed.

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T: Do you want to play more games about driving to improve your driving skills?

I: I will try.

T: How do you think the whole process of NLP six-step reframing can
influence you?

I: How it influences me

T: That means what have you learnt from this process?

I: I would pay more attention especially to the details. Maybe in the past I
seldom pay attention to the details. I would focus on the large picture such as the
road but I would neglect some minor stuff such as [the details of the driving style
of my brother]. Im too focused on the cars driving towards me and I do mind
about the cars staying too near me such as on the one lane-two way. Im fear of
driving out of the white line which I always care about this kind of stuff.

T: I see. So this NLP six-step reframing can help you think about the details,
right?

I: Yes.

T: Do you want to add any other comments to the above questions?

I: Let me think about it(Pause). At the present moment, no.

T: Thank you for the interview.

Second Interview
Date: 22 October 2011_ Ivy

T: Terry (Interviewer / Researcher)

I: Ivy

T: Hi Ivy. Nice to have an interview with you for the second time. And I would
like to ask, what did you see, hear and feel during the whole process of NLP six-
step reframing in learning?

I: I saw I was in the ward standing in front of the medicine trolley and I was
holding the distribution board. I was doubting whether I should distribute the
medicine to the patients. I was afraid of such action.

T: Was there any limiting belief that you would like to learn during the process?

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I: Limiting belief

T: Anything you would like to learn but strikes you?

I: I would like to learn how to distribute the medicine correctly but Im afraid of
distributing them wrongly its because when the patients medical situation
changes, the medicine that was at first arranged for him/her might not be suitable
anymore. In addition, I need to seek for the doctors help because I do not know
what to do.

T: Ok. So have you discovered any method to solve the problem?

I: Yes. I have discovered that I can actually discuss the situation with my group
mates or staff. For example I can discuss the medicine interaction with my study
group. Through discussion, I can remind myself the useful information which I
need to remember. Then, I can try to recognize the medicine which has similar
appearance or name and how to distribute them. When I have finished
memorizing this factual information, I need to study some of the cases to know
more about how to deal with different real situation which are all about
application.

T: Do you like your discovered experience?

I: Yes, I like it. It is because I used to study through rote memory which made me
feel really hard.

T: I see. How do you think the whole process of NLP six-step reframing can
influence you?

I: How it influences me It is because I usually need to study a lot of bits and

pieces but Im weak at memorizing these bits and pieces in printed words. I need
to study them for 6-7 times or jot notes for many times in order to remember them.
But my discovered method helped me realize that even though I study Chinese
Medicine which I have to memorize lots of bits and pieces, I can actually study
with my friend and through asking and discussing with each other, I can learn
better. Therefore this screen made me think that I can actually study medicine
through this method.

T: I see.

I: So maybe by listening and speaking, I can learn better than just reading the
words.

T: Do you want to add any other comments to the above questions?

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I: Anything to addIn the past, I focused very much on rote memory in which I
would somehow neglect the other possible study methods. Maybe when I get used
to one method, I will continue to adopt it. Now I discover that I could try to
modify my way to do the same thing.

T: Very good. Thank you for the interview.

Final Interview
Date: 22 November 2011_ Ivy

T: Interviewer
I: Ivy

T: Hi Ivy. Nice to have the final interview with you. We are going to talk about
your condition after taking the NLP process in the last month. And I would like to
ask, can you remember the study method(s) that you discovered during the
practice of the NLP six-step reframing a month ago?

I: Yes, I remember.

T: Can you describe what are they?

I: The first NLP experiment was about my driving problem. I discovered I can
observe my elder brothers driving to learn from his driving skills. Another
method was that I could play some DV games about driving to improve my
driving skills. The second NLP experiment was about the distribution of medicine.
I need to let me think about it I need to discuss the medicine issue with my
classmate, to recognize the appearance of the medicine and some detailed things
about them. And then I need to apply what we have discussed on the real case.

T: Have you used the study methods that you discovered in this month?

I: Yes I have used them for a few times.

T: Ok. Have you practised the NLP six-step reframing in this month?

I: No, I havent.

T: And do you have any comments on the interpretation report about your
previous two reframing tests?

I: I think the analysis of the report is quite similar to my learning styles. I think
they are reasonable.

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T: Do you have any comment on the interview data?

I: No, I dont.

T: Ok. So referring back to the final posttest Thinking Style 3 questionnaire data,
I found out that some data has slightly changed throughout the previous months,
for example, the Local score. What do you think about the slight change of the
Local score?

I: As Im working on my final year project in this month which is a quantitative

research, and I need to work on the massive mathematical data and analyze how
those data affect my research. In addition, I need to work on the reference coding
task which might affect my thinking styles about focusing on the detailed matters.
As a result, the Local score increased.

T: Ok. So why do you think the Oligarchic score would slightly change?

I: Oligarchic It is because apart from working on my final year project, I also

need to do presentations and some individual papers. Im also working in a part-
time job. As a result, I need to deal with different tasks at the same time and
therefore the Oligarchic scored increased.

T: Ok. I also found that External is one of your strengths. So why do you think the
External score would slightly increase?

I: It is because my part-time job is about working in a hospital. Actually in A&E.

And in my ward, I meet different colleagues every day and there are a lot of staff.
I need to have a lot of communication with them in order to work smoothly. I
would approach them actively to ask them questions or ask for help. Therefore,
such reason might increase my External score.

T: Ok. Thank you so much.

I: Can I ask any questions?

T: Yes, you can.

I: May I ask, if it turns out the result is consistent, does it mean that the effect still
exists?

T: Yes, I guess if the consistency holds for a month, the effect still exists. Ok?

I: Ok.

T: Do you still have any questions?

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I: I want to ask one more question. Does it mean that for the appeared dominant
styles, as long as I follow my existing characteristics to learn, my progress will be
quite effective?

T: Yes, in my opinion, it will be better for you if you follow your dominant styles
to learn.

I: Ok.

T: Do you still have any additional comments?

I: No, I dont.

T: Thank you for your interview.

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Case 8 - Heaveni

First Interview
Date: 5 November 2011_ Heaveni

T: Terry (Interviewer / Researcher)

H: Heaveni

T: Hi Heaveni. Im happy that we have completed the six-step reframing for the
first time. So this is the first time to have an interview after this. And I would like
to ask, what did you see, hear and feel during the whole process of NLP six-step
reframing in learning?

H: Ummat first I saw myself sitting on the tables inside a secondary school
classroom. Then, I sat there and lay my face downwards. Later on an image of a
computer flashed through my mind. So this was the initial picture. And I felt quite
nervous and tired. It was because the environment made me ready to do
something.

T: So was there anything that you wanted to learn but stuck you?

H: Ummwhat I wanted to learn but struck me I wanted to learn to work in an

organized and systemic way. What struck me were the complicated procedures,
which were not similar to my character. For me, I did not mind very much about
these, sometimes I think I dont need to work according to the procedures. This is
my carefree character. So maybe the working style that I used to have was not
systemic and incomplete.

T: What learning method have you discovered during the NLP six-step
reframing practice?

H: What method I have discoveredI discovered there were a few steps to carry
outI could first read the guidelines or regulations, often I could not understand
them or did not want to put effort to understand them. But then I found out
thatok, at least I have carried out the first step, for the second step I would ask
other people how to do the task if I did not understand. After I have asked the
others, I would combine the concepts and the practical sharing since the other
people would tell me about their working experience. Combining all these I might
be able to find out the solution.

T: Ok. I see. That means your discovered method was to first read the guidelines
and instructions, and then asked the others, so it would be made you feel easier
and suitable to work out the solution.

H: Yes.

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T: Do you like your discovered experience? Why?

H: Yes, I like it. Umm it seemed more concrete to tell myself how to work step-
by-step. And it consisted of two things. In the past, when I encountered some
difficulties, I would ask the other people for help first. However, different people
had their own opinions, I did not know which should be the correct one. So now,
it is the contrast. I would first read the basic rules or regulations to grasp the
founded concepts. After that I would ask for the others confirmation to know
more about the details. This would give me some concrete ideas on how to carry
on the next step.

T: Ok. How do you think the whole process of NLP six-step reframing can
influence you?

H: How it influenced meI think it is quite important to me daily life experience

especially in my work. I think currently I have difficulties in my work that I might
spend a few hours to deal with a task. So if I try to carry out these steps, it may be
more systematic and better. And it was interesting that just now I saw a
pictureyou asked me what image I sawsuddenly I saw some clouds in front
of me and a person like myself. There was a lot space and suddenly this person
was holding a map in her hand. She was feeling excited but she was not sure
about where to go. But to me, the message behind this image was that I have to
read the map first, try to find the way to go, and on the way when I get lost, I can
ask other people.

T: I see. What else do you want to add?

H: Ummnothing special. But the picture I saw just now was similar to the steps
I mentioned. The steps were more concrete in telling me what I should do. It was
just like walking along the way, I need to first prepare for it that I have to hold the
map in my hand. I have to study it and try to walk. When I do not know the way, I
can still talk and ask the other people. Then I will be able to find out the route.

T: Thank you for your interview.

Second Interview
Date: 12 November 2011_ Heaveni

T: Terry (Interviewer / Researcher)

H: Heaveni

T: Hi Heaveni. Nice to have a second interview with you. So we have just

completed the six-step NLP reframing for the second time. And I would like to

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ask, what did you see, hear and feel during the whole process of NLP six-step
reframing in learning?

H: Umm I myself wanted to plan the timetable well. At first I saw an image of
a timetable, with empty tables and nothing written on it yet. The empty tables
seemed quite vague and did not have much action to be taken. And I thinkas
we have mentioned what struck meso usually there are some sudden events
happen or some people contact me and want to ask me out for mealall these
will disturb my plan. For example, I might have already planned to take a rest, but
then it turned out I have to meet the others. And in the process, my ear has
informed me some signal; very often I receive phone calls from the others, the
sudden events happened because I received those calls or meeting my friends
because I received their calls so it really depends on my ear to complete my
timetable and to plan my daily activities. This really matters as I do not really
know how to reject the others. So when I hear some people want to meet me, then
I would have already changed what I have first planned.

T: I see. Can I describe your limiting belief in this way? You wanted to learn
planning your timetable well but some sudden events like people inviting you to
go out and have a meal would disturb your learning, which made you cannot
listen and learn well.

H: Yes, I will.

T: So this might be your limiting belief.

H. Yes.

T: What learning method(s) have you discovered during the NLP six-step
reframing practice?

H: What I have discovered ummas I have mentioned just now, there was
another part reminded me that I could use my creativity to act out my plan. The
part was my knee. I think that the knee could bring out a lot of energy like to get
ready to take action. It reminds me that I have to write down my timetable
systematically and I should change my targets into some short tasks, so that I
could complete them easily. But the struggle is that some tasks are really not that
short. At last I was told that the big tasks could actually be divided into smaller
parts. I could first achieve a particular part in order to work out the next step. Yet
in this process I still have some struggles about having too much workload that
make me feel tired. The whole thing does not only involve my ears, but my
shoulders are also telling me that I am tired and it may not be possible for me to
complete all the tasks. But then suddenly there is a flash in my mind reminds me
that I can let myself have a half day rest, during that half day, I should not to
arrange any work for myself to do, so that I can gain back some energy.

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T: Can I describe your discovered learning methods in this way? Firstly, you need
to plan some short term tasks in your timetable. Secondly, if there are long tasks,
you need to break them down into smaller parts. Thirdly, you need to arrange a
half day rest once in a week so as not to make you too tired.

H: Yes.

T: Do you like your discovered experience?

H: Yes, I like it!

T: Why?

H: Actually I think I had a thought of these methods before, but I did not have
much strong belief and confidence to work it out. Then I saw a picture about I
started to fill in the timetable, as it was a blank timetable at first with empty tables.
And I started to hold a pen and fill in the timetable to arrange my routines.

T: How do you think the whole process of NLP six-step reframing can
influence you?

H: I think it helps me to understand how to work out something step by step. And
it also helps me to find out my struggles, foresee what will obstruct me, what will
affect my plans. Throughout the struggles, I can find out the solutions to lessen
the influence bring from the obstacles. As a result, I can carry out my plan more
smoothly.

T: What else do you want to add?

H: These are almost all the points I can have.

T: Thank you for the interview.

Final Interview
Date: 9 December 2011_ Heaveni

T: Terry (Interviewer / Researcher)

H: Heaveni

T: Hi Heaveni. Nice to have the final interview with you. And I would like to ask,
can you remember the study method(s) that you discovered during the practice of
the NLP six-step reframing model a month ago?

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H: Yes, I remember.

T: So what were they?

H: The first method was about how to work in a systematic way. The second
method was about how to set my time schedules and priorities of my work.

T: Have you used the study methods that you discovered in this month?

H: Yes, especially in my work. As I have encountered a task that I have not dealt
with it before, so I really had to first study the guidelines and I would asked the
others when I did not understand. I had a more basic concept to work on the task.
And I had more confidence to work on it.

T: Ok.

H: On the other hand regarding my time schedule, as I was really busy at work
during the previous month, I had really chosen some of the work that I must do
and to complete them first. So basically I could meet my time schedule and it was
around 80-90%.

T: Ok. Have you practised the NLP six-step reframing in this month?

H: No, I havent.

T: And do you have any comments on the interpretation report and interview data
about your previous two reframing tests?

H: Umm I quite agree with it.

T: Ok. So referring back to the final posttest Thinking Style 3 questionnaire data,
I found out that some data has slightly changed throughout the previous months,
for example, the Oligarchic score slightly decreased from 6.2 to 5.2. What do you
think about the slight change of the Local score?

H: Umm actually I am still able to do different task. But, in the previous month,
there was a particular task that I must complete it. So I set this task in a very high
priority and therefore I have devoted a lot of time to complete this task. As a
result, I might have put less time on the other fragmental tasks.

T: Ok. Do you have anything to add in regards to the above information?

H: No.

T: Thank you for your interview.

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Case 9 Toni

First Interview
Date: 5 November 2011_ Toni

T: Terry (Interviewer / Researcher)

TONI: Toni

T: Hi Toni. Im happy that we have completed the six-step reframing for the
first time. So this is the first time to have an interview after this. And I would like
to ask, what did you see, hear and feel during the whole process of NLP six-step
reframing in learning?

TONI: Actually I saw images of myself learning in a lecture hall. In those images,
there werent any sounds, but I felt happy. So there werent any sounds and I was
learning in the lecture hall. And then concerning the limiting belief, I could see
a dollar sign, an image of it, I heard a lot of sounds, with different people giving
sincere opinions and afterwardsconcerning different body parts umm

T: Ok. Can you tell me about your limiting belief once again?

TONI: My limiting belief was having the limited resource that was money and
different peoples voices and opinions

T: Struck your learning?

TONI: Created a lot of concerns and made me cannot learn.

T: That means you want to learn an educational system, but the voices from
different people and the limited resources stopped your learning. And this was
your limiting belief, right?

TONI: Yes, thats right.

T: What learning method have you discovered during the NLP six-step
reframing practice?

TONI: Later, my creative part reminded myself that I should read more about the
details of the course and all the information about the educational system. So that
I could know more about what exactly it is and I could be clearer about it. During
this process, there might be some unexpected outcome that could make me feel
clearer and I could feel less worried.

T: So the method you have mentioned was to keep finding more information
about that educational system, which would make you feel clearer and also lessen
the distractions made by the others opinions despite the limited resources.

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TONI: Yes, thats right.

T: Do you like your discovered experience? Why?

TONI: Yes, I think this was quite a special experience because I seldom have a
chance to discover such new method of learning.

T: Ok. So how do you think the whole process of NLP six-step reframing can
influence you?

TONI: Ummhow it can influence me I think it mainly makes me clearer

about the next steps that I should do. I used to feel confused and I do not know
what to do when I encountered such situation. After I have completed this
exercise, I feel clearer about what I am going to do next. I feel much more
confident and positive in my thinking.

T: I see. What else do you want to add?

TONI: No.

T: Thank you for the interview.

Second Interview
Date: 12 November 2011_ Toni

T: Terry (Interviewer / Researcher)

TONI: Toni

T: Hi Toni. Nice to have a second interview with you. And I would like to ask,
what did you see, hear and feel during the whole process of NLP six-step
reframing in learning?

TONI: During the process, I firstly had a talk with my body parts about my
limiting belief. I searched and I had a feeling of dont feel like to do anything,
dont really mind and dont really want to work on something. I feel like
lacking persistence. I also saw an image of myself busy in working. These
feelings and image were telling me the limitation of time and also not persistent in
learning. And afterwards

T: What do you want to learn?

TONI: At first I saw an image of myself learning guitar with my friends happily.
And this reminded me that I used to have a thought of wanting to learn guitar. But

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eventually I stopped learning guitar due to my work, my mood and I was lack of
persistence.

T: So that means you wanted to learn playing guitar well but you didnt have
much persistence and you didnt have enough time, which hindered you from
learning it. Is that right in describing your limited belief?

TONI: Yes, exactly.

T: Ok. What new learning method have you discovered during the NLP six-step
reframing practice?

TONI: New learning methodI firstly asked my heart what sincere intention I
was holding behind this limiting belief. This reminded me that nowadays there are
a lot of pop songs are about umm at that time I was thinking to promote
some positive messages and I saw an image with symbols of love and world
peace. I want to bring these values out though playing the guitar. These images,
symbols and feelings were brought out from my heart.

T: I see.

TONI: And this was the sincere intention behind.

T: Can you describe your methods discovered in learning in a more realistic way?

TONI: The discovered method was to put my guitar in a more eye-catching place
so that I can spot the guitar easily. When I spot the guitar, I will take it out and
play with it and practice more. I will also jam some songs with my friends and
create some new songs. As a result, I can create more songs that can spread the
positive messages to the others.

T: Do you like your discovered experience? Why?

TONI: Yes, I like it. It is because in the past, I used to neglect this part. I felt
regret that I did not play with the guitar. When I first bought the guitar, I had a lot
of thoughts and plans about playing with it but eventually I did not act them out. I
often think about my guitar and I will feel regret. So now I see myself clearer
about what to do and I have the motivation to take action. At least I have a nearer
direction about what to do next. The discovered experience reminded me that next
time when I see my guitar, I will think about my plans, and I will squeeze more
time to play with it even 10 minutes before dinner. Yes I need to act it out step-
by-step.

T: How do you think the whole process of NLP six-step reframing can
influence you?

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TONI: Ummthe process of six-step firstly, in my daily life, as I have
mentioned just now, it helped me recall the things that I wanted to learn and to
pick it up again. That means it helped me recall the things that were stored in my
mind in which I have forgotten. Secondly, in my busy life even though at times I
had these thoughts flashed across my mind before, I would just leave them and
would not deal with them. I would give excuse to myself to deal with them when I
have time. Thats why these thoughts have been neglected. But the six-steps
helped me recall the thoughts and reminded me to value these things again. More
importantly, six-steps helped me to deal with them and these methods would
not make me disagree with them or bring any conflicts. To me, I felt good about
six-steps. It brought out a lot of benefits in many aspects of my life.

T: Ok. I see. What else do you want to add?

TONI: Ummthings to add umm (long pause). I think no.

T: Thank you for the interview.

Final Interview
Date: 9 December 2011_ Toni

T: Terry (Interviewer / Researcher)

TONI: Toni

T: Hi Toni. Nice to have the final interview with you. We are going to talk about
your condition after taking the NLP process in the last month. And I would like to
ask, can you remember the study method(s) that you discovered during the
practice of the NLP six-step reframing a month ago?

TONI: Yes, I remember. Firstly, it was about the educational system and I would
like to know more about it. The method was to read more details about it, to visit
the website in order to know more about the educational system in different
aspects. Another one was about guitar. I remember I needed to put the guitar in an
eye-catching place so that I could practice more with the guitar.

T: Have you used the study methods that you discovered in this month?

TONI: Yes, I have. I have put the guitar in an eye-catching place and I have really
played with it. For the educational system, I have really visited some websites to
read the details and to think about which direction I should go.

T: Ok. Have you practised the NLP six-step reframing in this month?

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TONI: No, I havent.

T: And do you have any comments on the interpretation report about your
previous two reframing tests?
TONI: No, I dont have any comments.

T: Ok. So we have just conducted the third posttest. I found out that some data has
changed throughout the previous months, for example, the Executive score
changed from 4 to 5.2. What do you think about it?

TONI: I think as I have become a new senior in my work, there are a lot of clear
instructions and structural tasks in this post. Therefore, it brought out such effect
in my work.

T: Ok. I have also discovered that your local thinking style score changed from
2.4 to 4.2. Why do you think there is such a change in your local thinking style?

TONI: Umm I think it relates to the style of my work. It requires me to read a

lot of details, for example, price, cloth, etc. Therefore, it might bring out some
changes, lots of details in my work within this month.

T: Ok. I have also discovered that your global thinking style score changed from
3.2 to 5.2. How will you explain such a change in your local thinking style?

TONI: The reason is because I have just attended a project management training
programme today. In the programme, it talked about a lot of overall picture of the
process, risk management about how to interpret the picture. So there are a lot of
overall concepts in my mind, which might affect the posttest.

T: Ok. Do you have anything to add in regards to the above information?

TONI: Umm Yes I have. After I have conducted the tests, I found out that there
is a voice in my mind calls me to work out those study methods. For example, it
calls me to go to the websites and look for the information about the educational
system. It also calls me to put the guitar in an eye-catching place so that I can
practice it. The voice often reminds me.

T: Ok. Thank you for your interview.

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Case 10 Yao Yao

First Interview
Date: 4 December 2012_ Yao Yao

T: Terry (Interviewer / Researcher)

Y: Yao Yao

T: Hi Yao Yao. Im happy that we have completed the six-step reframing for
the first time. So this is the first time to have an interview after this. And I would
like to ask, what did you see, hear and feel during the whole process of NLP six-
step reframing in learning?

Y: In the previous process, I saw a lot of wave like there was water and light.
Then I felt a little bit dizzy because there was a lot of wave sweeping around me.
And then I saw myself sitting at the back row inside the classroom and I saw the
teacher lecturing. Umm thats all.

T: So whats the lecture about?

Y: Im not sure but the lecture was conducted in English. I didnt know which
subject it was, but the medium of instruction was English.

T: So was there anything that you wanted to learn but stuck you?

Y: My teachers accent was very strong and I could not understand what he or she
was talking about. Or maybe I sat too far away that I couldnt listen to teacher.

T: Ok.

Y: UmmWhen I could not understand what the teacher was talking about, I
would feel nervous. Could not understandumm

T: So what exactly was your limiting belief? What kind of thing did you want to
learn but struck you?

Y: At that moment my mind was thinking how I wanted to learn English so badly.
However, I could not understand what the teacher was talking about.

T: You totally could not understand?

Y: Erhnot totally but I could not understand mostly.

T: You could not understand mostly.

Y: Yes.

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T: So what learning method have you discovered during the NLP six-step
reframing practice to help you solve this problem?

Y: Since in the NLP practice, I could ask my body parts, I could search my
bodymy mind inside my brain. I think such rewhat?

T: Reframing.

Y: Reframing method could help me discover my limited belief.

T: So what method have you discovered eventually?

Y: I must concentrate my attention on the teachers lecture. And there was another
method maybe I have to repeat

T: You discovered the second method, which was to repeat what your teacher has
said.

Y: Repeat what the teacher has said and what I have seen that means repeat
those English.

T: Repeat those English. That means there were two methods in total.

Y: Yes.

T: Do you like your discovered experience? Why?

Y: I like it definitely. It was because its really hard to search for the source
actually. If I find it by myself, it will be very difficult to find the source. For the
reframing process, I could ask my body. At first it might be quite silly to do that,
but it turned out very useful to ask my body. It was because I did not have such
experience previously, I would not ask myself, right?

T: Ok. How do you think the whole process of NLP six-step reframing can
influence you?

Y: Umm I think such method was very new to me. I havent tried this method
before. Actually such method of asking my body parts was very useful.

T: Very useful.

Y: It was because I really had to search inside my body and my brain to seek for
its reaction. I could know the real answer according to its reaction.

T: Do you have any questions?

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Y: Umm Why would I have headache?

T: You felt headache.

Y: I felt a little bit dizzy and my head was very painful.my forehead part.

T: So what do you think about the reason behind?

Y: Maybe I felt too nervous firstly. Maybe I dont know. Or maybe the wave
made me dizzy. This could be one of the possible reasons. Umm I think maybe
during the searching process, I was too focused in it.

T: Too focused and too intensive. I think you have already answered your
questions. Thank you for your interview. Thank you Yao Yao.

Second Interview
Date: 11 December 2012_ Yao Yao

T: Terry (Interviewer / Researcher)

Y: Yao Yao

T: Hi Yao Yao. Nice to have a second interview with you. So we have just
completed the six-step NLP reframing for the second time. And I would like to
ask, what did you see, hear and feel during the whole process of NLP six-step
reframing in learning?

Y: I saw myself in a very bright classroom, stood in front of the blackboard and
couldnt speak anything. Then my face showed that I was nervous and anxious.

T: So what did you want to do?

Y: I wanted to present because there were words on the PPT (PowerPoint). I

wanted to make a presentation but I couldnt speak out anything. I stuttered and
still couldnt speak out.

T: Actually you wanted to present?

Y: Yes, I wanted to present well.

T: So what stuck you and made you could not speak?

Y: I think maybe because I felt shy, I didnt have much confidence and I was
afraid that my speech would not be accepted by the others, maybe.

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T: I see. So actually you wanted to learn to present well, but then you discovered
that you were shy and lack of confidence, which struck your learning.

Y: Yes.

T: So this maybe your limiting belief, right?

Y: I think so.

T: So in the previous process, could you find any body parts responsible for your
limiting belief?

Y: The top of my head.

T: The top of your head was responsible for the limiting belief.

Y: The centre of it.

T: So when you asked the top of your head again, could you find any positive
intention?

Y: I wanted to tell the others about what I knew and I wanted to let the others
know my ability. My ability could be shown to the others and not only shown
from what I said. It should be more than that.

T: That means your positive intention was to tell the others your ability through
presentation.

Y: Yes.

T: Could you find out the body part that is responsible for your creativity?

Y: My forehead. It was also my head but this time was my forehead.

T: Your forehead.

Y: I felt itchy.

T: Itchy, right?

Y: Yes.

T: So what did the itchy signal tell you in the problem you have to solve? Keeping
your positive intention while helping you to overcome your limiting belief? What
did your forehead suggest?

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Y: It suggested that before I make my presentation, I could practice a few more
times.

T: You could practice for a few more times before you present.

Y: I could practice by myself or I could practice in front of my good friends.

T: So how did they other body parts react when you made this suggestion?

Y: They all disagreed because I had the same experience before. I prepared well
but I freaked out when I was on the stage. I forgot what I had said and it was an
unpleasant experience. They told me that it was useless for me no matter how
many times I did the presentation.

T: So when you ask your creativity again, did your forehead suggest any other
methods to you?

Y: It suggested me not to think too much. It was useless for me to think too much.
I should directly tell the others what I know and I should not care about what the
others think.

T: So the second method suggested that you have to focus on telling the others
what you know and its already enough. Be focused and do not care about what
the others think.

Y: Yes.

T: So when you asked the other body parts about this method, did they have any
objections this time?

Y: No objection. But I have asked this for a long period of time. It was because
such method was not easy to carry out. Building up confidence is a long-term
process. It is not easy for me to tackle it.

T: I see. That means you have already discovered another method even though it
may take a long period of time to practice.

Y: Yes.

T: Do you like this discovered experience? Why?

Y: I like it of course. I could find out my weakness and try to solve it. I think I
like this experience.

T: How do you think the whole process of NLP six-step reframing model can
influence you?

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Y: Umm I think such problem has already existed but I did not realize how
much it has influenced mehow deep it has influenced me. It has been a long
time since I had my last presentation. Maybe I felt depressed previously but I have
already forgotten it after a few days. So this problem has not yet disappeared from
my heart. It has been there but I did not really aware of it. Without the upcoming
presentation, I will not realize how much fear I have and how much confidence I
am lacking in facing my presentation. So this experience helped me discover my
problem and the methods to tackle it. I think I gained a lot from this experience.

T: Do you have any questions?

Y: Why did I feel so itchy on my forehead and why could I be that focused?
Actually my attention is easily affected by the others.

T: So why did you think you would feel so itchy on your forehead?

Y: I think maybe it was implying something. Maybe my body has reaction just
like giving a command. Like the army reporting to the commander, like a signal.

T: You think its a signal.

Y: Yes, I think so.

T: I believe you have already answered your questions. Thank you for your
interview. Thank you Yao Yao.

Final Interview
Date: 10 March 2012_ Yao Yao

T: Terry (Interviewer / Researcher)

Y: Yao Yao

T: Hi Yao Yao. Nice to have the final interview with you. We are going to talk
about your condition after taking the NLP process in the last month. And I would
like to ask, can you remember the study method(s) that you discovered during the
practice of the NLP six-step reframing a month ago?

Y: The first study method was that I have to concentrate on the teachers lecture,
and then I have to repeatrepeatrepeat what the teacher has said. This was the
first discovery. The second study method was wasto concentrate on what I
am saying and I dont have to care about what the others think.

T: Have you used the study methods that you discovered in this month?

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Y: Erh actually I have used the second study method. Since it was about doing
a presentation, I have used such method and I found out that I have improved a lot.

T: Ok. Very good. Have you practised the NLP six-step reframing in this month?

Y: Yes, I have practised for once. But maybe I was too tired and I could not read
those criteria. As a result I could not discover anything.

T: You could not discover anything. That means you have practised for one time.

Y: One time.

T: Do you have any comments on the interpretation data about all your previous
thinking style tests?

Y: Erh I dont have any comments. I agree with the data.

T: Do you have any comments on the interview data record?

Y: They match with what I have said mostly.

T: Ok. So referring back to the final posttest Thinking Style 3 questionnaire data,
I found out that some data has slightly changed throughout the previous months,
for example, the Local score. Initially it was 5.6. What do you think about the
large increase of the Local score to 6.4?

Y: It was because in the previous week, I have done a lot of data collection for my
paper. So I have pointed out a lot of data, concrete data. So there might be such a
big change.

T: I also observed that you Internal score last month was 4. For this month, the
internal data is 5.2. So why do you think about the change?

Y: Because in the last semester, the SPST was group presentation. So I had to
cooperate with the others. But in this semester, it changes to individual
presentation. Therefore in most of the time I have to rely on myself. I have to
complete all the work by myself. So this might be the reason behind the change of
the Internal score.

T: Do you still have any additional comments?

Y: No, I dont.

T: Thank you Yao Yao for the final interview.

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Case 11 Fishball

First Interview
Date: 11 February 2012_ Fishball

T: Interviewer
F: Fishball

T: Hi Fishball. Im happy that we have completed the six-step reframing for the
first time. So this is the first time to have an interview after this. And I would like
to ask, what did you see, hear and feel during the whole process of NLP six-step
reframing in learning?

F: I saw myself sitting in the classroom that I used to have Physio class. There
was a lecturer standing at the front of the classroom, holding a microphone and
lecturing. And then there were a lot of classmates sitting around me and listening
to lecture. I could hear the lecturers voice and he was transmitting the PT
knowledge to me. I felt demotivated in attending the lecture because I was lack of
confidence and I did not have much motivation to deal with the knowledge.
(00:58) After that I followed your guidance to find out the body part which was
responsible for such limitingfactorlimiting belief. The body part that had the
strongest feeling was my eyes. And then the positive intention of my eyes was
to

T: Ok. I want to ask, what is your limiting belief? What did you want to learn but
struck you?

F: I wanted to receive the physio knowledge but my demotivation and the lack
of confidence struck me.

T: And then? How did you search your body part to help you?

F: I searched that my eyes told me that they had the positive intention behind.
They told me that I wanted to learn the knowledge because I hope that I could
confidently help the patients in future and I could find a stable job.

T: I see. And then? So how did you solve the problem?

F: After that I discovered my hands, which my hands had the strongest feeling.
And they said

T: So what were your hands responsible for?

F: My hands were responsible for creativity.

T: Ok.

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F: And the method that the creativity had suggested was that if I change my
thinking when I attend the lectures, imagining that the knowledge is not that
difficult as I think and I have the ability to deal with them. ThenI will feel
calmer, I will have more confidence and feel more relaxed.

T: So eventually you have discovered a method to help you solve your limiting
belief. Can you describe your method again?

F: The method was that when the lecturer started to teach, I should not bear a fear
mind to attend the lectures. I should immediately remind myself that actually I
could have the ability to listen, to comprehend the knowledge and to remember
them. Also the knowledge is not that difficult to me. Such method can enhance
me to comprehend the knowledge.

T: Do you like your discovered experience?

F: Yes, I like it.

T: Why?

F: Ummbecause after I have such thought, I have built up my confidence and I

will not be that reluctant. I will not be feared of it during the start of the lecture.

T: How do you think the whole process of NLP six-step reframing can
influence you?

F: I think whenever I lose my confidence or when I feel demotivated in attending

the lecture, it helps remind me that I also have the ability to learn the knowledge.
It is not that difficult. It helps me to be more focused and build up my confidence,
I guess.

T: Ok. Do you have any questions?

F: At this moment, no.

T: Thank you for your interview.

Second Interview
Date: 18 February 2012_ Fishball

T: Terry (Interviewer / Researcher)

F: Fishball

T: Hi Fishball. Nice to have a second interview with you. So we have just

completed the six-step NLP reframing for the second time. And I would like to

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ask, what did you see, hear and feel during the whole process of NLP six-step
reframing in learning?

F: At first I stood beside the swimming pool and I wanted to learn swimming. But
I was afraid that I did not know how to manipulate my breath, which struck my
learning. And then I asked and felt my body part about what was affecting my
belief

T: Your limiting belief.

F: Yes, limiting belief. And I felt stressed on my chest. I asked about its positive
intention behind and it told me that to learn swimming was a good thing.
Everyone knows how to swim and I should not be unskilled with swimming.
Therefore I wanted to learn swimming. But then it knew that my learning was
struck by the breath, so I asked the other body part that was responsible for
creativity to suggest me some methods to overcome the obstacles. (01:30) After
that I found out my knee. My knee gave me a suggestion that I could imagine
myself being a corpse swimming. I asked my whole body parts about their
reaction towards this suggestion, they felt that it wasnt actually nonsense but it
would be quite difficult to pretend a corpse and swim. Later on I asked my knee
about this suggestion again and see if it had any other opinion, my knee said if
pretending a corpse is hard, then I can try to lie on the water and swim. That
means my head has to face upward and I can try to feel what floating is, which
might be easier to act out. So I asked my whole body parts again and they also
thought that such method was easier as it was a common practice among
swimmers. Once I have tried lying on the water, it would be easier for me to feel
how to swim like a corpse. Basically thats all and they agree with such method.

T: That means your new discovered method is that first you have to lie on the
water and try whether you can float on the water and try to feel it. After you have
got used to it, you will try to pretend a corpse and swim. And this is your new
study method.

F: Yes.

T: Do you like your discovered experience? Why?

F: Yes, I like it. It is because I think after going through this experience, it will be
easier for me to learn swimming next time.

T: How do you think the whole process of NLP six-step reframing can
influence you?

F: I think having such experience can help me solve the problem using different
perspectives. It gave me some new input and inspiration in helping me to use
other methods to solve the problem.

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T: Do you have any questions?

F: No.

T: Thank you for your interview.

Final Interview
Date: 17 March 2012_ Fishball

T: Terry (Interviewer / Researcher)

F: Fishball

T: Hi Fishball. Nice to have the final interview with you. And I would like to ask,
can you remember the study method(s) that you discovered during the practice of
the NLP six-step reframing a month ago?

F: Yes I remember.

T: Can you tell me what the study methods are?

F: The first method was to receive knowledge about physiotherapy. I told myself
to have more confidence and assure myself I am able to comprehend the
knowledge. This was my first study method. Another method was that I wanted to
learn swimming. As I was weak at breathing, I firstly asked myself to lie on the
water like a corpse and swim. After I grasp the feeling, I can face downwards and
try to swim. This was my second study method.

T: Have you used the study methods that you discovered in this month?

F: Umm No.

T: Ok. Have you practised the NLP six-step reframing in this month?

F: Umm No either.

T: And do you have any comments on the interpretation report and interview data
about your previous two reframing tests?

F: I agree with them and I dont have any questions with them.

T: Ok. So referring back to the final posttest Thinking Style 3 questionnaire data,
I compared the previous data and I found out that some thinking styles data has
changed throughout the previous month. Firstly, the Executive style scored 4.6,

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which was a month ago and now decreases to 3.8. What do you think about the
decrease of the score?

F: I think its because in the previous week, I didnt have any task that required
me to follow the rules and steps to carry out. And maybe recently there were
something happened on me that made me felt unhappy, which led me did not have
much confidence to carry out some tasks. Also, during the process of doing the
questionnaire and till now, I felt a bit headache. This might also affect the score.

T: I see. I also observed that the Judicial style scored 4 one month ago. But now it
decreases to 3.2. What do you think about the change of the Judicial style score?

F: Ummmaybe because last time when I did the test, I needed to make a lot of
judgments every day as I was going through the placement. But in the previous
week, I was quite free and I did not have to make any judgments or think too
much. This might be one of the reasons. I am also in a bad mood and feeling
headache.

T: I see. I also observed that the Hierarchical thinking style scored 4 one month
ago. But now it slightly decreases to 3.4. What do you think about the decrease of
the Hierarchical style score?

F: I think maybe because at present I only have to focus on working on my final

year project and I do not other tasks to work on and I do not have to prioritize the
tasks. So I do not have to use this kind of skill.

T: Do have any questions or addition comments?

F: No.

T: Thank you for your final interview.

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Case 12 Siu Yau

First Interview
Date: 27 February 2012_ Siu Yau

T: Terry (Interviewer / Researcher)

S : Siu Yau

T: Hi Siu Yau. Im happy to have an interview with you and we have completed
the six-step reframing for the first time. And I would like to ask, what did you
see, hear and feel during the whole process of NLP six-step reframing in
learning?

S: At first I felt that my head was transmitting some signal to me, I felt like
having a heavy head and I heard a voice telling me the thing that I wanted to learn
most. I also saw that the thing I wanted to learn most situated in my workplace.

T: So what did you want to learn and what stuck you?

S: I wanted to learn to create some topics of conversation with the others in my

workplace so to build up relationship with them. In the process, I found out that I
was lack of confidence, which served as the main obstacle in learning this.

T: So is this your limiting belief?

S: UmmI believe it is.

T: Have you discovered any body part that is responsible for this limiting belief?

S: My head is mainly responsible for my limiting belief.

T: I see. So have you discovered the positive intention behind your limiting belief?

S: UmmI guess I have. In fact I wanted to build up a good interpersonal

relationship so that I can work happier and my colleagues can be happier also.

T: So have you discovered any body part that is responsible for creativity?

S: Ummit is the left part of my head.

T: The left part of your head is responsible for creativity.

S: Yes.

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T: So how did the left part of your head respond when you ask about how to solve
your limiting belief and positive intention? What did the creativity part suggest
you?

S: It first suggested me to relax and try to find out the things happen around me
that are interesting and positive. But when I talk to my colleagues, I have to be
aware of not to offend the others. I have to talk slickly and find the right time to
talk about the right things.

T: And the topics of conversation should also relate to your colleagues, right?

S: Yes. The topics have to be related to them.

T: Ok. So this is the new study method that you have discovered, right?

S: Yes.

T: Ok. So do you like your discovered experience?

S: Umm I quite like it.

T: Why?

S: Because I can learnthrough the calm process, I can find out how to learn
effectively.

T: Ok. How do you think the whole process of NLP six-step reframing can
influence you?

S: UmmI think it can avoid me being lack of confidence. It was because

towards the final stage of the six steps, the process consisted of power
element that can help me build up confidence in talking with the other colleagues.
And I also discovered that my religious belief affected me in building up my
confidence.

T: Can you explain clearly about the power element?

S: The power element was Jesus because I saw an image of Jesus during the
process.

T: Ok. So your confidence built up?

S: Yes.

T: Ok. Do you have any additional comments?

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S: Ummnothing special to add in this first time.

T: Thank you for your interview.

Second Interview
Date: 5 March 2012_ Siu Yau

T: Terry (Interviewer / Researcher)

S : Siu Yau

T: Hi Siu Yau. Nice to have a second interview with you. So we have just
completed the six-step NLP reframing for the second time. And I would like to
ask, what did you see, hear and feel during the whole process of NLP six-step
reframing in learning?

S: UmmI felt numb in my right brain.

T: You felt numb in your right brain.

S: Yes, and I saw some words appeared in my right brain, telling me to relax.

T: You want to learn to relax.

S: Yes.

T: Ok. So anything struck you in learning to relax?

S: UmmI felt like there was some burden on me and made me couldnt learn.

T: There was some burden on you and made you couldnt learn.

S: Yes.

T: So can I say that you want to learn to relax, but there is some burden inside
your heart that made you couldnt learn?

S: Yes.

T: So is this your limiting belief?

S: Yes.

T: Ok. So could you discover any positive intention behind this limiting belief?

S: Umm the positive intention is to protect myself.

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T: To protect yourself. So could you discover any body part responsible for your
limiting belief?

S: It is also the right part of my head.

T: The right part of your head. Siu Yau, could you discover any body part
responsible for creativity?

S: Umm I could not discover it at first.

T: You could not discover it at first. How about later on?

S: Later on I discovered that I have to depend on Jesus.

T: Ok. So your religious belief, which is Jesus, consists of your creative part.

S: Yes.

T: So for your creative part, Jesus, did He suggested any method to help you learn
relaxation and keep your positive intention at the same time?

S: He did not say anything and only hold my hands.

T: Didnt say anything and only hold your hands.

S: Yes.

T: So eventually what have you interpreted?

S: Ummit is I have to hold Jesuss hand so that I can learn to protect myself and
relax.

T: So your new study method is that you can actually hold Jesuss hand, so that
you can learn to protect yourself and relax.

S: Yes.

T: Very good. So do you like your discovered experience?

S: I like it.

T: Why?

S: Because after I have discovered this experience, I had secure and peaceful
feelings.

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T: You had secure and peaceful feelings.

S: Yes.

T: How do you think the whole process of NLP six-step reframing can
influence you?

S: I think I have gained a power to find out what I want to learn and how to learn
it.

T: Ok. Do you have any questions and comments about the above process?

S: At the moment, no.

T: Thank you for your interview.

Final Interview
Date: 5 April 2012_ Siu Yau

T: Terry (Interviewer / Researcher)

S : Siu Yau

T: Hi Siu Yau. Nice to have the final interview with you. And I would like to ask,
can you remember the study method(s) that you discovered during the practice of
the NLP six-step reframing a month ago?

S: Yes, I remember. Throughout the two NLP process, for the first time I
discovered the study method was I have to be relaxed first and to pay more
attention about the interesting and happy things happen around me so that it will
be more convenient for me to build of topics of conversations with the others. The
second method was that I have to depend on the power given by my religious
belief to lower the stress I have in my daily life.

T: Have you used the study methods that you discovered in this month?

S: Yes, I have.

T: Ok. Have you practised the NLP six-step reframing in this month?

S: No, I have not.

T: Do you have any comments on the interpretation report about your previous
thinking style tests?

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S: I have two areas of comments in terms of posttest one and two. Firstly, in
posttest one, the initial anarchic score of 5 decreased to 3.6 in posttest two. I did
not agree that such change was due to my stress. I think as in posttest two, I
discovered that I could only depend on the power given by my religious belief to
solve the problem and stress encountered in my daily life. Therefore, I think I did
not have much flexibility to choose other methods to deal with the problem
encountered in my daily life. Thats why such ability dropped. On the other hand,
the initial legislative score of 4.2 in posttest one decreased to only 3 in posttest
two. I think it was also due to what I have discovered in posttest two that I could
only depend on the power given by my religious belief. Therefore, I could not use
my creativity and the score dropped.

T: Ok. So referring back to the interpretation report, for the data change in the
previous month, I find out that from posttest two till posttest three, there are a few
slight changes. For example, the legislative score of 3 slightly increases to 4.
What do you think about this change?

S: I think this is due to a number of new tries I have encountered recently, which
enhances my creative thinking. For example, I seldom did exercise in the past.
Now I try to go hiking with my friends. I have also tried to apply the study
method I have discovered in my first NLP, which is to lead in some new topics of
conversation when I communicate with my colleagues. So these positive effects
might enhance my creativity.

T: I also find out that another area, which is hierarchical, its score of 5.8 in
posttest two slightly decreases to 5.2. How will you explain this data?

S: I believe that this is due to the continual completion of my current work.

Therefore I do not have to prioritize my work and I can choose to work according
to my preference.

T: The third area, which is oligarchic, its initial score of 5.8 in posttest two
slightly decreases to 5 in posttest three. What do you think about this slight
change in the oligarchic score?

S: Umm I believe this is related to my recent life. As I do not have to deal with
a lot of work at the same time, I can let myself have a pause and only focus on
working one single thing.

T: Do you have any comments on the interview transcription data?

S: No.

T: Do you have any additional comments regarding the above questions or do you
have any inquires?

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S: No.

T: Thank you Siu Yau.

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Case 13 Shirley

First Interview
Date: 3 March 2012_ Shirley

T: Terry (Interviewer / Researcher)

S: Shirley

T: Hi Shirley. Im happy to have the first interview with you. So we just have
completed the six-step reframing for the first time. And I would like to ask,
what did you see, hear and feel during the whole process of NLP six-step
reframing in learning?

S: The situation was that I wanted to read the bible, but I was very tired and I
wanted to go to bed. Therefore I could not do that.

T: Does it mean your limiting belief is that you want to read the bible, but your
tiredness and sleepy mode struck you, which made you could not read the bible?

S: Yes.

T: So later on have you discovered any body part responsible for your limiting
belief?

S: My brain and it guided me to think about the positive intention, which was I
wanted to take a rest.

T: So you have discovered your positive intention behind your limiting belief that
was you wanted to take a rest.

S: Yes.

T: So have you discovered any body part responsible for your creativity?

S: My hands were responsible for my creativity. It told me that I can go to bed a

bit earlier the night before and wake up earlier on the next day. Or I can
immediately wake up during the time lounging in bed to read the bible.

T: That means the creative part of your hands suggested you a new study method.
The study method was that you can actually go to bed earlier the night before, and
you can wake up earlier in the next morning. When you wake up you can read the
bible immediately. Or you can try to replace the time lounging in bed with reading
the bible. So this method can help you solve the problem.

S: Yes.

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T: Did your other body parts object with this method?

S: No.

T: Do you like your discovered experience?

S: Yes, I like it.

T: Why?

S: It is because it helped me to persist to work on this and I am willing to start

using this new study method starting from today.

T: So your discovered experience gave you motivation to try to work on.

S: Yes.

T: How do you think the whole process of NLP six-step reframing can
influence you?

S: It influences me to be more confident and persistent to use to new method, new

study method.

T: How it influence you is that it made you to be more confident and persistent on
the new study method.

S: Yes.

T: Do you have any additional comments?

S: No, I dont.

T: Thank you for your interview.

Second Interview
Date: 10 March 2012_ Shirley

T: Terry (Interviewer / Researcher)

S: Shirley

T: Hi Shirley. Nice to have a second interview with you. So we have just

completed the six-step NLP reframing for the second time. And I would like to
ask, what did you see, hear and feel during the whole process of NLP six-step
reframing in learning?

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S: Firstly I saw myself wanting to learn to play the piano. But there were some
feelings appeared in which I thought I didnt have much talent in music and I
would not have much time to practice it, so I would not be able to learn. This was
my belief.

T: So you limiting belief was that you wanted to learn to play the piano, but you
thought that you didnt have much talent in music and much time to practice it in
which struck your learning?

S: Yes.

T: So this is your limiting belief.

S: Yes.

T: So have you discovered any body part responsible for your limiting belief?

S: My hands. They also reminded me the positive intention behind, which was: I
wanted to learn to play the piano because I wanted to worship God.

T: So later on when you searched through your body, have you discovered any
body part responsible for your creativity?

S: I have discovered my legs.

T: Your legs.

S: Yes.

T: So what did your legs suggest you to solve the problem?

S: My legs reminded me that the day before I learn to play the piano, I should
reject the activities arranged at night and spend the night to practice piano. And
during the day I learn the piano, I should also spend some time to practice it first.
After I have finished the piano lesson, I should also find some time to practice it
immediately.

T: Ok. So was this your new discovered study method?

S: Yes.

T: Ok. Do you like your discovered experience? Why?

S: Yes. It is because it gave me hope to learn to play the piano and I wont be
afraid of having no ability and time.

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T: How do you think the whole process of NLP six-step reframing can
influence you?

S: It influences me to be more concrete to think about the method to solve my

limiting belief. Yes, mainly is to be more concrete to help myself.

T: Do you have any additional comments?

S: No, I dont.

T: Thank you for your interview.

Final Interview
Date: 10 April 2012_ Shirley

T: Terry (Interviewer / Researcher)

S: Shirley

T: Hi Shirley. Nice to have the final interview with you. Last interview for the
research. And I would like to ask, can you remember the study method(s) that you
discovered during the practice of the NLP six-step reframing a month ago?

S: Yes, I remember. The first one was about reading a bible. I have discovered
that the dayevery dayshould be each night before that I have to go to bed
earlier. Go to bed earlier and the next day I cannot lounge in bed. I have to spend
that time to read the bible. The second one was about learning to play the piano. I
have discovered that the day before I have the piano lesson, I should reject all the
appointments, etc. I have to stay at home and practice the piano. And during the
day I have the piano lesson, I should spend some time to practice it before I have
the lesson. After I have the piano lesson, I have to practice it again at home. So
these are my two study methods.

T: Have you used the study methods that you discovered in this month?

S: Yes, I have.

T: Yes you have.

S: Yes.

T: Ok. Have you practised the NLP six-step reframing in this month?

S: I have practised it once.

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T: You have practised once. Have you discovered any new study method?

S: No.

T: Do you have any comments on the interpretation report about your change of
your thinking styles in the previous two tests? Do you agree or disagree?

S: I agree with most of them. But there is one part relationship between of the
second discovered method and Shirleys increased in Judicial thinking style I
want to make here. I think this is true and has the possibility in it. In addition, I
think that maybe the brothers and sisters in my religious group also practice very
hard in order to play the piano or learn the musical instruments. So their
experience makes me think that as long as I try hard, I am also able to learn it.

T: So you are evaluating the methods that the others have used, which has
affected your thinking, right?

S: Yes.

T: Do you have any comments on the interview data about your previous thinking
style tests?

S: Most of them are correct. But there is an amendment I want to make, which
was the first interview on 3rd of March. It was about my positive intention, and
that time I answered I want to rest. But actually it should be amended to I want
to know God more.

T: I see. So referring back to the final posttest Thinking Style 3 questionnaire we

have just finished, I compare the posttest two that we have done last month with
posttest 3. I found out that especially your liberal thinking style changed from
score of 3.4 to score of 5.2, which is a very significant increase. What do you
think about the change? Anything special happened in this month related to the
increase? How will you explain this?

S: Umm I think mainly becauserecently I am dealing with a case and I have

encountered an ambiguous situation with person that I talked with, which was
quite a complicated issue. So this might enhance such think style.

T: I see. Do you have any additional comments with the above questions?

S: No, I dont.

T: Thank you Shirley for your interview.

T: Thank you for your interview.

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Case 14 Milka

First Interview
Date: 31 March 2012_ Milka

T: Terry (Interviewer / Researcher)

M: Milka

T: Hi Milka. Nice to have the first interview with you. We have just completed
the NLP six-step reframing. And I would like to ask, what did you see, hear and
feel during the whole process of NLP six-step reframing in learning?

M: Ehhwhat I saw wasummat first I saw a classroom, I was like attending

a lesson about thinking, knowledge about thinking. And thenI felt it was boring
or it needed to spend me a long time to learn. So I thought that I did not have
much patience to accomplish it. Later onI thought about why I would encounter
such an obstacle, my body part like my legs sometimes wanted to have more fun
and move.

T: Maybe let me ask you first, what did you want to learn and what struck you?

M: Ummwhat struck me?

T: What did you want to learn very much and what struck you?

M: I wanted to learn the things that canUmmhelp me think about the

knowledge. (01:46)

T: Knowledge that helps you to think. But what struck you then?

M: My patience, time and I felt bored with it.

T: That means you wanted to learn the knowledge about thinking, but you thought
that you did not have enough patience and you would feel bored with it. Also, you
thought that you did not have much time to learn this and these factors struck you.
Am I right?

M: Yes.

T: Ok. So was this your limiting belief?

M: Yes.

T: Ok. So have you asked any part of your body that was responsible for your
limiting belief?

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M: My legs.

T: Your legs. Ok. So have you asked your legs about their positive intention
behind your limiting belief?

M: UmmI wanted toummthrough learning, it could help me to know more

about the world and also to know more about myself.

T: Your positive intention behind was that you wanted to know more about the
world and yourself. So was there any of your body part responsible for your
creativity?

M: I think they were my hands.

T: Your hands. So did your creativity have any perfect method to overcome your
limiting belief, and keep the positive intention behind?

M: Ummmaybe I can listen to some gentle and relax music before I learn. This
can help me to have a better mood or to feel more interested to learn the
knowledge.

T: Ok. That means your new discovered study method suggested that before you
learn the knowledge about thinking, you can listen to some gentle music. And
then you can start learning so that you can feel more relaxed.

M: Yes.

T: Milka, do you like your discovered experience? Why?

M: I like it. Because it can help me to feel less nervous and stressful before I learn.

T: Ok. How do you think the whole process of NLP six-step reframing can
influence you?

M: Ummit gives me morewhen I need to learn the knowledge and that I may
feel very difficult, I can try this method. For example, listen to some music
beforehand.

T: Ok. Do you have any questions?

M: At this moment, no.

T: Thank you for your interview.

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Second Interview
Date: 7 April 2012_ Milka

T: Terry (Interviewer / Researcher)

M: Milka

T: Hi Milka. Nice to have a second interview with you. So we have just

completed the NLP six-step reframing for the second time. And I would like to
ask, what did you see, hear and feel during the whole process of NLP six-step
reframing in learning?

M: I saw the environment was quite colorful and there were some people, familiar
people there.

T: What did you want to learn and what struck you?

M: I wanted to learn some oral skills and skills to communicate with people. But I
thought that sometimes I did not know how to express myself and I did not dare
expressing myself.

T: You did not know how to express yourself and you did not have the courage to
express yourself struck you.

M: Yes.

T: So does it mean that your limiting belief was you wanted to learn oral and
communication skills, but you thought that you did not know how to express
yourself and did not dare expressing yourself that struck you cannot learn.

M: Yes.

T: So have you discovered any body part that was responsible for your limiting
belief?

M: My heart.

T: Have you asked your heart about the positive intention behind the limiting
belief?

M: I wanted to let the other know about my thought and I also wanted to spread
the things that I know or my belief to the others and let them understand.

T: That means you wanted to tell the others about what you know and your belief
through applying the oral and communication skills?

M: Yes.

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T: So have you discovered any body part that was responsible for your creativity
in daily life?

M: My hands.

T: So have you tried to ask your hands about a perfect method that can help you
overcome your limiting belief you have mentioned previously, and also keep your
positive intention?

M: To join some group that is interesting. To join some activity that involves
more people, more familiar people.

T: That means your new discovered study method was that you can join more
interesting group to provide you more opportunities to express yourself, so that
you can learn the oral and communication skills.

M: Yes.

T: Do you like your discovered experience?

M: I quite like it.

T: Why?

M: Because in the past I had also joined these kinds of groups but I did not grasp
the chance to express myself. But this discovered experience told me that I can
actually make good use of these chances to express myself more and practice
more.

T: I see. So how do you think the whole process of NLP six-step reframing can
influence you?

M: It reminds me that I can actually do more to help myself in my previous

experience. There are some methods that I did not use before and now I can use
them.

T: That means you might have missed out the chances in your previous
experience but from now on you can grasp those chance and use it.

M: Yes.

T: Do you have any additional information?

M: No.

T: Thank you for your interview.

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Final Interview
Date: 12 May 2012_ Milka

T: Terry (Interviewer / Researcher)

M: Milka

T: Hi Milka. Nice to have the final interview with you. And I would like to ask,
can you remember the study method(s) that you discovered during the practice of
the NLP six-step reframing a month ago?

M: Yes, I remember. The first method was, when I learn the thinking ways,
beforehand I can listen to some gentle music relax myself and enhance my interest
towards learning the thinking ways. For the second one, I wanted to learn some
communication skills. I discovered that I can join some group and I can practice
my communication skills in the group, so to help me more.

T: Have you used the study methods that you discovered in this month?

M: Yes, I have. I have used one method, which was when I learn the thinking
ways or some other knowledge, I would listen to some gentle music beforehand to
relax myself. But for the second method, I havent had a chance to use that as I
did not have the opportunity to join some group.

T: Have you practised the NLP six-step reframing in this month?

M: No, I havent had a chance to do so.

T: Havent had a chance. Ok. So do you have any comments on the interpretation
report about your change of your thinking styles in the previous two tests?

M: Actually I agree with them mostly, except there is one point about my initial
oligarchic thinking styles and my second study method in which I do not quite
agree with it. Rather, another point about the initial judicial and my second study
method were quite matched. Probably my judicial thinking was through my self-
reflection and evaluation and evaluation of others performance in order to know
more. And in my second study method, I will join more groups to communicate.
Through this process of communicating with the others, I can reflect myself and
also evaluate others performance.

T: Do you have any comments on the interview data?

M: No, I dont. I agree with them.

T: Ok. So referring back to the final posttest Thinking Style 3 questionnaire

record, so when comparing with the posttest 3 we did last month, I find out there
are some changes. For example, the global score was 4.6 last month but now it

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changes to 3.6. Also, the local score was 3.6 last month and now it is 5. So is there
anything special happened in this month related to the change of thinking styles?

M: Yes, there is. So in the previous month, I had some voluntary training. In the
training, it mentioned some subtle skill about being a volunteer. So it affects me
that I might think in a more subtle way. So the local score might increase as I
think more in details. In contrast, I neglect the big picture so the global score
dropped.

T: Ok. Do you have any additional information?

M: No, thanks.

T: Thank you for your interview.

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Case 15 Pig

First Interview
Date: 31 March 2012_ Pig

T: Terry (Interviewer / Researcher)

P: Pig

T: Hi Pig. Im happy to have the first interview with you. So we just have
completed the NLP six-step reframing for the first time. And I would like to ask,
what did you see, hear and feel during the whole process of NLP six-step
reframing in learning?

P: At first I saw myself in a room, there was a chair and I was sitting next to a
person talking to him/her. Then I felt that actually I wanted to learn counseling.
Throughout this process, I found out that my head was telling me I wanted to
learn this.

T: You wanted to learn counseling, but were there anything struck you and made
you could not learn?

P: What struck me was I thought that I am still young, and I am a rational person,
which seemed difficult to have the empathy to understand the others feelings.
And thenumm...I have searched and my hands told me that I can actually learn
to feel about my own feelings first.

T: I see. So your limiting belief was that you wanted to learn counseling but you
thought that your age is still young and you are rational that makes you cannot
feel the others feelings, the empathy, which struck you. Later on you have
discovered that your head was responsible for your limiting belief.

P: Yes.

T: And you have also discovered your hands were actually responsible for your
creativity, right?

P: Yes.

T: So your hands were responsible for creativity, they should have suggested
some methods to you. So what was the method?

P: Was to first learn to feel about my own feelings.

T: So your new discovered study method is to first feel about your own feelings.

P: Yes.

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T: And I also want to ask, when you talked to your head, have you found out the
positive intention behind the limiting belief?

P: The reason behind was that I wanted to help people.

T: So your positive intention behind was that you wanted to help the others.

P: Yes.

T: So you have found out a new method. And I want to ask do you like your
discovered experience? Why?

P: Yes, I like it. Because it seems that I have become convinced with my mind
now. Or I am now surer about what I have thought briefly in the past.

T: How do you think the whole process of NLP six-step reframing can
influence you?

P: I think it provided me space and time to think step by step in solving thisthis
difficult problem.

T: Ok. Do you have any addition information?

P: No, I dont.

T: Thank you Pig.

Second Interview
Date: 7 April 2012_ Pig

T: Terry (Interviewer / Researcher)

P: Pig

T: Hi Pig. Nice to have a second interview with you. So we have just completed
the NLP six-step reframing for the second time. And I would like to ask, what did
you see, hear and feel during the whole process of NLP six-step reframing in
learning?

P: There was an idea came out by itself and told me that I wanted to learn German.

T: You wanted to learn German, but was there anything stuck you?

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P: I would think that I was very busy with my daily life and I did not have much
time. Also I felt that there wasnt any immediate goal for me to learn so it turned
out I didnt have much motivation.

T: That means you wanted to learn German, but you thought that you didnt have
much time to learn it well. You also thought that you didnt have a clear goal to
motivate you to learn. And these two factors struck you.

P: Yes.

T: So was this your limiting belief?

P: Yes.

T: Ok. Have you asked any of your body part that was responsible for your
limiting belief?

P: My shoulders.

T: Your shoulders were responsible for it. So later on have you asked your
shoulders about the reason why you wanted to learn German? Or was there any
positive intention in it?

P: Actually during the time when I went to Europe, I found out that I like
Germany very much. And when I had my placement, I needed to communicate
with the German. I discovered that I wanted to know German so that I could
understand what they said in order to communicate with them.

T: So thats the positive intention about why you wanted to learn German.

P: Yes.

T: So have you discovered any of your body part that was responsible for your
creativity in your daily life?

P: My pair of hands.

T: Your pair of hands. So have you asked your hands about your limiting belief:
you wanted to learn German but you thought that you didnt have much time and
didnt have a clear goal to motivate you to learn and struck you. But then you had
a positive intention: you wanted to learn German to communicate with the
German because you had your placement there. So have you asked your hands
whether there is a perfect method to help you solve the problem?

P: I think I can enjoy first and dont have to think about I need to learn well
immediately, rather I have to learn it bit by bit, slowly.

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T: So that means you new study method was that you have to first take an enjoy
attitude to learn German, and then you learn it bit by bit slowly. It is not necessary
to force yourself to finish learning it quickly. So is this your new discovered study
method?

P: Yes, this is a new method.

T: Ok. Do you like your discovered experience?

P: Yes, I like it.

T: Why?

P: Because it seemed that it solved something that I still havent thought about
thoroughly.

T: That means it helped you solve the thing you havent thought about thoroughly.

P: Yes.

T: How do you think the whole process of NLP six-step reframing can
influence you?

P: I think this is good because it gives me a particular time to think about the
problem.

T: That means a particular standardized time to think about this problem.

P: Yes.

T: Do you have any additional information?

P: No.

T: Thank you Pig for the interview.

Final Interview
Date: 12 May 2012_ Pig

T: Terry (Interviewer / Researcher)

P: Pig

T: Hi Pig. Nice to have the final interview with you. Last interview for the NLP
research. And I would like to ask, can you remember the study method(s) that you
discovered during the practice of the NLP six-step reframing a month ago?

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P: Yes, I remember. The first method was to learn to feel about my own feelings.
The second method was to enjoy learning German and learn it bit by bit.

T: Have you used the study methods that you discovered in this month?

P: For the first study method, I have used it, which was to feel about my own
feelings. But for the second study method in learning German, I havent had a
chance to do so.

T: Have you practised the NLP six-step reframing in this month?

P: No, I havent.

T: Do you have any comments on the interpretation report about your thinking
styles?

P: Yes, I have. On page 2 of the report, the characterization of my strong

thinking styles, after I read the tables, I discovered the hierarchical thinking style
was keeping a high score. Therefore I think that this should also be included in
one of my strong thinking styles.

T: Ok.

T: Any others?

P: Yes, I have. Also on page 2 about the limiting believes of me, it mentions that
my first limiting belief was that I learnt counseling because I was comparatively
young, rational andcomparatively rational and therefore I cannot learn empathy.
I think its not too appropriate to say cannot learn empathy. It will be more
appropriate to say does not have enough empathy.

T: I see. Do you have any comments in other areas?

P: Yes, I have. On page 3 relationship of the second discovered method and

decrease in anarchic thinking style, it mentions that my second learning method
can help me focus on enjoy learning German and learn it bit by bit so it resulted
the drop of my degree of flexibility in learning. I think such saying was not too
correct. Because during that week, the whole week, I was focusing on my work
about the details, filing, etc. that led to my flexibility dropped. It did not have a
much relationship with learning German.

T: So in the report, do you have any other comments?

P: Yes, I have. On page 1of the report, there are three tables. The first thing I want
to talk about is the executive item in the pretest table. Its score was 5 but then for
posttest test 1, the executive score was 5.6. The increase of 0.6 was because I

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think learning to feel about my own feelings is the first step. It is like a procedure
that when I know how to feel about my own feelings, I will be able to feel about
the others feelings afterwards.

T: So are there any comments on other thinking styles?

P: Yes, I have. The second thing is, in posttest 1, the liberal score was 6. In
posttest test 2, the liberal score was 5.4 and there was a decrease of 0.6. The
reason was when I have the learning method to enjoy learning German, to learn it
bit by bit; having this new method and clear goal can lead to the drop of the
ambiguity. The third thing is that in posttest test 1, the conservative score was 5.2.
But in posttest test 2, the conservative was 6 with an increase of 0.8. I think this
was related to the nature of job I had during that week, which was quite a routine,
repetitive work and stuck to rules and procedures. This led to the increase in the
conservative score.

T: I also observe that we have just finished the posttest 3 questionnaire. I saw that
in this month, there were some changes especially in judicial, it changed from
score of 5.8 last month to 6.6 this month. Pig, what do you think about the
meaning behind this change? Why is that? What happened in this month that led
to such change?

P: In this month, I was going through the probation of my work. During the
probation process, my boss had been keeping on to evaluate my working
performance in the past three months. This would also lead me to evaluate about
how I have performed in my work. So I think this would affect my judicial score
with having an increase.

T: Do you have any comments on the interview data?

P: No, I dont.

T: Do you have any addition information?

P: No, I dont.

T: Thank you Pig for your final interview.

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Case 16 Lauren

First Interview
Date: 10 March 2012_ Lauren

T: Terry (Interviewer / Researcher)

L: Lauren

T: Hi Lauren. Im happy to have the first interview with you. We have just
completed the six-step reframing for the first time. And I would like to ask,
what did you see, hear and feel during the whole process of NLP six-step
reframing in learning?

L: Just now I entered a scene, which was a classroom. There was a professor in
front of me and he was teaching a subject called Exercise Science. For this
subject, I have been learning not really well. So in that scene, we were having
tutorial. The teacher had prepared a lot of questions for us beforehand and asked
us to prepare. Howevermaybebecause I did not know how to solve many
questions as I was weak at Mathematics. Therefore the teacher said something
quite harsh to me and made me embarrassed.

T: So Lauren, what do you think you wanted to learn in that situation but what
stuck you?

L: Actually I wanted to learn Exercise Science well. But then it struck

meWhat struck me wasI didnt build up a very good foundation in
Mathematics and it seemed that I couldnt communicate really well with the
professor. I often didnt understand what he said.

T: I see. So do you think this is your limiting belief?

L: Yes, thats right.

T: So have you asked any of your body part that was responsible for your limiting
belief?

L: Ummactually they were my ears.

T: So have you asked your ears about the positive intention behind your limiting
belief?

L: Actually I have asked my ears and they led me to think about the futureas I
am studying physiotherapy, when I work in the hospital in future, how I teach the
patients to do the exercises greatly benefits the patients. Actually this subject is
not as simple as I thought. It benefits my future career and helps my patients a lot.

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T: So does it mean that your positive intention behind was, you wanted to learn
this subject Exercise Science well to benefit future patients?

L: Yes, thats right.

T: So later on have you discovered any body part responsible for your creativity?

L: Ummalso my ears.

T: Also your ears. Ok. So have you asked your creative part about howas you
have a limiting belief: you wanted to learn Exercise Science well but you
thought you had a weak Mathematics foundation and you could not communicate
well with your professor. All these factors struck you, but you had your positive
intention that you wanted to learn well this subject and if you learn well, it will
benefit your future patients. So how can you create a perfect study method?

L: Umm it told me that, eventually there was a method asking me to revise the
notes again after the professor taught me. I also have to mark down the things I do
not understand so that the next day, in between the lecture during the 15 minutes
break time, I can ask my classmates. For example, how to calculate the
mathematical question and probably they will be willing to answer me.

T: I see. Such a new study method. So do you like your discovered experience?

L: Actually I like it. Because in the pasthow should I sayin the past I also had
a brief picture about this method but throughout the days I didnt want to face it,
probably I was lazy. I didnt want to revise immediately after the teacher has
taught me or ask the classmates on the next day. Maybe I was lazy and I didnt
want to do that. But this experience helped me truly face my thought and gave me
confidence to act it out. It seemed telling me that if I am willing to do, probably I
can make it and I will gain more confidence.

T: How do you think the whole process of NLP six-step reframing can
influence you?

L: I think this is quite novel to me because I used to think that my body parts are
my body parts. For example, our hands help us write or accomplish other tasks in
daily life and they dont have any feelings. But this NLP experience made me
think that I can actually feel what signals do my body parts transmit to me to help
me know more about the true self and to notice my real thoughts, which is very
novel.

T: Do you have any questions?

L: Probably not.

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T: Thank you for your interview.

L: Thank you Terry.

Second Interview
Date: 17 March 2012_ Lauren

T: Interviewer
L: Lauren

T: Hi Lauren. Nice to have a second interview with you. So we have just

completed the six-step NLP reframing for the second time. And I would like to
ask, what did you see, hear and feel during the whole process of NLP six-step
reframing in learning?

L: Ummactually when I entering into the state of my mind, I heard lots of

typing-keyboard sound Tak-tak-tak. And then in front of me, there were loads
of information, numbers, things that I could not understand emerged. I felt very
hard and the people sitting next to me seemed typing very fast whereas I was very
slow, very slow progress. That should be the scene when I was working on my
assignment.

T: So what did you want to learn and what struck you?

L: Actually I wanted to mainly work on my assignment well, but I did not have
enough time that I might work slowly and slower than the others.

T: So what is your limiting belief? What did you want to learn but stuck you?

L: I wanted to work on one assignment well and have to be handed in on time.

But the limitation is that I was working too slowly and time was not enough.

T: That means you think you wanted to work on the assignment well, but you
think you do not have enough time and somehow that piece of assignment is quite
difficult?

L: Yes.

T: The difficulty and too much information overloaded you and struck you?

L: Yes.

T: Ok. So have you asked any part of your body that is responsible for your
limiting belief?

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L: Actually they were my eyes.

T: Eyes. So have you asked your eyes if there is any positive intention behind
your limiting belief?

L: Actually it reminded me that I wanted to work on the assignment well so to

change my professors perspective towards me, telling him that I also have the
ability to work on the assignment well.

T: So your positive intention is that you wanted to work well on your assignment
to change your professors perspective towards you and that you have to ability to
work on the assignment well.

L: Yes.

T: So have you discovered any body part responsible for your creativity?

L: They were my ears.

T: So have you asked your ears if there is any perfect method that on one hand it
can help you overcome your limiting belief and on the other hand, keep your
positive intention?

L: UmmActually yes. At that time I saw my mums face but I did not know the
reason behind or what it meant. Afterwards I saw an image like dawn and I
thought aboutas my mum usually gets up very early to go to work. This might
suggest to me that I do not necessarily have to work till too late, I can try to get up
earlier so that I can work better with my assignment with a clearer mindset. And
ifas I always think that I should not be able to wake up early. So maybe my
mum has to get up early to work, she can help me with waking me up. So they
suggested this method to me.

T: Ok. So your new discovered method was that you need to get up earlier and
request your mum to wake you up.

L: Yes.

T: So will you sleep earlier the night before?

L: I have to sleep earlier. It is hoped that I can sleep earlier and get up earlier so
thatas I will have a clearer mindset if I get up in the morning.

T: That means your new discovered method your new discovered method is that
you have to sleep earlier the night before, so the next morning when your mum
gets up early, you can ask her to wake you up as well. You will work more
efficiently when you get up earlier.

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L: Yes.

T: Do you like your discovered experience?

L: Actually I like it. I used to think that I am not able to wake up early. I prefer
sleeping a bit later and work more during that period rather that waking up in the
morning as I think I cant. But in this experience, it suggested that it might benefit
me if I get up earlier. If I think I cant get up early, I might need someone to help
me. For example, asking my mum to wake me up could be a good way. So I think
I can have a try.

T: How do you think the whole process of NLP six-step reframing can
influence you?

L: I think it gives me some new input and forget about the stubborn thinking I
used to have. For example, I used to believe that I should not be able to get up in
the morning, and I can only work at night in order to finish the work. But this
experience gives me new direction that I might try to swap my timing. If I get up
earlier, it might help me to work more efficiently or even better as I might have a
clearer mindset in the morning. I always think that I cannot wake up earlier
because I think I am not able to do that. So why cant I ask somebody to help me?
For me, the experience gives me some new method.

T: Ok. Do you have any additional comments?

L: No, I dont.

T: Thank you Lauren.

Final Interview
Date: 20 April 2012_ Lauren

T: Terry (Interviewer / Researcher)

L: Lauren

T: Hi Lauren. Nice to have the final interview with you. We have just completed
the questionnaire for posttest three about the intellectual styles. And I would like
to ask, have you tried to use your two discovered study methods in the previous
month?

L: No.

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T: Sorry. Do you still remember the study method(s) that you discovered during
the practice of the NLP six-step reframing a month ago?

L: I remember.

T: What are they? Can you briefly describe what are they?

L: Only the study methods, right?

T: Yes. What are your study methods?

L: After the first NLP, the method I have thought about was I have to read the
notes after the teacher has finished the lecture. And I have to note down what I
dont understand so that the next day when I get back to school, I can ask my
classmates about it during break time in order to save time.

T: So how about the second study method?

L: The second study method was wasas I wanted to increase the efficiency in
working on my assignment, I should sleep earlier but what if I could not wake up
in the morning as my mum goes to work very early, I can ask her to wake me
up so that I can wake up earlier to work on my assignment.

T: Ok. So have you used the study methods that you discovered in this month?

L: No.

T: Have you practised the NLP six-step reframing in this month?

L: No.

T: So now we have the interpretation report of the thinking style tests. So just now
you have gone through the report, do you agree with the whole report?

L: Actually I agree with most of them but there are two points abouttheafter
finishing the NLP, the reason behind the change of oligarchic score increased
from 5 to 6. I think during that time I have three things to deal with. Firstly I have
to work hard during lecture to understand what the teacher is talking about.
Secondly I have to know how to calculate the mathematics that the subject
requires me to do. Thirdly I have to build up a good relationship with my teacher.
These three factors are equally important and have to be dealt with at the same
time. So I am thinking thats why the oligarchic score increased.

T: Ok. So in this interpretation report, do you still have anything you disagree or
want to add?

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L: Umm yes. After the first NLP thinking style test, my anarchic score dropped,
which indicated that my flexibility decreased. The reason behind was that at that
time I did not have much choice and I could only do that. Thats why the
flexibility dropped since there werent any other methods to choose.

T: Ok. So referring back to the final posttest Thinking Style 3 questionnaire data,
I compared the previous data and I found out that some thinking styles data has
significant change from posttest two to posttest three throughout the previous
month. Firstly, the liberal thinking style scored of 6.8 decreases to 5.6. What do
you think about it? What happened in this month?

L: Its because in this month, I have just finished a difficult project (for me it is).
At that time the teacher gave us very broad topics and did not have much specific
instructions. Our whole group thought that we could actually follow the direction
we wanted to. But at last when we had a consultation with our teacher, we found
out that actually our teacher already had a plan that he think we should work on.
So he preferred us to work on a particular way. Therefore when we filled in the
questionnaire, I thought that the teacher did not allow us to follow the direction
we thought about, but we had to follow his direction that he had already set. So it
seemed to kill out originality. So yes...

T: That means not much novelty.

L: Yes.

T: Not much novelty so your liberal style dropped.

L: Yes.

T: Ok. So why did the executive style score increased from score of 4.2 to 5.4?

L: Why the executive score increased was actually I think that it was about
working on that project. If the teacher had given us clear guidelines beforehand,
telling us what to do, it would be better and we would not have gone through so
many obstacles. Thats why when I filled in the questionnaire, I would think about
if therere clear instructions to follow, which was related to executive, it would be
better. Thats why it increased when I gilled in the questionnaire.

T: That mean when you filled in the questionnaire, you thought that it would be
better if there were more guidelines.

L: Yes.

T: So when you filled in the questionnaire, you believed it would be better to have
more guidelines and this explained why such data would increase.

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L: Yes.

T: Ok. I also observed another data, which was conservative. The conservative
score was 2.2 one month ago. But why the conservative score becomes 3.6 now?

L: Actually it related to the same project again. Previously my classmates had got
some work that the students did last year. But at that time we thought that we
should not follow what the past students had done, rather we should follow our
own direction. But then at last the outcome was not quite positive. It turned out
that it would be better to follow what the past students had done. So when I filled
in the questionnaire, I thought that its better to be more conservative. Thats why
it increases now. (06:31)

T: Ok. I also found out that your external score slightly dropped from 6.2 to 5.4.
Why do you think there is such a slight decrease in external thinking style?

L: Because it also related to the same project. As my group members were not
quite willing to do, or when I asked them to work on certain thing, the outcome
was not what I expected. So I thoughtwhen I filled in the questionnaire I
thought it might be better to do individual project. It would be quite troublesome
to depend on the others. Due to this reason, the external score might have dropped.

T: Ok. So it might not be that ideal in having a cooperative relationship with the
others.

L: Yes.

T: Ok. Do you have any comment on the two interview reports?

L: No.

T: Other than the questions I have asked, do you have any additional comments or
questions?

L: No, I dont.

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 Appendix K

NLP Practice Process Records of the 16 Cases

Case 1 Hung

Case 2 Fok

Case 3 Ka Ho

Case 4 Rammy

Case 5 Lawrence

Case 6 Jeffrey

Case 7 Ivy

Case 8 Heaveni

Case 9 Toni

Case 10 Yao Yao

Case 11 Fishball

Case 12 Siu Yau

Case 13 Shirley

Case 14 Milka

Case 15 Pig

Case 16 Lauren

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Case 1 Hung

First Practice
T: Terry (Interviewer / Researcher)
H: Hung

T: Hi Hung, I would like to invite you to enter the state to conduct the six step
reframing Now I want you to relax yourself. Try to use your nasal cavity to take
a deep inhaleand then use your mouth to slowly exhale. Use your nasal cavity
to take a deep inhaleand then use your mouth to slowly exhale. Relax your
shoulders as well. Use your nasal cavity to take a deep inhaleand then use your
mouth to slowly exhale. Very good. Hung, I would like to invite you to let the
first limiting belief appear. If you can, you can nod your head and notify me.
Thats right. Hung, what is the limiting belief? Can you describe about what you
can see in front of youthe visual, sound, feeling of the body or a sentence.

H: I can see a pile of paper. They are all in English. And then I tell myself, I better
not to read them.

T: That means I want to read all this pile of paper and information. And because
of the amount and they are in English disturb me and make me do not want to
learn. Is it?

H: Yes.

T: Hung, I would like to invite you to search a part of your body. That part of
your body is responsible for your limiting belief. Try to search through it. Search
through it it may be a visual signal, it may be an audio signal or it may give you
a feeling of the body. It tells you that I am the one responsible for it. It will give
you a Yes signal and tell you I am related to this belief. This part will be like
this. When you find it, you can try to nod your head and notify me. Ask around
and see which part is responsible for this belief. (03:26)

H: Do you mean that I can ask myself?

T: Yes, you can ask yourself. Is it in a particular position?

H: It is because I see myself in the appeared image.

T: You see yourself. What else can you see?

H: A desk with a many piles of notes.

T: That means you ask yourself and you are responsible for this right? Alright. So
if you do not have any specific Yes signal, can you say If I am responsible for
this, whether I like it or not, can it be different kinds of signal that appear? For

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example if I am responsible for this, the image maybe nearer to me. Or if I am
responsible for this, it does not affect me that much so the image maybe further
apart to me. Can it be like this?

H: Um.

T: Very good. So you are very clear about the part you are responsible for. Hung,
I would like to ask you, you want to read this information, and you know that
there is a large amount of it, but they are in English with a large quantity, so you
are not interested to continue to learn and disturb you. So what is the positive
intention behind this belief? Ask yourself, the positive intention. Will there be any
sound, visual image, feeling of your body, a sentence tells you that I have this
positive intention? You may use any visual image, sound, feeling of your body
or sentences to tell yourself. You can focus your mind on your breathing. You can
relax more. Ask your deep level of positive intention what it is. I have a belief,
but what is the positive intention behind this belief? (06:49) [long pause] We have
plenty of time. We can search through it slowly. Ask the positive intention what
kind of way will it appear and tell you.

H: Um.

T: What is it Hung?

H: Actually I want to read them all but every time when I read it bit by bit it
spends me a lot of time. Although I want to continue, I prefer not to read it when
it spends too much time because I just read a little of it.

T: So the positive intention is that I want to read them all. But in the reading
process, I think it wastes my time and makes me do not want to continue to
learn. Am I right?

H: And it seems that I am not able to work on it in that period of time.

T: You cannot work on it in that period of time. But I need to repeat once again,
the positive intention is that I have the perseverance and I want to finish reading
it bit by bit. This is the positive intention, is it?

H: Um.

T: Lets keep this positive intention. So actually I have the positive intention, I
have a large motivation that I want to finish reading it bit by bit. But I need to
replace or change the thing that is disturbing me. Its quantity, its waste of time
and the language are the things that disturb me. Hung, you are clear about this. I
want to invite you to search through a creative part of yourself. Ask that part, I
have the positive intention and I want to learn them all. I can learn them bit by bit.
But is there any ways that can remove the things that disturb me? Can the creative

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part gives me some suggestions to help me learn better? So to help me overcome
or change the things that disturb me? Ask the creative part and see if it gives you
any signal. It can be visual, audio, feeling of the body or some words that tell you.
Search through it and ask it. [long pause] You can focus your mind on your
breathing. Relax yourself. Your creative part will tell you the answer that you
want naturally.

H: I can think of something.

T: What is it?

H: Every time when I do not want to learn is because I can see the pile of it. If I
can take it out portion by portion and ignore the pile of it, I think it will be better.

T: Very good. So now visualize the image as portion by portion.

H: Portion by portion.

T: Yes. As first it was a pile, now try to separate it and frame it on just one portion.
Can you?

H: Um. Just take a portion of it.

T: Yes. Just take a portion of it. Do you feel better now?

H: Um. A lot better.

T: Alright. So take this method and ask the part which is responsible for your
belief, which is yourself. Ask if there is any disagreement if I work like this.
Ask your visual, audio or feeling of your body and see if there is any special
signal that if you work like this is not workable?

H: At last it is ok.

T: At last it is ok. So in between there is some conversation?

H: In between it says Take a portion of it but I tell myself I cannot finish

reading it all even I use this method and then it says It is better than not reading
them all. So it seems ok.

T: It seems ok. Now I would like to invite you to focus on that portion of it and
the process that you are facing it. So has your belief already solved the quantity
problem? I just need to read one portion of it in learning. Just read it first.

H: Um.

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T: So I would like to invite you, when you open the reading, is there any language
inside? Some English.

H: Um.

T: So I would like to invite you to ask the creative part. It is in English, how to be
better? Ask the creative part how to solve this problem. [long pause] Try to focus
your mind on your breathing. Ask the creative part, it will slowly give you the
answers. Yes, I see you nodding your head. What have you found?

H: Actually I have already solved the major problem just now. For English, I
think that there are a lot times I am too focused on each and every word. Actually
I can quickly scan through it and read the first and last part of it at the beginning.
Actually I know there are a lot of methods but I didnt use it before.

T: I see. So actually there are a lot of methods. You can read the first and last part
of it, do not be too focused on each word and help you read faster, right?

H: Um.

T: So take this method and ask the part which is responsible for your belief and
see if there is any disagreement if you work like this.

H: No disagreement.

T: No disagreement. Very good. Now Hung, I want you to see a picture once
again and you are facing just one portion of information, and when you read, you
discover that you have some methods such as reading the first and last part of it,
there are many methods to read English, and you can read it smoothly. Feel that
happiness of learning. Is it ok? Alright. Hold this picture and feeling of your body.
Is there any feeling of your body?

H: No.

T: Then hold this picture and tell yourself I can read the information that I like
portion by portion and I have ways to better deal with English. Is it ok?

H: Um.

T: Thank this belief and thank yourself. Now please focus your mind on your
breathing. Try to take a deep breath, and then use your mouth to slowly
exhaleTry to take a deep breath, and then use your mouth to slowly
exhaleTry to take a deep breath, and then use your mouth to slowly exhale.
Move your shoulders, arms, legs and come back to this room. So we have
completed the reframing practice.

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Second Practice
T: Terry (Interviewer / Researcher)
H: Hung

T: Hi Hung, we are going to do the second six step reframing practice. Later I
would like you to tell me the limiting belief that you had just now and let it appear
once again. Lets explore whether we can discover more methods to deal with this
limiting belief. Now I want you to relax yourself. Try to use your nasal cavity to
take a deep inhaleand then use your mouth to slowly exhale. Try to use your
nasal cavity to take a deep inhaleand then use your mouth to slowly exhale. Try
to use your nasal cavity to take a deep inhaleand then use your mouth to slowly
exhale. Try to use your nasal cavity to take a deep inhaleand then use your
mouth to slowly exhale. Very good. Hung, I would like to invite you to let
limiting belief you had just now, the visual image, sound or feeling of your body
to appear in front of you once again. What is it?

H: Once again I am facing a pile of readings.

T: So how will you deal with it?

H: I will keep a part of it and leave a small portion of it on my desk.

T: Ok. So are you going to deal with the small portion of it which is places on
your desk?

H: Yes.

T: Ok. Try to ask a part your body. That part of your body is directly responsible
for this. That part of your body will deal with the small portion of reading.

H: Um.

T: Relate it first. So try to ask I still have a small portion of it to deal with. So is
there any positive intention behind dealing with the small portion of it? Try to ask
that part and see if there is any visual image, sound or feeling of your body that
answers you. Now you still have to deal with a small portion of it.

H: Um.

T: You discover something. What is it?

H: It tells me that reading it is part of my responsibility. And when I have finished

reading it, I can finish the rest of it bit by bit.

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T: Thats a very good discovery. So tell yourself that I have the positive intention
behind, I can first finish the small portion of it and slowly finish the rest bit by
bit.

H: Um.

T: So can you take this positive intention and ask the creative part of you, ask the
creative part of you Do I have any other creative methods to deal with this small
portion of reading better and more effectively? Let the creative part to tell you
through any sound, feeling of your body or visual image to answer you. Try to
focus your mind on your breathing. Imagine that you are breathing in a strong
powerand exhale something that you dont want. Try to take a deeper inhale,
relax a bit more. Let the creative ideas appear. (05:38) [long pause]

H: I think of my previous experience.

T: What was it?

H: Previously when I needed to prepare a presentation. Actually the required

reading for it was just a few, but now when I look back, actually I should have got
methods to solve it. I can discuss with my classmates. After that when we
exchange our ideas, we will understand it more.

T: I see.

H: I thought of this scene.

T: So actually one of the methods is that even though there are just a few readings,
I can still find my classmates to discuss with me so to let me understand even
more. Is it?

H: Yes.

T: Very good. Thank the creative part of you. Now take this method and slowly
walk towards yourself you can see yourself right? This is a first person
experience. In front of you is a small portion of reading. Can you imagine there is
a classmate who you are familiar with that you can talk to and solve the problems
of this reading together.

H: Um.

T: Very good. Try to remember this feeling. Do you feel good?

H: Yes.

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T: Very good. Thank different parts of your body. Ask them if there are any other
ideas or disagreement.

H: No.

T: Hung, please focus your mind on your breathing. Try to take a deep breath, and
then use your mouth to slowly exhaleTry to take a deep breath, and then use
your mouth to slowly exhaleTry to take a deep breath, and then use your mouth
to slowly exhale. Try to relax your shoulders, fingers and toes. If you can, you can
slowly come back to this room. We have completed the six-step reframing
practice. Thank you.

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Case 2 - Fok

First Practice
T: Terry (Interviewer / Researcher)
F: Fok (Baoja)

T: Hi Fok, we are going to conduct a six step reframing practice. Now I would
like to invite you to sit in a comfortable position, relax your arms and legs. Both
feet should be stepping on the floor. Try to use your nasal cavity to take a deep
inhaleand then use your mouth to slowly exhale. Try to use your nasal cavity to
take a deep inhaleand then use your mouth to slowly exhale. Very good. Try to
use your nasal cavity to take a deep inhaleand then use your mouth to slowly
exhale. Try to use your nasal cavity to take a deep inhaleand then use your
mouth to slowly exhale. Take a deeper inhale. Very good. And relax more. The
time when you exhale can be slower than the time you inhale. Try to use your
nasal cavity to take a deep inhaleand then use your mouth to slowly exhale.
Very good. Now I would like to invite you to search a situation where you are
learning. A learning that you really care about. It may be some sounds, feeling of
your body or visual image. If you have found it, you can nod your head and notify
me.

F: Um.

T: Yes. What is it?

F: Its in a lecture and the lecturer is talking about something related to politics.
However, I cannot understand what the lecturer is talking about.

T: I see. So what disturbs you and makes you unable to understand?

F: He/she is talking about something that is very unfamiliar to me in which I do

not touch upon always.

T: Something unfamiliar. Is the belief that I want to learn the thing that he/she
talks about. But what he/she is talking about is unfamiliar that makes me unable
to understand?

F: Yes.

T: Ok..very goodthat is the thing that disturbs you. Can you try to ask one of
your body parts that responsible for this belief?

F: Um.

T: Ok. Ask this body part what is positive intention behind. Ask it I want to
hear what the lecturer said, however, what he/she is talking about is unfamiliar

393
and abstract to me. This makes me unable to understand. I have this belief behind.
What is the positive intention?

F: I want to know more.I want to know more about the topic before his/her
lecture. Therefore, I can understand more during the lectures.

T: the positive intention is I want to know more. Is it? And that means I am a
person who like learning. You want to learn more and you suggested some
methods that it would be better if you can know more about the topic before you
have the lectures. The positive intention is good because you want to know more.
Now, you keep this positive intention. Can you invite a part of Fok which is the
creativity part of you? Ask it I have this positive intention and I want to learn as
well. Is there any creative method helps me to learn for satisfying this positive
intention?

F: Spare more time to watch the news but I dont have time.

T: Umone of the ways is to spare more time to watch the news but at the same
time you have another limitation is that you dont have time.

F: Um.

T: How about lets ask the creative part I want to spare more time to watch the
news but I dont have time. Ask your creativity part about how to solve this
problem. Believe that you have the creative power to help you solve the problem.

F: Force myself to finish reading a set of local newspaper every day.

T: Force myself to finish reading a paragraph of local newspaper every day,

right?

F: A set.

T: A set of local newspapergoodnow take this creative method and ask the
part that responsible for your limiting belief and ask your other body parts
whether they have disagreement?

F: Dont believedont believe I can.

T: Dont believe that you can. Ask the disagreement why they dont believe, Is
there anything that disturbs me?

F: Actually I can

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T: Actually you can. Ask them once again and see any signals of disagreement.
You have to know that your creativity part can help you to solve the problem. Ask
them clearly for any disagreement. If they dont believe, what dont they believe?

F: No objections.

T: No objections. Now take this method to ask your creative part. Apart from
watching the news daily that means forcing yourself to read a set of newspaper.
Is there any method can help you learn better and understand what the lecturer
says about those abstract things?

F: Read the modern history books.

T: Read the modern history books. Good. Can you ask the other body parts of this
method and see if there is any disagreement?

F: No disagreement.

T: No disagreement. Good. Ask the part that responsible for creativity Is there
any other methods which can help me? It may be a feeling, sound or signal

F: No.

T: No. Congratulations Fok. Now we hold these two methods. Can you try to
imagine a situation? When you are listening to this lecturers lecture, tell yourself
actually that I can read a set of news every day. I also read a lot of books related
to modern history.

F: Um.

T: Hold these two beliefs to attend his/her lecture. How do you feel now? (09:34)

F: The head feels much lighter.

T: The head feels much lighter. Good! Tell yourself that I have found two
methods that can help myself. Ok or not?

F: Um.

T: Now I would like to invite you to focus your mind on your breathing. Try to
take a deep breath, and then use your mouth to slowly exhale. Try to take a deep
breath, and then use your mouth to slowly exhale. Try to take a deep breath, and
then use your mouth to slowly exhale. Try to take a deep breath, and then use
your mouth to slowly exhale. Very good. Try to move your fingers, toes,
shoulders and different parts of your body. When you ready, please open your
eyes slowly and come back to this room. Very good! Congratulations.

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Second Practice
T: Terry (Interviewer / Researcher)
F: Fok (Baoja)

T: Hi Fok, I am happy to conduct the second six step reframing practice with
you. Now I would like to invite you to sit in a comfortable position. Try to use
your nasal cavity to take a deep inhaleand then use your mouth to slowly exhale.
Try to use your nasal cavity to take a deep inhaleand then use your mouth to
slowly exhale. Try to use your nasal cavity to take a deep inhaleand then use
your mouth to slowly exhale. Try to use your nasal cavity to take a deep
inhaleYou can take a deeper inhale. Very good. Then use your mouth to slowly
exhale. Try to use your nasal cavity to take a deep inhaleand then use your
mouth to slowly exhale. The time when you exhale can four times the time you
inhale. Try to use your nasal cavity to take a deep inhaleand then use your
mouth to slowly exhale. Very good. Try to use your nasal cavity to take a deep
inhaleand then use your mouth to slowly exhale. Fok, now I would like to
invite you think about a situation where you were learning last time. Search a
familiar but undesirable learning situation. Ok! Thank you. What is it? Can you
describe it?

F: Same as last time. I am in a lecture hall and the teacher is talking

about.talking about a topic related to politics.

T: I see. Is the lecturer a male?

F: Yes.

T: So what is the feeling of your body?

F: A bit heavy on the shoulders.

T: A bit heavy on the shoulders.

F: And a bit dizzy and drowsy.

T: Dizzy and drowsyok. Now try to search a part of yourself. That part of you
is responsible for the learning difficulty. Or can I say in this way? Do you mean
that I want to learn the topic of politics but I dont know why something
disturbs me.

F: Yes.

T: Can you feel the thing that disturbs you? What is that about?

F: A heavy stone on the head.

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T: A heavy stone on the head okis it a strong feeling?

F: Yes.

T: Apart from this, what else disturbs you?

F: I cant hear anything.

T: Cant hear anythingyou can just see him talking with no sound.

F: Yes.

T: Ok now Fok, I try to use a displacement method or waving method to help you
diminish the feeling, ok?

F: Um.

T: Try to imagine is the stone still on your head?

F: Um.

T: Can you imagine that there is a balloon on the stone and the balloon is growing
now?

F: I can.

T: The balloon is growing bigger and biggerand keeps growing. The balloon
has a power which can hang the stone and put the stone aside little bit. Can you?

F: I can.

T: Good. Try to use the balloon to move the stone away from the head and let it
float above your head. The balloon brings the stone towards the sky gradually.
Can you do that?

F: I can.

T: Move up to the sky gradually.

F: I can. It has moved upwards and away already.

T: It has moved away, right? Ok, say goodbye to itSay Goodbye and it is
away from you.

F: OK.

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T: Now I invite you to feel your shoulders. Do you still have discomfort on your
shoulders?

F: Still have.

T: What is it?

F: A kind of pressure.

T: Any shape? Or located on which part?

F: No shape...it is an invisible pressure.

T: An invisible pressure. Can you imagine that you have a scarfa thin scarf on
your shoulders. This scarf has a magical power which makes your shoulders
relaxed. Because it has a magical protective power and protect you from harm.
Try to put the scarf on your shoulders slowly and if its alright.

F: I can.

T: Have you put it on your shoulders? Try to feel your shoulders, how do you feel
about your shoulders?

F: They feel lighter..

T: Feel lighter..goodsay thanks to the scarf..very goodcongratulations.

Fok, now I would like to invite you to look back to the lecture hall...look at the
lecturer. Can you hear briefly what he wants to say? Search it slowly. We have
plenty of time.

F: I know which country he is talking about but I dont understand the content.

T: You can hear briefly which country he is talking about.. Is it a image or a

sound?

F: Its the mouth movement.

T: The mouth movement. It seems like he wants to deliver some messages about
certain countries. But you dont know what it is.

F: Yes..

T: I see. Is it I want to understand the whole lecture of what is talking about. But
the content of it makes me unable to understand. Is it the limiting belief?

F: Yes.

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T: Good. Very good. Try to invite the body part which responsible for this
limiting belief. Search it and where is it?

F: Um.

T: You found it?

F: Yes.

T: Now try to search a part of your body which is the creative part. Is there any
creative part?

F: Yes.

T: How about you ask this part I want to learn something but there are some
messages that disturb my understanding. What positive intention behind? Ask the
creative part what is it about?

F: I want to know more.

T: So I have a good positive intention. That is I want to know more. I have a

strong desire of knowledge.

F: Yes

T: Yes. Very good. Congratulate yourself. How about ask your positive intention
part and creative part about what method that you can know more as well as
overcome the difficulty mentioned just now? Ask it to give you some signals. It
can be sound, feeling or visual images.

F: I can watch more news.

T: Some news came out. Is it a sound or image?

F: Sound.

T: Sound. The news has sound.

F: Um.

T: Tell yourself that you can watch more news...the news with sounds. Is it? Try
to ask the other parts of the body and see if there is any disagreement.

F: There is disagreement.

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T: There is disagreement. Ask what kind of disagreement is it?

F: I cant understand everything even if I watch all the news now.

T: You may not be able to understand all the things even you watch the news now.
Ok. Bring along this disagreement to ask your creative part. Yes You did it
well. You suggested watching news. But even watching the news now, you cannot
solve all the problems. Ask your creative part for any better suggestions? Ask it.

F: Find the information related to that topic but not just watch the news.

T: Find the informationdoes it mean the information about the topic in the
lecture?

F: Yes, thats right.

T: Read the information according to topic. Take this suggestion to ask other parts
of the body see if there is any disagreement?

F: No disagreement.

T: No disagreement. Is it?

F: Um.

T: GoodSay thanks to your different parts of body. OK try to ask the creative
part. Is there any better suggestion? It is a good suggestion already. Ask it.

F: No

T: No. Is it? Say thanks to the creative part. Fok, now I invite you to hold this
suggestion, watching the news. Imagine that you are in a situation that I read the
information of the lecture beforehand.

F: Um.

T: And then its like through the information you find some related news. Read
again. Imagine that you have assimilated all the knowledge. Very good! Try to
take a deep inhale. Wow, I have assimilated all the knowledge. Through the
deep inhale, tell yourself you have assimilated all the knowledge.

F: Um.

T: Very good! Bring along this knowledge and walk back to the lecture hall and
look at the lecturer. What do you feel?

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F: I have eye contact with him.

T: You have eye contact with him.

F: He smiles to me.

T: He smiles to you.

F: I feel the distant is not that far closer.

T: Closer...is the overall feeling relaxing?

F: Relaxing..

T: Good. Try to listen to or look at the content of the lecture. Can you feel
anything?

F: Nothing... but I know briefly the lecture topic is something about medical
treatment.

T: I see. Thank yourself first and say thank you to the situation you saw. Tell
yourself that you have new resource and new method. When I come across with
similar situation later, I can do better.

F: Um.

T: Try to focus your mind on your breathing. Try to take a deep breath, inhale
some strong power. Try to take a deep breath. Imagine you inhale a lot of resource
and exhale slowly. Try to take a deep breath, and then slowly exhale. Try to take a
deep breath, and then slowly exhale. Very good. Try to take a deep breath, and
then slowly exhale. Try to take a deep inhale, and then slowly exhale. Good. Try
to relax your fingers, toes, move your shoulders and different parts of your
body. When you are ready, please open your eyes slowly and come back to this
room. You know you are doing a six step reframing model practice.

F: Um.

T: It is very good this time. Thank you very much.

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Case 3 Ka Ho

First Practice
T: Terry (Interviewer / Researcher)
K: Ka Ho

T: Hi Ka Ho, now I would like to conduct the six step reframing practice with
you in order to try to change the limiting belief of your learning. First of all, I
would like you to relax, put your feet into a flat position and sit in an appropriate
position. Try to focus on your breathing. Try to use your nasal cavity to take a
deep inhaleand then use your mouth to slowly exhale. Try to use your nasal
cavity to take a deep inhaleand then use your mouth to slowly exhale. The time
when you exhale can be slower than the time when you inhale. Try to use your
nasal cavity to take a deep inhaleand then use your mouth to slowly exhale. Try
to use your nasal cavity to take a deep inhaleyou can take a deeper inhaleand
then use your mouth to slowly exhaleTry to use your nasal cavity to take a deep
inhalevery goodand then use your mouth to slowly exhale. Very good. Try to
use your nasal cavity to take a deep inhaleand then use your mouth to slowly
exhale. Very good. Ka Ho, I would like to invite you to search for a situation
where you are learning. They can be sound, visual image or the feeling of your
body to appear. If you have found it, you can nod your head and notify me.

K: Um. (02:40)

T: Ka Ho, can you tell me what it is?

K: It reminds me a situation, where it happens inside the classroom. And then a

group of friends are discussing the academic results.

T: So you guys are talking about the academic results.

K: Yes.

T: So are you going through some learning at that moment?

K: At that time I am not. At that time I have just finished taking a few exams and
some of the results have just released and then a group of friends are talking about
the grading.

T: So it is about the release of the results. Can you try to search more about some
situation where you were learning? Apart from this release of the examination
results. You can relax more. We have plenty of time and you can search through it
slowly.

K: I see a pile of notes.

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T: So you see a pile of notes. Is there anything disturbing you?
K: Yes.

T: What is it?

K: I am not able to understand those notes.

T: So you see a pile of notes, but you do not understand them.

K: Um.

T: So can I say it in this way? I really want to study the notes but something
disturbs me and makes me cannot understand. What are those things that
disturb you?

K: Umm something that is related to recitation.

T: Something that requires your memorization.

K: Yes, mainly about memorization. There are a lot that I do not understand but I
still need to recite them

T: You do not understand a lot of them but you still need to recite them.

K: Yes.

T: So can I say it in this way? I really want to learn all this pile of notes.
However, as it requires a lot of my memorization and the amount of
memorization is too much which disturbs me and makes me cannot learn well.
Is it more accurate to say so?

K: Um.

T: So what you see is sound, visual image of the feeling of your body?

K: Mainly it is my memory.

T: Your memory. So the memory is mainly yourfeeling? Sound that someone is

saying something or visual image?

K: Visual image. Mainly visual image. I see myself looking at the pile of notes
and thinking about how to recite them all.

T: I see. Ka Ho, now I would like you to search a part of your body which is
related to your limiting belief. That limiting belief is I really want to learn all
this pile of notes. However, as it requires a lot of my memorization and the

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amount of memorization is too much which disturbs me and makes me cannot
learn well. Ask your body and see which part is responsible for this limiting belief.
That part of your body should give you a signal. Search through your body and
see if its here.

K: Umm

T: You cant find it?

K: I dont know.

T: Will there be a me which knows this limiting belief?

K: No

T: Think about where is this limiting belief from. Ask your limiting belief Where
do you come from?

K: My brain.

T: It comes from your brain, right? Ok. So now talk to your brain and ask Are
you responsible for my limiting belief? Does your brain give you any response?

K: It answers yes.

T: It answers yes. Very Good. So now, try to ask the parts of your body in which
this part of Ka Ho is very creative. Only you know where it is. You tell yourself
Actually I want to learn the piles of notes but it requires too much of my
memorization. And ask yourself What is the positive intention behind? There
should be a positive intention. Ask yourself what the positive intention is.

K: I want to help the patients.

T: You want to help the patients. Very good. So now you hold this positive
intention, and ask the creative part of Ka Ho I have a positive intention in which
I want to read of the notes in order to help the patients. However, it requires a lot
of my memorization which makes me cannot recite and disturbs me. Are there
any ways to solve this problem?

K: Use penmanship to copy the notes.

T: Use penmanship. Ok. Thank your creative part. So now hold this method of
penmanship and ask your brain, which is responsible for the limiting belief and
ask other parts of your body, is there any disagreement to help myself? Let them
discuss if its workable.

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K: Not workable.

T: Why it is not workable?

K: It wastes a lot of time.

T: It wastes a lot of time. Ok. So penmanship wastes a lot time. Can you take this
feedback and ask your creative part Although you suggest using penmanship, it
wastes a lot of time. Are there any methods?

K: To scream loudly.

T: To scream loudly. Ok. So your creative part suggests another method which is
to scream loudly. Now hold this method and ask your brain that is responsible for
the limiting belief. And ask the other parts of your body and see if there is any
disagreement.

K: Its difficult to do it.

T: Why is it difficult?

K: It is because we are not allowed to scream in the library.

T: So now you take back this disagreement and ask your creative part Its
difficult because we are not allowed to scream in the library. Is there any other
method which can help me study the notes? I have the positive intention which is
to help the patients. Due to too much information and I am not able to recite them
all, how can I solve this problem?

K: Read the notes earlier and read them for a few more times.

T: Read them earlier and read for a few more times. Ok. So now take this method
and ask your brain. And ask the other parts of your body if there is any
disagreement.

K: No,

T: No disagreement. Good. Thank your body parts, thank your brain. Thank your
creative part. Very good. So now Ka Ho, I would like you to focus on your
breathing. Try to take a deep breath, and then use your mouth to slowly
exhaleTry to take a deep breath, and then use your mouth to slowly
exhaleTry to take a deep breath, and then use your mouth to slowly
exhaleVery good. If you can, move your fingers and toes. If you are ready, you
can come back to this room. You know that you are doing a six-step reframing
model practice. You can look around the room. Ok Ka Ho, have a try, can you
still see yourself looking at the piles of notes on my hand?

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K: Yes.

T: Ok. Imagine you are using your method, you are reading it earlier. How do you
feel?

K: It is easier for me to understand.

T: Easier to understand. It is still here right?

K: It is still here.

T: Keep this experience in your heart.

K: Ok.

Second Practice
T: Terry (Interviewer / Researcher)
K: Ka Ho

T: Ka Ho, Im very happy to invite you to the second one which is one week after,
the second time of the NLP six step reframing practice. Actually at the first
place, I would like you invite you to sit in a comfortable position.

K: Um, ok.

T: And then your mind has to focus on your breathing, try to use your nasal cavity
to take a deep inhale, and exhale by using your mouth cavitytry to use your
nasal cavity to take a deep inhale, and slowly exhale by using your mouth
cavitytry to use your nasal cavity to take a deep inhale, and slowly exhale by
using your mouth cavityyou can try to take a deeper breathe and the time
when you exhale by using your mouth cavity, it can be three to four times longer
than the time when you inhale. Yes very good very good. You can take a
deeper breathe and then slowly exhale take a deeper breathe Ok. Ka Ho,
now I would like to invite you to search a scene about your learning. Anything
relates to your learning circumstances. When you have searched it, please notify
me by nodding your head. [long pause] Yes you can search slowly, we have
plenty of time. Yes you cant find any? You can slowly search through some
visual images, sounds, feelings on your body, or maybe some incidents you
encountered before? The learning circumstances you encountered before? Maybe
you have search through it last week? No matter its new or old, as long as it pops
up in your mind, it is also acceptable. (03:30) [long pause] Try to take a deeper
breath, and exhale slowly through your mouth cavity try to imagine you are
inhaling a strong power, and the power can help you fully relax then use your

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mouth cavity to slowly exhale... Try to inhale a strong power, and use your mouth
cavity to slowly exhaleTry to inhale a strong power, and use your mouth cavity
to slowly exhale. Ok. Any learning circumstance pops up in your mind? Is there
any?

K: Um.

T: Ok. Is it sound, body feeling or visual image?

K: ErhVisual image.

T: Visual image. What is it actually? Can you describe it?

K: Actually it is similar to the previous one. But the venue changes to my room.
And there is a person sitting it should be me, sitting down, and then reading a
pile of a pile of it should be articles.

T: So you see yourself sitting inside a room and reading some articles. Is it?

K: Yes.

T: So what thing disturbs your learning? Can you try to feel about it?

K: Also about I dont understand the article as I keep on reading it. I read a couple
of times for some vocabulary but I still cannot understand.

T: You cannot understand the vocabulary as you keep on reading it. So do you
mean that you actually want to learn all the articles, but many vocabulary make
you cannot understand while you are reading. Is it?

K: Learn all the articlesor maybe to understand what the article wants me to
learn.

T: Ok. Let me repeat, actually I want to understand what the article means. But
the vocabulary inside the article makes me cannot understand, that is why I
cannot proceed. Is this your limiting belief?

K: Yes.

T: Ok. Can you ask your body, which part is responsible for this limiting belief?
Search through it. Scan through it, search through it. Which part of your body is
responsible for this limiting belief?

K: Again its my brain.

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T: Again its your brain. Ok. So now you try to ask your brain, yes you have this
limiting belief, however, what is the positive intention behind this belief? Every
belief has its positive side, so what positive impact does it give you?

K: Erh it wants me to understand what I can learn from that subject.

T: Um. So actually it is a very good positive intention. It makes you want to

further understand what that subject is about. So can you hold on this positive
intention, and search through your body part of the creative part of Ka Ho? Bring
this positive intention to ask your body. [long pause]

K: Um.

T: Have you discovered it? A creative part of Ka Ho? So can you bring this
positive intention and ask him, just now you have found out your limiting belief,
in which you want to be able to read the article, but the vocabulary in the article
disturbs your learning. So can you ask the creative part of Ka Ho, what ways can
it help solving this problem? To make it better? Ask him, and see what answer he
gives you. It maybe a signal, a feeling maybe a visual image, it may also be
sound. Find out the creative part of Ka Ho provides what signal to you.

K: Um there are books and computers.

T: There are books and computers. Is it a visual image?

K: It is a picture a visual image.

T: Visual image, a picture.

K: Um it is a picture actually.

T: A picture, with books and computers. Why? For you, what is the reason for this
picture? Creative Ka Ho gives you a signal which is books and computers. So
what does it mean? Ask him. What does it mean by books and computers?

K: Actually there are others there is one more image, which is a pile of notes.

T: A pile of notes.

K: Um.

T: There are books, computers and a pile of notes. Ok. So under such
circumstance, what signal does creative Ka Ho bring to you? It maybe some hints
to solve your problem.

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K: Erh use these three things to help me understand some relevant background
knowledge.

T: Use these three things to help me understand some relevant background

knowledge. So try to grasp this idea I can use three things, books, computers and
a pile of notes to help me understand some relevant background knowledge. So
try to use this method and ask the other parts of your body, of course it includes
your limiting belief part, do they disagree this idea if you try to use it? That means
in future I will use these three things to help me understand some relevant
background knowledge first. Ask if there is any other opinion.

K: No.

T: No, right? Thats great. So now try to ask creative Ka Ho again, are there any
other methods? Thank creative Ka Ho for this method, but are there any other
ways, which can help you learn better?

K: Read the start and the end.

T: Read the start and the end. What does it mean? Read the start and the end of
the article

K: Read the start and end of the article first. And read the rest afterwards.

T: Good. So now try to grasp this method, which is to read the start and the end of
the article first, in order to solve the problem in reading the article. Can you ask if
there are any objections from your other body parts?

K: No.

T: No. Thats great. So ask your creative part. Is it enough with so many methods?
Are there any new things pop up?

K: No.

T: So at this moment there isnt. Ok. Now thank your creative part. Ok. Ka Ho, I
would like to invite you to imagine yourself sitting in the room, he is reading an
article, and actually he can use the books, computers and a pile of notes to
understand the background knowledge of this article first in order to read well. Ok.
What is your feeling now if he acts in this way?

K: Less confused.

T: Less confused. Thats great. In addition, he can further read the article by
reading the start and the end of it first, and read the rest afterwards. If he acts in
the way, how do you feel?

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K: Nothing special.

T: Nothing special. You notice that you have done this in order to help yourself.
Ok. So now you try to walk into Ka Hos body. Its like live going inside, in first
person reading the article, feel the previous feeling you have just had, alright?
Thank yourself. Thank all your methods. Ok. Thats great. Now I invite you to
focus on your breathing. Try to take a deep breath, and then use your mouth
cavity to slowly exhaleTry to take a deep breath, and then use your mouth
cavity to slowly exhaleTry to take a deep breath, and then use your mouth
cavity to slowly exhale very good. Try to take a deep breath, and then use your
mouth cavity to slowly exhale Try to move your fingers and toes Very good.
Ok. Yes lets come back. Thank you Ka Ho.

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Case 4 Rammy

First Practice
R: Rammy
T: Terry (NLP Practitioner)

T: Hi Rammy, I would like to conduct the first six step reframing practice with
you. Now I would like you invite you to sit in a comfortable position, try to relax
yourself. Try to focus on your breathing. Try to use your nasal cavity to take a
deep inhaleand then use your mouth to slowly exhale. Try to use your nasal
cavity to take a deep inhaleand then use your mouth to slowly exhale. Try to
use your nasal cavity to take a deep inhaleand then use your mouth to slowly
exhale. You can take a deeper inhale. The time when you exhale can slower. Very
good. You can take a deeper inhale. Very good. Rammy, I would like to invite
you think about a learning situation. Allow your thinking to search through it. In
this learning process, is there anything that disturbs you and makes you cannot
learn well? If you have found it, you can nod your head and notify me.

R: Um.

T: Rammy, what is it? Can you describe it?

R: Umm it is about the recent start of the semester, during the practicaland I
am inside the classroom.

T: I see. So what is disturbing you that make you cannot learn?

R: Umm I think the concepts are very difficult. And I dont have much idea
about what the teacher is teaching. I am not familiar with what the teacher is
teaching.

T: I see. So can I say in this sentence? I want to learn the concepts but they make
me feel so confused. Is it appropriate to describe like this?

R: It is appropriate.

T: Ok. So I would like you ask about actually there is a part of your body which
is responsible for your limiting belief. You can try to ask which part is responsible
for this belief. See if there is any signal. It can be sound, feeling of your body or
visual image tell you that Yes, I believe in this way.

R: Umm I think my brain tells me that it is responsible for that.

T: I see. Your brain tells you that it is responsible for that. Can you try to ask your
brain, Yes, I really want to learn these concepts but they make me feel so

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confused. What is the positive intention behind? See if there is any sound,
feeling of your body or visual image tell you that.

R: Umm I think that when I need to attend the class, I feel that my head is very
heavy as I do not quite understand the class, I feel quite confused so I feel that
my head is very heavy.

T: Yes so I want to learn the concepts, but the concepts are very confusing
and my body feels that my head is very heavy. So what is the positive behind
this feeling? I feel so oppressive when I am learning, there must be the good
side of it. Ask the responsible part of your body, ask your brain, what is the
positive side of it although I have such feeling. You can search through it slowly.
We have plenty of time. [long pause] What is the positive intention? What is the
positive energy?

R: Umm I cant find it.

T: Think about it slowly. Is there any special signal that notifies you? Or
something that reflects you, Rammy, about your character?

R: Umm..

T: That belief is that I want to learn the concepts but I feel very confused and
the related feeling is that my head feels very heavy. It seems that there is some
feeling that is disturbing me. But what is the positive intention behind?

R: Umm... actually I want to be more relaxed when I am attending the class and
not to be so stressed. I want to be more hea. I want to learn in a relaxing mood.
But what we need to learn is too much and too intensive that my head feels very
heavy and there is some stress.

T: So actually my positive intention is that I want to learn in a more relaxing

way. Or just like what you have said, learn in a hea way. Why I need to be so
serious? But there are so many things which make me cannot relax at all. Is it?

R: Yes.

T: So now hold this positive intention I want to learn in a more relaxing way.
Can you ask the creative part of yourself, search through it, the creative part of
Rammy, can you ask her I want to learn in a more relaxing way in that situation.
Is there any way that can help me learn in a more relaxing way?

R: Actually I can scan through the powerpoint before attending the class. That
means I can have some brief concept on what that lesson is about. So that when I
attend the lesson, it will not be like transmitting everything into my mind at once.

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T: I see. So the creative Rammy tells you that actually I can prepare and read the
powerpoint before the lesson and briefly know what it is about so that I will not
feel that intensive when I am attending the lesson. And I can feel more relaxed
during the lesson. Is it?

R: Yes.

T: So this suggestion is very good. This is a good way to solve the problem. So
can you ask the other part of your body, If I want to solve this problem using this
method in future, is there any disagreement? Ask them if they disagree on it.

R: No.

T: Thats very good. So thank yourself, thank the other parts of your body, thank
your creative part. Now ask your creative part again, is there any other method?
The first method is a very good one, is there any other method?

R: Umm I can revise the lesson again after class. It wont take me a long period
of time but I can review what the teacher has taught in the lesson. That means I
can consolidate what I have learnt in that lesson. Otherwise I will start to forget
them after a period of time and it will be very hard for me to pick up the concepts
again later on.

T: I see. So the creative part of you tells you that actually I can consolidate the
relevant information after the lesson and it saves some of my time in future.

R: Um.

T: Hold this method and ask the other parts of your body, If I try to use this
method in future, do you have any disagreement?

R: No.

T: Very good. So try to imagine that Rammy is in a learning situation where I

have already read the information beforehand. And imagine I am quite relax
when I am attending the lesson. Also after the lesson, I consolidate the
information once again.

R: Um.

T: Can you keep that relaxing feeling?

R: Yes.

T: So keep that relaxing feeling. Thank yourself and hope that I will use this
method in the future. OK. Rammy, I would like you to focus on your breathing.

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Try to take a deep breath, and then use your mouth to slowly exhaleTry to take
a deep breath, and then use your mouth to slowly exhaleTry to take a deep
breath, and then use your mouth to slowly exhaleTry to take a deep breath, and
then use your mouth to slowly exhale Try to move your fingers and toes. Move
your shoulders and the other parts of your body. When you are ready, please open
your eyes and come back to this room. Congratulations!

Second Practice
T: Terry (Interviewer / Researcher)
R: Rammy

T: Rammy, now we are going to do the second time of six step reframing
practice. Just like last time, you can relax and enter the situation. Now please
relax yourself, sit in a comfortable position and focus on your breathing. I want
you to take a deep breath and then slowly exhale. Try to take a deep
inhaleand then slowly exhale. Try to take a deep inhaleand then slowly
exhale. Try to take a deep inhaleand then slowly exhale. You can take a deeper
inhale. Very good. Try to take a deep inhaleand then slowly exhale. The time
when you exhale can be three to four times longer than the time when you inhale.
Try to take a deep inhaleand then slowly exhale. Take a deeper inhale. Very
good. Rammy, I would like to invite you to search once again a situation where
you are learning. See if you can search a scene where you have difficulty in
learning. If there is, please nod your head and notify me.

R: Um.

T: Can you describe what it is?

R: I can see a situation where I am attending the lecture this morning.

T: This morning when you are attending the lecture. So what disturbs your
learning?

R: I think the feeling is less oppressive than last time. But I feel a little bit
likefeeling of paralysis? I feel like having tight hands and legs. I feel more on
having tight hands, and also my head. But it is not like last time feeling heavy, I
feel lack of strength.

T: I see. Now focus on your hands. How does your hand feel? Lack of strength or
paralysis?

R: Umm I feel more like lack of strength. Just a slight feeling of it.

T: Try to focus your mind on your breathing, imagine that you are breathing in a
strong power. Slowly exhale something that you dont want. Try to breathe in

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again a strong power. Try to transfer this power like a warm current to your hands
and breath in again a strong power slowly transfer to your hands. You can take
a deeper breath. Very good. Can you feel the warmth going into your hands?

R: Um.

T: So does your hand feel any difference than just now?

R: I feel like having more strength.

T: So keep this feeling. Now focus on your head, how does your head feel?

R: Umm now it is just like the normal feeling. The feeling that I had just now
disappears.

T: Very good. So congratulate yourself first. Now try to go back to the situation
where you are learning and attending a lecture. Actually what is disturbing you?

R: I think the lecturer only teaches us the concepts. Maybe he needs to teach
many concepts in one lesson, so he cannot go through every concept in detail.
Maybe he expects us that he teaches us the brief picture of it and later on we
need to go in detail by ourselves for example reading books. We cannot just read
his notes. I think.

T: I see. So can I say it in this sentence? I want to learn all the concepts in the
lecture, but there are too many concepts and it seems that the lecturer does not
explain in detail enough, so they disturb me and make me cannot learn. Is it
accurate to describe like this? Do you have any modification?

R: It is accurate.

T: Now lets try to take this limiting belief and ask your body. See which part is
responsible for this limiting belief. Ask and search through it. Is there any part of
your body tells you that I am responsible for this?

R: Once again its my brain.

T: Your brain again.

R: And I think its my forehead.

T: So your forehead is responsible for this belief. Now I want you to search the
creative part of Rammy. Can you find it? It has many inspirations. Gives you a lot
of creativity.

R: Its my brain, but more on the central and back side of it.

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T: The central and back side of your brain. Try to ask those parts, I have such
limiting belief just now, which is I want to learn many concepts, but maybe
because of the time constraint, the lecturer just teaches briefly and does not have
enough time to explain so they disturb my learning and make me cannot learn. So
what is the positive intention behind this limiting belief? What is the positive
intention? Try to ask the creative part of Rammy.

R: The lecturer wants us to take the initiative to further understand what he

teaches. He teaches us everything at a time because he doesnt want us to be
too passive.

T: So the positive intention is that your lecturer gives me some brief concepts
and wants me to take the initiative to learn more. Is it?

R: Yes.

T: So lets keep this positive intention and try to ask the creative part of Rammy,
How can I solve this problem so that I can learn more concepts and have this
positive intention, and make me feel easier to understand the concepts so they will
not disturb me? Are there any better methods? It may remind you through sound,
visual image or feeling of your body. Try to ask the creative part of Rammy.

R: Umm I can search the information on the internet but it needs to be more on
video so that I can better memorize them. I dont like reading too many words.
For example, I remember he is now teaching what are the typical postures or
movement of the patients who have stroke. So just now he showed the video to us
and I think this method is more interesting and easier to memorize it.

T: So that means you can search some relevant video in advance, so that you can
master the relevant information.

R: Yes.

T: Thats good. Thank your creative part.

R: Um.

T: Now hold this idea and ask different parts of your body including the part that
is responsible for your limiting belief. Ask them Is there any disagreement? See
how they respond to you. If I solve the problem in this way, is there any
disagreement?

R: No disagreement.

T: No disagreement. Good. Now ask the creative part of Rammy and see if there
is any method that can help you. Ask her.

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R: If the lecturer can continue to show some videos in future, I need to pay
attention to the videos and mark down the main points.

T: So that means when the lecturer shows the video next time, I need to mark
down the main points so it is easier to help me.

R: It is because the videos that he chooses for us should be those he thinks they
can help us learn and suitable for us.

T: So take this idea and ask the other parts of your body. If I do this in future, do
you have any disagreement?

R: No.

T: Very good. So Rammy, I would like to invite you to go back to the situation
where the lecturer is teaching. Look at that situation because you already have
two methods. Take these two methods into that situation. How do you feel now?

R: The feeling that I have previously disappears. Umm I did not feel like
attending the lecture before but now I think I can. I wont resist too much on
attending lectures.

T: So that means the feeling of resist to attend lectures decreases.

R: Yes.

T: Good. So hold this feeling. So now Rammy, I would like you to focus on your
breathing. Try to use your nasal cavity to take a deep breath, and then use your
mouth to slowly exhaleVery good. Try to use your nasal cavity to take a deep
breath, and then use your mouth to slowly exhaleTry to use your nasal cavity to
take a deep breath, and then use your mouth to slowly exhaleVery good. Try to
use your nasal cavity to take a deep breath, and then use your mouth to slowly
exhaleTry to move your fingers, arm, shoulders and legs different parts of
your body. Tell yourself that you are doing the six-step reframing model
practice. When you ready, please open your eyes slowly and come back to this
room. Congratulations! Thank you.

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Case 5 - Lawrence

First Practice
T: Terry (Interviewer / Researcher)
L: Lawrence

T: Hi Lawrence, I am happy to conduct the first six step reframing practice with
you. Now I would like to invite you to relax yourself, and slowly close your eyes.
Try to use your nasal cavity to take a deep inhaleand then use your mouth to
slowly exhale. Try to use your nasal cavity to take a deep inhaleand then use
your mouth to slowly exhale. Try to use your nasal cavity to take a deep
inhaleand then use your mouth to slowly exhale. The time when you exhale can
be four times longer than the time when you inhale. That means you can exhale
slower. Try to use your nasal cavity to take a deep inhale take a deeper
inhaleand then use your mouth to slowly exhale. Very good. Try to use your
nasal cavity to take a deep inhaleand then use your mouth to slowly
exhaleLawrence, I would like to invite you to be in a relaxing mode, allow your
brain to appear any sound, visual image or the feeling of your body about your
learning. If you have found any signal about your learning, you can nod your head
and notify me. (02:02)

L: Can I ask any questions?

T: You can say it out.

L: Learning signal means a visual image or?

T: Any feeling of your body, any message, visual image or sound.

L: I can see a picture, I am inside my study room where I am reading some papers
and facing the computer and writing something.

T: Very good. Ok. So you are learning something right? So what are you learning
about?

L: I am learning about as I am working on my PHD research, I am thinking

about how to link the hypothesis with the replies from the questionnaires and
make a correlation. (03:08)

T: Very good. I would like to ask, is there anything that you want to learn but
disturbs you?

L: I know that I need the skills, but what disturbs me is thatfirst of all, I do not
know where to find the skills to solve this problem. It is because for example
reading books reading books may not be able to solve the problem completely.

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The books can give me some general answers, but they are not specific enough to
solve my problem. So I try to seek for my friends help can I continue to say?

T: Of course you can.

L: My friend suggests me to read some successful PHD, if their titles I should

not say titles. If the successful PHD has some research examples with hypothesis
and research methods which are similar with my research, then I can take it as
reference and apply them into my research.

T: Lawrence, can you use a simple sentence to tell me what I want to learn, and
what is disturbing me. Fill in the blanks for me.

L: Oh it is very easy to describe my situation. I want to have the skill, which is

to relate my hypothesis to the methods and the answers from the questionnaires. I
want to link them in a systematical and logical way. That means the whole
research has to be systematical.

T: So what is disturbing you?

L: What is disturbing me is that it seems that I have done this before but it
seems not. I think I have done this before but Im not so clear about it. That means
I have done some of it but not completely. Another thing which disturbs me is

T: You can do some part of it but you cannot do some part of it is something that
disturbs you?

L: It should be something that disturbs me.

T: Can you elaborate it more concretely?

L: What it means by doing some part of it is that I have tried to do some writing
analysis, I have tried to link the hypothesis, methods and the answers from the
questionnaires together. I have already done this. However, I am not able to link
them together clearly. So it turns out that they are not totally relating with each
other. So what disturbs me is thatI believe that I have some skills the skills
about the research method which I am not able to handle it well. Therefore during
this period of time, I have read some successful examples and I have read the
methods done by the others, for example

T: Lawrence, lets stop here. How about lets say it using this sentence, I want to
learn the skill to help me link the research hypothesis but I discover that I
dont have enough information so it disturbs me. Is it appropriate to say it in this
sentence? Or you want to modify this sentence? Please be reminded that I want to
ask about what disturbs you but not how to solve the problem.

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L: Yes, lack of information. I think this is the main thing which disturbs me.

T: How about you try to take a deep breath and ask the inside you, if the limiting
belief is I want to learn something but something that disturbs me. Is there any
sound, visual image or the feeling of your body that tells you about this? They are
not your logical thinking.

L: I can only see myself sitting in front of my working desk and searching the
information that I downloaded before. I am reading the information and analyzing
them in detail.

T: Can you try to repeat your limiting belief I want to learn something but
something is disturbing me this fill in the blanks and say it in a simple sentence?

L: To describe it in a simple way, I want to have the skill to relate the hypothesis,
questionnaires and analyzing method systemically. However, what disturbs me is
that I did not have enough information previously so that I am encountering some
obstacles.

T: Very good. So thank yourself for finding the limiting belief.

L: Ha ha!

T: So now ask yourself, which part of your body is responsible for this limiting
belief? That means which part of your body is related to your limiting belief?
Search through your body parts, think about which part, which part of your body
is related to it and will think in this way?

L: I think they might be my eyes.

T: Ok. So ask yourself, actually I want to learn the skill to help me solve the
problem that I encounter in my research but there is something that disturbs me
which is the lack of information. So what is the positive intention behind? What is
the positive side that makes me think that there is a lack of information and
disturbs me? There should be a good side behind it. What is your positive
intention?

L: So actually if I need to describe my positive intention, my point of view is

thatI can say it directly and simply because I want to improve myself. I did not
have such skill previously.

T: Thats very good. Actually you are a person who has the positive intention to
improve yourself.

L: Yes.

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T: Try to find the body part which has the creativity. Search through your body
and see where the most creative part is. Ask that part of your body, How can I
hold this positive intention which is to keep improving myself but I can solve my
limiting belief?

L: I think the most creative part of my body is my hand. It is because I use my

right hand to write. So sometimes when I have some inspiration, I will
immediately take a piece of paper and a pen to write it down. So I think my hand
is the most creative part. If I dont write it down, I will forget it quickly.

T: So ask your hand, how can it help you to keep your positive intention, which is
to keep improving yourself with this positive intention, and can solve your
limiting belief that you had just now? Are there any methods?

L: Here I discover some contradiction.

T: Thats alright. What can you see and hear you can say it out.

L: My contradiction is that my hand can I think it can create something because

when I have a piece of paper and a pen that I can write down my sudden
inspiration. The contradiction is I discover that I need to use my eyes to read
something and memorize it into my brain first and then my hands can write it
down. That means my hand cannot be faster than my eyes. So it seems that my
eyes need to have some input, my hand will then have the output afterwards.

T: Ask your eyes and brain, how they can cooperate with your hand so to solve
your limiting belief.

L: I cant think it clearly because my hand can only be the output but cannot be
the input. My eyes are the input and it cannot be vise versa that my hand be the
input.

T: Lawrence, your body is not dead, it has life. That means your eyes, brain and
hand have an independent life. Ask them and they will tell you. Dont assume that
they are just separate thing. When you say it out, there might be some visual
image, feeling of your body or sound appears and notifies you.

L: Im not sure if this is the answer, but after hearing what you have said, my
hand tells me thatyou might think it is very funny. It tells me that my hand can
actually touch the object. For example, it can flip through the book, it can pick up
the pen and write. It tells me that it can execute such function. Although it isnt
the eyes and cannot see the things, it has the feeling to touch the things. For
example when it touches the chair, it knows that it is in rectangle shape or it is
sharp. It tells me that it has such function.

T: Thats very good. So how can it help you to solve your limiting belief?

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L: It helps me in a way that when my eyes are tired, my hand canwhen I am
tired and cannot read the book, my hand can help me flip over the book, write
something

T: Or to feel it?

L: Maybe to write something that is unknown.

T: Maybe it can generate some creative knowledge.

L: Maybe I should say it in this way. When my eyes are ready and can function
again, they can cooperate with my hand.

T: Thats a good method. So when you are tired and you want to learn the skills to
solve the problem in your research, and when you discover that you are lack of
information that disturbs you, actually you can write some creative thing naturally
with your hand, to have the inspiration so to breakthrough this problem. Is this the
method that you have just generated just now?

L: I believe that your words remind me another thing. I have not tried such
method before and usually when my eyes are looking, they also need to look at
my hand when it is writing. So I have not tried this method before. But I think that
if I try more, I will succeed. Maybe when my eyes are tired and need to take a rest,
my hand can take a pen and write something unrelated that may produce
something creative at the same time. When my hand has written something
creative and wait till my eyes can function again, they might be able to creative
even more new ideas.

T: Thats good! You havent tried this before so this is a new method right?

L: I havent tried this before.

T: So hold your newly discovered method, which is when you are very tired and
cannot read the information, your hand can write anything which might pop up
some creative ideas. Use this method and ask the other parts of your body, do they
disagree with it?

L: They do not have any disagreement because when my eyes are tired, the other
parts of my body will not be tired. So they will not disagree with it.

T: Ok. I see. So that means Lawrence you have discovered a new learning method.

L: For me it is because I have not tried this before.

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T: So when you discover that you are very tired but you want to learn some skill
to solve the problem in your research, and at the same time you do not have
enough information to solve the problem, you may use your hand to be creative to
write something on a piece of paper. This may come out some new ideas and help
you. Is this complete to say so?

L: Yes, your words can describe my views.

T: Ok. Very good. So now imagine yourself looking at the Lawrence in the room.
Try to think even he cannot do the research at the moment, his hand is like a
living thing and can write to help him solve the problem. Try to see if there is any
sound, visual image or feeling of your body.

L: There is such visual image. I can see two images.

T: What are they?

L: One image is that I am in my room and my eyes feel tired so I use my hand and
pick up a pen to pretend writing. Another image is that I am sitting in my office
and doing the same thing but the environment is different. So there are two
images.

T: Very good. So do you feel comfortable about appearing these images?

L: Yes, I feel comfortable. At least my eyes feel comfortable.

T: Ok. Very good. So keep this visual image. Lawrence, I would like you to
slowly take a deep breath. Try to use your nasal cavity to take a deep inhaleand
then use your mouth to slowly exhaleTry to use your nasal cavity to take a deep
inhaleand then use your mouth to slowly exhaleTry to use your nasal cavity
to take a deep inhaleand then use your mouth to slowly exhale.Try to use
your nasal cavity to take a deep inhaleand then use your mouth to slowly
exhale.Try to use your nasal cavity to take a deep inhaleand then use your
mouth to slowly exhale.Very good. Try to use your nasal cavity to take a deep
inhaleand then use your mouth to slowly exhaleTry to move your shoulders,
necks, hands and legs. If you are ready, you can slowly open your eyes and come
back to this room. Congratulations Lawrence.

Second Practice
T: Terry (Interviewer / Researcher)
L: Lawrence

T: Lawrence, Im happy to conduct the second six step reframing practice with
you. Now I would like you invite you to sit in a comfortable position, and then

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relax yourself. You can close your eyes and focus on your breathing. Try to take a
deep inhale, and then use your mouth cavity to slowly exhaleTry to take a deep
inhale, and then use your mouth cavity to slowly exhaleTry to take a deep
inhale, and then use your mouth cavity to slowly exhaleTry to take a deep
inhale, and then use your mouth cavity to slowly exhaleTry to take a deep
inhale, and then use your mouth cavity to slowly exhaleVery good. Try to take
a deep inhale, and then use your mouth cavity to slowly exhaleTry to take a
deep inhale, and then use your mouth cavity to slowly exhaleand the time when
you exhale by using your mouth cavity, it can be four times longer than the time
when you inhale. Try to take a deep inhale, and then use your mouth cavity to
slowly exhaleTry to take a deep inhale, and then use your mouth cavity to
slowly exhaleVery good. Lawrence, I would like to invite you to go to a place
where you learn. See if you can find some scenes, they can be visual information,
or sound, or feelings appear from your body.

L: I found it.

T: Yes, so what is it, Lawrence?

L: It is the room where I study there. It is the room at my home. I usually sit in
front of the desk facing the computer, to use the computer. Even if I do not need
to use it, I will also sit there and use that desk to read and write.

T: Is there anything you have discovered that you really want to learn, but there is
something disturb you?

L: At this moment, I am thinking about my research about solving the hypothesis,

questionnaire, reply, loads of things.

T: Can you find your limiting belief? Limiting belief means you want to achieve
certain learning goal, but it seems that there is something at this moment
disturbing my learning. Is there any?

L: At this moment, I cant say it is limiting fully because I have found some
information in hand, and the information is helpful to me initially. I think I need
to spend some more time to read through it. It somehow gives me some benefits,
so I cant totally say it is my limiting belief.

T: So what do you really want to learn? You want to immediately work on your
research or what?

L: Of course at this moment, I need to tackle those hypothesis, questionnaire

design, those reply, research methodology, analysis two in which I can link
them like a story. If I can work on it well, I have already tackled the most difficult
task. This is not the final task, but it is near to success.

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T: So is there any other things, other tiny things that disturb your success?

L: At this moment I think it is mainly about time. Because in distributing my time,

I also have my own work to do, and may not be able to fully focus on my research.
So this is the main problem. And when I have more time to handle this work, I
can quickly work on it. I really want to work on it as soon as possible.

T: Is it about time or your ability to concentrate? Do you think if your ability to

concentrate increase, the time problem will not exist?

L: Ability to concentrate it might be related For example at this moment, Im

dividing my work into those that is important to handle it, or urgent but not
important work at this period of time, I Can I say it?

T: Definitely.

L: It seems not relate to my learningbecause during this period of time, Im

handling something as I need to go to the U.S in October to attend a conference,
because an Association has given my scholarship and invited me to go. Since I
have never been to the U.S, thats why I need to handle a lot of matters like
applying visa. And I remember one night I filled in the online application form
from 11 oclock at night till two oclock at midnight, but still havent finished.
And on the other day, I need to handle a lot of miscellaneous matters. So it makes
me concentrate less in this period of time. But I cannot ignore this matter because
it is quite urgent. So for me, such matter is being put at the higher priority at this
moment. I must handle this matter first. I think at once I have handled this matter,
I can then focus on my research.

T: Actually can I describe your limiting belief in this statement? I would like to
suggest this to you. I really want to learn and achieve the method that can help
me complete my dissertation. But my concentration ability is being affected
by many other miscellaneous matters. What might have disturbed me is my
concentration ability. That means I want to learn how to work on my
dissertation, but I am lack of the concentration ability. Does this make a
complete sentence for your limiting belief?

L: Yes, you can say so. At this moment. I think I can concentrate on my mind, but
this matter happens quite suddenly that I need to handle it and in urgent. So it
might not be the reason I cannot concentrate. At this moment when distributing
my time, I need to focus on this urgent and important matter like applying visa.
This is so all of a sudden

T: Or can this sentence be rephrased like this? I really want to learn the method
that can help me finish the important things of dissertation faster. But I find out
that I am not good at time management, so it disturbs me.

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L: Not good at time management but I do not really agree on that. Because I
have thought about this before

T: So what is it? There must be something that is disturbing you. If there isnt,
you would have already finished your dissertation. You can finish it within two
days. There must be something that disturbs you. What is it?

L: Umm maybe I should say this is not an excuse but in this period of
time Im still working on my full-time job, so even when I was thinking about
something or to work on something, there will be some colleagues come and chit
chat with me. I am not defending myself for an excuse, but in fact at this
moment, I suspect this may be the case. I think I myself, I can fully concentrate in
an environment without any disturbance. But if there is someone I can deal
with sounds, but if someone finds me, needs to discuss with me, it naturally
disturbs my thinking. Even when I have certain ideas, when there is a colleague
calls my name, my mind will be cut off.

T: Ok. So let me rephrase the sentence about your limiting belief again. I really
want to immediately achieve the goal which I can combine my dissertation. But
some disturbance from other things or people will disturb my learning.

L: Yes, you can say so. I will agree more on this saying. Umm sounds will not
affect me, but if someone calls my name, and I need to put down my work and
work on their things and discuss with them

T: Lawrence, I would like to invite you to tell me your limiting belief sentence.

L: My limiting belief

T: You do not need to analyze your limiting belief. You just need to describe what
is disturbing you. I want to achieve something but something disturbs me.

L: At this moment, I want to finish the work on my research, but when I am in

office, I need to emphasize this when I am working in my office, if there my
colleagues approach me and discus with me, it will disturb me.

T: But if your limiting belief only happens in your office, that means when you
are at home, you will not encounter any problem when you are learning? Is it?

L: You can say so. Especially when I close my door, I can fully concentrate. If I
opens my door, my family members might watch TV or chat chatting might
not but if they see me, it will stimulate my nervesand it feels like there is
some disturbance. So I need to I discover that I need to work in an isolated
environment in order to be fully focused.

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T: Ok. So this can happen in your home or office. Can you say out your limiting
belief once again? Please do not analyze it. Please say the sentence. What disturbs
you? What do you want to achieve and what disturbs you?

L: What I want to achieve is to finish my research. What mainly disturbs me is

some outside environment which relates to human and that involves me, and
will limit my leaning. If it does not involve me, there isnt any problem.

T: Ok. This is your limiting belief, right?

L: Yes. Because

T: You do not have to explain. So this is your limiting belief right?

L: Yes.

T: So now I would like to ask you, which part of your body is responsible for this
limiting belief? You believe that something is disturbing you

L: The most direct one are my ears. If I cannot hear someone is calling my name,
I do not have to put down my work and chat with them. If I cannot hear, I can
continue to work. So the most direct part of my body is my ears.

T: So behind this belief, is there any positive intention? I really want to

learn, but something human relations that involve me will disturb me?
But what is the positive side involves in such belief?

L: Positive it seems there isnt

T: Really there isnt any? Can you try to ask yourself, if there is any that signal
tells you, what is the positive intention behind? Some good intention? Try to see if
any of your body parts tell you about this. It maybe a visual image, sound, or
feeling on your body.

L: So maybe I can say that Im not sure if this countsbut maybe I can say
that in my work, when my colleagues come and find me, if they encounter
some problem in their work, which means they cannot handle by themselves, they
approach me and should be thinking I am able to help them. So the positive
intention maybe they think I have the ability to help them. And if this happens at
home, like if my parents call my name, they wants to care about me so they find
me. So are these positive intentions?

T: So do you think they are your positive intentions?

L: UmmI can only think of these to explain.

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T: So it seems yes. The feeling actually comes out naturally. So actually the inside
you has already answered you. When my family members disturb me, I can ignore
them. But the problem is, the positive intention behind is that I am able to help the
others. Another positive intention is that I can have a caring communication with
my family members. So these are my positive reactions. So now, can you try to
search through the positive part of yourself? Ask him, I have such positive
intention although I am being disturbed, but actually my positive intention is
to help others and to have a caring interaction with my family members. So how
can I keep this positive intention, but also learn at the same time? Any methods?

L: Such thing I have also asked myself before.

T: Ok. You ask your creative part. Ask your creative part and see if there is any
visual image, sound or body feeling? Do not analyze it, just let them pop up in
your mind. Ask him. Ask him like it is a living creature. Any special images hint
you? There may be some hints, especially those images. Some human sound or
the feeling on your body. Is there any? We have plenty of time. You can let them
pop up slowly. Try to take a deep breath, inhale a strong power. Slowly exhale.
Let your body to answer it. You do not have to use power. Which is your creative
part?

L: It might not count as creativity. But there is one thing like if I am reading a
book on a certain page, then I can mark down on the page where I stop. To rudely
say this, I need to immediately serve the person who finds me. I will not upset
him or her and I know the part I am working on at the same time. But it seems not
about creativity.

T: Yes it is. It is what your body part has told you. So this is one of your methods,
to mark down where you stop. Are there any other methods? Can you think of two
more? Ask him what can keep up your positive intention and help you learn better.

L: I cant really think of any

T: You cant really think of any. Thats ok. We have plenty of time. Ask him what
are the images, sounds or body feelings pop up. It might be some tiny image,
sounds or body feelings that have popped up try to search through it ask him.
Try to take a deep breath, imagine you are breathing a strong power, use your
mouth cavity to exhale. Let your body part to solve your problem. Tak a deep
breath, use your mouth cavity to slowly exhale. Let your body part to pop up the
signal that you might be able to see. Slowly let it pop up. Let the signal appears.
Slowly let it appear. We have plenty of time. It seems that there is something. So
what is it?

L: There are many things. So confusing.

T: Thats ok. Tell me that signal.

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L: Also about what I can do is to mark down I have been up to, the process I am
working till.

T: Also about marking down. Mark it down before you are being disturbed.

L: At this moment I only have such answer. So I said its so confusing because
even there is something pop up, its about such method.

T: Also about such method, to mark it down. As long as I have a detailed record, I
dont mind they are confusing. Work on the important ones first, as long as I have
my way to mark it down. Right?

L: Yes.

T: Ok. So thank yourself. Thank your creative part on telling you this method. So
now, try to ask yourself, if you try this method in future, which is when you are
disturbed by the others, you will mark down your work first, to know what your
progress is. If you use this method in future, ask if your body parts agree with it.

L: I think they definitely agree with it. Because I have spent a long period of time,
at least a few minutes to think and it only popped up this method. I believe there
is other method, but I couldnt find any..

T: Are there any signals or images flash out?

L: Just now there was one but it was not a method.

T: Try to tell me.

L: Like apart from marking my work down by using my hand, I can also say it out
orally.

T: Say it out orally.

L: Yes. But is this a method? Im not sure.

T: You can ask yourself. Ask your body parts. Ask your creative part if this is the
method.

L: The first method is to use my hand. And then use my mouth

T: Lawrence, I would like to invite you to relax your two hands first.

L: Ok. Yes.

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T: If you use your hand to mark down first, and then use your mouth to say it out
before being disturbed by the others, is it ok for you?

L: I think thats better. After I use my hand to write, I use my mouth to say it out.
But the problem is, the others may not be able to wait me.

T: This might not be the case. Before someone disturbs you, you can hold on,
work on your thing first, is it ok?

L: Yes, of course I can. I can notify that person first.

T: So the method is, before someone disturbs you, you can hold it on first, use
your hand to write down your work, or say it out the work you are up to. Then
you can handle the other works. Is it?

L: Yes. The signal I have received is also like this.

T: Ok. Use this method to ask your body parts, see if they agree with it.

L: They agree with it. Use my hand to write and my mouth to say it out

T: Ok. Try to imagine a place where Lawrence is learning. You see that someone
is disturbing him, but he can immediately use his hand to mark down his work
and use his mouth to say it out and hold on, and then handle the disturbance. Do
you feel comfortable when you see this image?

L: Im satisfied with it.

T: You are satisfied with it. Ok. Thank you the Lawrence you have seen. Thank
yourself. If you can, please try to slowly take a deep breath, take a deep breath,
and then use your mouth cavity to slowly exhaletake a deep breath, and then
use your mouth cavity to slowly exhaletake a deep breath, and then use your
mouth cavity to slowly exhaletake a deep breath, and then use your mouth
cavity to slowly exhaletake a deep breath, and then use your mouth cavity to
slowly exhale Try to move your fingers and toesIf you can, please come back
to this room. You know you are doing a six-step practice. Thank you Lawrence.

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Case 6 Jeffrey

First Practice
T: Terry (Interviewer / Researcher)
J: Jeffrey

T: Jeffrey, Im very happy to conduct first six step reframing practice with you.
Now I would like to invite you to sit in a better position, try to focus your mind on
your breathing. Try to take a deep inhaleand then use your mouth to slowly
exhale. Try to take a deep inhaleand then use your mouth to slowly exhale. Try
to take a deep inhaleand then use your mouth to slowly exhale .Try to take a
deep inhaleand then use your mouth to slowly exhale You did it very well.
You can inhale more deeply. Very good. Inhale more deeply. Very good. Jeffrey,
now I would like to invite you to think about a situation where youre learning. It
can be sound, body feeling or visual image. If you have found it, try to nod your
head to notify me.
Very good. Jeffrey, I want you to try to search through the sound, body feeling or
visual image if there is any limiting belief appears? For example, you want to
learn something, but something might be hindering you. If you have found it, you
can tell me what it is. We try to focus our mind on our target.

J: I thought of two things, can I?

T: Yes, you can say them out.

J: There are two scenarios.

T: Yes and what are they?

J: Umm one of the scenarios is I am working and there are many tasks. Some
are very urgent while some are not. Most of them are quite urgentsome are not
that urgent. During the multi-tasking process, I want to prioritize the tasks.
However, it does not follow my will, it cannot follow my initial plan to prioritize
them. Eventually I have spent time on the work which I didnt think I need to
prioritize them. As a result, I spend less time on those works which I really need
to work on.

T: I see. So can I say in this way? Your limiting belief in this scenario is I want
to prioritize the tasks that are really important but I dont know why something
is hindering me and affect me which makes me not being able to prioritize them.

J: Yes, thats right.

T: So what were the other scenarios that you discovered?

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J: Another scenario is that I hope I can try to spend more time to pray and study
the bible. But there are many things that I need to do and I dont have enough
timeeventually I think I did not do enough.

T: That means in this scenario you said I want to learn to spend more time on
praying or studying the bible but there are other things hinder me and time is not
enough so I cannot do it.

J: Yes, thats right.

T: In these two scenarios, which one do you think you can use your body to feel
it is more urgent and important to solve it? I think your heart will tell you. It
should be the first thing that appears.

J: I think its my work.

T: Ok. So how about lets focus on solving the problem about your work first?

J: Sure.

T: So try to see if you can see yourself working? In your work, you want to learn
something and prioritize something, right?

J: Yes.

T: Ok. But there is something hindering me and makes me cannot prioritize, right?

J: Thats right.

T: So now, Jeffrey, can to ask yourself, which part of your body is responsible for
this limiting belief? Which part is responsible for it? That part might give you a
sound, body feeling or visual image and tell you that it is responsible for the
limiting belief I want to prioritize my work but something is hindering me and
makes me cannot prioritize them. Search through it slowly. We have plenty of
time. Can you find that part of your body? Around which part?

J: Umm

T: When you ask yourself I have this limiting belief, which part gives you some
reaction and gives you a signal? They are linked with each other.

J: Ok. That means I want to prioritize the work but something is hindering me

T: Yes, something is hindering you.

J: UmmI think its my cerebrum.

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T: Your cerebrum.

J: Or actually the first feeling is from my hands. But when I think again it might
be my cerebrum.

T: Does your cerebrum send you stronger signal? What is the signal?

J: Ummthere are some other things pop up. Even though at the moment I am
focusing on one task, suddenly there are other things pop up. Maybe after two
minutes there are other things pop up and occupy my cerebrum, or slip
inother new things come in so I will immediately focus on the new things that
come in.

T: I see. Ok. Very good. So ask your cerebrum I want to prioritize my work but
something is hindering me. What is the positive intention behind? See what
signal do you cerebrum send to you, what is the visual image, sound or body
feeling that tells you about your positive intention?

J: You meanthe positive intention about something that pops up or the positive
intention about wanting to prioritize my work?

T: You ask it about this question I want to prioritize my work but something is
hindering me. So cerebrum, do you know what is the positive intention behind?
Your cerebrum might send you a signal through visual image, sound or body
feeling about your positive intention and only you can read it.

J: So I ask my cerebrum I want to prioritize my work but something is hindering

me. So what is the positive intention behind?

T: Yes, what is the positive intention behind?

J: I want to finish the work quicker and better.

T: Umm thats good! Praise yourself. So your positive intention is I want to

finish the work quicker and better, is it?

J: And I dont want to miss out the work.

T: I see. Now, Jeffrey, I would like to invite you to search through the other parts
of your body, a creative part, that means when you have lots of creativity, that
part of your body will react to you.

J: Yes.

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T: You can ask that part, How can I hold my positive intention, which is I can
finish the work quicker and better but at the same time I wont be easily hindered
by the other thing which affect my prioritization.

J: Yes. My creative part.

T: Yes, ask it What are the ways that I can hold my positive intention and will
not affect my prioritization?

J: I think they are my ears.

T: Your ears. So ask your ears What are the ways that I can hold my positive
intention? I do not want something to hinder me every time when I prioritize the
work, and makes me cannot work well. How to avoid it and make it cannot
disturb me? And help me prioritize better? What are the methods? Let your ears
send you a signal. It can be sound, body feeling or visual image and tell you how.

J: That means I need to see what is something new that can avoid it, avoid the
thing which disturbs me. Umm

T: What are the new methods?

J: New methodsI think not only one.

T: So what is the first thing that appears?

J: The first method is to close my ears and ignore it. That means when something
is coming in I will ignore it.

T: What are those things?

J: The new things that are coming in.

T: That means the disturbance that is affecting you to prioritize your work.

J: Yes.

T: When they come in, you ignore them.

J: Yes.

T: Any other methods?

J: Other methods I will receive it but once I receive it I will throw it away.

T: Once you receive the disturbance, you will throw it away. Is it?

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J: Yes.

T: Throw it away is there any image when you throw it away?

J: Yessomething like put it aside. Put it under my desk.

T: Very good, very good. So thank your ears for having a new learning method.
So when the disturbance comes, you will either block it or receive it and throw it
into the rubbish bin. Is it?

J: Yes.

T: So first ask the other parts of your body, if I, Jeffrey, encounter many tasks
which need me to prioritize in future when I work, and there is disturbance that
hinders me, I need to use the method which is to ignore it or throw it into the
rubbish bin when it comes, do the other parts of your body disagree with it?

J: One by one first.

T: One by one first. Ok. The first method is to ignore it. Is there any objection?
Any difficulties? Any objection?

J: Ummyes.

T: What are the difficulties?

J: They are afraid of missing out some important things.

T: Afraid of missing out the important things. So there are objections, is it?

J: Yes.

T: So ask the other parts of your body, If it comes, I will filter some of it and
then throw it into the rubbish bin, is there any objection?

J: Umm still have a little bit, but not as strong as the previous one.

T: What is the objection about?

J: The objection is about is about if I put it aside, it might not be that

important at the moment, but after a period of time it might be important. And I
will miss out.

T: So ask your creative part, Those two methods are not really good. Are there
any better methods? Or improved ways so that I can handle the disturbance
better?

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J: BetterOk.

T: Ask the creative part, ask your ears. They disagree with them.

J: Ok. They think of something like a wardrobe. Inside there are a lot of
partitions. So from the top to the below, maybe the top part is the most important
thing while the below part is the least important.

T: Ok.

J: So when there is something new comes, I will think about how important it is
and I will put it inside the wardrobe.

T: So inside the wardrobe you will sort them out again.

J: Yes.

T: Very good. So now, you ask the other parts of your body again. I have a new
method, when I need to handle the disturbance, I will put the information of the
disturbance into the wardrobe. Inside the wardrobe, it is divided into different
classifications with different importance. Ask them if there is any objection.

J: Still have a little bit but not that strong.

T: Umm what is that little bit about?

J: Maybe there are a lot of things inside the wardrobe, as a result I do not have
enough time to manage the wardrobe. Ortoo muchwhich make me not able to
manage it. Not enough time to manage those which have already sorted
outsorted out according to the importance. Or sometimes there is some change
but I do not arrange them immediately. I do not update the situation in the
wardrobe. As a result, when I need to use the wardrobe, some of the information
is already out-dated. That means not updated enough. Not that suitable to use.

T: Although this method is quite good, there is still some objection among the
body parts. So take this method and ask your ears, Are there any better methods
which can solve this problem?

J: OkThey tell me that I should make it as a habit and look at the wardrobe
every day. I need to rearrange it regularly. No matter how busy I am, I need to
rearrange the wardrobe.

T: So let me repeat your newly discovered method. When I have disturbance

which affects my prioritization, I will put it inside the wardrobe. And I will update
the wardrobe regularly about what is needed and what is not needed. Is it?

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J: Yes, yes.

T: So take this method and ask the other parts of your body, see if there is any
objection?

J: Basically no objections.

T: No objections, very good. Thank the other parts of your body. Jeffrey, now I
would like to invite you to imagine a situation about the future Jeffrey. He needs
to sort out different information and when he encounters disturbance, he can call
the wardrobe inside his brain and put them in different partitions. Moreover, this
Jeffrey can have the self-discipline to update the wardrobe every day. When you
see this image, how do you feel?

J: My feeling is I have the peace of mind.

T: The peace of mind. Good. Very good. Thank the future Jeffrey. Now you can
try to walk into the future Jeffrey and form into one person. If you can, please nod
your head and notify me.

J: Ok.

T: Try to feel that you have this ability whenever you encounter the disturbance
from work. You are able to deal with it automatically. Is it ok?

J: Umm

T: Feel that positive feeling. Good, very good. Now I would like to invite you to
inhale deeply, and then use your mouth to slowly exhale. Inhale deeply, and then
use your mouth to slowly exhale. Inhale deeply, and then use your mouth to
slowly exhale. Inhale deeply, and then use your mouth to slowly exhale. Inhale
deeply, and then use your mouth to slowly exhale. Try to move your
fingerslegsshouldersyour facethen you can slowly come back to this
room. We have just done a six-step reframing practice. Congratulations! Thank
you Jeffrey.

Second Practice
T: Terry (Interviewer / Researcher)
J: Jeffrey

T: Jeffrey, Im very happy to conduct second six step reframing practice with
you. Now I would like to invite you to sit in a better position, try you place your

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feet onto the floor. Your body should be touching the back of the chair. I would
like to invite you to try to use your nasal cavity to take a deep inhaleand then
use your mouth to slowly exhale. Try to use your nasal cavity to take a deep
inhaleand then use your mouth to slowly exhale. Try to use your nasal cavity to
take a deep inhaleand then use your mouth to slowly exhale. Try to use your
nasal cavity to take a deep inhaleand then use your mouth to slowly exhale. Try
to use your nasal cavity to take a deep inhaleand then use your mouth to slowly
exhale. Very good. You can inhale more deeply. Try to use your nasal cavity to
take a deep inhaleand then use your mouth to slowly exhale. Try to use your
nasal cavity to take a deep inhaleand then use your mouth to slowly exhale.
Very good. Try to take a deeper inhale. Try to use your nasal cavity to take a deep
inhaleand then use your mouth to slowly exhale. Jeffrey, now I would like to
invite you to enter a situation where you want to learn. Let the situation appear. If
you have found it, please nod your head and notify me. What can you see?

J: I can see a working place, in my office. The situation is, I encounter some
challenges in my work and I need to solve it urgently. There is some
misunderstanding in my work. Previously there was something that I did not work
well so my colleague is now in a difficult situation. So I need to solve this
situation. Before solving this situation, I need to clarify this matter and to find out
what is the reason of it. I need to explain to my colleague about the fact. The fact
is when I am facing some potential conflict, I am quite nervous and anxious. I am
quite in a hurry to improve the relationship between the colleague and me. I will
also over-worry about affecting the relationship with the colleague which might
influence my neutral standpoint towards the incident.

T: So is there anything that you really want to learn but hinder you?

J: I want to learnto deal with something urgent and when I encounter some
conflicts, I can keep calm and not to feel anxious. I need to keep calm so that I
can look at the things clearly but not because of the relationship with the others
which might affect my judgment or the way that I deal with the incident.

T: In other words, I want to learn to resolve the conflicts but sometimes my

emotion will be affected by the interpersonal relationship with the others.

J: Thats right.

T: So this might be your limiting belief, right?

J: Yes. When there are conflicts or crisis.

T: Ok. So try to ask yourself, which part of your body is responsible for this
limiting belief?

J: You mean the relationship with my colleagueswill have impact?

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T: Thats right.

J: Ummwhich part

T: Um. [pause] Ask which part of your body is responsible for it?

J: Ok. Umm

T: Search through it.

J: YesI need to see if that part is.

T: Ask clearly. See what signal does it give you. It might be a sound, visual image
or body feeling that tells you it is responsible for that.

J: Umm I think it is my heart.

T: Your heart. Your heart is responsible for that. So try to ask your heart Inside
this limiting belief, what is the possible intention behind? I will be affected by the
negative relationship with my colleagues but what is the positive intention that I
want to do?

J: My positive intention isI want the others to look at the whole part of the
incident, not just one part of it. I hope that I can help the others to look at the
perspective that I see as well. So that we can come to a compromise and a win-
win situation. Eventually the incident can be solved and the relationship will be
recovered.

T: The positive intention is quite rich! You want a win-win situation, you want
the others be clear about the incident and a good relationship with one another.

J: yes.

T: Now, try to ask the creative part of your body, search through it. Ask it What
are the ways that I can keep my positive intention and a good relationship with
one another? Also, everyone can be clear about the incident so to have a win-
win situation? And therefore can help you solve the problem. Ask it. What are
the creative method? Maybe there isnt only one. Ask it. Not only one method.

J: I think they are my eyes.

T: Your eyes. So ask your eyes, What are the ways that I can hold my positive
intention and solve my problem perfectly?

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J: I think first of all the problem is I will be anxious, nervous and to be hurry
about solving the problem. The first thing I need to do is to buffer the incident
instead of being hurry about to solve the problem. That means I should not be
hurry about making a conclusion. I need to allow time for myself to look at the
incident more clearly. To find more information, the past information, so that I
can look at a complete picture, in order to come up a conclusion in my heart and
to make the decision.

T: Are there any other methods?

J: Also I need to have a balance in my heart, an equal balance. I should not bring
up some unnecessary sacrifice for the sake of the relationship with the others. I
should not bring up unnecessary sacrifice and should not come up a conclusion or
to express my standpoint to the others without looking at the incident clearly. So
there should be a fair standard in my heart.

T: Can you simply summarize your methods? Repeat your methods again. Are
there two methods in total?

J: Yes.

T: Repeat your method in simple and short. The latter one is with the balance,
how about the former one?

J: The former one is not to be hurry, try to buffer. Tell the others to wait and let
me check the information first or tell the others to give me some time to
understand the situation before answering you.

T: The second method is to have a balance inside your heart, to balance the
incident fairly.

J: Yes. And it should not be imbalanced because of the relationship with the
others.

T: So try to take this method and ask the other parts of your body. See if they
agree what you have said. Is there any objection?

J: Ummmy feet have objections.

T: What are their objections?

J: Because they will be a bit hurried and they think the others will be hurried
about getting my answers or my opinion. Or even during meeting, I might not
have time to search for the information. So what can I do? I cannot procrastinate
every time. (13:06)

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T: So they object the first method.

J: Yes.

T: How about the second method?

J: The second methodok. That means the balance. I think there isnt any
objection.

T: How about the other parts? No objections?

J: Let me seeno objections.

T: So can you take their opinion and ask the creative part of your body, which are
your eyes. Ask your eyes, There isnt any objection on the balance method, but
there is objection on the not to hurry method. So is it workable if I only take the
balance method? Or are there any other methods?

J: UmmI think it is not enough if I only have the balance method. I still need
to deal with it and communicate with the others. If there is any new
methodummI think if I have a clear understanding on the incident and I have
a clear mind inside my heart, then I dont need to tell the others to give me some
time to clarify the incident. Inside my heart I have already known the progress of
the incident and what are the things that need to be solved at the moment. I need
to be prepared for every such incident and I need to be clear about them so that
whatever incident happens, I am able to react on it immediately. I think its all
about the preparation beforehand.

T: That means you need to prepare well beforehand.

J: Yes.

T: So that when your colleagues ask you about the urgent incident, you can also
respond to them. And with the balance method, is it?

J: Yes.

T: So take these two methods and ask the other parts of your body if there are any
objections?

J: UmmMy brain has objection. It objects the first method. Because it says
You already have a lot of work to do, if you need remember everything clearly,
you will not be able to do so. I dont have very good memorization and I will be
overloaded. So this method may not be feasible. So I need to ask my eyes right?

T: Yes, ask your eyes again if there is any workable method?

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J: My eyes can think ofanother workable methodinstead of memorizing them
inside my brain, I can memorize them in an excel table. I can record downwrite
downthe important condition of each incident. I can write down their status and
keep updating them. When there is a new condition, I will update them. So even
though I may not be able to memorize them in my brain, I can open the excel file
whenever I need it.

T: Ok. So take this new method, this excel table, the excel table with regular
updates and the balance inside your heart method, ask the other parts of your
body, see if there is any objection.

J: Not much objection. But my heart tells me that I need to update the table
regular, dont forget to do it.

T: I see. Your heart has some additional comment.

J: And my heart can think of something else. One reason which causes this
disturbance is my emotion, or I can sayI care too much about my position in
others and how they perceive me. I can say I care too much about the relationship
with the others. So my heart will tell me, these are the factors that might make it
imbalance. So what are the ways to solve thisummmy head tells me that I
need to leave this mindset of caring too much about the relationship with the
others or putting it into a heavy position. I do think that I should not only put my
happiness and peace on the relationship with the others but I should put more on
the things that are eternal and will never change. Just like

T: Um. You can continue to say.

J: Just like my religious faith. My faith towards Gods justiceI should obey his
teaching and follow his teaching of justice so that I will find peace and I can do
the right thing. When I put the source of happiness and peace more on the eternal
and unchangeable God, on his teaching, I will be confident that I will not make
the mistakes. And my emotion will not be easily affected by my relationship with
the others.

T: I see. So take this discovered method, you put your value on your faith to the
eternal God, and for the other method which helps you, you need to put them in
the excel table regularly. Also, you need to have a balance in your heart to deal
with the incidents. So to conclude, there are two or three methods?

J: I should say there two methods. Because for the balance to have the
balance, I need to first put this balance on Gods hands. How to calibrate this
balance is to follow Gods teaching and his justice. So there are two methods.

T: I see. So there are two methods, one is the excel table, another one is to put the
balance on Gods hands in your heart.

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J: Yes. And also I need to put my happiness and peace on God.

T: So the balance with justice also carries happiness and peace.

J: Yes.

T: Yes, very good.

J: So maybe there are two and a half methods or three

T: Lets count three methods then. So for these three methods, can you ask your
body parts and see if there is any objection?

J: No objection because I find peace.

T: Very good. Jeffrey, now I would like to invite you to imagine a situation about
the future. You see yourself in a working environment where you are learning and
dealing with some matters. You find out that you have some contact with the
colleagues and at this moment, you have a balance in your heart which is from
God. You also have the peace and happiness from God. All these help you have
the habit to update the things you learn onto the excel file. When there is some
urgent incident happens, you can call the excel and use it. When you see these
methods and incidents and see yourself, how do you feel?

J: My feeling is I have the peace of mind and I dont feel anxious. The things
are arranged systematically. They wont be disordered and can solve the problem.
When my colleagues need me, I can give them feedback. And there is a happy
discovery which is when I feel peace, I have more ability to think on their side
and help them successfully. When I have peace, I have more strength and time to
think on their side and to consider more about their situation.

T: Very good. Now I would like to invite you to focus your mind on your
breathing. Try to inhale deeply, and then slowly exhale. Try to inhale deeply, and
then slowly exhale. Try to inhale deeply, and then slowly exhale. Try to inhale
deeply, and then slowly exhale. Try to move your
fingerstoesshouldersother parts of your body. Tell yourself that you are
doing a six-step reframing practice. And then you can slowly come back to this
room.

J: Can I open my eyes?

T: You can slowly open your eyes. Thank you.

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Case 7 - Ivy

First Practice
T: Terry (Interviewer / Researcher)
I: Ivy

T: Ivy, Im very happy to conduct first six step reframing practice with you.
Now I would like to invite you to relax, your legs should be touching floor, relax
your hand. Try to focus your mind on your breathing. Try to use your nasal cavity
to take a deep inhaleand then use your mouth to slowly exhale. Try to use your
nasal cavity to take a deep inhaleand then use your mouth to slowly exhale. Try
to use your nasal cavity to take a deep inhaleand then use your mouth to slowly
exhale very good. Inhale more deeply, use your mouth to exhale slowly. Try to
use your nasal cavity to take a deep inhale and then use your mouth to slowly
exhale. Good, very good. Ivy, now I would like to invite you to think about a
situation where youre learning, no matter thats about your academic, your
interest, or your work. So you let the sound, visual image or the body feeling
appear. If you have found it, try to nod your head to notify me.

T: Very good Ivy. And I now would like to invite you to find something in your
situation, you want to learning something, but something might be hindering you.
Search if there is such thing? Ask if theres visual image, sound or feeling telling
you this thing? Is it yes? So Ivy can you tell me whats the situation?

I: I want to learn driving well.

T: You want to learn driving well, thats a driving situation.

I: Um.

T: Good. So you want to learn driving well, is there anything hindering you?

I: Yes.

T: What is that?

I: I am afraid of crashing

T: You are afraid of crashing I want to learn driving well but I am afraid of
crashing.

I: Yes.

T: So, this is your limiting belief. Thats good. Can you try to ask if there is any
part of your body responsible for this belief? Try to ask them, search through your
body, which part is responsible for this belief? That part may send a signal, it may

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be a sound, or visual image, or a body feeling, telling you that I am responsible
for this belief. Yes, you found it, what is that part?
I: Hands.

T: What?

I: Hands.

T: Hands. So ask the hands what is positive intention behind this belief? There
must be something good behind. Although I want to learn driving, I am afraid of
crashing. But there should be some positive intention behind. What is the
positive intention? Ask your hands, see if there is any signal telling you what is
the positive intention behind?

T: Yes, it tells you, what is that?

I: They want to be safe.

T: Yes, the positive intention is I want learn driving, but of course I want to be
safe. Ivy, now I would like to invite you to search for your body part which is
responsible for creativity. Ask this part, I want to learn driving but I am afraid of
crashing. Is there any method that can hold my positive intention, which is to be
safe, but to also let me learn driving well? Ask this creative part, search through
it, and ask it to give you a signal.[long pause] We can search for it slowly, we
have plenty of time. Ask this creative body part, any part which is responsible for
creativity? Yes, which part is responsible for creativity, Ivy?

I: Umm... I cant find it, but I feel my body is floating up.

T: You are floating up. Um. Good, so let it float up. Umm you ask your body,
may be the brain, the head, or the heart. Different people have different parts
which are responsible for this creativity, or may be for you, is your whole body
part? Let it float up, it doesnt matter. It reflects the active side of a person. Can
you find this creative part?

I: Um.

T: Yes, where is it about?

I: My heart.

T: Yes, your heart. Good, very good, so you ask your heart, I want to learn
driving, but I am afraid of crashing, but I have positive intention, by which I want
to be safe. Can you provide a better method for me? So that I can solve this
problem? I will learn well Let it give you a sound, visual image or body feeling
to tell you what is the method. Let the sound, body feeling or visual image to tell

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you what the method is. Can you find it Ivy? You cant find it? Try to ask if there
is any signal for you, it may only be a visual image, sound, or body feeling. So
you ask this feeling if there is any change and give you a better method. You ask
it exactly I want to learn driving. What is the method? It seems that you find
something, what is it?

I: It tells me not to drive.

T: It tells you not to drive, oh, so do you agree?

I: Disagree.

T: Disagree, ask it, Any better way than not to drive? See if there is another
method?

I: It suggests me to observe more how my family members drive.

T: Um. One of the ways is to observe how your family members drive. Yes. Good.
Very good. So that means I want to learn driving. Although I am afraid of
crashing, I will do better when I observe how my family members drive. Ok. So
you use this new method, ask other parts of your body, ask if they have any
objections?

I: No.

T: No objections, very good. Thank the other parts of your body. So Ivy, now I
would like to invite you to imagine a situation, which you are driving in the future.
Before you drive, you observe how your family members drive. It seems that you
have their ability transferred to you. Imagine they are in your body, you can drive
as well as they can. Is it ok? It seems that the techniques of your family members
have been transferred to you Ivy. So if you have this driving method, how do you
feel?

I: Better.

T: Better, um. You feel better. Does it mean feeling peaceful and confident?

I: Um.

T: Good, very good. Now I would like to invite you to focus on your breathing.
Try to inhale deeply, and then use your mouth to slowly exhale. Try to inhale
deeply, and then use your mouth to slowly exhale. Try to inhale deeply, and then
use your mouth to slowly exhale. Good. Yes, you can move your fingers and toes,
move different parts of your body, tell yourself you are working on a six step
reframing practice, and then you can slowly come back to this room. If you are
ready, you can open your eyes slowly. Thats quite good! Thank you!

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Second Practice
T: Terry (Interviewer / Researcher)
I: Ivy

T: Ivy, Im very happy to conduct second six step reframing practice with you.
Now I would like to invite you to relax, your feet should be touching floor, relax
your body. Put your hands in a comfortable position. Try to focus your mind on
your breathing. Try to use your nasal cavity to take a deep inhaleand then use
your mouth to slowly exhale. Use your nasal cavity to take a deep inhaleand
then use your mouth to slowly exhale. Very good. Use your nasal cavity to take a
deep inhaleand then use your mouth to slowly exhale can be slower. Use
your nasal cavity to take a deep inhale and then use your mouth to slowly
exhale. Use your nasal cavity to take a deep inhale and then use your mouth to
slowly exhale. Use your nasal cavity to take a deep inhale and then use your
mouth to slowly exhale. Very good. Use your nasal cavity to take a deep inhale
and then use your mouth to slowly exhale. Ivy, now I would like to invite you to
think about a situation where youre learning. Search through it. If you have found
it, try to nod your head to notify me. Let those situations appear. You can search
through it slowly. We have plenty of time. Let those situations appear slowly.
[long pause] What is that situation?

I: Ward.

T: Ward. Is it?

I: Um.

T: So in that situation, is there anything that you want to learn but something
might hinder you? Yes, you have. What is it, Ivy?

I: I want I want to be an independent and confident nurse. Butbut Im afraid

of making decision there.

T: Yes, you are afraid of making decision there. Any situation that you are afraid
of making decision? You can let a situation appear in which you want to improve
it and learn better. [long pause] You can search through it slowly. We have plenty
of time.

I: Im afraid of distributing the medicine.

T: You are afraid of distributing the medicine. So how is it related to your

learning situation?

I: Because because a lot of times the medicine will affect the patients
condition. But a lot of times due to their body condition, we need to decide
whether we should distribute that type of medicine to the patients.

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T: So you are afraid of distributing the medicine. But the patients have different
body condition. So you are afraid that if you distribute them wrongly, the
medicine will affect the medical treatment. Is it?

I: Um.

T: Ok. But is there any better way to distribute the medicine? Can I rephrase it as
I want to distribute the medicine better, but Im afraid of making the wrong
decision. Is this your limiting belief?

I: Yes, it is.

T: Good. Ivy, can you ask yourself, Behind this limiting belief, which part of my
body is responsible for this belief? Ask this part of your body. That part of your
body might give you a signal, telling you Im responsible for this belief. Yes,
which part of your body is responsible for it?

I: My feet.

T: Your feet. Can you ask your feet What is the positive intention behind this
limiting belief? I am very afraid of distributing the medicine wrongly, so what is
the positive intention behind? Ask it, see if there is any visual image, sound or
body feeling tells you. Yes, what is it Ivy?

I: I want the patients to be dismissed from the hospital healthily safely.

T: You want the patients to be healthy and safe. Thats a very good positive
intention.
So try to search for a creative part of your body. Ask that creative part, I want to
solve the problem of distributing the medicine well but Im afraid of making the
wrong decision. Is there any way that I can keep this positive intention and solve
the problem as well? Firstly, try to search for the creative part. Can you find that
part? Which part is it?

I: My eyes.

T: Your eyes. So ask your eyes, In what situation I can distribute the medicine
and will not be afraid of making the wrong decision, and to keep the positive
intention of wanting my patients to be healthy and safe? Let the eyes tell you
what are the ways let it appear. [pause] Is there any visual image, sound or
body feeling appears? What is it, Ivy?

I: Talk to my friends.

T: Talk to your friends.

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I: Study group.

T: Study group. Discuss first and think about how to distribute. Is it? Good. Very
good. Try to use this method I will discuss with my friends first, discuss and
understand more then distribute the medicine. Try to take this method and ask
the other parts of your body, see if there is any objection. [pause] Ok. Is there any
objection?

I: Yes.

T: What is the objection about?

I: They said not enough.

T: Not enough. So ask the creative part, your eyes There is an objection saying
that its not enough. Is there any better method? Or add something more to make
it better? [pause] Yes, there it. What is it?

I: To recognize the medicine by using different pictures.

T: Using different pictures to recognize the medicine. That means you need to be
familiar with the medicine, right?

I: Um.

T: Good. So take this method. That means you need to discuss with your friends
first, then recognize the names of the medicine. This method includes two parts is
it? Try to take this method and ask different parts of your body. See if there is any
objection. Do the other body parts have objection?

I: Um.

T: Still have? What is the objection about?

I: They said I will not memorize the medicine thoroughly.

T: In this way you will not memorize the medicine thoroughly. Ok. So take the
objection and ask the creative part of your eyes, Discuss with my friends and
recognize the colours and shapes of the medicine, is it? But it seems that I cannot
memorize the medicine thoroughly. How can I modify this method better? There
is an answer, is it? What is it? What did the creative part tell you?

I: Do case study.

T: Do case study. That means you need to study more case by case?

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I: Um.

T: That means you need to first discuss with your friends, and then recognize the
shapes and colours of the medicine and do the case study one by one. Try to take
these three parts of method and ask the other parts of your body. Ask if there is
anymore objection?

I: No.

T: No objection. Good. Very good. So thank the other parts of your body. Thank
your creative part. Now I would like to invite you, Ivy, imagine one day you are
in the situation where you are distributing the medicine. But before you distribute
the medicine, you see yourself discussing the medicine with your friends, and
then you familiarize yourself with revising the shapes and colors of the medicine.
Moreover, you are studying very hard for the case study. After finishing all these
works, you distribute the medicine. Can you see these images?

I: Um.

T: How do you feel when you see these images?

I: I feel more relieved.

T: More relieved. Very good. Thank yourself. Now I would like to invite you to
focus your mind on your breathing again. Try to use your nasal cavity to take a
deep inhaleand then use your mouth to slowly exhale. Use your nasal cavity to
take a deep inhaleand then use your mouth to slowly exhale. Use your nasal
cavity to take a deep inhaleand then use your mouth to slowly exhale. Very
good. Take a deeper inhale. Very good. Try to move your fingers, toes, arms, legs,
neck and other parts of your body. Tell yourself you are working on a six step
reframing model practice, and then you can slowly come back to this room.

I: Um.

T: Very good! You can develop the spirit of six-step! We keep on asking and
having a dialogue and keep on improving. Try to look around. You went in quite
deeply, I saw your stiff hands and legs. Quite deep I think. Its good that it is
finally related to your study.

I: Yes. Finally its related!

T: Ok. Lets look at it again. Do you still remember the picture of distributing the
medicine?

I: I remember.

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T: So now you look at yourself after going through all these processes and
distributing the medicine, how do you feel?

I: I have more confidence.

T: Very good. Thank you.

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Case 8 Heaveni

First Practice
T: Terry (Interviewer / Researcher)
H: Heaveni

T: Hi Heaveni, I am very happy to conduct the first six step reframing practice.
Now I would like you invite you to sit in a good position. Try to focus your mind
on your breathing. Try to use your nasal cavity to take a deep inhale, and then use
your mouth to slowly exhale Try to use your nasal cavity to take a deep inhale,
and then use your mouth to slowly exhaleTry to use your nasal cavity to take a
deep inhale, and then use your mouth to slowly exhaleTry to use your nasal
cavity to take a deep inhale, and then use your mouth to slowly exhale you can
take a deeper inhale and exhale slower. Try to use your nasal cavity to take a deep
inhale, and then use your mouth to slowly exhale. Ok. So Heaveni, I would like to
invite you to go to a situation where you are learning, or you want to learn
something in that situation. Try to search if there are any situations, it may be a
sound, a visual image, or the feeling of your body that tells you about this
situation. If you have found it, you can nod your head and notify me. Very good.
In that situation, is there anything you would like to learn? Try to search if theres
anything you would like to learn, but something is disturbing you.

H: Um

T: You can search it slowly.

H: I guess its I guess it is about a systematic working process.

T: A systematic working process. Yes. But what is disturbing you?

H: Um. My personality is quite carefree, and I seldom work in an organized way.

T: Um... a systematic working process. So would it be I want to learn a

systematic working process, but my carefree personality makes me
disorganized sometimes, and therefore disturbing me. Is it more appropriate to
describe in this way?

H: Um ..

T: So does that mean, I want to learn a systematic working process, but my

carefree personality makes me disorganized sometimes, and disturb me and
makes me cannot learn well. Is this your limiting belief?

H: Um.

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T: Ok. So try to hold this belief and ask any parts of your body. See if any part of
your body is taking the responsibility of this belief? If it is responsible for this
belief, it will give you a signal. It may give you a visual image, a sound, or feeling
of your body Yes, I am responsible for this belief. Can you find this body part?

H: Um.

T: Yes. So what is it?

H: Um The brain.

T: The brain. I see. So try to search, I have this limiting belief, I want to learn the
systematic working process, but my personality is quite carefree, which
sometimes make me very disorganized, and therefore I cannot learn well. But
there is a positive intention behind this belief, what is this positive intention?

H: Um when I can work systematically, I think I will be more productive, and

can achieve a better and complete outcome.

T: Yes, because you can achieve a better and complete outcome.

H: Um .

T: Any other positive intention? Any positive intention for you carefree
personality?

H: Carefree personality um... that is to give myself some flexibility. And

hope to have some new thoughts, not only following the previous models.

T: So your positive intention is I want to work systematically but I want to

keep myself some flexibility and space of creativity. I want to achieve all these.
Is this the positive intention behind?

H: Um yes, I think this would be great if I could do so.

T: Good. So you keep this positive intention. Try to take this positive belief, and
find any parts of your body which is very creative. What do you think this part
will be? This part will always send you some creative ideas.

H: Um suddenly come up with two parts.

T: Um good.

H: Can they be two parts?

T: Yes, you can.

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H: They are the shoulders and mouth.

T: I see. Which one do you like more?

H: Umm... shoulders.

T: Shoulders, good. So lets try to ask the shoulder, I have a limiting belief that I
want to learn to work systematically but my carefree personality leads me to a
disorganized way, therefore I cant learn well. But I do have a positive intention. I
want a systematic working process, but I want flexibility and the space for
creativity. How can I have a method to satisfy both? Ask it, any methods to
satisfy both? See if it gives you a visual image, sound or feeling of your body and
tells you.

H: It tells me to put down some burdens.

T: Put down some burdens. Yes, the method is to put down the burdens. Yes.

H: Um so I can go in a more relax way.

T: I see. So one way to learn is that you have to put down some burdens before
you learn. And you would learn it better. Good. So lets keep this method. Try to
ask the other parts of your body. Ask the whole body and see if any other parts of
your body disagree with this? If I use this method to learn in future, put down
the burdens before I learn, any other body parts disagree with this? Do they send
any signals to tell you if it is ok or not?

H: Um most of the other parts think there is no problem, feeling very relaxed.
But my brain.

T: What does your brain say?

H: My brain is still very tense. And exhausted and painful feeling.

T: Ok. Ask the brain, What are you disagreeing with?

H: Um what does it disagree with? It thinks this cannot help work out well.

T: It thinks this cannot make the things work well. Good. So you take this
disagreement from the brain to ask your shoulders. Shoulders, if I have this
suggestion, put down the burdens before I learn, so that I can satisfy both, but it
may fail in working it. Ask if the shoulder if there are any better methods. [long
pause] We can ask them slowly, we have plenty of time.

H: They tell me relax, and try to walk forward

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T: Relax, and try to walk forward, and there would be no problem. So this time it
adds something on it, put down burdens, and try to walk forward. Ok, you try to
take this method, and ask the brain, see how it reacts?

H: It says seems not possible.

T: Um yes, ask it how impossible?

H: It says, If you do not work in an organized way, you will easily do wrongly or
make mistake. Orviolate some departmental guidelines.

T: Ok. You take this answer, and ask your shoulders, Although relax and walk
forward seems ok, I may make mistake when things arent organized. Even relax
and walk forward may make mistake, or violate some departmental guidelines.
Are there any better methods to satisfy both situations?

H: It says, It doesnt matter, just do it. Read before you work on it, if you dont
understand, just ask the others.

T: Thats right. So use the previous methods, relax and walk forward, read before
working on it, if you dont understand, then ask the others. So it enhances the
method, is it? Ok, so ask the brain if it still disagrees with this method, is this ok
or not?

H: It says, Can have try.

T: Can have a try. So ask other parts if your body, any other disagreements? If I
use this method, relax and walk forward, read before working on it, and talk with
others.

H: Um no .

T: No disagreement, very good. Heaveni, Now I would like to invite you to look
at visual image, you are using this method to work on your daily systemic stuff,
you relax and walk ahead, read information beforehand, and ask the others before
you work on it. When you look at this picture, look at this you, how do you feel?

H:Ummit is quite interesting and looking forward to it .

T: Ok. Good. Very good. I now invite you focus on your breathing. Try to inhale
deeply, and then use your mouth to slowly exhaleTry to inhale deeply, and then
use your mouth to slowly exhale Try to inhale deeply, and then use your mouth
to slowly exhale. Very good. You can move your fingers, toes, and different parts
of your body. When you are ready, you can come back to this room, and tell
yourself I am doing a six step reframing model practice.

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H: Um.

T: Ok, you do it very nicely. Very in-depth.

Second Practice
T: Terry (Interviewer / Researcher)
H: Heaveni

H: Heaveni , I am very happy to conduct the second six step reframing practice.
Now I would like to invite you to sit a good position, your legs can touch the floor,
relax your body. Try to focus your mind on your breathing. Try to use your nasal
cavity to take a deep inhale, and then use your mouth to slowly exhaleTry to
use your nasal cavity to take a deep inhale, and then use your mouth to slowly
exhale Try to use your nasal cavity to take a deep inhale, and then use your
mouth to slowly exhale you can do it slower. Yes, very good. You can inhale
deeper and exhale slower. Very good. Heaveni, now I would like to invite you to
search for a situation in your brain by which want to learn. Let these ideas come
up, and then choose one which would benefit or help improve your learning. It
may be sound, visual images or feelings of your body. You can search it slowly.
Are there any situations?

H: Um I want to plan my timetable more systematically.

T: Plan your timetable more systematically.

H: Um.

T: So you can see a timetable in front of you.

H: Yes, some grids.

T: Some grids.

H: Its like seven days in a week.

T: I see. Good. So you want to plan the timetable systematically, but what is
disturbing you, disturbing you from planning good or learning?

H: Um some sudden incidents might pop up. Ummyes some sudden

incidents, or some friends invitation, like having meals.

T: I see. So I want to plan my timetable systematically, but for many times,

there will be some sudden incidents and invitations from friends for example
which disturb me, leading me to plan badly. Is this? (03:36)

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H: Um.

T: So is this your limiting belief?

H: Um.

T: You can go through once again and ask..

H: And very tired, I am very tired. I want to add some exercise times in my
timetable but sometimes I am too tired that I prefer resting at home, and dont go
out.

T: I see. So at first you want to add some exercise time in your timetable, so we
are referring to the planning process. But you might be too tired that you are not
able to fulfill the timetable. So lets try to reorganize it. I want to learn how to
plan my timetable effectively, but there are many sudden incidents, like friends
invitations and my tiredness, which disturbs me from planning effectively. Is it
more appropriate to describe in this way?

H: Yes.

H: Good. So try to ask your body, which part of your body is responsible for this
belief? Which parts of your body is responsible for this belief to think like this?
See if it gives you a signal?

H: Ears.

T: Ears. Good. So you try to ask your ears, You are responsible for this belief,
but what is the positive intention behind this belief? Everything has a positive
intention. In this belief, I want to plan my timetable effectively, but some sudden
incidents like friends invitations and my tiredness, which disturbs me from
planning. But what is the positive intention behind this belief, which I want to
achieve?

H: Um like the case for friends, we havent seen each other for long time, and I
want to care about them through these dinners, or sometimes, facing their
invitations I dont want to say no. When they call me, I dont know how to
reject.

T: I see. So my positive intention behind is that I want to take care my

friendship, or interpersonal relationship? But sometimes my body tiredness and
many other things just cant match with it. But I dont want to say no, so my
positive intention is that I want to make my timetable effective, and good for
me, and also to take care of the interpersonal relationship.

H: Um.

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T: Is this your positive intention?

H: Yes.

T: Ok. Congratulations, so you find the positive intention of your belief. So try to
take this belief of positive intention, I want to plan my timetable effectively, to
have a better situation. But I want to take care my interpersonal relationships.
Try to ask any parts of your body which is creative, how to satisfy both? Search
through your body, which part is responsible for creativity?

H: Creative parts?

T: Try to search for it. Which part is responsible for creativity, which can give
you more inspirations?

H: Knees.

T: Knees. So try to ask your knees, Actually I want to plan my timetable

effectively, but I want to consider my interpersonal relationships because these
relationships would disturb me, so any methods that I could satisfy both? Ask it
to gives you a method, it may send you a visual image, sound or feeling of your
body, which gives you a hint.

H: You are saying the hint that it gives me?

T: Yes, knees, the creative parts, it would send some signals giving you hints. Ask
it the questions I want to plan my timetable effectively, but I want to consider
my interpersonal relationships, and not to be disturbed by some sudden incidents.
I have this positive intention behind, so any methods to make both sides
satisfied?

H: Methods to satisfy both needs.

T: You can try to focus your mind on your breathing. Try to inhale deeply, and
exhale slowlyTry to inhale deeply, and exhale slowly yes, very good. Very
casually, just ask your knees, Are there any inspirations or signals for me?

H: It seems like some energy.

T: Energy.

H: It thinks I can set a short-term target. Like 15 minutes, it may be a more

reasonable time for exercise.

T: Yes.

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H: And after 15 minutes of exercise, the body may feel better, and have more
energy to handle other daily stuff.

T: I see. So the knees are giving you suggestion, the method is I can try to set
short-term targets, which could be achieved more easily. And this would be less
likely to be disturbed by others, so is this workable? So you bring this suggestion
to ask other parts of your body, Are there any disagreements if I do in this way?
Is this method ok to plan the timetable?

H: Um... some disagreements. Some tasks cant be achieved in this short time.

T: There are some disagreements, like there are some tasks which cannot be
achieved in this short time. Like what kinds of tasks?

H: Like writing reports will take longer time, may need a whole afternoon or three
to four hours to write.

T: Ok. I see. Good. So you take this disagreement to ask your creative part, knees,
There are some tasks which can work out, but some cannot. Any other methods
which can satisfy both?

H: They answered me very quickly just now.

T: Yes.

H: Actually the tasks could be divided into different parts. Like writing half or
one-third of the report, and then have a pause.

T: I see. So I can set some short-term tasks, and breaking the long-term tasks
into many short-term tasks. So this is the suggestion it gave you. So try to take
this suggestion to ask other parts of your body. See if they have any other
disagreements?

H: Shoulders.

T: Shoulders have disagreements.

H: They feel very tired.

T: Yes. Although the tasks are being broken down, it will still be very tired. There
is still the tiredness which cant be solved. So take this disagreement to ask the
knees, Yes, we can handle the short-term tasks, and break down the long-term
tasks, but the body will be very tired, Any more better methods to satisfy both
sides?

H: Do exercise and sleep earlier.

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T: Do exercises and sleep earlier. This is the response from knees.

H: Um.

T: Good. So try to take this suggestion I can set short-term tasks, and break down
the long-term tasks, and do exercise and try to sleep earlier. Can this method
work? Try to ask the other parts of your body, see if they still have
disagreements?

H: Shoulders still say very tired.

T: Still say very tired.

H:Yes, they think it would be very tired.

T: Yes, so ask the knees again, Still very tired, any more better methods? Very
casually, let your knees answer you.

H: Maybe try to find half day in a week for me to take a rest.

T: Umm...is it possible to find half day in a week, which is fixed, for myself to
take a rest. So that means the method is to set up some short-term target, and to
break down the long-term tasks, and try to sleep earlier, do some exercise, and
have half day from a week which is for myself to rest. See if this is possible?

H: Can have a try to do this.

T: Ask if any other parts have disagreements? They have answered you yes, can
try to do so?

H: No disagreements.

T: no disagreements. Ok, thank the other parts of the body. So now try to think
about Heaveni yourself, she is now planning the timetable, she is able to plan the
tasks in short-term, and break down the long-term tasks. And think of another
picture, she can find some time to do exercise, and sleep earlier, and find half day
in a week to take a rest. When you see this picture, how do you feel?

H: I have a little bit confidence, and some expectations. Expecting that I may
really have some time for myself.

T: Yes. Good. Thank yourself for this discovery. So Heaveni, I would like to
invite you to focus on your breathing, Try to inhale deeply, and then use your
mouth to slowly exhaleTry to inhale deeply, and then use your mouth to slowly
exhaleTry to inhale deeply, and then use your mouth to slowly exhale thank

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yourself, tell yourself you are doing a six step reframing practice. You can open
your eyes and slowly come back to here.

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Case 9 Toni

First Practice
T: Terry (Interviewer / Researcher)
TONI: Toni

T: Hi Toni, I am happy to conduct the first six step reframing practice with you.
So later on I will lead you into the subconscious state. Now I would like you
invite you to sit in a comfortable position. Try to focus on your breathing. Try to
use your nasal cavity to take a deep inhaleand then use your mouth to slowly
exhale. Try to use your nasal cavity to take a deep inhaleand then use your
mouth to slowly exhale. Very good. Try to use your nasal cavity to take a deep
inhaleand then use your mouth to slowly exhale. Try to use your nasal cavity to
take a deep inhaleand then use your mouth to slowly exhale. Very good. Toni, I
would like to invite you think about a situation where you want to learn
something. You can search through your brain, see if there is any situation where
you want to learn something. This situation may be sound, visual image or feeling
of your body. Allow them to appear.

TONI: Um.

T: You have found it right? So in that situation, is there anything that you want to
learn?

TONI: Yes.

T: Is there anything that you want to learn but there is something disturbs you?
That means you always cannot learn something. Is there any? Try to search
through it. Let the visual image, feeling of the body or sound appear and remind
you. There is something that I want to learn, but there is something that disturbs
me.

TONI: I have found it.

T: Found it. What is it, Toni?

TONI: Umm..I can see some rationala picture with the money patternsthe
feeling of my body with rational thinking and a lot of sound from different people.
They are the ideas give to me by different people. Thats the sound.

T: I see. So what do you want to learn and what disturbs you?

TONI: I want to learn a system that I can carry out in my educational field in the
future, which fulfills the educational aim.

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T: You want to learn a system that can fulfill the educational aim but what
disturbs you?

TONI: What disturbs me is there is a picture with the dollar sign, which is the
linkage to my real life. Regarding the sound it seems that it is the sound of
having lot of people around me giving me opinion.

T: So what kind of meaning does the picture with the dollar sign and the sound of
people have on you?

TONI: Meaning it seems that they are some reminder. They are the obstacles
that slower down my learning and also some considerations that slower down my
learning.

T: So the sound represents this? How about the dollar sign?

TONI: The dollar sign is the sign of slower down my learning while the sound of
different ideas makes me have many considerations. A symbol that tells me I
dont know which way I should go.

T: Ok. Very good. So does it mean that I want to learn a system to carry out
education but my resources will slower me down and the opinions given by
many people will distract me.

TONI: Yes.

T: Is it sensible to say so?

TONI: Yes.

T: So is this your limiting belief?

TONI: Yes.

T: So while you have your limiting belief, you can then ask any parts of your
body, search through your whole body, see which part is responsible for this
limiting belief. Let that part gives you a signal. If that part of your body is
responsible for this limiting belief, it will send you a yes signal. It can be a visual
image, sound or feeling of your body to tell you that I am responsible for that.

TONI: My cerebrum.

T: Cerebrum.

TONI: A picture of cerebrum.

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T: Any others?

TONI: My heart.
T: Your heart. Is it a sound?

TONI: My heart is a feelingmy cerebrum contains many sounds and symbols.

T: It maybe your cerebrum and heart send you the signal at the same time.

TONI: Maybe.

T: Ok. So try to ask your cerebrum and heart, I have such limiting belief, which
is I want to have a system to educate people but there are some resources,
peoples opinions disturb me. So how can I keep this? What is the positive behind
this limiting belief?

TONI: Umm my cerebrum tells me that listening to different opinions can help
me choose the right way to go and it is afraid of regretting it because it is an
important decision.

T: Yes.

TONI: Positive intentionmy hearts says that it wants to help more people
through this system but the feeling comes out but it is struggling at the same
time. It is struggling between the resources that I have in real life.

T: I see. So your positive intention is that I have the heart to help the others but
I am afraid that I will miss some of the opinions and make a bad decision. I am
also worried about the lack of resources.

TONI: Lack of resources and will waste the resources.

T: Waste the resources. So is this your positive intention?

TONI: Yes.

T: Good. Toni, I would like to invite you to search through a part of your body.
This part of your body is responsible for your creativity. It is very skillful and it
gives you a lot of ideas. It is a part of creativity. Which part of your body is
responsible for it?

TONI: It is invisible. It is like the soul it is like the air inside my body.

T: It is like the air inside your body. Ok. So can you ask the creative part I
actually have a limiting belief that I want to learn an educational system. But I am
disturbed by the sound of many people many opinions which affect me and

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cannot make the decision. And I think that the resources are not enough to use. I
have the positive intention which is I want the educational system to help many
people. But Im afraid that I will miss some sound and cannot make the decision.
Im also afraid that the resources will be wasted. Ask that part, ask what are the
ways to satisfy the two situations? See what indication it gives you. You dont
have to be rush. We have plenty of time.

TONI: My creative part gives me some answers and suggestions. It tells me that
first of all I can try to do more searching work. I can first try to search more
information so that I can have more resources to be clear about what kind of
system it is how to learn. Also it tells me not to worry too much. It is because
throughout my searching process, there might be some unexpected arrangement.

T: Ok. Thank your creative part. So actually you have found a method. The
method is that I can search more information about the educational system that
I want to learn. Also I dont need to worry too much about the resources of
peoples opinions because there might be some unexpected result appears. So take
this method and ask the other parts of your body. See if there is any disagreement.

TONI: No.

T: No disagreement, right?

TONI: No.

T: Toni, now I would like to invite you to slowly imagine after a period of time,
you have found a lot of information. Imagine a picture in which you may be
deciding a very constructive educational system. How do you feel when you see
yourself?

TONI: I feel very satisfied. Very happy.

T: Very good. So thank yourself. Now I would like you to focus on your breathing.
Try to use your nasal cavity to take a deep breath, and then use your mouth to
slowly exhaleTry to use your nasal cavity to take a deep breath, and then use
your mouth to slowly exhaleTry to use your nasal cavity to take a deep breath,
and then use your mouth to slowly exhaleVery good. Move your fingers and
toes. Tell yourself you are doing the six step reframing practice. If you are
ready, you can slowly come back to this room. Ok.

Second Practice
T: Terry (NLP Practitioner)
TONI: Toni

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T: Toni, I am happy to conduct the second time of six step reframing practice
with you. Now I would like to invite you to sit in a comfortable position and your
feet should be stepping on the floor. Try to focus on your breathing. Try to use
your nasal cavity to take a deep inhaleand then use your mouth to slowly exhale.
Try to use your nasal cavity to take a deep inhaleand then use your mouth to
slowly exhale. Relax more. Slow down. Try to use your nasal cavity to take a
deep inhaleand then use your mouth to slowly exhale. You can take a deeper
inhale and exhale slower. Very good. Try to use your nasal cavity to take a deep
inhaleand then use your mouth to slowly exhale. Try to use your nasal cavity to
take a deep inhaleand then use your mouth to slowly exhale. Try to use your
nasal cavity to take a deep inhaleand then use your mouth to slowly exhale.
Very good. Toni, I would like to invite you to search through your brain and see if
there is a situation where you want to learn more and improve. You want to learn
better. It can be a sound, visual image or feeling of your body and appear in your
mind. If you have found it, please nod your head and notify me. Lets try to search
it slowly. (02:29) [long pause] We have plenty of time, we can search it slowly. Is
there any scene, any situation where you want to learn? Whatever it was a scene
you saw before or it was repeated or it was some new scene, they are totally
acceptable. Your brain will tell you what it is, let it appear and see what the signal
is.

TONI: Um.

T: You have found it right? What is it, Toni?

TONI: I am in my friends home. We are jamming music together.

T: Ok. Very good. You guys are jamming music together, what do you want to
learn?

TONI: We are holding the guitars together.

T: Holding the guitars together.

TONI: And learning guitar.

T: So you want to learn to play the guitar well.

TONI: Um.

T: Very good. So actually you want to learn to play the guitar well. But what
disturbs you?

TONI: My perseverance.

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T: Perseverance. I see. So is it appropriate to describe in this way? I want to
learn to play the guitar well with my friend but I dont have perseverance and
this thing disturbs me, which makes me cannot learn well. Is it appropriate to
say so?

TONI: Yes.

T: Good. So is this your limiting belief?

TONI: And also the time.

T: And also the time. That means I really want to learn to play the guitar well
but I dont have perseverance and the time constraint usually disturb me which
make me cannot learn well. Is this your limiting belief?

TONI: Yes.

T: Ok. So try to find a part of your body, which part is responsible for this
limiting belief? Ask it. Search through it. It may give you a signal, which may be
sound, feeling of your body or visual image and tell you that Its me. I am
responsible for this limiting belief. Search through your body. (06:33) [long
pause] We have plenty of time, you can try to focus your mind on your breathing.
Try to breathe in a strong power, and then slowly exhale. Try to use this inhaled
power and help you search which part of your body is responsible for the limiting
belief.

TONI: There is a feeling in my heart.

T: In your heart. Your heart gives you a feeling and tells you about this limiting
belief. So if I say that the part of your body is your heart, is it appropriate?

TONI: Appropriate.

T: Ok. Try to ask your heart, I have this limiting belief that I really want to learn
to play the guitar well but I dont have perseverance and the time constraint
disturb me. So what is the positive intention behind this belief? I must have
something good that I want to achieve so I have this belief. Ask it, ask your heart
where the positive intention is. See if there is any visual image, feeling of your
body or sound that tells you. You can try to focus your mind on your breathing.
Just feel free, slowly inhale and then slowly exhale. Let your heart slowly answer
you. How do you feel? Maybe the sound, visual image or the feeling of your body
that tells you. What is the positive intention?

TONI: Love to share the love.

T: Oh so you want to learn to play the guitar well

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TONI: Peace.

T: To share the love and peace.

TONI: There is a symbol of peace.

T: A symbol of peace. This is a very good positive intention. So actually I really

want to learn to play the guitar well but I dont have perseverance and the time
constraint disturbs me. But I have a strong positive intention that I want to
share love and peace. Toni, I want to invite you to search a part of your body
which is responsible for your creativity. Can you find the creative part in your
body? Which part is responsible for your creativity?

TONI: There is some air

T: Some air its like the soul right?

TONI: And the hands.

T: So ask these two parts, the air with soul and the hands, ask them I have the
positive intention that I want to share love and peace but I want to learn to play
the guitar well in order to share the love and peace. However, I dont have the
perseverance and the time constraint disturb me and make me cannot play well.
Ask them What are the ways that I can satisfy the two situations? They may
be your hands or the air tells you through sound, feeling of your body tells
you what the suggestion is. [long pause] Lets slowly listen to their answers. We
have plenty of time. (15:05) See what does this creative part, the air and hands
give you what kinds of answers in which I can keep the sharing of love and
peace and help me solve the time constraint and the lack of perseverance?

TONI: To put the guitar in an eye-catching place.

T: To put it in an eye-catching place. So what is its use?

TONI: I can remind myself.

T: To remind myself anytime that I need to learn it well.

TONI: To practice it.

T: To practice it. Good. This is a very good method. Try to take this method I
want to learn to play the guitar well and I want to share the love and peace.
Although I dont have perseverance and the time constraint, I have a method
which is to put the guitar in an eye-catching place. When I see it, I can remind
myself that I need to practice it. Take this methodtake this method and ask

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different parts of your body and see if they have any disagreement. See if there is
any signal.

TONI: My head is struggling struggling with my brain.

T: Your head and brain are struggling. So what is the struggle?

TONI: Struggling about where the guitar should be placed.

T: Struggling about where the guitar should be placed. So there is a contradiction

about where I should put the guitar, right?

TONI: The space

T: The space and where is should be. So now take this disagreement and go back
to your creative part, ask your hands and soul Yes, I can put the guitar in an eye-
catching place. But where should I put? Ask them and see what they suggest to
you.

TONI: Um.

T: What is the suggestion?

TONI: I can put it at the corner.

T: Put it at the corner.

TONI: It will not disturb me. I can also hang it on the wall.

T: Hang it on the wall. Good. So now you can say Actually my method is to put
the guitar in an eye-catching place. I can put it either at the corner or hang it on
the wall to remind me to practice it. So take this method, this new method and
ask the other parts of your body. See if there is any disagreement again.

TONI: No.

T: No disagreement. Good. Thank the other parts of your body. Very good. Toni,
I would like to invite you to imagine yourself, you are jamming music with your
friends and learning guitar. Ok. And when you do not need to practice it, you find
out that you can put the guitar at the corner or hang it on the wall. When you see it,
often you will go over there and take it and practice it. When you see this scene,
how do you feel?

TONI: I feel very satisfied.

T: You feel very satisfied.

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TONI: Very happy.

T: Very happy and satisfied. Thank yourself. I would like to invite you to focus on
your breathing. Try to take a deep breath, and then use your mouth to slowly
exhaleVery good. Try to take a deep breath, and then use your mouth to slowly
exhaleTry to take a deep breath, and then use your mouth to slowly
exhaleTry to take a deep breath, and then use your mouth to slowly exhale. Ok.
Try to move your fingers, toes and different parts of your body. Tell yourself that
you are doing the six-step reframing model NLP practice. When you ready, you
can slowly come back to this room. Ok. You did very well! You went in very
deep!

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Case 10 Yao Yao

First Practice
T: Terry (Interviewer / Researcher)
Y: YaoYao

T: Hi YaoYao, I am happy to conduct the first six step reframing model practice
with you. Now I would like to invite you to sit in a comfortable position. Your
feet should be stepping on the floor and relax your arms. Try to focus on your
breathing. Try to use your nasal cavity to take a deep inhaleand then use your
mouth to slowly exhale. Very good. Try to use your nasal cavity to take a deep
inhaleand then use your mouth to slowly exhale. Try to use your nasal cavity to
take a deep inhaleYou can breathe in deeper and slower. Then use your mouth
to slowly exhale. The time you exhale can be four times the time you inhale. You
can take a deeper inhale. Then use your mouth to exhale. Try to use your nasal
cavity to take a deep inhaleand then use your mouth to slowly exhale. Very
good. YaoYao I would like to invite you search an image, sound or feeling of
your body that is related to something you really want to learn but disturbs you.
See if theres any?

T: Yes, what is it?

Y: English

T: English.What is it about? You want to learn English but what is disturbing

you?

Y: Myself.

T: Yourself. Oh. Yourself. Can you be more specific? I really want to learn
English but anything about myself disturbs me?

Y: Sometimes I cannot understand.

T: Will it be better if I say I really want to learn English but my assimilation of

English disturbs me?

Y: Yes.

T: Is it?

Y: Yes. I want to learn English better but sometimes I dont understand English
when listening to it.

T: You want to learn English better butyou cant understandyou cant

understand

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Y: I cant understandsometime the teacher speaks too fast and I cant
understand.

T: Sometimes the teacher speaks really fast and you cant understand what you
can learn.

Y: Yes.

T: I see. Let me describe better about the limiting belief. I really want to learn
English but the teacher speaks English in a quick speed which makes me unable
to assimilate the knowledge. Is it? Is it better?

Y: Yes.

T: Yes. Very good. Now, I would like to invite you to find other part of your body
which is responsible for this limiting belief. Ask yourself. Scan through yourself.

Y: My brain.

T: Your brain. Good. Your brain is responsible for this part. Can you try to ask
your brain, I have the limiting belief that I want to learn English better but the
teacher speaks so fast which makes me unable to assimilate the knowledge. Is it?
So what is the positive intention behind? Ask your brain and see what signal it
gives you.

Y: It is helpful to the current course.

T: It is helpful to the current course. Umthats mean the positive intention is

that I really want to learn English well because I want to learn the current
course well. So the positive intention is I want to learn English well because I
want to learn the current course well. Very good.

T: Now, YaoYao. I would like to invite you to search and scan your whole body.
Which part is responsible for your creativity? Is there any specific signal tells you
that I am responsible for creativity? We can search slowly, we have plenty of
time. Try to search the whole body. Which part gives you the most creativity,
gives you the signal of inspiration?

Y: The mouth.

T: The mouth. Good. Yao Yao, Can you ask your mouth What are the ways that
I can solve the problem of my limiting belief I had just now, and as well as
keeping the positive intention. That means what are the ways that I can learn
English better, despite the fact that the teacher speaks very fast which disturbs you,
I want to learn English better because it is useful to my current course. Is there a
way to satisfy the both situations? Try to ask the mouth for any creative solution

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to you? Allow any sound, visual image or feeling of your body that gives you
signal from your mouth? May be it is an image, sound or feeling of your body that
hints you the method. Try to ask it about any creative ideas. Does it have any
changes of content or frame that can help yourself?

Y: Repeatask the teacher to repeat.repeatrepeat.repeat what the teacher

said.

T: That means repeat what the teachers said. Repeat for few more times can help
your learning.

Y: Ummnot only what the teacher said but all the words.English words..

T: Thats to repeat all the learnt contentEnglish wordsEnglish

Y: Such as the content from the television programme, advertisement,

books...Englishrepeat all the English stuff.

T: Yes repeating all the English teaching and learning materials to make you
learn better.

Y: Yes.

T: Very good. This is an excellent method. Are any more methods? You can ask
your mouth if there is any. How about lets t repeat all the English teaching and
learning materials, lets ask about the other body parts, the whole body. Are there
any parts disagree and think this method is not workable?

Y: Nobut my arms feel very heavy.

T: The arms feel very heavy? Is there any objection from them?

Y: No...but I feel very heavy.

T: Very heavyok..Are they sending a signal to you that you feel hard because
you have to write when repeating the English materials?

Y: They havent disagreed yet but they just feel very heavy. I dont know why.

T: Havent disagreed yet but they just feel very heavy. Ok. Ask your mouth again.
Although there are no disagreements to this method, is there any better method
that can satisfy the two situations at once? Apart from repeating the other things?
Let your mouth to give your more imagination to solve the problem.

Y: It sayswhen the teacher speaks in English, I need to concentrate to what the

teacher says.

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T: Umthat means when the teacher is talking, you need to concentrate on what
the teacher says.

Y: Yes.

T: Very good. Take this method and ask your body parts, is there any objection?
Any special feeling from your body?
Y: No.

T: No. That means there are no objections this time, right?

Y: Right.

T: Very good! Then try to use this method as your best method to help you ok?
When you listen to your teachers teaching, try to concentrate to what they said.
Put extra concentration to what the teachers said. Ok?

Y: ok.

T: Ok. Thank you Yao Yao. Now, try to focus your mind on your breathing.
Inhale slowly and exhale slowly try to inhale deeper and slowly exhale. Then
inhale slowly and deeplyand exhale slowly and deeplyGood. Very good.
Inhale even deeper...and use your mouth to exhale. Try to move your fingers and
toes and different parts of body. Ok slowly come back to this room. Thank you
very much YaoYao. Ok now I would like to ask

Y: Oh..it is hard

T: It is hard? What makes you feel hard?

Y: Here.

T: The head makes you feel hard?

Y: Yes

T: Ok. Relax first. Now I would like to ask if you imagine yourself that you are
learning English now but you suddenly have a power that you can concentrate and
understand what your teachers said. What do you feel now? Is it good?

Y: I feel very good.

T: You feel very good. Thank you. Then we stop here.

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Second Practice
T: Terry (Interviewer / Researcher)
Y: Yaoyao

T: Hi Yaoyao, I am happy to conduct the second NLP six step reframing

practice with you. Now I would like to invite you to relax yourself. Try to take a
deep inhaleand then use your mouth to slowly exhale. Try to take a deep
inhaleand then use your mouth to slowly exhale. Try to take a deep inhaleand
then use your mouth to slowly exhale. Very good. Try to take a deep inhaleand
then use your mouth to slowly exhale. You can inhale slower. Very good. The
time when you exhale can slower. Very good. Try to take a deep inhale relax
yourself, no worries.

Y: My shoulder feels pain.

T: Ok. Let it come out. No worries. This is relaxation Try to take a deep
inhaleand then use your mouth to slowly exhale. Try to take a deep inhaleand
then use your mouth to slowly exhale. Good. Yaoyao, now I would like to invite
you to a learning environment. Find a learning environment. You really want to
learn something. If you have found it, you can nod your head and notify me. Very
good. What is it? Can you tell me loudly what the situation is about?

Y: It is in the classroom.

T: In the classroom. What can you see?

Y: I can see I am doing a presentation.

T: Oh you see youre presenting.

Y: But I am speechless.

T: You are speechless. What do you want to learn but there is something disturbs
you?

Y: I want to present better.

T: You hope to present better but anything disturbs you?

Y: Its like Im shy.

T: Your shyness disturbs you.

Y: Yes.

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T: Um. Actually your limiting belief is that I want to conduct a better
presentation but my shyness disturbs me Is it?

Y: Yes

T: So which body part in your body responsible for this belief? It may give you a
signal through a sound, an image or feeling of your body that tells you it is
responsible for this belief.

Y: Seems my head.

T: It seems your head. Ask your head I have this limiting belief...but what is the
positive intention, what is the positive intention behind? Ask your head and let it
answer you.

Y: To tell others about my ability.

T: To tell others about your ability. So your positive intention is I want to do the
presentation but my shyness disturbs me. But the positive intention behind is
to tell others my ability. Is it?

Y: Yes.

T: Ok, very good. Now I would like to invite you to find the other parts of your
body. Find the part that is responsible for creativity. Which part responsible for
creativity? Search through it and see which part is responsible for creativity?

Y: I thinkits my head once again.

T: Ok. You head once again. Are there any different parts? Any different part in
the head is responsible for creativity? Is there any difference with part of the
limiting belief mentioned just now?

Y: The foreheadit seems.

T: Ok the forehead. So which part is responsible for the limiting belief just now?

Y: The middle part of the head.

T: The middle part of the head. And this one is the forehead right? Good. Try to
ask your forehead which is responsible for creativity. Ask it I want to conduct a
presentation but my shyness hinders me. However, I have a positive intention and
I want to show the others my ability. Are there any methods that can solve the two
situations at once? Ask your forehead and see if it gives you any visual image,
sound or feeling of your body.

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Y: Do more practice.

T: Can you say it loudly?

Y: Do more practices before the presentation.

T: Do more practices before the presentation. Um. This is a good method. So try
to take this method and ask the other body parts to see if there are any
disagreements? Ask everywhere see if they think its workable? We have a lot
of time. You have to relax so to have a better quality.

Y: They all disagree.

T: They all disagree. Why? Why they disagree?

Y: It is because I had an experience that I spent lots of time to practice before the
presentation. However, during the presentation was the same and I was still
speechless.

T: You had an experience like this right?

Y: Yes.

T: You had a similar experience. Then ask your forehead again, I had such
experience before. Do you have any better method?

Y: I feel itchy on my forehead.

T: Feel itchy on the foreheadit may be a signal. What does this signal tell you
about? [long pause] We have plenty of time. We must come up with a high
quality solution. We can practice a few more times. If it is not workable, is there
any better way?

Y: Dont be shy.

T: Dont be shy. How to make yourself not to be shy?

Y: Dont care too much. Dont care about whether I perform well or not. Just
focus on how to present the things that I understand and read it out.

T: Very good. Dont care about how others view our performance. Just read out
what you are focusing on. Is it?

Y: Read out what I know.

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T: Read out what you know. Dont care about others. Very good! Now take this
newly discovered method and ask the other parts of your body. Ask them if it is
workable. We have plenty of time. Ask them if they have any disagreements?

Y: No.

T: No disagreement. Very good. Then thank your forehead for the creative part.
Ok Yaoyao. Now I would like you to focus your mind on your breathing. Try to
take a deep inhale. Imagine there is a great power. Slowly exhale using your
mouth. Try to inhale deeply with a great power, and then slowly exhale using
your mouth. Very good. Try to inhale deeply with a great power, and then exhale
using your mouth slowly. Very good. Try to move your fingers, toes and other
parts of the body. If you are ready, you slowly can come back to this room. Goo!
Do you feel relaxed?

Y: I feel so itchy here.

T: You feel itchy here. It is signal for you. Perhaps it has something to tell you.
The creativity has something to tell you. OK! Yaoyao, try to focus your mind on
my hand. Look at it and see if you can find a picture that you are conducting a
presentation in the future. At this time, you find that you are concentrating on
what you know and telling the others without caring how others view you.
Imagine that you have a great presentation and you can present all you have
known. How do you feel?

Y: Happy.

T: Happy. Is it? Then I give you back the image and memorize this image when
you conduct the presentation. Thank you very much.

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Case 11 - Fishball

First Practice
T: Terry (Interviewer / Researcher)
F: Fishball

T: Hi Fishball, Im happy to conduct the first six step reframing practice with
you. Now I would like you invite you to sit in a comfortable position, your feet
should be stepping on the floor. You can put down your hands and relax. Try to
focus on your breathing. Try to use your nasal cavity to take a deep inhaleand
then use your mouth to slowly exhale. Try to use your nasal cavity to take a deep
inhaleand then use your mouth to slowly exhale. Try to use your nasal cavity to
take a deep inhaleyou can take a deeper inhaleyes, very good. Try to use
your nasal cavity to take a deep inhaleand then use your mouth to slowly exhale.
The time when you exhale can be about four times longer than the time when you
inhale. Try to use your nasal cavity to take a deep inhaleand then use your
mouth to slowly exhalevery good. Try to use your nasal cavity to take a deep
inhaleand then use your mouth to slowly exhale. Fishball, I would like to invite
you to go to a situation where you want to learn. Allow the sound, visual image or
the feeling of your body to appear. If there is any, let them appear. If you have
found it, you can nod your head and notify me.

F: Um.

T: Have you found it? What is it?

F: The environment iswhere I learnin a labattending physio class.

T: A lab where you are attending physio class.

F: Um.

T: Ok. So what do you want to learn but disturb you?

F: I want to learn what the teacher teaches a lot of knowledgea lot of

information. But I think I am not able to memorize them and Im lack of the
passion to memorize themnot much passion.

T: That means I really want to learn the information that the teacher teaches, but
I think I am lack of the passion which disturbs me. Is this appropriate to
describe your limiting belief?

F: Yes.

T: So now you discover your limiting belief, try to ask or search through your
body parts, scan through your body, and ask which part is responsible for this

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limiting belief? Or is related? That part of your body might give you a signal.
Lets search though it slowly. We have plenty of time.

F: It seems that they are my eyes.

T: Your eyes. Great. Now ask your eyes, you have such limiting belief, so what is
the positive intention behind this limiting belief? Ask them I really want to learn
the information given by the teacher, but I discovered that I was lack of the
passion which disturbs me. So what is the positive intention behind this belief?

F: I want to learn the knowledge, so that I can help the patients and I can find a
job at the same time. I can stably find a job.

T: Actually I want to learn a lot of knowledge taught by my teacher, so that I

can help the patients and help myself to find a job. Thats a very good positive
intention. Fishball, now I would like you to search other parts of your body, see
which part is responsible for your creativity.

F: My hands.

T: Your hands. Ok. Now try to ask your hands, treat your hands as a human, ask
them I have a limiting belief: I want to learn the knowledge taught by my teacher
in the physiotherapy class, in the lab. But the lack of passion disturbs me. On the
other hand I have a positive intention, my positive intention is that I want to learn
the knowledge to help the patients, and find a good job. Can you ask your hands,
is there any method that can fulfill both needs?

F: Umm it seems that they need to think about it first.

T: Ok. Let them think about it first, let then think through it, and see if they give
you any signal.

F: They think that as long as I dont perceive them as an impossible mission, nor a
difficult thing, then I am able to accomplish it. (06:30)

T: So it means that if you make yourself perceive that thing is not difficult, listen
to the information given by your teacher and memorize it, and tell yourself its
actually not that difficult so you will be able to accomplish it. Is the method
about changing your thought?

F: Yes.

T: So your method is that I need to think that the teachers lecture is not that
difficult and I will be able to understand. And naturally I will become more
passionate. Great. Congratulations! So now you can try to ask the other parts of

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your body, scan through the body and see if there is any disagreement. If you
really need to work on this, do they disagree with it?

F: No. No disagreement.

T: Great. Congratulations. Its great that there isnt any disagreement from your
body. Now thank your hands, thank them for the creativity method in which from
now on, when I listen to the teachers lecture and if I think it is not difficult,
giving myself a change of my thought, I will be able to learn well. Great. So
now Fishball, I would like you to focus on your breathing. Try to take a deep
breath, and then use your mouth to slowly exhaleTry to take a deep breath, and
then use your mouth to slowly exhaleVery good. Try to take a deep breath, and
then use your mouth to slowly exhaleVery good. Try to move your fingers and
toes. If you know that you are doing a six step reframing model practice, you
can come back to this room. Thank you Fishball. You can look around the room.
Ok. Fishball, if I want to show you an example, on my hand you see yourself in
the physiotherapy lab, attending the lecture and listening to your teacher. At this
moment, you are using your method, your belief which tells you that what the
teacher is teaching is actually not difficult, I can totally understand it. How do you
feel?

F: I think the knowledge can naturally absorbs into my brain.

T: Very good. Congratulations! You succeed!

Second Practice
T: Terry (Interviewer / Researcher)
F: Fishball

T: Fishball, Im happy to conduct the second six step reframing practice with
you. Now I would like you invite you to sit in a comfortable position, your feet
should be stepping on the floor, and you should relax your body. Try to take a
deep inhale, use your nasal cavity to take a deep inhale and then use your
mouth cavity to slowly exhale. Try to use your nasal cavity to take a deep
inhaleand then use your mouth cavity to slowly exhale. Try to use your nasal
cavity to take a deep inhalevery goodand then use your mouth cavity to
slowly exhale. The time you exhale can be slower. Try to use your nasal cavity to
take a deep inhaleand then use your mouth cavity to slowly exhale. Very good.
Try to use your nasal cavity to take a deep inhaleand then use your mouth
cavity to slowly exhaleand the time when you exhale by using your mouth
cavity, it can be four times longer than the time when you inhale. Try to use your
nasal cavity to take a deep inhaleand then use your mouth cavity to slowly
exhale. Very good. Fishball, I would like to invite you to go to a place where you

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learn, you can search around. Which place do you want your learning to take
place? Try to search through it, it might be visual image, sound, or the feeling on
your body. If you have found it, you can nod your head and notify me.

F: Um.

T: Ok. What is it? You can say it out louder.

F: It is next to the swimming pool.

T: Next to the swimming pool. Oh, this is very special. So in this scene, what do
you want to learn?

F: I want to learn swimming.

T: You want to learn swimming. Um. You want to learn swimming. So do you
think you will learn it in one time?

F: No, I wont.

T: So you really want to learn swimming. But what is disturbing you?

F: I really want to learn swimming. But when I am swimming, it is hard for me to

breathe.

T: Hard to know how to breathe.

F: Yes.

T: So that means I want to learn swimming, but I do not know how to breathe
disturb me. The breath of the inability to swim disturbs me. Is it?

F: Yes, yes.

T: Great. So is this your limiting belief?

F: Yes.

T: You can try to form it out. I really want to learn swimming, but it seems that
the breath of the inability to swim disturbs me. Ok. Try to ask your body parts,
which part is responsible for this belief? See if there are any sounds, image or
feeling on your body that has told you? It is me?

F: I think it is my chest.

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T: Ok. Your chest is actually responsible for your limiting belief. So you try to
ask your chest, you really want to learn swimming, but the breath of the inability
to swim disturbs me. So what is the positive intention behind this limiting belief?

F: Umm it is the ability to learn swimming. It tells me that everyone should be

able to learn it.

T: So this is a simple positive intention. You want to learn this skill, this skill is
actually very attractive. It thinks that everyone should be able to learn it. But you
just want to learn something that everyone needs to learn as well.

F: Yes.

T: Very good. This positive intention. Can you try to search through your body
parts, in which it is very creative? Search through it.

F: I think they are my knees.

T: Ok. Your knees. Now you try to ask your knees. I really want to learn
swimming, but I do not know how to breathe when I swim. Such difficulty
disturbs me. But I have a positive intention, I think that swimming is a skill
that everyone should be able to learn. I really want to learn this skill. So how
can I fulfill both needs? They can be sounds, feelings of your body, or visual
images to tell you how to solve this problem.

F: It thinks that when I am swimming, I should pretend myself as a corpse and

then I will be able to learn it.

T: So the solution is, when you are swimming, you just pretend yourself as a
corpse. This is a very special method. Thats all?

F: Yes.

T: So the method is, pretend yourself as a corpse while you are swimming, then
you will learn it. Try to use this method and ask your body parts, see if they
disagree with it. Is this method workable?

F: Their opinions are not so sure about it, but they do not object this method.

T: Opinions are not sure about it. What are the opinions not sure?

F: They think that when I practice this method, there is some difficulty.

T: Some difficulty. Yes, its hard to pretend a corpse. How about you bring this
opinion and ask your knees? Yes, the method you have created to pretend a corpse

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is ok, but there is some difficulty. So how can we solve this difficulty? Ask your
knees. See how your knees respond to it.

F: They said I can try to lie on the water and feel about that feeling first.

T: That means your knee tell you, you can first try to lie on the water and feel
about whether it is manageable for you. And then you can pretend a corpse and
try to relax and swim. Is it?

F: Yes.

T: So now you adopt this combined method, and ask your different body parts,
and see if they disagree with it or give you any signals.

F: They do not disagree with it and they think it is easy to do so.

T: So finally they do not disagree with it and think it is easy. Ok. Thank your
different body parts. Thank them that you have a new method. Is it?

F: Yes.

T: Now try to Fishball, I would like to invite you to picture yourself. You are
lying on the water in the swimming pool, feel the water, and apply the method
which is to relax like a corpse. Then you try to swim. How do you feel?

F: I feel comfortable and free.

T: Very good. Very comfortable and free. Is it?

F: Yes.

T: Very good. Congratulations! So you keep this feeling inside your heart.

F: Um.

T: I see you smiling. Very good. So now try to focus on your breathing. Try to
take a deep breath, and then use your mouth cavity to slowly exhaleTry to take
a deep breath, and then use your mouth cavity to slowly exhaleTry to take a
deep breath, and then use your mouth cavity to slowly exhale So now feel
yourself inside this room, move your fingers and toesmove your different body
parts. Tell yourself you are doing an NLP six steps reframing model practice.
And then back to this room. You can slowly open your eyes. Congratulations,
Fishball.

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Case 12 Siu Yau

First Practice
T: Terry (Interviewer / Researcher)
S: Siu Yau

T: Hi Siu Yau, I am happy to conduct the first six step reframing practice with
you. Now I would like to invite you be in a relaxing state and to let your whole
body relax. You can sit in a comfortable position. Your legs should be stepping on
the floor. Your spine should be leaning to the back of the chair. Try to focus your
mind on your breathing. Try to take a deep inhaleand then use your mouth to
slowly exhale. Try to take a deep inhaleand then use your mouth to slowly
exhale. Try to take a deep inhaleyou can use your nasal cavity to take a deep
inhale...and then use your mouth to slowly exhale. You can slowly close your
eyes. Try to use your nasal cavity to take a deep inhaleand then use your mouth
to slowly exhale. The time when you exhale can be four times slower than the
time you inhale. Around four times will be alright. Try to use your nasal cavity to
take a deep inhaleand then use your mouth to slowly exhale. Try to use your
nasal cavity to take a deep inhaleand then use your mouth to slowly exhale.
Very good. Try to use your nasal cavity to take a deep inhaleand then use your
mouth to slowly exhale. Try to use your nasal cavity to take a deep inhaleand
then use your mouth to slowly exhale. Try to use your nasal cavity to take a deep
inhaleand then use your mouth to slowly exhale. Very good. Siu Yau, I would
like to invite you to find a place where you learn. Search through it. Allow your
brain to appear any sound, feeling of your body of ideas. If you have found it, you
can nod your head and notify me.

S: Um.

T: What is it?

S: I want to learn how to better build up the interpersonal relationship.

T: You want to build up interpersonal relationship. So what you can see in front
of you is the sound, feeling of your body or visual image?

S: Feeling.

T: Feeling. So what is the learning situation?

S: Umm the situation is during my practicum with my colleagues and partner.

T: The situation is being with your colleagues and partner during practicum.

S: Um.

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T: Very good. So what do you want to learn?

S: Umm I want to learn how to build up a topic of conversation with the others.

T: You want to build up the topic of conversation through getting along with
others.

S: Yes.

T: So is there anything that disturbs you?

S: UmmI feel that I flinch from others.

T: I see. So is it better to say like this? I want to learn how to build up a topic of
conversation in establishing interpersonal relationship but I am disturbed by
my own feeling of flinching. Is it appropriate? Any other additional comment?

S: And I always feel lack of confidence.

T: So that means I want to learn how to build up a topic of conversation in

establishing interpersonal relationship but I am disturbed by my own feeling of
flinching and lack of confidence.

S: Um.

T: Is this your limiting belief?

S: Um.

T: Alright. So ask all the parts of your body and which part is related to this
limiting belief. It may be sound, feeling of your body or visual signal that is
related to it. It will quickly tell you.

S: Actually while you are asking me, my head is already having some drooping
feeling. Im not sure if it is.

T: Ok. So ask your head, it has some drooping feeling right? It has reaction. So
ask your head if it is responsible for the limiting belief. See if it gives you any
other signal. It may give you an idea, sound or feeling of your body and tell you if
it is.

S: It keeps on having some drooping feeling.

T: So it should be, right? Do you agree?

S: Um.

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T: Alright. So ask your head, is there any positive intention behind this limiting
belief? That means I want to learn how to build up a topic of conversation in
establishing interpersonal relationship but I am disturbed by my own feeling of
flinching and lack of confidence. So what is the positive intention behind? Ask
what the positive intention is.

S: Umm I want that in my workingwhether I go to work in future or to do my

practicum, I can get along with the colleagues well apart from just working
seriously. I want myself to be happier.

T: So that means my positive intention is that I want to get along with my

colleagues well in my future work and to make myself happier. Is it?

S: Um.

T: Good. Try to hold this positive intention and search the other parts of your
body that is responsible for your creativity. Search around and see if there is any
reaction. See which part has a lot of ideas and creativity and gives you a signal.
Usually that part has a lot creativity.

S: Ummthe left part of my head is drooping the other parts do not have any
reaction but at this moment the left part is especially dropping.

T: The left side of your head gives you a strong dropping signal and tells you it is
responsible for creativity. So ask this creative part Actually I really want to learn
how to build up a topic of conversation in establishing interpersonal relationship
but I am disturbed by my own feeling of flinching and lack of confidence. But I
know that I have a good positive intention. My positive intention is to build up a
good relationship with the colleagues well when I work in future so that everyone
can be happy and I can be happy too. Ask it How can I overcome this limiting
belief? Is there any way that can satisfy the two situations?

S: Umm

T: Never mind, we have plenty of time. Ask it slowly. See if there are any ideas,
feeling of your body, visual image or sound that appears and reminds you
something.

S: Very loose.

T: Very loose. What are the ideas?

S: Some fragmental wordings sentences.

T: Is there any ideas that your instinct thinks you can grasp it and explore more
idea?

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S: At first I should be relaxed first. Dont be too tense and observe more about the
things that happen around me. To be more careful in observing the things happen
around and those things can be the topics anytime.

T: So the method is firstly relax myself, and then observe the things in detail
that happen around me. These details can be the resources of topics. Is it?

S: Um.

T: So your discovered method is firstly I need to relax myself, and then I

need to observe the things in detail that happen around me. These details can be
the resources of topics that I can build up.

S: And it adds that the details should be happy and positive not just the things that
are negative or criticizing the others.

T: Very good. So that means let me repeat. The discovered method is firstly I
need to relax myself, and then I need to observe the positive and happy things
in detail that happen around me. So these details can be the resources of topics
that I can build up. Is it?

S: Um.

T: Good. Congratulations. So hold this method and ask different parts of your
body. See if they disagree with it if you really carry out this method to help you
learn. Is there any disagreement? See if there is any special signal comes out from
different parts of your body.

S: No reaction. My head does not have the dropping feeling anymore. There isnt
any special reaction from any parts of my body.

T: No reaction from any parts of your body. So do you think that they accept this
method?

S: Um.

T: Good. Thank different parts of your body. Siu Yau, I would like to invite you
to look further. Imagine that you are learning how to build up the topics for
establishing interpersonal relationship. You are very relaxed, your whole body
feels relaxed. And then you observe that in that situation there are some positive
and happy details. And you will then take these details smoothly and build up the
topics. You can see the Siu Yau being like this. Can you see her?

S: I can see her but I can also see the consequence.

T: Is the consequence good?

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S: Umm the other people do not give feedback. Im not sureThey just say
Oh and they will not continue to discuss the topic that I have built up. So its
just like what happened before.

T: But you want to build up a topic right? For the topic is this goal achieved? At
least there is a topic.

S: I think the topic is not just about a topic. I expect that I want to learn apart from
building up a topic, I also want the others to be interested by the topic and want to
further discuss.

T: Alright. So hold this and ask the left side of your head, Actually I know the
method is that I need to be relaxed and observe the positive and happy details
happen around to build up the topics. But for these topicsare there any better
methods that I can build up a stronger topic that I can discuss with the other more
to build up interpersonal relationship? Ask it and see if there are any methods.

S: It answers quickly.

T: What is it?

S: It says apart from interestinghappy topics, the topics need to be related to the
others. That means not only do I feel interested and related to myself but also
related to the listeners.

T: Very good. So now rearrange your method. The method is firstly I need to
relax myself and then try to find out in that learning situation some details which
are positive, happy, interesting and related to the others. Is it? So these details will
be the topics in building up interpersonal relationship with the others. Is it better?
Is it ok?

S: Ummin that scene, that person is responding me and will continue to discuss
but the person is different. Different from the first time when I had the topic and
that person did not respond. The person has changed.

T: The person has changed. Ok. So are you satisfied with it? There are some
people respond to you.

S: Umm my head has some drooping feeling.

T: What is it?

S: Umm I cant exactly find what it is but it seems that I am not really satisfied
with it.

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T: No really satisfied. So ask what it is not satisfying with. Is there any better way?
Different people but can also build up topics. So what does it want? Are there any
ways to do better?

S: I am quite confused.

T: Never mind. Let it search around.

S: It says many things.

T: Just say a few important points, you dont need to say all the points. Ask it to
tell you the most important point. What is it?

S: Umm I think it means that I have to be careful not to offend the others. It
says a lot but it means that I should be more skillful in talking and to distinguish
what is more important and what is less important. So the concept I get is not to
offend the others even the topics are happy and related to the others.

T: Ok. Very good. So rearrange your method again. Actually I need to relax
myself and then try to find out the details happen around me which are
positive, happy, interesting and related to the others but I need to be more
skillful and the details should not offend the others. These can be the resources for
me to build up the topics in getting along with others. Is it ok?

S: It seems too much and it cannot listen clearly. It skips some of it.

T: It skips some of it. So lets slowly repeat once again to it. Ok?

S: Um.

T: Firstly I need to relax myself and then find out the details happen around
me in order to build up interpersonal relationship. These details need to be
positive, happy, related to the others, interesting. Also I need to be more skillful
and the details should not offend the others. So I am able to do it. Is it ok?

S: Um. In the image that I visualize, I am not able to do it.

T: What image is it?

S: It is in the office where I do my practicum.

T: So you use this method? So you have imagined some people some their
feedback is not positive?

S: It isI cant speak much. I see the usual me that I dont speak much. It seems
that I am not really able to find the topic. I only focus on the last thing which is

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not to offend the others so it makes me not dare to find a topic to talk about
because I dont know which topic will or will not offend the others.

T: Siu Yau, now I would like to invite you to inhale a strong power. Slowly use
your mouth to exhale. Imagine you are breathing in a strong power, this power
helps you to increase your self-confidence. Is it ok? Take a deeper inhale. And
slowly exhale. Imagine a strong power, take a deeper inhale... and then slowly
exhale. Feel the warmth of the power so to enhance your self-confidence. Is it ok?
Feel the warmth, feel the power fills your whole body.

S: Only have a little warmth. I can only feel a little warmth but not hot.

T: Actually its already enough, Siu Yau. The little warmth is already the energy
inside your body. Feel the little warmth again. Try to take a deep breath. Your
breath is not deep enough. Yes. Transfer the little warmth into different parts of
your body. Take a deeper inhale. Good. Very good. Thats right. Keep the little
warmth. Is it here? Alright. Siu Yau, you tell yourself I have this little warmth, I
have the self-confidence. I hold this self-confidence and take the method that I
had just now to search some resources, the resources that can help me build up
topics of conversation.

S: Um.

T: What is it?

S: When I am searching, my head says when I am talking with my colleagues,

when I have the topic to talk to them, I need to find the right time to talk to them.

T: Alright. So tell yourself I have saved some resources, I use them at the right
time. Imagine that there is an image in front of you. There are some colleagues
and you have found a topic. They are of course chatting or working on their own.
But you find the right time and pick up this method, you dont need to focus on
the content and you tell them. Imagine their reaction and they accept it and they
smile at you. It is because you are different. You have self-confidence inside you.
You are not afraid of expressing these topics. You can feel that your colleagues
receive your message and your hard work. Is it ok?

S: It seems that I cannot find the topics

T: Dont focus on what the topics are. Imagine some abstract things. Just tell them
some abstract things and they have the reactions, which is Ok, I receive that. I
know you are working hard on it. Thank you Siu Yau. Can you imagine in this
way?

S: Some of my colleagues have such response.

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T: Thank those colleagues. Is it ok? Appreciate yourself. It is already very good. It
is not possible to have a method that all people respond to you. Do you feel that
you are already very successful?

S: Um.

T: Thank yourself. Thank a brand new you that you have such self-confidence and
ability. Tell yourself that you will continue to use this method, save a lot more
topics and wait till the right time to use it. Is it ok?

S: Um. But I feel that there is something that is tying myself.

T: What is it?

S: When I tell myself that Its already very good, you need to continue to find
some suitable topics and find the right time to say it. And then inside my heart...
or headI dont know wherestill feel tied and tell myself to be careful.

T: Um. And then tell your fetter, you now try to inhale a deep and strong power.
Alright. You have the power right? Tell the fetter I have the power and I can
untie the fetter. Please ask the fetter to leave. Is it ok?

S: The fetter is just like a rope and tying myself in the image. But when I untie it,
it is still twisting around me. It is already untied

T: Ok. Try to inhale a strong power. Imagine that the power is protecting your
whole body. Even there is a rope outside, it will not hurt me anyway. Take a
deeper inhale. Yes. Very good. Take a deeper inhale. Is it ok? Tell yourself that
you need to depend on this power. It is just like the little warmth and power to
protect the body. Any fetters on your body will be untied. Take a deeper inhale.
Tell yourself whenever you do not have enough power, you can call this power to
protect you. Even the rope is here, just let it be. It will not hurt you. Is it ok? Let it
be. You have the power and you dont have to be afraid.

S: Um. The rope is still twisting around me but it is loosened now. It is not tying
tight myself and as what you have said, there is a power protecting around me and
the rope is just outside of it.

T: Very good. Thank yourself. Do not try to untie the rope. The rope maybe a part
of you. Just be with the rope. Live together. Thats alright. You have the power.
Thank them. Let it be. It is part of you. You have the power. When you need it
you can call it anytime.

S: But the image of myself although there is a power protecting me, it seems
that it is telling me it feels a little bit afraid. It has some insecure feeling.

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T: Insecure feeling.

S: It does not say anything but I can feel that.

T: Try to take a deeper inhale because you did not inhale deeply so the power is
not enough. Transfer the energy into the insecure parts. Tell them I know this
insecurity but because I have the power. I can live with the insecurity. Is it ok?

S: Umm I tell them that I can live with the insecurity but it seems that it is not
that willing to do so. The image of me is not that willing.

T: Walk into the image.

S: That means I need to be the me in the image?

T: Yes. Combine with it. Dont isolate yourself. Walk into it. Its just like entering
its body.

S: You said walk into it. So I can see myself surrounded by something and the
rope is in front of me.

T: Thats ok. You have the power.

S: And my hands my forearms have some paralysis feeling.

T: Siu Yau you need to breathe in your power. You need to believe in your power.
This is the power of your life. In your whole life you need this power to protect
your body. Slowly breathe in. Now you have no choice. You only have this power
to protect your body in order to continue your path. Even though the rope is
twisting around you, so what? You have the power to protect your body. But
when you do not depend on your power, when you only focus on the rope, you
will be controlled by the rope. Take a deeper inhale. Yes, very good. Imagine a
stronger power. You have to remember, whenever you need it, you will have the
power to protect your body. Anything outside will not affect you. Take a deeper
inhale. Ignore this feeling. Imagine the power is from the above. Do you have any
religious belief?

S: Im a Christian.

T: Yes, imagine the power is from God. Imagine that Jesus gives you the power.
Thats right. Siu Yau, so this is the most important thing. You need to depend on
Jesus through your life. Let the power of God surround you anytime. Focus on
Jesus, ignore the rope. Is it ok?

S: But I can see it is because what I see is the power like a shield. And then
after several breathings, I can also see an image of Jesus appears. After that the

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shield grows larger but it is transparent. And then in the middle of the transparent
object I can see that I am surrounded by the rope.

T: Yes. Siu Yau, you need to focus on Jesus. When Jesus is here, then so what?
Whats the matter even the rope is here? Dont look at the rope. You know it is
here is already enough. It will be here in your whole life. But you have Jesus in
your whole life. The power is from Jesus. Thank you Jesus. Tell Him that anytime
in your life when you need Him, He will be there. Not only as a shield, but also
protecting your whole body. Even there is anything outside, thats alright. You
have to trust Him. You wont be hurt. Is it ok?

S: I can see myself hugging Jesus.

T: Thank Him. Thats good. Even the other things are here, dont focus on them.
Ignore them. Thank Jesus. Alright. Thank Him that He gives you a new learning
method. Tell Him, when I am learning, I will use this method to build up the
topics of conversation. But I dont need to bother the response by the others. I
have already done what Jesus has asked me to. I have already carried out the
learning that Jesus asked. I only need to respond to not those people, but to Jesus.
Is it ok?

S: And then it seems that my head has something to say.

T: What is it?

S: Ummafter saying those words, it says if I ignore the responses given by the
others, its like I am being so self-centred. So its just like ignoring the others.

T: Look at Jesus. Ask Jesus what He wants to tell you. Dont listen to your head.

S: Umm He doesnt have anything to say.

T: Nothing to say. Its ok. Just now He gave you hug right? Does He continue to
give you the power?

S: Now you ask me to look at Jesus, He is holding my hands. He does not say
anything.

T: Thats good enough. Let Him hold your hands. Jesus is here. What are you fear
of? Alright. Thank Jesus. Alright. Siu Yau, I would like to invite you to focus
your mind on your breathing. Try to take a deep breath, and then use your mouth
to slowly exhaleTry to take a deep breath, and then use your mouth to slowly
exhaleTry to take a deep breath, and then use your mouth to slowly exhale. Try
to take a deep breath, and then use your mouth to slowly exhale. Inside your heart,
you are still being with Jesus. Take Jesus inside your heart. And then try to move

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your fingers, toes and different parts of body. Use your smile to take Jesus and
slowly open your eyes. Come back to this room.

Second Practice
T: Terry (Interviewer / Researcher)
S: Siu Yau

T: Siu Yau, I am happy to conduct second six step reframing practice.

Now I would like to invite you to sit in a comfortable position, your legs should
be stepping on the floor, relax your hands, head should be looking forward. Try to
focus on your breathing. Try to take a deep inhaleand then use your mouth to
slowly exhale. Try to take a deep inhaleand then use your mouth to slowly
exhaleTry to take a deep inhaleand then use your mouth to slowly exhale.
You can slowly close your eyes first. Try to focus on your breathing. Try to take a
deep inhale. And then use your mouth to slowly exhaleYes. Very good. Try to
take a deep inhaleand then use your mouth to slowly exhale. The time when
you exhale time should be four times than you inhale. Try to take a deep inhale,
yes very goodand then use your mouth to slowly exhaleTry to take a deep
inhaleand then use your mouth to slowly exhalegood, very good. Try to take
a deeper inhale, and then exhale slowly. Inhale more deeply, and enjoy it. And
then slowly exhaleVery good. Siu Yau, now I would like to invite you to search
from your brain, a situation where you want to learn. It may appear as sound,
visual images and feeling of your body. Let it tell you what it is. Try to look
around, something from your past, or the present, or something you imagine. If
you have found this, you can nod your head and notify me. A situation where you
want to learn something. Is there any?

S: It seems not

T: Try to search again, never mind. Search it slowly, slowly. Let the visual image,
sound or feeling of your body slowly appear in front of you. Or you can invite
them to come out, thats ok. And see what you want to learn or something that
you are interested, or something you have learnt in the past and you want to learn
more. Search it slowly. We have plenty of time. If you have found this, you can
nod your head and notify me. It may not be related to academic, it can be anything,
something about your interest, life or sports, or anything. Something you want to
learn, but not learning smoothly. Anything?

S: It may be very vague.

T: No problem.

S: Many things pop up.

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T: What are they? Can you tell me?

S: Many wordings, like some vocabulary.

T: What is the vocabulary? Is the vocabulary some signal?

S: I want to learn to be more relaxed.

T: You want to learn to be more relaxed. You want to learn how to relax?
Relaxation?

S: This is one that my body trying to say.

T: Ok, good. Learn to be more relaxed. But is there anything that is disturbing you
and making you cannot relax? Do you think if there is anything disturbs you? Try
to feel it. Is there anything pops up that disturbs you and makes you cannot relax?

S: Nothing pops ups. But the right side of my head seems to be paralysis.

T: Paralysis. That is because of what? Ask it and see what makes it to be paralysis.

S: It doesnt say anything but it seems to be more paralysis after I have asked it.

T: I see. So try to guess the thing that I want to learn to be more relaxed but I
guess what is disturbing me. Ask it and see if it says yes or no.

S: I guess is yes, it is even more paralyzed.

T: What did you ask it about?

S: Like what you have asked. I ask it Are you disturbing me?

T: Oh you ask if it is disturbing you. And it is even more paralyzed now. What are
they? Are they your worries? Your fear? What is it?

S: Ummit just says it is like a stone, very heavy. It says in this way.

T: Yes. Can it be described as some of your burdens in your heart which disturbs
you? I want to relax but some burdens in my heart disturb me. Is it clearer?

S: Um.

T: Its like the stone, just like the burdens?

S: Um.

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T: Is it? Alright. Siu Yau. Can we describe in this way? I want to learn to relax
but the burdens in my heart disturb me. Is it? Is this your limiting belief?

S: Um.

T: Ok. Ask if the right side of your head responsible for this limiting belief? Ask
which part is responsible for it and see where the signal is.

S: Um it is even more paralyzed.

T: It is even more paralyzed. Yes. So it is responsible for this. Actually I want to

learn relaxation but I think the burdens in my heart disturb me. Siu Yau, I
would like to invite you to search the other parts of your body which is
responsible for your creativity. There are a lot of creativity and ideas helped by
this part. Search through it. Is there any?

S: No reaction.

T: No reaction. Ask around and ask around your hands, legs, shoulderswhich is
more like to be? [long pause] We have plenty of time. Ask them slowly. They
must have a little reaction. Which part is more like to be responsible for the
creativity at this moment of you?

S: The left side of my head.

T: The left side of your head. Good. So the left side of your head is responsible
for your creativity. So try to ask the left side of your head, I have the limiting
belief that I want to learn relaxation, but the burdens in my heart disturb me. So
what is the positive intention behind this belief? Sorry, or we can ask the limiting
belief part first. Ask the right side, What is the positive intention? Give me some
signals, ideas or words. I want to learn relaxation but the burdens in my heart
disturb me. So I think in this way, what is the positive behind?

S: To protect myself.

T: So actually I want to learn relaxation but the burdens in my heart disturb

me. However, my positive intention is that I want to protect myself, to
relax and protect myself. Is it? Alright. So ask the left side of your head How
can I learn relaxation? Although the burdens in my heart disturb me, I want to
protect myself. What are the ways that I can satisfy the two situations?

S: No ways

T: No ways. Ask again. I want to invite you to take a deep inhale, try to take a
deep inhale, imagine Jesus gives you a strong power. And then use your mouth to
slowly exhale. Try to take a deep inhale, imagine Jesus gives you a strong power

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through your breathing. And then use your mouth to slowly exhale. Try to take a
deep inhale, Jesus gives you a strong power. And then use your mouth to slowly
exhale. Feel that power. Yes, good. Hold that power. Take that power and ask the
left side of your head. The creative part. What are the ways? Please tell me how
can I learn relaxation and protect myself as well? Bring the power of Jesus to ask
it. Any ideas, sound or feeling of your body hint you?

S: UmmIt doesnt have any response. After breathing, I can see Jesus and I
knock the door and ask together. But

T: No response? So what is the message of the not having response?

S: It seems very confused and doesnt know how to answer.

T: Very confused. It doesnt know how to answer. You can try to request Jesus to
ask it. Ask it in a positive way. Ask Jesus to hug it. Give it some power to answer.
Can you?

S: But it asks Jesus to teach it.

T: Ask Jesus to teach it. Ok. So ask Jesus if there is anything He can teach. What
are the ways? How about you ask Jesus? What are the ways?

S: He says three words.

T: What is it?

S: Depend on myself.

T: Depend on myself. Thats a good answer. I want to learn relaxation but the
burdens in my heart disturb me. However, my positive intention is, I want
to I want to protect myself, I depend on myself. Thats right. Thats the
keyword. How to depend on myself to learn relaxation? Can you think of any
methods to help yourself? There are many methods. For example, you can
practice the breathing you have learnt every day or do some exercise every
daymany other methods that may appear. Only you will know, depend on
yourself to know which is the best method. What is it?

S: Dont think too much it says.

T: Dont think too much. Dont think too much means your mind should not be
thinking the other matters and focus on learning one thing? Is it like this? That
means when I learn relaxation, I do not focus on my burdens and only focus on
relaxation. Only one thing. Relax as much as I can. Is it?

S: The right side of my head disagrees.

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T: Disagree? The right side of your head disagrees. Ok. So ask Jesus. It disagrees.
So what are the better ways? Focus on relaxationdisagree what does it
disagree?

S: The right side of my head says the more I focus on relaxation, the more I
cannot relax.

T: The more you focus on relaxation, the more youthats good you have learnt
it.

S: Cannot relax. Its just like when I cannot get to sleep and when Im afraid of
not getting to sleep, then I will not get to sleep.

T: Umm waitcannot get to sleep is not relaxation. Do you understand? Is the

right side of your head telling you the truth? Ask Jesus. Ask Him to give you
power. Look at it clearly to see what you have to do. Is it ok? Try to take a deep
inhale, ask Jesus to give you power, and then slowly use your mouth to exhale.
Try to take a deep inhale, give you power, and then slowly exhale. Trust Jesus and
ask Him, what is the best way? Does Jesus tell you anything?

S: He only holds my hand.

T: Hold your hand. That may be a signal. Will it be like every time when you
learn relaxation, you need to hold Jesus to learn? Jesus has a strong power. Is it?
Siu Yau? This is critical. Nothing has more power than Jesus. He can hold you to
learn. That means I want to learn relaxation but the burdens in my heart disturb
me. However, a breakthrough method is to hold Jesus and learn it slowly. So
that I can have the power. Is it?

S: No one disagrees.

T: No one disagrees. Good. Thank Jesus. Thank different parts of your body. It is
because they do not dare to disagree with it because Jesus strong power is here.
Alright? Ok. Siu Yau, congratulations. You have found a method. The method is
that I want to learn relaxation. Although the burdens in my heart disturb me,
I learn that whenever I want to learn relaxation, I will hold Jesus and He will
accompany me to learn. Is it? Affirm yourself.

S: Um.

T: Alright. Thank yourself. It is because you depend on yourself to find this

method. Now imagine look further. You can see the future Siu Yau, actually
she wants to relax herself, but at this moment, Jesus comes. Jesus is holding you
and walking with you to overcome the days to relax. How do you feel? Is it ok?
What is the feeling, Siu Yiu? Jesus is holding you to walk.

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S: Secure.

T: Very good. Now I would like to invite you to focus on your breathing. Try to
take a deep breath, and then use your mouth to slowly exhaleTry to take a deep
breath, and then use your mouth to slowly exhaleTry to take a deep breath, and
then use your mouth to slowly exhale. Try to take a deep breath, and then use
your mouth to slowly exhale. Very good. Feel that Jesus is being with you. Now
move your fingers, toes and different parts of body. If you can, slowly open your
eyes and come back to this room. Take Jesus into your heart. Good.
Congratulations.

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Case 13 Shirley

First Practice
T: Terry (Interviewer / Researcher)
S: Shirley

T: Hi Shirley, I am happy to conduct the first six step reframing practice. Now I
would like to invite you so sit in a comfortable way.

S: Can it be too comfortable? Haha.

T: No problem, your feet should be touching floor, your spine should be straighter,
hands relaxed, dont use any force and put in better way. Good. I would like to
invite you to focus your mind on your breathing. Try to use your nasal cavity to
take a deep inhale, and then use your mouth to slowly exhaleTry to use your
nasal cavity to take a deep inhale, and then use your mouth to slowly exhaleTry
to use your nasal cavity to take a deep inhale, and then use your mouth to slowly
exhaleTry to use your nasal cavity to take a deep inhale, and then use your
mouth to slowly exhale the time when you exhale can be four times the time of
inhale. Try to use your nasal cavity to take a deep inhale, and then use your mouth
to slowly exhalegood, very good. Shirley now I would like to invite you to go
to a situation where you like to learn, it may appear as sound, feeling of the body
or visual image. If you have found that, you can nod your head to notify me. Good,
very good. What is it, Shirley?

S: What is the situation?

T: Yes, what is the situation.

S: The library in Poly U.

T: Library in Poly U. So what are you learning?

S: What I am learning?

T: Yes, what do you want to learn?

S: Umm. What I want to learn, I want to learn how to look up the bible..should be
to read the bible

T: You want to learn reading bible. Is it?

S: Um.

T: So is there anything that is disturbing you?

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S: Yes.

T: What is it?

S: I feel sleepy. (02:43)

T: You feel sleepy. So actually you want to learn how to read the bible, but
sometimes you are disturbed by your tiredness and sleepy. Ok, so is this your
limiting belief?

S: Yes.

T: So your limiting belief is that I want to learn reading bible, but I am disturbed
by my tiredness and sleepiness. Is it correct to say in this way?

S: Yes.

T: So you hold this limiting belief, and try to search and ask different parts of
your body, see which part is responsible for this limiting belief? Search which
part is responsible for this? Ask them. Which part is. When you have found it,
please notify me.

S: The brain.

T: The brain, good. So now try to ask the brain, You are responsible for this
limiting belief, but is there a positive intention behind? See if theres sound,
feeling of your body or visual image that tells you.

S: I want to take rest.

T: You want to take rest. So your positive intention is to take a rest.

S: Um.

T: So actually I want to learn reading bible, but I am disturbed by my tiredness

and sleepiness. But I have the positive intention behind which is I want to take a
rest. Yes, so indeed I have positive intention behind . Good. So Shirley I would
like to invite you to search from your body parts, see which part is responsible for
creativity? See if it will send some sound, feeling of your body or visual image
that tells you, I am responsible for creativity.

S: Hands and legs, can they be?

T: Did they tell you something? You ask your hands and legs, see which parts of
them send you the signal? Of course it is ok. [long pause] You can search it

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slowly, we have plenty of time. Ask which part is responsible for creativity? It
will surely send you a signal, saying I am.

S: Hands.

T: Actually they are your hands. Good. So Shirley, Now I would like to invite you
to ask your hands, I have the limiting belief that I want to learn reading bible, but
I will be disturbed by my tiredness and sleepiness. However, I have positive
intention behind, I want to take rest. How can I satisfy both situations, to
overcome my limiting belief? Ask if your hands have any feeling of your body,
sound or visual image and hint you that there is a method. [long pause] Ask them
slowly, we have plenty of time, let them give you a signal, I belief the creative
part can help you solve this problem. Yes have you found that?

S: Um

T: Does the creative part send you any signals?

S: Still searching.

T: Ok. Search it slowly, we have plenty of time.

S: A few pop up but Im not sure if they are the answer. (11:13)

T: What is that? Can you describe them? See if you can choose one from them.

S: One is reading during travel time.

T: Ok, using travel time to read bible.

S: Another one is to read straight after I get back home, and not to play with other
stuff, go to read bible immediately for a while.

T: Um... read it for a while after youve got home, and dont play other things.
Which one do you think is better?

S: Theres still one more. To wake up earlier.

T: Wake up earlier. So among these three options, which one is suitable for you,
which would make you less tired, and not sleepy?

S: Umm

T: You can choose, just compare those three, we can choose one by one, ask one
by one.

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S: So may be the travel one first.

T: Good, let us ask about the travel choice first. Using the travel time to read bible,
which could make you less tired and sleepy, so try to hold this method, and take
this to the brain, it is because it is responsible forno take this to ask different
parts of your body. I have this method to overcome my limiting belief, using my
travel time to read bible, which might make me feel less tired and sleepy. Ask
them if they agree or not? If it is workable or not? See if they give you any sound ,
feeling of your body or visual images that answer you?

S: But Im afraid that I will be sleepy when I am taking the ferry.

T: So some parts are answering you this. You may feel sleepy when you are
taking the ferry. Ok, so someone is objecting, try to search if other methods are
workable? Which one you would like you choose?

S: Umm then accordinglyread bible after I get home, and not to do other
stuffs. Immediately spend some time to read bible.

T: Read bible when you back home, not to play other stuffs and immediately
spend some time to read bible. See if this can overcome the limiting belief? Hold
this method, and ask other parts if they have any disagreements? See if this is
workable or not? Do they send you some signals?

S: Sometimes I want to watch TV.

T: Sometimes you to watch TV. So that means there are some disturbances. And
meaning this method may not be workable?

S: Um.

T: Less workable. Is it?

S: Um.

T: Try to back to your creative part, ask if it is suggesting a third method?

S: The third one is to wake up earlier.

T: Wake up earlier. Ok, wake up earlier, and have a better and quiet environment.
Hold this method of waking up earlier and ask the other parts of your body, see if
they have any disagreements?

S: I am worried that I might not be able to wake up.

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T: You are worried that you cant wake up. Ok. Take this answer to your creative
part Are there any other methods or something to do to improve these methods?
See how it will answer you?

S: Umm the first one is not workable.

T: The first one is not workable.

S: The travel one should not be able to work out.

T: Um so any other things from the creative parts?

S: For the second one, the home one, maybe the coming up TV drama series
will be less interesting. And so it may be able to carry out.

T: Um. Anymore?

S: The third one, actually I can use the time that I am procrastinating to wake up
and get up immediately to read bible, it should be ok. Just to make sure that I
wont procrastinate to wake up.

T: So do you think second or the third one better?

S: Which one is better? UmmThe third one is more regular.

T: The third one is be more regular. Um... will better to say in this way? I want
to wake up earlier, to be determined not to procrastinate and read once I wake up.
This will be workable, if I carry out the process quickly, and have some changes
on my time frame. Is it?

S: Um.

T: Um. Try to keep this method, I try to wake up earlier, and read bible once I
get up, quickly read it, is it? And not to spend too much time. So now try to take
this method to ask your other parts of your body, see if they have any
disagreements?

S: Theres an additional condition, which is to sleep earlier onthe previous day. So

this can make sure.

T: Good, so go back to creative part, If I have an additional condition, which is

to sleep earlier on the previous day, and wake up earlier on the next day. Use a
very quick time to read bible, so this might be able to solve the problem. Is this
method ok?

S: Um.

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T: Good. Take this new method and ask other parts of your body I have this new
method, sleep earlier on the previous day, and wake up earlier on the next day.
When I wake up, I immediately read bible. I use this method to overcome my
limiting belief. See if other parts of the body disagree with this?

S: No.

T: No disagreement. Good. Congratulations Shirley! Now I would like to invite

you to imagine a Shirley in front of you ,she sleeps earlier on the previous day, so
she wakes up earlier the next day to read bible immediately, the process is very
smooth. When you see this picture, how do you feel?

S: Very happy

T: Very happy, is it? Good. Thank yourself. Now I would like to invite you to
focus your mind on your breathing. Try to take a deep inhale, and then use your
mouth to slowly exhaleTry to take a deep inhale, and then use your mouth to
slowly exhaleTry to take a deep inhale, and then use your mouth to slowly
exhaleTry to take a deep inhale. And then use your mouth to slowly
exhaleYou can take a deeper inhale and exhale more slowly. Very good. You
can move your fingers, toes, move the different parts of your body and tell
yourself that I m working on a six step reframing model practice. You can
slowly open your eyes and come back to this room. Thank you.

Second Practice
T: Terry (Interviewer / Researcher)
S: Shirley

T: Hi Shirley, I am very happy to conduct the second six step reframing practice.
Now I would like to invite you to be in a relaxing position, your legs should be
touching the floor, you hands should be relaxed. Try to focus your mind on your
breathing. Try to use your nasal cavity to take a deep inhale, and then use your
mouth to slowly exhaleTry to use your nasal cavity to take a deep inhale, and
then use your mouth to slowly exhaleTry to use your nasal cavity to take a deep
inhale, and then use your mouth to slowly exhale the time of exhale can be four
times the time of inhale. Try to use your nasal cavity to take a deep inhale, can be
more deeply. And then use your mouth to slowly exhaleTry to use your nasal
cavity to take a deep inhale, and then use your mouth to slowly exhalevery
good. You can try to breathe in more deeply. Good, and then use your mouth to
slowly exhalegood, very good. Shirley, now I would like to invite you to go to
a situation where you want to learn something, let it appear as sound, visual image
or body feeling. Choose one situation that you like the most.

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S: I want to learn playing the piano.

T: You want to learn playing the piano, is it?

S: Um.

T: Good, in the situation, you want to learn playing piano, but is there anything
that is disturbing you and making you cannot learn well?

S: I feel that I dont have the music talent and dont have much time to practice it.

T: Is the situation like this? I want to learn playing piano, but I am lack of
music talent and time and they disturb me. Is it? Is this your limiting belief?

S: Um

T: Shirley, now I would like to invite you to hold this belief, and ask your body,
see which part is related to this belief? This part will when it is related it will
send you a signal. It may be the feeling of your body, it may be a sound or visual
image that tells you that it is related to this belief.

S: My hands.

T: Your hands, good. Shirley, now I would like to invite you ask your hands, I
have a limiting belief, I want to learn playing piano but I feel that I am lack of
music talent and time. But what is the positive intention behind? Ask the hands,
see what signals they send you, sound, feeling of your body of visual image?

S: I want to take rest.

T: Um. Actually you want to learn playing the piano but the lack of music talent
and time disturb you. However you have a positive intention behind, you want to
learn playing the piano because you want to take rest.

S: The positive intention behind playing piano?

T: You want to learn playing piano but something is disturbing you, and there is a
positive intention behind this. Why you want to learn playing piano?

S: Why I want to learn playing the piano?

T: You want to learn playing piano, but something is disturbing you. But why you
want to learn playing piano?

S: Um... because I want to serve God.

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T: You want to serve God. Is it?

S: Yes.

T: Ok. The limiting belief is that I want to learn playing piano, but the lack of
music talent and time disturb me. While behind this, I have the positive
intention, which is I want to serve the God after I have learnt how to play
piano. Shirley, now I would like to invite you to search through the other parts of
your body, that part is responsible for your creativity. Search through it and ask
what their reactions are. Which part is responsible for creativity?

S: Maybe the legs.

T: The legs are responsible for creativity. Good. Very good. Shirley, now I would
like to invite you to ask the legs, I have a limiting belief that I want to learn
playing the piano, but I think I am lack of music talent and time that disturb me.
While I have a positive intention behind, which is, I want to serve God after Ive
learnt playing the piano. Ask if it gives you any methods to satisfy both
situations? It may give you a signal with sound, feeling of your body or visual
image. Ask if the legs have any methods to solve the problems? We can search it
slowly, we have plenty of time. Ask if the legs are sending you any signals?

S: There is one.

T: There is one. What is it Shirley?

S: Before the day of the piano lesson, try not to go out, and take the time to
practice.

T: Before the day of the piano lesson, try not to go out, and take the time to
practice. Umm ...Can this help you with more practicing, and help you overcome
the problem of lacking music talent, by having more time before? Is it?

S: It should be.

T: Good. So you hold this method, before the day of the piano lesson try not to go
out, and take the time to practice. See if this method is helpful? Take this method
to ask different parts of your body, ask them if this method workable and if they
have any disagreements?

S: There are some additional conditions

T: Additional conditions. What are they?

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S: The night when I have finished the piano lesson, I need to continue to practice.
At least on the night I have piano lesson I need to practice and also practice when
I have time in-between. And the night before the piano lesson, I should not make
any dates, and stay at home to practice.

T: The method is, try not to go out before the day of the piano lesson, and take the
time to do the practicing. And practice more on the learning day, and practice also
on the night after the piano lesson.

S: Um.

T: This would be better. Try to take this method to ask other parts, see if they
have any additional conditions or disagreements?

S: No.

T: No disagreements. Thank the other parts of your body. Hold this method.
Shirley, now I would like to invite you to imagine a future Shirley in front of you.
She is learning to play piano. She has taken up some time before the day of the
piano lesson to practice. And now the time and space has shifted to the next day,
which is during her learning day, she has found some time to do the practicing.
And after the piano lesson, she still keeps practicing. Ok. Shirley, when you see
this picture, how do you feel?

S: Very excited.

T: Very excited. Very good. Congratulate yourself. Try to focus on your breathing.
Try to take a deep inhale, and then slowly exhaleTry to take a deep inhale and
remember the excited feeling, and then slowly exhaleTry to take a deep inhale
and remember the excited feeling. And then slowly exhaleTry to take a deep
inhale, and then slowly exhaleok Shirley, I would like to invite you move your
fingers, toes, and different parts of your body, and you are working on a six step
reframing model practice. Slowly open your eyes and come back to this room.
Thank you.

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Case 14 Milka

First Practice
T: Terry (Interviewer / Researcher)
M: Milka

T: Milka, Im happy to conduct the first NLP six step reframing practice with
you. Now I would like you invite you to relax yourself, your feet should be
stepping on the floor, and relax your both hands. Now try to focus on your
breathing. Try to use your nasal cavity to take a deep inhale, and then use your
mouth to slowly exhaleTry to use your nasal cavity to take a deep inhale, and
then use your mouth to slowly exhaleTry to use your nasal cavity to take a deep
inhaleyou can take a deeper inhale and then use your mouth to slowly exhale.
Try to use your nasal cavity to take a deep inhale and then use your mouth to
slowly exhale. Imagine you are breathing in a strong power, and then slowly
exhale the thing that you dont wantImagine you are breathing in a strong
power, and then slowly exhale the thing that you dont want. Very good. Ok.
Milka, I would like to invite you to search some visual image, sound or feeling of
your body in which you want to enter a place where you are learning. Try to
search it slowly. When you have searched it, you can nod your head and notify me.

M: Um.

T: Very good. What is it, Milka?

M: It is a classroom.

T: It is a classroom and you alone?

M: Umonly me because I am the earliest to arrive.

T: You arrive the earliest. Is there anything that you are learning?

M: What I am learning it seems that I am waiting to attend a class.

T: You are waiting to attend a class. What kind of class is it?

M: Um it is something that is interesting but it may not be something that is

practical. Maybe its something about knowledge.

T: So there is some interesting knowledge that you want to learn but it may not be
practical. Ok. Can you elaborate more concretely? What you want to learn and
what disturbs you? Try to search through it. See if your body gives you any sound,
feeling of your body or visual image in this situation.

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M: I think I want to learn something which requires more on thinking or
something that needs to go in details. It means that I need to read many books
or I need to think a lot in order to understand. But I feel that I am tired and very
sleepy.

T: So is it more appropriate to say it in this way? Actually I want to learn more

knowledge about thinking, but I feel that I am very tired so it disturbs me.

M: Um.

T: Is it more appropriate to say so? Or you can modify it.

M: On one hand I feel tired, on the other hand it takes a long period of time and I
dont want to be bored or use a long period of time. (04:54)

T: Ok. Let me modify it a bit. I want to learn more knowledge about thinking
but I feel very tired and I think this learning takes a long period of time, so
they disturbs me. Is it correct?

M: Yes.

T: So is this your limiting belief? Or do you have any modification to say it in a

better way?

M: Um and maybe I dont have enough patience.

T: I see. That means I want to learn more knowledge about thinking but I feel
very tired and impatient. I also think this learning takes a long period of time, so
they disturb me. Is it more appropriate to say so?

M: Yes, more appropriate.

T: Milka, I would like to invite you to search through different parts of your body,
scan through it. See which part of your body is responsible for this limiting belief.
That part of your body might give you a signal, which maybe a visual image,
sound or feeling of your body that tells you Yes, I am responsible for your
limiting belief. I am related to it. Try to scan through it and see which part tells
you about this.

M: Maybe its a visual image.

T: A visual image.

M: Maybe the notes are in black and white colors and they are very boring.

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T: Notes in black and white colors. Ok. Which part of your body shows this visual
image? Search through it and ask it. Where is this signal come from?

M: My eyes.

T: Your eyes. So it seems that your eyes are responsible for this limiting belief. Is
it? Search your body apart from your eyes.
M: Ummand maybe my legs feel tired after sitting for the whole morning so I
want to move around.

T: Ok. So maybe your legs. Ask your eyes and legs again which part is
responsible for the limiting belief. See which part gives you the signal.

M: I think they are my legs because they want to move and want to finish the task
as soon as possible.

T: I see. Now I want you to ask your legs I know that you are responsible for my
limiting belief, I want to learn more knowledge about thinking but I feel very tired
and impatient. I also think this learning takes a long period of time, so they disturb
me. Ask your legs if there are any positive intention behind this limiting belief?
Why do I still want to learn? What is the positive intention? Ask and see if there
is any sound, visual image or feeling of your body that tells you about this. Treat
them as a human and ask them.

M: For example maybe I still have a lot of a lot of work and responsibility
that a person needs to fulfill. So I cannot be stuck to this and I need to complete
the work as soon as possible in order to proceed the other work. (10:03)

T: That maybe your reason but it is not your positive intention. There must be a
positive intention. Why do you still want to learn? What is the positive intention?
Why am I so good that I still want to learn the knowledge about thinking? Ask
what is the positive intention behind. There are many things that disturb me but
I still want to learn the knowledge about thinkingwhat is the positive intention
behind? Lets search through it slowly. There must be the good side of it. Why do
you still want to learn the knowledge about thinking?

M: I think the knowledge about thinking can help me to understand this world
easier and to know more about myself.

T: Ok. So my positive intention behind is that I want to learn the knowledge

about thinking so that I can understand this world easier and to know more
about myself. Thats a good positive intention. That means there are two things.
One thing is the limiting belief. But the positive intention behind is good because
I can understand this world more and to know more about myself. Milka, I
want to invite you to search your body part, that part is responsible for your
creativity. That means it can give you a lot of ideas. Search through your body

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part and see which part is responsible for this. Search through it and ask it and see
if there is any sound, feeling of your body or visual image that tells you about this.

M: My hand.

T: Your hand. Ok. Now I would like to invite you to ask your hand I have such
limiting belief, I want to learn more knowledge about thinking but I feel very tired
and impatient. I also think this learning takes a long period of time so they disturb
me. But I have the positive intention behind that I want to know more about
myself and the world. How can I fulfill all these? Ask your hand if there is any
method that can help you fulfill all these. See if there is any sound, feeling of your
body or visual image that tells you about this. You can search through it slowly.
Ask your hand slowly. We have plenty of time. [long pause] Actually you can
focus on your breathing. Try to breathe in a strong power, and use your mouth to
exhale slowly. Try to breathe in a strong power and use a relax emotion to ask
your hand, Do you have any sound, feeling of the body or visual image to me
and tell me how to fulfill my limiting belief and positive intention at the same
time? Are there any tips for me?

M: It tells me that I can listen to music. It may be better to learn and listen to
music at the same time. (16:47)

T: Listen to music. So it gives youre a suggestion that actually you can listen to
music. Is it listening to music can lessen your obstacles about your impatience and
your tiredness of learning. Can the music make you feel more comfortable?

M: Yes, listening to the gentle music can make me feel better and be more
interested to work on something.

T: Ok. So your hands suggest you that you can actually listen you music. Listen to
music in your working process or before you work?

M: Listen to music before I work.

T: Listen to music before you work and then you learn the knowledge about
thinking, right?

M: Yes.

T: So this is one of your newly discovered methods. Now hold this method, ask
the other parts of your body Do you think this method is workable? Do you have
any disagreement? Ask them if they have any signal which disagrees with it.
Scan through your whole body.

M: No disagreement.

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T: No disagreement. Congratulations. Milka, I want you to imagine yourself
sitting inside a classroom, you are going to attend a course about the knowledge
of thinking. At this moment, you are listening to some gentle music. You can
enjoy this for a longer time. So the course starts to begin after the music stops
playing. Ok. Milka, how do you feel at this moment?

M: I think I can pay attention to the class and I will be interested to attend the
class.

T: Ok. Good. Congratulations. You can pay attention to it and be interested to the
class. Now come back to yourself. Focus on your breathing. Try to use your nasal
cavity to take a deep breath, and then use your mouth to slowly exhaleyour
breath is not deep enough. Try to use your nasal cavity to take a deep breath, and
then use your mouth to slowly exhaleTry to use your nasal cavity to take a deep
breath, and then use your mouth to slowly exhaleTry to use your nasal cavity to
take a deep breath, and then use your mouth to slowly exhaleVery good. Try to
move your fingers, legs and different body parts. When you are ready, then come
back to this room. Thank you very much.

Second Practice
T: Terry (Interviewer / Researcher)
M: Milka

T: Milka, Im happy to conduct the second NLP six step reframing practice
with you. Now I would like you invite you to relax yourself, sit in a comfortable
position, your feet should be stepping on the floor, and relax your both hands.
Now try to focus on your breathing. Try to take a deep inhale, and then use your
mouth cavity to slowly exhaleTry to take a deep inhale, and then use your
mouth cavity to slowly exhaleTry to take a deep inhale, and then use your
mouth cavity to slowly exhale. You can take a deeper breath, and then use your
mouth cavity to slowly exhale. The time when you exhale by using your mouth
cavity, it can be four times longer than the time when you inhale. Try to use your
nasal cavity to take a deep inhaleand then use your mouth cavity to slowly
exhaleTry to take a deep inhale, and then use your mouth cavity to slowly
exhaleTry to take a deep inhale, and then use your mouth cavity to slowly
exhaleVery good. Milka, I would like to invite you to go to a place where your
learning take place. Let those sounds, feelings of your body, visual images appear,
search through something you want to learn. If you have found it, nod your head
and notify me. You can slowly search through it. It maybe sounds, feelings or
visual images. [long pause] You can slowly search through it. We have plenty of
time. [long pause] You can take a deep breath, breathe in a strong power to let
you have stronger power to search through it. Try to take a deep inhale, and then
use your mouth cavity to slowly exhaleTry to take a deep inhale, and then use

514
your mouth cavity to slowly exhaleTry to search whether there is some scene
where you want your learning to take place venue or incident. They can be
sounds, feelings of your body or visual images that hint you.

M: It seems that I can seeinside a picture, a colorful place.

T: A colorful place. Try to search through it. What o you want to learn in this
colorful place?

M: Some oral skills.

T: Some oral skills. That means you want to learn some oral skills. But is there
anything that disturb and make you cannot proceed this learning? [long pause]

M: Maybe previous I have some unsuccessful experience, which I was not dare to
speak up.

T: Ok. That means you want to learn some oral skills, but the previous
unsuccessful experience disturbs and that you cannot proceed to learn. Is it?

M: Yes.

T: Ok. I would like to ask if this is your limiting belief? I really want to learn
some oral skills. But the previous unsuccessful experience disturbs me and
make me cannot learn.

M: I think what caused the previous unsuccessful experience was that I was not
able to think fast or I did not know how to express myself. I think this is more fit
in describing it.

T: So it should be more appropriate to say I really want to learn some oral skills,
but I think I am not good at expressing myself and I think I am not able to
think fast. Thats why these two things disturb me. Is this more appropriate to
say so?

M: Yes.

T: Mlika, I would like to invite you to search any parts of your body, which
relates to this limiting belief. This body part is responsible for your limiting belief.
You try to scan through different parts of your body, and see which part will give
you signal of sounds, feelings of your body or visual images that relate to the
limiting belief.

M: I think feeling stressful is a feeling happens inside my heart.

T: You have a stressful feeling.

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M: Um.

T: So where does this stressful feeling come from? From which part of your body?

M: My chest.

T: So do you think that your chest relates to your limiting belief? Ask it. Scan
through it.

M: Yes.

T: Thats right. So actually your chest is responsible for your limiting belief. And
can you try to ask your chest, although I really want to learn some oral skills,
I think that I am not able to express myself and I feel that I think really
slow. These two things disturb me. But is there any positive intention behind?
Why do I want to learn some oral skills? Ask it. And see if there are any sounds,
feelings of your body or visual images hint you. Maybe let me repeat once again.
Your chest is responsible for the limiting belief. The limiting belief is that I
really want to learn some oral skills, but I think that I am not able to express
myself and I feel that I think really slow. I think these two things disturb
me. So try to ask your chest, is there any positive intention behind this? Why do
I want to learn the oral skills so much?

M: I want to bring out something that I know and my belief to let the others know
or gain from.

T: Um. Actually I want to learn the oral skills because I want to bring out
something I know and my belief to tell the others.

M: Um.

T: Very good you have this positive intention. Milka, I would like to invite you to
search through your body part that is responsible for your creativity. Scan through
your body parts.

M: My hands.

T: Your hands. Ok. Milka, can you ask your hands about I really want to learn
some oral skills, but I think that I am not able to express myself and I feel
that I think really slow, which disturb me. But I have a positive intention in
which I would like to let the others know my belief and thoughts. How can I
satisfy both needs? See if there is any signal of sounds, feelings of your body or
visual images hint you.

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M: I think I can find some people I am familiar with or I trust to chat with them.
Find them more in order to express myself.

T: So actually there is a method pops up. That is I can try to find more people
I am familiar with and trust to chat with them. Try to practise with them.
Practise the oral skills. So it maybe better. So now you try to hold this method,
and ask your different body parts, ask them if they disagree with it. Is it workable?

M: This may not be the most workable method because I seldom initiate and
contact the other people.

T: So your body parts disagree with it because you seldom contact the others.
Lets go back to your hands, try to ask your hands, it seems that this method is not
really workable, is there any other better methods? See if there is any signal of
sounds, feelings of your body or visual image that hint you? [long pause] You can
treat your hands as a person and ask him.

M: Maybe I can attend some small group or gatherings.

T: So there is another method that you can attend some small group learning, or
gatherings that involve a group of people to learn in order to improve your oral
skills. Is it better? Is it this method?

M: And those gatherings have to be interesting, not only about learning.

T: That means you can attend some interesting gatherings or small group learning
in order to improve your oral skills. Is it?

M: Yes.

T: Ok. Try to bring this method and ask your different body parts, ask them if this
method is workable and if they disagree with it.

M: No disagreement.

T: So your newly discovered method is that you can actually attend some
interesting gatherings or small group learning in order to improve your oral skills.
Thats all, right?

M: Yes.

T: Milka, I would like you to look further, look at the future Milka, he is sitting in
a gathering. That gathering is interesting. That group of people is keep on talking
and discussing. So you have discovered this method. How do you feel?

M: I feel more confident.

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T: More confident. Very good. So now try to focus on your breathing. Try to take
a deep breath, and then use your mouth cavity to slowly exhaleTry to take a
deep breath, and then use your mouth cavity to slowly exhaleTry to take a deep
breath, and then use your mouth cavity to slowly exhaleVery good. Try to take
a deep breath, and then use your mouth cavity to slowly exhalemove your
fingers move your toesmove your different body parts. When you are ready,
then come back to this room. Thank you very much.

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Case 15 Pig

First Practice
T: Terry (Interviewer / Researcher)
P: Pig

T: Hi Pig, I am happy to conduct the first six step reframing practice with you.
Now I would like to invite you to sit in a comfortable position. Your feet should
be stepping the floor and relax your arms. Try to focus on your breathing. Try to
use your nasal cavity to take a deep inhaleand then use your mouth to slowly
exhale. Try to use your nasal cavity to take a deep inhaleand then use your
mouth to slowly exhale. Take a deeper inhale. Try to use your nasal cavity to take
a deep inhalevery goodand then use your mouth to slowly exhale. You can
take a deeper inhale. The time when you exhale can be four times the time you
inhale. It can be slower. Use your nasal cavity to take a deep inhaleand then use
your mouth to slowly exhale. Use your nasal cavity to take a deep inhaleand
then use your mouth to slowly exhale. Very good. Take a deeper inhale. Exhale
slowly. Pig, I would like to invite you think about a situation where you are
learning. It may be a sound, feeling or images. Allow your thinking to search
through it. If you have found it, you can nod your head and notify me.

P: Um.

T: Um, what is it?

P: I want to learn counseling.

T: Ok. You want to learn counseling. What can you see in that situation? What
can you see, hear and feel in that situation?

P: There is a person sitting next to me.

T: Someone sits beside you.

P: And I am chatting with him/her.

T: I see. You can chat with him/her. So you want learn counseling. Is there
anything that disturbs you and makes you cannot learn?

P: My personalityI am a rational person...so sometimes I may not have the

empathy to understand how the others feel.

T: I see.

P: Also, I think I am still young

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T: Can is it more appropriate to say it in this way I really want to learn
counseling but I am rather young, I think I am lack of empathy and being a
rather rational person. These factors disturb me and make me cannot learn well.
Is it?

P: Yes.

T: Is this your limiting belief?

P: Um.

T: Any additional comments?

P: No at the moment.

T: Ok! Then hold your belief now and being like a scanner to scan your different
parts of body. Ask which body part is responsible for this belief. See if there is
any signal such as sound, feeling of your body or visual image that tells you that
the part is responsible for this belief.

P: The head.

T: The head. Good. What signal does the head you?

P: I am thinking many things

T: Some thoughts pop up.

P: Yes.

T: The head. Now, Pig, I would like to invite you to ask you head I have a
limiting belief. I really want to learn counseling but I think I am still young, I do
not have enough empathy and I am quite rational in which disturb my learning.
Ask your head What is the positive intention behind? Why do I want to learn
counseling?

P: Because I want to help others. I want to use my experience to help others and
understand others. I want to help those single-parent children. I want to help those
who lost their family members. I want to understand their feeling. Let them know
that there are people understand their feelings and someone can accompany and
help them.

T: Very good. So my have the positive intention is that I want help others such
as the single-parent children or those who lost their family members. I want
them to understand that there are some people who understand their feelings.

520
P: Um.

T: Very good. You have a nice intention. Now I would like to invite you to scan
your body part which is responsible for daily creativity the part which generates
a lot of ideas and creativity. Is there any special signal tells you that its me or
any image, sound or feeling of your body. Is there any body part responsible for
this creativity?

P: The hands.

T: The hands. OK. Pig, Now Can I invite you to ask your hands that I have a
limiting belief that I really want to learn counseling. However, I think I am still
young, I dont have enough empathy and I am a rational person and they disturb
me to learn. Yet, I have a positive intention behind that I really want to help
others.Ask your hands see if there is any method can satisfy both situations. Is
there any sound, feeling of your body or visual image tells you the method which
satisfy both situations and to solve the problems?

P: UmmI cant think of any.

T: Thats ok. Lets search it slowly. Imagine your hands are human and ask.
Focus your mind on your breathing and inhale deeply. Imagine you are breathing
in great power. Then exhale slowly with something you dont like. Imagine you
are inhaling a great power. Then exhale slowly with something you dont like.
Hold this power and use it to ask your hands. Hands, can you tell me any
solution to satisfy both situations? See if there is any sound, image or feeling of
your body that tells you the method?

P: Umm

T: Search it slowly. We have plenty of time.

P: I will wait till I grow older have more life experience.

T: One of the methods is to wait till you grow older have more life experience. Is
it?

P: Um.

T: This method is suggested. Ok. Is this a newly discovered learning method?

Wait till you grow older.
.
P: It may not be a new learning method.

T: Then ask your hands whether there is any a better learning method. No worries.
It has a lot of creativity. It will generate to you slowly.

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P: Ummmay be to start from sensing my own feeling first. So that it is easier
for me to sense how others feel.

T: Good. So sense your own feeling, discover your feeling first. Then it enhances
your power of empathy. So bring along this method. The discovered method is to
sense your own feeling first. Ask your other body parts and see if there is any
disagreement?

P: No.

T: No disagreement. Good. Congratulations. Pig, now I would like to invite you to

imagine a day when you are sitting inside the classroom. There is a person in front
of you and being counseled. At that moment, you have started to sense your own
feeling..you are able to understand your own feeling and you start to counsel that
person. How do you feel at this moment??

P: I feel very satisfied.

T: Very Satisfied. Then say thanks to yourself. Ok. Now I invite you focus your
mind on your breathing. Try to inhale deeply and exhale using the nasal cavity.
Try to inhale deeply and exhale slowly using the nasal cavity. Try to inhale deeply
and exhale slowly using the nasal cavity. Very good. Now move you arms first,
then legs and come back here. Thanks you, Pig.

Second Practice
T: Terry (Interviewer / Researcher)
P: Pig

T: Hi Pig, I am happy to conduct the second NLP six step reframing practice
with you. Now I would like to invite you to relax yourself. Both feet should be
stepping on the floor and relax your arms. Try to focus your mind on your
breathing. Try to use your nasal cavity to take a deep inhaleand then use your
mouth to slowly exhale. Try to use your nasal cavity to take a deep inhaleand
then use your mouth to slowly exhale. The time when you exhale can four times
the time you inhale. Try to use your nasal cavity to take a deep inhaleand then
use your mouth to slowly exhale. Try to use your nasal cavity to take a deep
inhaleand then use your mouth to slowly exhale. You can take a deeper inhale.
Very good. Imagine you have a great power now. Use your nasal cavity to take a
deep inhaleand then use your mouth to slowly exhale. Very good. You can take
a deeper inhale. Very good. Pig, I would like to invite you think about a situation
where you are learning Allow sound, feeling of your body or visual images to
appear. If you have found it, you can nod your head and notify me.

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P: Um.

T: What is it about?

P: I want to learn German.

T: You want to learn German. Yes. You want to learn German but is there
anything disturbs you?

P: Umm

T: Try to search it. See if there is any sound, feeling of your body or image that
tells you?

P: I feel thatit seems like there is no direct usage of German so I dont have
enough motivation to learn.

T: Um..That means you want to learn German. However, you feel that learning
German is not useful for you so that you dont have the motivation to learn
German. Is it appropriate?

P: Yes.

T: YesIs this one of your limiting beliefs for what I have just mentioned about?
Is there anything that disturbs you?

P: And I think that my life is busy and I have to manage a lot of things so I dont
have much space.

T: Ok. Is it better if I say I want to learn German but I think I have a busy life so
I dont have much space to learn. Also, I think that learning German does not
have direct usage. It is not quite useful and therefore I dont have much
motivation to learn. Is it more appropriate to describe it?

P: Yes.

T: Ye. So is this your limiting belief?

P: Um.

T: Ok. Pig, I would like to invite to search around your different parts of the body.
See which part is related to this limiting beliefis responsible by this body part.
It may give you a sound, feeling of your body or visual image to hint you that
This limiting belief is responsible by me! Search around your body and see
which part is responsible for this limiting belief.

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P: It seems that I cant really search it.

T: No worries! We have plenty of time. Lets search around the body and see if
there is any sound, feeling of your body or visual image sent from that body part.
It tells you that it is related to the limiting belief and is responsible for this
limiting belief. We have plenty of time. Search it slowly.

P: Seems the shoulders.

T: The shoulders. Is there any image, sound or feeling of your body that tells you
about this?

P: I have some feeling.

T: Some feeling.I see. Try to ask the shoulders You are responsible for the
limiting belief that I really want to learn German but I dont think I have much
time to do this. Also I think this is not quite useful so I dont have the motivation
to learn. You ask the shoulders I really want to learn German, what positive
intention behind? Why do I want to learn German? Ask the shoulders to see any
sound, feeling of your body or visual image that tells you.

P: It is becauseafter travelling more than 10 countries in Europe, I found that

Germany is my favorite country.

T: After travelling more than 10 countries in Europe, you found that Germany is
your favorite country. So why do you want to learn German?

P: Ummit is because I had a chance for a practicum there before. I

communicated with the locals and I hope that I know German so that I can chat
with them.

T: Oh..you want to learn German because you had your practicum in Germany.
So you want to learn German and have more communication with the locals. Is
this appropriate? This is a good positive intention.

P: Um.

T: Ok. Pig, I would like to invite you to find a body part that is responsible for
daily creativity. Search around the body and see any parts tell you through sound,
feeling of your body or visual image that tells you I am responsible for the daily
creativity.

P: Umm the hands again.

T: The hands. Good. Pig, can you ask the hands that I have a limiting belief that
is I really want to learn German, however, I think that I am very busy and do not

524
have time. I also think that learning German is not quite useful so I dont have
motivation to learn. But I have a positive intention that I had a practicum in
German and I really want to learn German. So that I can go to Germany and
communicate with those who have cooperated with before and also with the
others. Is it? Ask your hands if there are any methods that can solve the two
problems? See if there is any sound, feeling of your body or visual image that
hints you a new learning method?

P: Try to enjoy learning first.

T: Try to enjoy learning first.thats to enjoy learning German first. Is it? Is it a

new learning method?

P: Yes. I dont need to force myself to think about the usage first.

T: I see. So your new learning method is I try to enjoy the learning first despite
the other factors. Try to bring this new learning method and ask the other parts of
the body whether it is workable or any disagreement from them.

P: No

T: No disagreement. Thats very good. Then thank your different parts of the
body. Pig, now I would like you to think about a prospect. You see the future Pig
sitting and enjoy learning German. When you see this picture, how do you feel?

P: I feel so free.

T: Feel free. Very good. Ok. Enjoy this moment. Ok.

P: I feel that I learnt more things.

T: You feel that you learnt more things. Good. Now I would like you to focus
your mind on your breathing. Try to take a deep breath, and then use your mouth
to slowly exhale. Try to take a deep breath, and then use your mouth to slowly
exhale. Try to take a deep breath, and then use your mouth to slowly exhale. Very
good. Try to take a deep breath, and then use your mouth to slowly exhale. Try to
move your hands, legs different parts of your body. When you are ready,
please open your eyes slowly and come back to this room. Thank you, Pig.

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Case 16 Lauren

First Practice
T: Terry (Interviewer / Researcher)
L: Lauren

T: Lauren, Im very happy to conduct the first six step reframing practice with
you. Now I would like to invite you to relax, sit in a good position, your legs
should be touching floor and dont put any force on your hands. Try to focus your
mind on your breathing. Try to use your nasal cavity to take a deep inhaleand
then use your mouth to slowly exhale. Try to use your nasal cavity to take a deep
inhaleand then use your mouth to slowly exhale. Try to use your nasal cavity to
take a deep inhaleand then use your mouth to slowly exhale The time when
you exhale can be four times the time you inhale. Exhale slowly. Try to use your
nasal cavity to take a deep inhale and then use your mouth to slowly exhale.
Try to use your nasal cavity to take a deep inhale and then use your mouth to
slowly exhale. Very good. Imagine there is a strong power inhale through your
nasal cavity. And then exhale the bad things or the things that you dont want.
Imagine that you are breathing in a strong power, the strong power will pass
through your body. Then use your mouth to exhale the things that you dont want.
Very good. Take a deeper inhale. Very good. Lauren, now I would like to invite
you to think about a situation where youre learning. It might be sound, visual
image or the body feeling. Search through your body. If you have found it, you
can nod your head to notify me. Ok. What is it, Lauren? You can speak out loudly
and tell me.

L: Ummin a classroom. Im attending a class which is very difficult and I dont

like it at all.

T: You are attending a class which is very difficult.

L: Um.

T: So what do you want to learn actually?

L: I want to learn well about this subject.

T: You want to learn well about Physical Therapy?

L: Ummactually it is called Exercise Science. And I think it is very difficult and

the professor does not teach really well. But I need to learn well. So

T: I see. So that means you want to learn well about a subject called Exercise
Science. But you think the teacher does not teach well so it hinders you. Any
other things hinder you as well?

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L: I think I dont have the talent in that area. I need to do a lot of calculation but
Im not good at calculating. So I feel very stressful. I remember the situation I had
just now wasattending tutorial. The teacher had a lot of questions and asked us
to prepare beforehand. But there were a lot of questions that I did not know, so the
teacher was a bitsarcastic. Yes that was the situation.

T: How about I rephrase it in this way? I want to learn well about Exercise
Science but I think I lack the ability about Mathematics and I dont like my
teacher thinking that I do not prepare the knowledge well. These two things
seem hinder me. Is it more appropriate to say in this way? Any additional
comments?

L: And I think the teacherthe teacher and I seem cannot synchronize. We do

not have the same channel. The other classmates might understand what he talks
about but for me, I cant understand at all.

T: Let me try to say in this way. I want to learn well about Exercise Science but
I think I lack the ability about the basic skill in Mathematics and I think I
cant communicate with the teacher. So these two things hinder me. Is it more
appropriate to say in this way?

L: Um.

T: Ok. So actually this is your limiting belief, is it?

L: Um.

T: Hold this belief, search through different parts of your body, ask them which
part is responsible for this. It might be sound, visual image or body feeling to tell
you. It will send you a significant signal and tell you it is responsible for that.
Which part is responsible for this?

L: Ears.

T: Ears. Ok. Lauren, I would like you to treat your ears as human and ask them,
Ears, you are responsible for this limiting belief. What is the positive intention
behind this belief? My limiting belief is I want to learn well about Exercise
Science but I think I lack the ability about the basic skill in Mathematics and I
think I cant communicate with the teacher. These two things hinder me. What is
the positive intention behind? Any good side of it? Especially on I want to learn
better about Exercise Science.

L: Actuallyalthough this subjectat first you might think that if you want to be
a physiotherapist in future and if you do not specialize in helping the athletes for
physiotherapy but working in the hospital instead, you do not actually need to
learn much about how to do exercise. You might think in this way before. But

527
actually when working in the hospital, if people move more and do exercise, it
will be a lot better when you take care of the patients. But I dont know why I
cannot learn well and I dont have the positive attitude to learn it.

T: How about if I say in this way? My positive intention is to learn this subject
well. So that it will more effective to help my patients to do exercise. My
positive intention is that I actually want to help my patients more. Is it?

L: Um.

T: So lets summarize it in a simpler way. My positive intention about learning

Exercise Science well is because I want to help my patients.

L: Yes.

T: So actually you want to learn well about Exercise Science but there is
something that hinders you. But my positive intention about learning Exercise
Science well is because I want to help my patients. Try to search if there is any
body part responsible for creativity. Search through it and see if there is a signal
telling you that I am responsible for your creativity in your daily life.

L: Ears.

T: Ears again. So it repeats? Are there any differences between your left and right
ears? So they are your ears again. So ask your ears, What are the methods that I
can fulfill both situations? I want to learn Exercise Science well. Although I know
that I lack the ability about the basic skill in Mathematics and I think I cant
communicate with the teacher. But I have the positive intention which is to help
the patients in future. How can I solve this problem? So that I can learn well and
help my patients? Ask them to give you some solutions. They may be sound,
visual image or body feeling that hints you.

L: It seems thatthey ask me to find other classmates to study together.

T: Find the other classmates to study together.

L: Um. It is because when we attend the class, the other classmates seem
understand well about what the teacher says. Previously I didnt attempt to study
with my classmates. How about you try to study with your classmates and when
you do not understand, they might be able to help you.

T: I see. So you have the discovery I can study with my classmates so that they
can help me with the things that hinder me. Is it?

L: Um.

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T: Ok. Try to take this newly discovered method and ask the other parts of your
body. See if there are any objections. Ask them Is it ok? Do you have any
objections? If they have, they will send you a signal. If they dont have, there
wont be any signals. Ask around your body parts.

L: It seems that there is a sound telling me that I dont know if the others are
willing to study with me because everyone is busy.

T: So there is a part sends you a sound and tell you I dont know if the others are
willing to study with me. So what can I do? Take this and ask your ears again,
the creative part. Ask them So what can I do because I dont know if the others
are willing to study with me. Are there any better methods? You can ask the
creative part. Search through it slowly. We still have plenty of time.

L: Actually I dont need to find a time to ask the classmates to study together.
Did you try your best to read the notes previously? If you mark down the parts
that you dont know, you can see your classmates later on or ask them during the
break. They should be willing to answer you.

T: Um. That means you have a newly discovered method. The new method is, I
need to study the notes first and when I realize any parts that I dont know, I
can ask my classmates during break. I can talk with them casually when I
meet them. I will use this method to study and it may be better. So take this new
method, and ask the other parts of your body, see if there are any objections.

L: I feel very happy.

T: You feel very happy. No objections right? Congratulations. Lauren, now I

would like to invite you to imagine a situation about the future Lauren. She is
learning in the classroom. And before the lesson, she has already studied the notes.
Is it? There are some parts that she has already highlighted them because she
knows that she may not able to learn really well or understand all of them. But she
knows that she will mark down the parts when she does not understand. So she
will take these parts and meet some of her classmates. Imagine that you are
discussing with your classmates. The classmates can teach the parts that you do
not know after discussing with you. When you see these situations, how do you
feel?

L: I feel very I think my effort pays off. Previously when I discussed with my
classmates, I felt speechless and did not know what to say. But now when I know
more about it and discuss with my classmates, it seems that the levels are no
longer that far apart with my classmates and I gain my confidence.

T: So you discover that you gain more confidence. Thank yourself. Now I would
like you to focus your mind on your breathing. Try to inhale deeply, and then use
your mouth to slowly exhale. Try to inhale deeply, and then use your mouth to

529
slowly exhale. Try to inhale deeply, and then use your mouth to slowly exhale.
Try to move your fingerstoesmove different parts of your
bodyarmslegsfaceif you can, you can slowly open your eyes and come
back to this room. You know that you are doing a six-step reframing practice.
Thank you very much.

Second Practice
T: Terry (Interviewer / Researcher)
L: Lauren

T: Lauren, Im very happy to conduct the second six step reframing practice
with you. Now I would like to invite you to sit in a good position, your legs
should be touching floor and relax your hands. Try to focus your mind on your
breathing. Try to take a deep inhaleand then use your mouth to slowly exhale.
Try take a deep inhaleand then use your mouth to slowly exhale. The time
when you exhale can be four times the time you inhale. Try to take a deep
inhaleand then use your mouth to slowly exhale You can take a deeper inhale.
Very good. Try to take a deep inhale and then use your mouth to slowly exhale.
Try to use your nasal cavity to take a deep inhaleImagine that you are breathing
in a strong power, and then exhale things that you dont want and then use your
mouth to slowly exhale. Lauren, now I would like to invite you to think about a
situation where youre learning. See if there is any sound, visual image or the
body feeling appears. If you have found it, you can nod your head to notify me.
Very good. Can you describe what is it?

L: I feel so rush. And the people around me are working quickly.

T: Um. Rush. So there is an image with people around with a visual image.

L: Um.

T: What is the situation?

L: A lot of computers.

T: A lot of electric current?

L: A lot of computers.

T: A lot of computers. Um. What are you learning?

L: I am learning something that I cannot understand at all.

T: Some information that you cannot understand.

530
L: Um. A lot of numbers.

T: So in front of you there is a lot of information that contains numbers.

L: Um.

T: And there are computers beside you, right?

L: Um.

T: Try to feel about what do you want to learn and what is hindering you. You can
search through it slowly. We have plenty of time.

L: It seems that I am learningit doesnt really like learningbut it seems that I

am rushing to work on an assignment.

T: You are rushing to work on an assignment. That means you want to learn about
working on an assignment.

L: I want to work on the assignment well.

T: You want to work on the assignment well. But what is hindering you?

L: Time and I dont understand those things. Moreover, the others seem working
really fast but I am so slow. I hope that I can work well but I am really slow.

T: Um. So can I say in this way? I want to work on the assignment well. But I
think I dont have enough time and I think I am hindered by the difficulty of
the work.

L: Um. And not only the difficulty of the work, but also the tones of
information that come to me.

T: How about I say it again? I want to work on the assignment well. But I
think I dont have enough time and I think the work is really difficult and it is
information overload, which make me cannot learn and hinder me.

L: Um.

T: Is it appropriate to say so?

L: Um. Thats right.

T: So is this your limiting belief?

L: Yes.

531
T: Lauren, I would like you to search through different parts of your body, see
which part is responsible for this limiting belief. It might tell you through a sound,
body feeling or visual image.

L: Eyes.

T: Eyes. Lauren, I would like you to ask your eyes, You are responsible for this
limiting belief, but what is the positive intention behind this limiting belief? Ask
them and see what signal do they send to you.

L: They says I want to work on the assignment wellbut I dont have enough
timeactually I think that I want to work on the assignment well so to change my
teachers perception towards me and will think that I am able to work on the
assignment well. But I dont have enough time to work on it and I cannot digest
that loads of information.

T: Um. So your positive intention is I want to work on the assignment well and
hope that my teacher can change his perception towards me.

L: Um.

T: Thats a good intention, is it?

L: Um.

T: Lauren, now I would like to invite you to search the other parts of your body.
Ask which part is responsible for your creativity.

L: Ears.

T: Ears. Lauren, I would like to invite you to ask your ears, I want to work on the
assignment well. But I think I dont have enough time and I think the work is
really difficult and it is information overload, which hinder me. But I have the
positive intention, I want to work on the assignment well and hope that my
teacher can change his perception towards me. Ask your ears. What are the
ways that can solve both situations? It might tell you through a sound, visual
image or body feeling. Search through it slowly. We have plenty of time. [pause]
You can treat them as human and ask them. You can use an invoice method to say
it out and ask them. They will answer you.

L: I can see

T: There is a visual image appears.

L: I can see my mum.

532
T: You can see your mum. So what implication does this visual image give you?
Why do they send this signal to you? Ask them why. See if there is any sound,
visual image or body feeling.

L: I can see.the morning.

T: The morning. You can see a lot of lights?

L: I guess it implies that as I usually work till late night and when I work till
late night I will feel tired. The next morning I will wake up late. So maybe it tells
me that You can sleep earlier at night and wake up earlier in the morning. So that
you can work more efficiently and will have more energy.

T: So they suggest you a method, actually you can sleep earlier at night and wake
up earlier in the morning. It helps to enhance your efficiency in working on the
assignment so that it can overcome what hinders you.

L: And I know why the image of my mum appears.

T: Why?

L: As my mum goes to work early in the morning. They may want to remind me
that actually I can ask my mum to wake me up when she goes to work so that I
can wake up early as well.

T: Um. Great! So the newly discovered method is that you can sleep earlier at
night and request your mother beforehand to wake you up in the morning. When
you wake up earlier, it may enhance your efficiency.

L: Um.

T: Is it?

L: Um.

T: So hold this method, take the message of this method and ask the other parts of
your body. Ask if they disagree with it. See if they send you any sound, body
feeling or visual image that tells you they disagree with it?

L: No disagreement.

T: No disagreement. Congratulations! Thank your ears. Now I would like to invite

you to imagine a future Lauren. So she has already slept earlier in the previous
night and now her mum wakes her up. And then Lauren, you take the assignment
and start to work. How do you feel?

533
L: I feel a sense of control.

T: You feel a sense of control.

L: It seems that I can control something.

T: So hold this feeling. Ok? Now I would like you to focus your mind on your
breathing. Try to inhale deeply, and then use your mouth to slowly exhale. Very
good. Try to inhale deeply, and then use your mouth to slowly exhale. Try to
inhale deeply, and then use your mouth to slowly exhale. Very good. Try to move
your fingersmove your toesmove different parts of your bodymove your
neck. Tell yourself that you are doing a six-step reframing practice. You can
slowly come back to this room. Thank you!

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 Appendix L

Interview Data of NLP Expert

T: Terry (Interviewer / Researcher)

P: Po Chiu (NLP Expert)

T: Po Chiu Sir, Im very happy to have an interview with you to talk about the
cases as an experienced NLP practitioner. How do you comment about the
researcher when he is conducting the research? So firstly, lets take a look at
Laurens case. Po Chiu Sir, what is your opinion in this case, about the how the
researcher carried out NLP six-step reframing, found the limiting beliefs, and also
the participant, Lauren, how she found her discovered learning methods. Were
there any problems in the procedures? Can you comment on it?

P: For the procedures, I have reviewed it. Its ok. It was smooth and was
according to the steps. There wasnt any problem. You can proceed.

T: So in Laurens case, how do you comment on her state and reaction?

P: Her state wasshe was able to enter the researchers requirement. And she
could use the researchers questions. And the content was very sensible and I
could see that she believed in this method.

T: So about Laurens case, do you have anything else that you want to comment?

P: Nothing else. This case was quite smooth.

********

T: Po Chiu Sir, this is about Ivys case. In Ivys case, as an NLP practitioner, how
do view the procedures carried out by the researcher?

P: The procedures were smooth and were carried out according to the six-step
reframing process. But for the later part, in future pacing, the interpretation and
conclusion, which was Ivys solution in dealing with the problem. For the
conclusion, there was a little bit deviation. So I think the result may bring a little
impact on the participant. The main reason is that the participant suggested a
method which was to do more observation. But then after the researchers
arrangement, it might interpret as putting oneself into others to learn driving. So I
believe this is one of the points that I have discovered.

T: So in Ivys six-step reframing, how do you comment on her state and reaction?

535
P: In the first interview, her state was acceptable. She did think within reasonable
timing. But for the second interview, it was obvious that she spent longer time to
think of her problems. I believe that this reflected her state was not fully entered
into the researchers standard. Here I also observe the same thing. For future
pacing, there wasnt any problem with the researchers interpretation. It was
correct. But the opinions given by the participants, Ivy, there were three different
methods. But I believe that these methods were carried out in different timing. In
the conclusion, when you carried out future pacing, the three things were put in
one situation at the same time. So it might be illogical. To be simple, when the
participant needs to distribute the medicine and finds her friends to ask at the
same time, to do the case study or even read some documents, it might not be that
suitable. Such arrangement may affect the participants ability to solve the
problem.

T: So about Ivys case, do you have anything else that you want to comment?

P: In addition to the previous conclusion about future pacing, maybe the

participant will feel that it is not convincing enough. I might have such inference.

********

T: Po Chiu Sir, this is about Ka Hos case. As an NLP practitioner, how do you
view about the researcher in guiding Ka Ho to conduct the NLP six-step
reframing, to find his limiting beliefs and his newly discovered methods, the
learning method. How do you comment on this?

P: About Ka Hos case, I can see that his state was ok in the process and the
procedures were carried out according to the six-step. But for the last part, when
he was reviewing his method, I had a little bit observation. His limiting belief was
from himself not being able to memorize many things in a short period of time or
he was not able to memorize it. He suggested using mind mapping. But in the
later part, I believe that the researcher might add some other methods to help the
participant. For example, he needed to read the beginning and the end of the book.
This method was to help him to understand and comprehend more about the
content instead of using this method to memorize a lot of data that Ka Ho wanted
to. I guess this might affect the participants belief towards this. This is what I
have observed and it was mainly discovered from the second interview. For the
first interview, it was ok and no problem at all. And I dont find any problem that
I need to give additional comment.

T: How do you comment on Ka Hos state and reaction?

P: In these two interviews, Ka Hos reaction was very good. He could enter the
state. He could express his own problem on the limiting belief.

********

536
T: Po Chiu Sir, this is about Lawrences case. So as an NLP practitioner, how do
you view about the researcher in guiding Lawrence to conduct the NLP six-step
reframing, to find his limiting beliefs and his discovered learning methods. How
do you comment on this?
P: In these two interviews, I can see that the procedures were correct. I dont have
any further comments on this.

T: How do you comment on Lawrences state and reaction in the two NLP six-
step reframing practice?

P: In the first interview, I dont see any instability in the participants state. But in
the second interview, the instability situation was more obvious. For example,
before he came to the interview, his mind was still on the USA visa. He also
revealed this during the interview. So in the interview process, at times there were
some anxiety brought out from the participant. This is what I have observed. This
also affected his searching on solving the problem, searching his creativity for the
solution. I could see that at times it was being affected. So the main problem in
this case was the participants state was not really good. This is my point of view.

********

T: Po Chiu Sir, this is about Fishballs case. In Fishballs case, as an NLP

practitioner, how do you view about the researcher in guiding Fishball to conduct
the NLP six-step reframing, to find his limiting beliefs and his discovered learning
methods. What comments do you have?

P: So lets talk about the two interviews separately. For the first interview, the
procedures in six-step reframing, which was the last part about future pacing was
missed out. For the second interview, this situation did not happen anymore.

T: How do you comment on Fishballs state and reaction?

P: For the first interview, I discover that the participant could enter the state well
and she could try to search the methods in helping her to solve the problem from
her creativity. But I can see that the direction is thinking about the solution, her
original limiting belief was from herself in which she thought that she had the
mind but not the strength. But the direction given by the creativity was not from
raising the strength, but to change her mind set. She let herself believe that the
teachers teaching was not difficult and was very easy. This was a new direction
in helping her to solve her problem. I dont have much comment about this but I
think it might bring a little impact when she needs to carry out. But I think this is
a feasible method. However, for the second case, similar situation happened and
brought out a larger problem. In the second interview, when she talked about how
to solve the problem, she used a method which was to pretend a corpse to deal
with the swimming problem, especially on the problem on breathing. In this case,
I see that she spent much more time than the others to think and search for her

537
creativity. There were more pauses for her to think and I believe that in this part,
her state was not enough, or I can say, such response was not serious. So for this
part, I will give her this comment.

T: For Fishballs case, do you have anything else to comment on?

P: No further comments regarding Fishballs case.

********

T: Po Chiu Sir, this is about Milkas case. As an NLP practitioner, how do you
view about the researcher in guiding Milka to conduct the NLP six-step reframing,
to find his limiting beliefs and his discovered learning methods. What comments
do you have?

P: For this case, it was carried out twice. For the first interview, there wasnt any
problem on the basic format of the procedures. But for the last part of future
pacing, it was quite rush to end it. As a result, the participant was not able to try to
digest or enter the state. The state was inside the classroom, attending the thinking
class and listening to music. This was too fast to stop and might affect the
participants ability to solve the problem and to believe in it. For the second
interview, the main problem was on his body condition. This situation was similar
to the first one. The first time he had got flu while the second time he had running
nose. I can see that in the process, he often sniffed and in the second interview he
requested a tissue paper. When I listened to it, I could felt how difficult it was. So
in the process, I believe that it was not quite smooth. It also affected his state. So
if there is any deviation, I think the main problem was from here.

T: So how do you comment on Milkas state and reaction?

P: I think he was not in a good state because he was sick at that time. On the one
hand he needed to deal the reaction from his body, on the other hand, he need to
focus simultaneously in response to the requirements given by six-step in entering
some thinking and emotion. For a person who was sick, it was quite difficult for
him. I believe that throughout the whole process, it somehow affected him.

T: Do you have any other comments towards Milkas case?

P: At the moment I dont have any other comments.

********

T: Po Chiu Sir, this is about Jeffreys case. As an NLP practitioner, how do you
view about the researcher in guiding Jeffrey to conduct the NLP six-step
reframing, to find his limiting beliefs and his discovered learning methods. What
comments do you have?

538
P: The process was smooth and it was carried out according to the six-step
procedures. Here I dont have any further comments.

T: How do you comment on Jeffreys state and reaction?

P: There were two interviews in Jeffreys case. The first thing I discovered was
that the participants creativity did not have very rich resources. I think. So he
spent more time than the others to think about the solution from his creative part.
He also needed to revise his suggested method for a couple of times. This is one
of his characteristics. This is his attitude in regards to his problems. So for the first
interview, his main problem was about dealing with the information. This was a
controllable item. Although he spent more time on searching his creativity for a
better solution, he did come up a feasible method. Of course I think that in the
process he might not be convincing enough, I believe he would accept it. For the
second interview, the problem related to interpersonal relationship. The main
problem was that his relationship with the colleagues was not really good. He
suggested a lot of methods. I can also see that there were at times pauses when he
was searching the solution from his creativity. He spent a lot of time to think but
this situation was more difficult than the problem he encountered in the first
interview. It was more difficult to be convinced as well. So for these two cases, I
compare the time spent and I have such observation.

T: Do you have any other comments on Jeffreys case?

P: I dont have any further comments.

T: Thank you Po Chiu Sir.

539
 Appendix M

NLP Expert Interview Guide

1. From the point of view of a NLP practitioner, do you think the researcher has
practised correctly the steps of the NLP six-steps reframing to find out the
limiting beliefs and newly discovered learning methods of the selected cases.
Please comment.

2. What is your comment about the participants states and responses?

3. What other things you want to comment?

540
 Appendix N

Content of NLP Training Workshop Before Pre-test

The content of the workshop will include the following concepts:

- Concept of reframing

- NLP main frames such as the ecology frame, the outcome frame, the
backtrack frame, the contrast frame, the as if frame, the systemic
frame and the negotiation frame

- Context reframing

- Content reframing

- Relationship between behaviour, values and intention

- Concepts of limiting beliefs

- Exercises on how to find out limiting beliefs

- Concepts of reframing beliefs

- NLP six-step reframing model

541
 Appendix O
Summary of the Discovered Learning Methods of the
16 Participants
Case Discovered learning methods in
the first NLP practice
Hung During the practice of the first NLP
six-step reframing, Hung has
discovered a new way of study on
how to understand an essay by
breaking it down into small parts and
reading them bit by bit.
Fok During the practice of the first and Same as that in the first NLP practice
second NLP six-step reframing,
Fok has discovered a new method of
reading relevant news first before the
lecture concerning abstract concepts
on contemporary medical systems.
Rammy During the practice of the first NLP
six-step reframing, Rammy has
discovered a new way of study. The
method is that Rammy will do
sufficient preparation by reading the
relevant materials.
542
Discovered learning methods in
the second NLP practice
During the second practice of NLP
six-step reframing, Hung has
discovered a second study method of
discussing the essays with other
people before he reads them.
During the practice of the second
NLP six-step reframing, Rammy
discovered the following study
methods:
1. She can search related videos
outside lecture time to help learn
better and she does think learning
from watching videos will be more
interesting than simply reading
words. In fact, she does not focus
long on words.
2. Another method that she has
discovered is she can pay more
attention to the details that the
lecturer plays in class. She can mark
down important points from the
videos. She also believes the videos
that the lecturer mentioned in the
lecture will be helpful to her study.
Ka Ho During the first practice of the NLP
six-step reframing, Ka Ho has
discovered a new method of mind-
mapping to help him organize his
study materials.
Lawrence During the first practice of the NLP
six-step reframing, Lawrence has
discovered a new way of study on
how let his hand keep on writing
automatically so that ideas can be
generated through this kind of writing
even when his eyes were tired and he
had to close his eyes.
Jeffrey During the first practice of the NLP
six-step reframing, Jeffrey has
discovered a study method of building
up a mental picture of a drawer with
different boxes and stored his flying
thoughts into the boxes according to
the different priorities of importance
and he will also update the stored
thoughts every day.
Ivy During the first practice of the NLP
six-step reframing, Ivy has
discovered two new ways of learning.
The first method she discovered is
543
During the second practice of the
NLP six-step reframing, Ka Ho
has discovered the method of reading
notes and books before the reading
of the articles and the method of
reading the first and last part of
the articles.
During the second practice of NLP
six-step reframing, Lawrence has
discovered a second study method
that before he communicates with the
people he can write down his ideas
about his study before he talks to
them. Also he can use his mouth to
speak out the words to remind
himself where he stops.
During the second practice of NLP
six-step reframing, Jeffrey has
discovered three more methods.
They are:
1.Building up an excel table so that
Jeffrey can put all the useful
information in solving the problem
into the table. Jeffrey will also
update the table from time to time to
see whether the information can help
him to solve the problem.
2.Jeffrey has discovered to put his
joy and peace and faith in God and
the words of God. Though the
relationship with his colleagues may
change, Jeffrey believes that God
will not change.
3.Jeffrey has built up a balance in
his heart. The standard of this
balance is based on the standard of
God. Jeffrey will use this balance to
measure the standard of the things he
has done.
During the second practice of NLP
six-step reframing, Ivy has
discovered a second study method by
discussing with her classmates about
 that she can observe more about the
driving skills from her brother. The
second method she discovered is that
she can play more games about
driving and she can improve her
driving skills from that.
Heaveni During the first practice of the NLP
six-step reframing, Heaveni has
discovered a learning method with the
following steps. Firstly, she has to
read the guidelines and regulations of
her task. The second step is to ask
other people how to do the task.
Combining the other peoples
experience with the basic knowledge
in the guidelines and regulations, the
task can be easily carried out.
Toni During the first practice of the NLP
six-step reframing model, Toni has
discovered a new way of study on
reading more details about the
educational system he is going to
learn and this makes him more
confident despite the limited
resources and the different voices
from different people.
Yao Yao During the first practice of the NLP
six-step reframing, Yao Yao has
discovered two new ways of study.
The first learning method is to
concentrate on what the teacher is
speaking. The second method is to
repeat herself the English the teacher
has presented.
Fishball During the first practice of the NLP
six-step reframing, Fishball has
discovered a new way of study is that
when she attends lecture, she should
not be afraid but just affirm herself
that she has the power to understand
and can absorb the knowledge.
544
the names, appearance and details of
the medicine first. Later she can read
the details of the case in applying the
medicine.
During the second practice of NLP
six-step reframing, Heaveni has
discovered a second study method
that that can be carried out in the
following steps. First, write short
term tasks in planning a timetable.
Second, if there are long tasks, break
it down into smaller parts. Third,
arrange half a day rest once in a
week so as not to make oneself too
tired.
During the second practice of NLP
six-step reframing, Toni has
discovered a second study method
that he can put his guitar in an eye
catching position in his house so
that this can remind him more to play
it and play it with friends to create
new songs.
During the second practice of NLP
six-step reframing, Yao Yao has
discovered a second study method
that just focusing on what she is
going to present and ignore how
other people look at her.
During the second practice of NLP
six-step reframing, Fishball has
discovered a second study method
that to swim with her face up first
and after getting used to the feeling,
she can swim with her face down
like a dead body.
Siu Yau During the first practice of the NLP
six-step reframing, Siu Yau has
discovered a new way of study. This
method is Relax first, then notice
some detailed materials in daily life
that is positive, interesting and happy.
These detailed materials can be used
as dialogue materials to improve
interpersonal relationship with other
people.
Shirley During the practice of the first NLP
six-step reframing, Shirley has
discovered a new way of study that
she can sleep a bit earlier the night
before. The next morning she can
wake up a bit earlier. She can save up
the time for struggling to wake up and
can read the bible.
Lauren During the first practice of the NLP
six-step reframing, Lauren has
discovered a new way of study that
after her professor has finished a
lecture, she can revise his notes and
highlight those parts that she does not
understand. Then she can ask her
classmates those parts that she does
not understand between breaks during
lectures the next day.
Milka During the first practice of the NLP
six-step reframing, Milka has
discovered a new way of learning, i.e.
Before he learns he can listen to
some melodious and relaxing music
to help himself.
545
During the second practice of NLP
six-step reframing, Siu Yau has
discovered a second study method
that before she can learn how to relax
by holding the hand of Jesus.
During the second practice of NLP
six-step reframing, Shirley has
discovered a second study method
that the day before she learns playing
piano, she can turn down all the
other appointments and she can
practise playing piano the day
before. The day when she learns
playing piano she can squeeze time
as far as she can to practise. After
that, she can go home to do the
practice again.
During the second practice of NLP
six-step reframing, Lauren has
discovered a second study method
that that she can sleep a bit earlier
the day before and then she can seek
her mothers help in waking her up
next morning. This can help her to
work on her assignment more
efficiently.
During the second practice of NLP
six-step reframing, Milka has
discovered a second study method
that he can learn by participating in
some interesting group activities
where there are people he is familiar
with so that he can learn how to
express himself.
Pig During the practice of the first NLP
six-step reframing, Pig has
discovered a new way of learning that
she can start learning to understand
her own feelings first.
546
During the second practice of NLP
six-step reframing, Pig has
discovered a second learning method
that she can start enjoy learning
German and then learn it bit by bit.
 Appendix P

Case-by-Case Analysis

Cases with marked increase in Type I thinking styles scores and with effect
size greater than 0.8

1. The case for Hung

Table P.1 Average Type I thinking styles scores of Hung:

Pre-test to Post Test 3

Average Type I scores

Pre-test 4.04
Post Test 1 4.96
Post Test 2 5.2
Post Test 3 4.92

Table P.2 Scores of Hung on different Type I thinking styles:

Pre-test to Post Test 3

Type I Pre-test Post Test 1 Post Test 2 Post Test 3

Legislative 3.8 4.8 5.2 5
Judicial 5 4.6 5.4 5
Global 5 5.4 5.8 5.6
Hierarchical 2.6 4.6 4.6 4
Liberal 3.8 5.4 5 5

During the first practice of NLP six-step reframing, Hung discovered a

new way of study on how to understand an essay by breaking it down into
small parts and reading them bit by bit.

During the second practice of NLP six-step reframing, Hung discovered

a second study method of discussing the essays with other people before
he reads them.

547
 As legislative thinking style concerns with creative strategies to work on
tasks, Hung has creatively invented two learning methods for the same
problem after the NLP six-step reframing practice and this may explain
the increase in the legislative score.

Hierarchical thinking style concerns distributing attention to several

tasks that are prioritized according to ones valuing of the tasks. Hungs
first discovered learning method has enabled Hung to learn in a bit by
bit manner of essay reading. This bit by bit manner actually involves
seeing the task as parts and prioritizing the parts and deal with them one
by one and this seems to agree with the general increase of the
hierarchical scores. And Hungs second learning method has also the
prioritizing of the general understanding of the essay through asking others
before the participants verification of such understanding through ones
own reading.

Liberal thinking style concerns working on tasks that involve novelty

and ambiguity. The discovery of the first and second learning methods is
new and different, and thus consists of novelty and variation and this is in
line with the general increase in the liberal scores.

The pre-test scores of legislative, hierarchical and liberal styles of

Hung were relatively lower than that of the other Type I thinking styles
scores. This may also explain why the extent of increase on these three
styles is relatively larger than that of the others.

2. The case for Shirley

Table P.3 Average Type I thinking styles scores of Shirley:

Pre-test to Post Test 3

Average Type I scores

Pre-test 4.44
Post Test 1 4
Post Test 2 5
Post Test 3 5.32

548
 Table P.4 Scores of Shirley on different Type I thinking styles:
Pre-test to Post Test 3

Type I Pre-test Post Test 1 Post Test 2 Post Test 3

Legislative 4.4 3.6 5 5
Judicial 4.6 3.8 5.4 5.8
Global 3.8 3.2 4.8 4.8
Hierarchical 5.6 6 6.4 5.8
Liberal 3.8 3.4 3.4 5.2

During the first practice of NLP six-step reframing, Shirley discovered a

new way of study that she could sleep a bit earlier the night before. The next
morning she could wake up a bit earlier. She could hence save up the time
for struggling to wake up and could read the bible.

During the second practice of NLP six-step reframing, Shirley discovered

a second study method that on the day before she learned playing piano, she
could turn down all the other appointments so that she could practise
playing piano the day before. On the day when she learned playing piano,
she could squeeze time as far as she could in order to practise. After the
lesson, she could go home to do the practice again.

Judicial thinking style involves working on tasks that allow for ones
evaluation. The first discovered learning method of Shirley almost
involved no element of evaluation; this may explain why the judicial
scores fell between Pre-test and Post Test 1. However, Shirleys second
discovered learning method involved judging what would be most important
for certain particular days. This reflects there was obvious evaluation of the
procedures of how best to spend her time so as to learn better. Thus likely
explains why judicial scores rise between Post Test 1 and Post Test 2.

Global thinking style concerns with paying attention to the overall picture
or meaning of an issue. In Shirleys first discovered learning method, she
focused on technical details rather than looking at a big picture. This may
explain why the global scores decrease between Pre-test and Post Test 1.
However, Shirleys second discovered method clarified the overall
importance of piano learning as compared to appointment with friends. This
may explain why the global scores increased between Post Test 1 and
Post Test 2. The global scores remain unchanged in Post Test 3 after one
month of the two NLP practices. As the global style scores were relatively
lower than the other Type I styles scores, this may also explain the extent of

549
 increase on this style is relatively larger than that of the others. There was
actually also increase in hierarchical scores from pre-test to post-test 2.
But somehow it dropped back to the origin level after a month.

Liberal thinking style concerns working on tasks that involve novelty

and ambiguity. Liberal scores increase between Post Test 2 and Post
Test 3 only. In her final interview report, there was a dialogue between the
researcher and Shirley which may explain the rise in liberal scores. The
dialogue is quoted as below.

Researcher: I see. So referring back to the final posttest Thinking Style

3 questionnaire we have just finished, I compare the posttest two that
we have done last month with this posttest 3. I found out that especially
your liberal thinking style changed from score of 3.4 to score of 5.2,
which is a very significant increase. What do you think about the
change? Anything special happened in this month related to the
increase? How will you explain this?

Shirley: Umm I think mainly becauserecently I am dealing with a

case and I have encountered an ambiguous situation with person that I
talked with, which was quite a complicated issue. So this might enhance
such think style.

So the increase in liberal scores may not be directly related to the methods
discovered in the NLP six-step reframing practice.

Putting together the increase of these judicial and global, scores seem to
agree with the problems and solutions discovered in the NLP practices.

3. The case for Lauren

Table P.5 Average Type I thinking styles scores of Lauren:

Pre-test to Post Test 3

Average Type I scores

Pre-test 5.68
Post Test 1 6.36
Post Test 2 6.48
Post Test 3 6.4

550
 Table P.6 Scores of Lauren on different Type I thinking styles:
Pre-test to Post Test 3

Type I Pre-test Post Test 1 Post Test 2 Post Test 3

Legislative 5.2 6.8 6.6 6.6
Judicial 5.6 6.6 6.4 6.6
Global 6 6.2 6.4 6.8
Hierarchical 6.2 6.4 6.2 6.4
Liberal 5.4 5.8 6.8 5.6

During the first practice of NLP six-step reframing, Lauren discovered a

new way of study that after her professor has finished a lecture, she could
revise her notes and highlight those parts that she did not understand. Then
she could ask her classmates those parts that she did not understand between
breaks during lectures in the next day.

During the second practice of NLP six-step reframing, Lauren discovered

a second study method that she could sleep a bit earlier the day before and
then she could seek her mothers help in waking her up the next morning.
This could help her to work on her assignment more efficiently.

Legislative thinking style concerns with working on tasks that require

creative strategies. Lauren perceived her first discovered learning method
as creative in solving her learning problems and she reflected in her
interviews (Appendix J) that she was surprised that she could think of the
way of asking her classmates during breaks to learn. This may explain why
the legislative scores rise between Pre-test and Post Test 2 she realized
she could come up with new ways of doing things. The legislative scores
remain more or less the same between Post Test 1 and Post Test 2.

Judicial involves working on tasks that allow for ones evaluation. In

the first method, Lauren clearly needed to do judgment on her own
understanding. In the second method she also judged which time is more
efficient for studying. This may explain why the judicial scores rise
between Pre-test and Post Test 1 and remain more or less the same till Post
Test 3.

Global thinking style concerns with paying attention to the overall picture
of an issue. The first discovered learning method of Lauren that she could
revise professors notes and discussing with classmates might help her to

551
see things from a wider perspective and thus may explain the slight increase
in global scores between Pre-test and Post Test 1.

Laurens second discovered method of sleeping a bit earlier the day before
and then she can seek her mothers help in waking her up the next morning
to a certain extent relieve Lauren from the stress of when to wake up, this
may prepare her better for thinking in a wider perspective on how to re-
arrange her studying time and thus the global scores rise slightly between
Post Test 1 and Post Test 2.

Liberal thinking style concerns working on tasks that involve novelty

and ambiguity. Lauren has expressed strongly in her first and second
interviews that her discovered learning methods are novel to her. This may
explain why the liberal scores rise between Pre-test and Post Test 2. Also,
Lauren has remarked in her final interview report (Appendix J) why the
liberal scores dropped between Post Test 2 and Post Test 3.

Researcher: Ok. So referring back to the final posttest Thinking Style 3

questionnaire data, I compared the previous data and I found out that
some thinking styles data has significant change from posttest two to
posttest three throughout the previous month. Firstly, the liberal
thinking style scored of 6.8 decreases to 5.6. What do you think about it?
What happened in this month?

L: Its because in this month, I have just finished a difficult project (for
me it is). At that time the teacher gave us very broad topics and did not
have much specific instructions. Our whole group thought that we could
actually follow the direction we wanted to. But at last when we had a
consultation with our teacher, we found out that actually our teacher
already had a plan that he think we should work on. So he preferred us
to work on a particular way. Therefore when we filled in the
questionnaire, I thought that the teacher did not allow us to follow the
direction we thought about, but we had to follow his direction that he
had already set. So it seemed to kill out originality. So yes...

Researcher: That means not much novelty.

L: Yes.

Researcher: Not much novelty so your liberal style dropped.

552
 L: Yes.

Putting together, the increase of these legislative, judicial and global

and liberal scores may be explained in relation to the new learning
methods discovered.

4. The case for Heaveni

Table P.7 Average Type I thinking styles scores of Heaveni:

Pre-test to Post Test 3

Average Type I scores

Pre-test 4.6
Post Test 1 4.72
Post Test 2 5.04
Post Test 3 5.28

Table P.8 Scores of Heaveni on different Type I thinking styles:

Pre-test to Post Test 3

Type I Pre-test Post Test 1 Post Test 2 Post Test 3

Legislative 4.8 5.2 5.6 5.6
Judicial 4.4 4.8 4.2 4.8
Global 5.4 4 5.4 5.4
Hierarchical 3.8 4.8 4.8 5.2
Liberal 4.6 4.8 5.2 5.4

During the first practice of NLP six-step reframing, Heaveni discovered a

learning method with the following steps. First, she had to read the
guidelines and regulations of her task. The second step was to ask other
people how to do the task. Combining the other peoples experience with
the basic knowledge in the guidelines and regulations, the task could be
easily carried out.

During the second practice of NLP six-step reframing, Heaveni

discovered a second study method which is about creating her own
timetable. The method could be carried out in the following steps. First, put
in tasks that require shorter time for completion. Second, if there are long

553
 tasks, break it down into smaller parts. Third, arrange half a day rest once in
a week so as not to make herself too tired.

Legislative thinking style concerns with working on tasks that require

creative strategies. Heaveni perceived her two discovered learning methods
were her own creative solutions and hence the legislative scores rise
between Pre-test and Post Test 2.

Hierarchical thinking style concerns distributing attention to several

tasks that are prioritized according to ones valuing of the tasks. Heavenis
two discovered methods, especially the first one, involved breaking the
tasks into parts and prioritizing steps in the methods. This may explain the
rise in hierarchical scores between Pre-test and Post Test 2.

Liberal thinking style concerns working on tasks that involve novelty

and ambiguity. Heavenis two discovered methods involve a certain degree
of novelty and this may explain the rise in liberal scores between Pre-test
and Post Test 2.

As the pre-test score of hierarchical style of Heaveni is relatively lower

than that of the other Type I thinking styles scores, this may also explain
why the extent of increase on this styles is therefore relatively larger than
that of the others. In other words, the newly discovered learning methods of
Heaveni appear to have greater influence on this style.

Putting together, the increase of these legislative, hierarchical and

liberal scores may be explained in relation to the new learning methods
discovered.

5. The case for Toni

Table P.9 Average Type I thinking styles scores of Toni:

Pre-test to Post Test 3

Average Type I scores

Pre-test 4.92
Post Test 1 5.12
Post Test 2 5.2
Post Test 3 5.52

554
 Table P.10 Scores of Toni on different Type I thinking styles:
Pre-test to Post Test 3

Type I Pre-test Post Test 1 Post Test 2 Post Test 3

Legislative 3 4 5.4 4.6
Judicial 5.2 6 5.4 5.4
Global 4.4 3.8 3.2 5.2
Hierarchical 5.4 6.2 5.6 6.4
Liberal 6.6 5.6 6.4 6

During the first practice of NLP six-step reframing, Toni discovered a

new way of study that he would find and read more details about the
educational system he was going to move on further and this has made him
more confident despite the limited resources he had and the different
confusing voices from he had heard from different people.

During the second practice of NLP six-step reframing, Toni discovered a

second study method that he could put his guitar in an eye catching
position in his house so that this could remind him more to play it and play
it with friends to create new songs.

Legislative thinking style concerns with working on tasks that require

creative strategies. Toni perceived her two discovered learning methods
were creative method of his own and hence the legislative scores rise
between Pre-test and Post Test 2.

Hierarchical concerns distributing attention to several tasks that are

prioritized according to ones valuing of the tasks. Tonis first discovered
learning method involves reading more details. These details could give him
more information on knowing how to decide and work step by step towards
his goal. Also, Tonis second discovered learning method involves putting
his guitar in an eye catching position in his house so that this could
remind him to play it more and play it with friends to create new songs.
This method can also be considered as a way to address an issue of
prioritizing his different tasks. These may be reasons that explain the
hierarchical scores rise in general.

Though the small fluctuations of the global scores have not been
discussed, Toni has explained in the final interview why there is a great
increase in global scores between Post Test 2 and Post Test 3. The
following is quotation from Tonis final interview report (Appendix J).

555
 Researcher: Ok. I have also discovered that your global thinking style
score changed from 3.2 to 5.2. How will you explain such a change in
your local thinking style?

Toni: The reason is because I have just attended a project management

training programme today. In the programme, it talked about a lot about
perceiving overall picture of the process, risk management about how to
interpret the picture. So there are a lot of overall concepts in my mind,
which might affect the posttest.

As the pre-test score of legislative style of Toni is relatively lower than

that of the other Type I thinking styles scores, the extent of increase on this
style is therefore relatively larger than that of the others. In other words, the
newly discovered learning methods of Toni appear to have greater influence
on this style.

However, concerning the change in scores of legislative and

hierarchical between Post Test 2 and Post Test 3, Toni mentioned no
details of the change in scores during the month. There may be unknown
factors influencing the styles change.

Putting together the increase of the legislative and hierarchical scores,

the changes may be explained in relation to the new learning methods
discovered.

6. The case for Rammy

Table P.11 Average Type I thinking styles scores of Rammy:

Pre-test to Post Test 3

Average Type I scores

Pre-test 4.28
Post Test 1 4.48
Post Test 2 4.56
Post Test 3 4.8

556
 Table P.12 Scores of Rammy on different Type I thinking styles:
Pre-test to Post Test 3

Type I Pre-test Post Test 1 Post Test 2 Post Test 3

Legislative 5 5 5 5.6
Judicial 4 4.2 4.4 4.4
Global 4 4.6 4.6 4.8
Hierarchical 4.6 5 4.8 5.2
Liberal 3.8 3.6 4 4

During the first practice of NLP six-step reframing, Rammy has

discovered a new way of study. The method is that Rammy will do
sufficient preparation by reading the relevant materials.

During the second practice of NLP six-step reframing, Rammy discovered

the following study methods:

1. She could search related videos outside lecture time to help learn better
and she did think learning from watching videos would be more interesting
than simply reading words. In fact, she did not focus long on words.

2. Another method that she had discovered was she could pay more
attention to the details that the lecturer played video in class. She could
mark down important points from the videos. She also believed the videos
that the lecturer used in the lecture would be helpful to her study.

As legislative thinking style concerns with working on tasks that require

creative strategies, the scores of legislative remain unchanged between
the Pre-test and Post Test 2. Although Rammy had discovered a new way of
learning that she would do sufficient preparation by reading the relevant
materials. Her perception on this method can be found in her comment in
the first interview record. She said, What I get is that before lessons I
prepare for the contents of that lesson in order to allow myself to have some
ideas first. This can help relieving the sudden accumulation of many things
and I can have a more relaxing lesson. After the lesson, I also revise what is
taught. This helps to reduce the future burden by spreading out the study
materials across a longer span of time. Rammys perception on her first
discovered learning method obviously has little to do with creativity but
only on the relaxation effect it had before her lesson so that she could better
absorb or follow her lecturer. It hence may explain why there is no increase
in legislative scores between Pre-test and Post Test 1.

557
Again, Rammy, in her second interview, expressed her view on her second
discovered learning methods. She said, I guess this discovery makes me
understand that I can learn in a more relaxing way. I dont need to read
words, notes and books deadly. She emphasized similarly the methods
relaxing effect and better follow the teaching instead of the methods
creativity. It may explain why the legislative scores did not rise between
Post Test 1 and Post Test 2.

Rammy has also expressed in the final interview that during the month
between Post Test 2 and post Test 3, she practised dancing and taught young
people how to dance. She was also involved in designing body movements
and dancing skills for the young people. She did think that the increase in
her scores of legislative within that month was related to her practice in
creativity in dancing. Evidence can be found in her final interview record in
which she said, I think this is not related to academics. In this past
month I use to love dancing very much and I teach the youths dancing.
Recently they asked me to design a dance for them. Therefore, during this
month I have to think of the gestures, motions, and the stage effects. Since I
focus a lot on these areas, maybe it helps to increase my creativity. It may
not be related to the academic study.

Hierarchical concerns distributing attention to several tasks that are

prioritized according to ones valuing of the tasks. Rammys first
discovered learning method, reading notes before lecture, is a good proof to
show her prioritizing her steps in learning and thus may explain the increase
in scores. Hence the hierarchical between Pre-test and Post Test 1
increases slightly. However, Rammys discovered second methods involve
no sense of prioritizing and therefore the scores remained more or less the
same.

Concerning the increase in hierarchical scores between Post Test 2 and

Post Test 3, Rammy in her final interview report said this, I think it is
related to what I have just mentioned that there were many tests, projects
and assignments in the past month. Therefore I set up a schedule
according to the deadlines and should complete the task of the earliest
deadline.

However, concerning the change in scores of judicial and global

between Post Test 2 and Post Test 3, Rammy mentioned no details of the
change in scores during the month. There may be unknown factors
influencing the styles change.

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 Judicial involves working on tasks that allow for ones evaluation and
Rammy has evaluated her learning as having insufficient preparation.
Therefore she has improved by reading the notes first before lecture and
using video on Youtube to help learning practical skills. This may explain
why there is a slight rise in judicial scores.

Global thinking style concerns with paying attention to the overall picture
of an issue. The global scores increase between the Pre-test and Post Test
1. As Rammys first discovered method was that she would do sufficient
preparation by reading the relevant materials. This helped her to broaden her
horizon in learning to grasp the central meaning of the lecture and the
global scores increase a bit. The second method also helped in this way.

As the pre-test score of legislative, judicial and global style of

Rammy is relatively lower than that of the other Type I thinking styles
scores, the extent of increase on these three styles is therefore relatively
larger than that of the others. In other words, the newly discovered learning
methods of Rammy appear to have greater influence on these three styles.

Putting together the increase of these judicial, global and hierarchical

scores, Type I scores has increased and can be related to the discovered
methods. However, the increase in scores in legislative may not be due to
the NLP six-step reframing practice. It seems that the change in thinking
style relates not only to the method discovered but also the particular nature
perceived by the participant.

7. The case for Fok

Table P.13 Average Type I thinking styles scores of Fok:

Pre-test to Post Test 3

Average Type I scores

Pre-test 5.2
Post Test 1 5.16
Post Test 2 5.44
Post Test 3 5.68

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 Table P.14 Scores of Fok on different Type I thinking styles:
Pre-test to Post Test 3

Type I Pre-test Post Test 1 Post Test 2 Post Test 3

Legislative 5.8 5.6 6.4 6.6
Judicial 4.4 4.6 4.8 5.4
Global 5.2 5.6 5.8 6.4
Hierarchical 4.8 4.4 4.8 5.4
Liberal 5.8 5.6 5.4 4.6

During the first and second practice of NLP six-step reframing, Fok
discovered a new method of reading relevant news first before the lecture
and then the additional point that Fok should focus on aspects of the news
that concerns abstract concepts on contemporary medical systems.

As legislative thinking style concerns with working on tasks that require

creative strategies, Fok has really discovered a method that she thought
was creative and hence may explain the increase in legislative scores
between Pre-test and Post Test 2. The legislative scores remain more or
less the same after one month as reflected in Post Test 3.

Judicial involves working on tasks that allow for ones evaluation. In

her discovered learning method Fok has evaluated well how she could learn
better by reading relevant news first before the lecture and judge which part
of the news concerns abstract concepts on contemporary medical systems.
This may explain why judicial scores increase between Pre-test and Post
Test 2.

Global thinking style concerns with paying attention to the overall picture
of an issue. Foks discovered learning method of reading relevant news
first before the lecture concerning abstract concepts on contemporary
medical systems could in fact broaden her horizon and help Fok get the
main idea of study. This may explain why the global scores rise between
Pre-test and Post Test 2.

Also, Fok herself has commented on the change in scores about liberal
thinking style. Record from her final interview report (Appendix J) has been
quoted as below.

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 Researcher: Okay. Another area is liberal the score in the third test is
5.4. It drops a little bit to 4.6. What do you think about this change, this
drop?

F: I guess the drop is because view let me see wait because

of the study method learned I have watched many different news
reports and have learned many different things and then I discover that
behind these news there involve many different views. Therefore, I
wont just follow what the others sayings. On the contrary, I dont
follow the things reported or the descriptions laid out. I will think over
whether the content/sayings are correct, and then to decide my own
position. Therefore, I follow less on tradition and rules.

Putting together the increase of these legislative, judicial and global

scores, Type I scores has increased, and the changes may be explained in
relation to the new learning methods discovered.

8. The case for Yao Yao

Table P.15 Average Type I thinking styles scores of Yao Yao:

Pre-test to Post Test 3

Average Type I scores

Pre-test 5.6
Post Test 1 5.76
Post Test 2 6.2
Post Test 3 6.08

Table P.16 Scores of Yao Yao on different Type I thinking styles:

Pre-test to Post Test 3

Type I Pre-test Post Test 1 Post Test 2 Post Test 3

Legislative 5.6 6.2 6.2 6
Judicial 5.8 5.8 6.8 6.8
Global 5.6 6.2 6 5.4
Hierarchical 5.8 6 6.6 6.8
Liberal 5.2 4.6 5.4 5.4

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During the first practice of NLP six-step reframing, Yao Yao discovered
two new ways of study. The first learning method was to concentrate on
what the teacher was speaking. The second method was to repeat herself the
English the teacher has presented.

During the second practice of NLP six-step reframing, Yao Yao

discovered a second study method that just focusing on what she was going
to present and ignore how other people look at her.

Judicial involves working on tasks that allow for ones evaluation. Yao
Yaos discovered methods from her first NLP practice involved almost no
evaluation and hence there was no change in judicial scores between Pre-
test and Post Test 1. However, in Yao Yaos second interview (Appendix J),
she mentioned that she evaluated her situation to discover her method of
learning after the second NLP practice. She judged that what the other
people were doing during her presentation was not important. Therefore the
judicial scores rise between Post Test 1 and Post Test 2.

Hierarchical concerns distributing attention to several tasks that are

prioritized according to ones valuing of the tasks. In all the learning
methods discovered by Yao Yao, Yao Yao has prioritized what was more
important to do first, for example, in her second discovered method, she
focused on what she was going to present first and next was ignoring how
other people look at her. The hierarchical scores thus rise between Pre-
test and Post Test 2.

Putting together the increase of these judicial and hierarchical scores,

Type I scores has increased and the changes may be explained in relation to
the new learning methods discovered.

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Cases with increase in Type I thinking styles scores but with effect size less
than 0.8

9. The case for Siu Yau

Table P.17 Average Type I thinking styles scores of Siu Yau:

Pre-test to Post Test 3

Average Type I scores

Pre-test 3.96
Post Test 1 4.08
Post Test 2 4
Post Test 3 4.4

Table P.18 Scores of Siu Yau on different Type I thinking styles:

Pre-test to Post Test 3

Type I Pre-test Post Test 1 Post Test 2 Post Test 3

Legislative 3.6 4.2 3 4
Judicial 4.4 3.4 3.6 4.2
Global 4.2 4.2 4.4 4.8
Hierarchical 4.4 5.4 5.8 5.2
Liberal 3.2 3.2 3.2 3.8

During the first practice of NLP six-step reframing, Siu Yau discovered a
new way of study. This method was Relax first, then notice some detailed
materials in daily life that is positive, interesting and happy. These detailed
materials could be used as dialogue materials to improve interpersonal
relationship with other people.

During the second practice of NLP six-step reframing, Siu Yau

discovered a second study method that before she could learn how to relax
by holding the hand of Jesus.

Hierarchical concerns distributing attention to several tasks that are

prioritized according to ones valuing of the tasks. Siu Yaus first
discovered learning method showed that she learned how to relax first and
then gathered daily life materials to create common dialogue materials to
connect with friends. Siu Yau was in fact prioritizing her steps in learning.
This may explain the slight increase in scores. Siu Yaus second discovered

563
 learning method has reflected to a certain degree that she would prioritize
connecting to Jesus as the first and main step of her learning and these may
explain the increase in hierarchical scores between Pre-test and Post
Test 2.

While focusing on helping herself to relax, Siu Yau put little emphasis on
finding new ways in working in the actual task and evaluating how good or
bad her achievement was and that may explain the slight drop in the scores
of legislative and judicial styles.

Putting together the increase of the hierarchical scores, Type I scores has
increased slightly and the changes may be explained in relation to the new
learning methods discovered.

10. The case for Ivy

Table P.19 Average Type I thinking styles scores of Ivy:

Pre-test to Post Test 3

Average Type I scores

Pre-test 5.12
Post Test 1 5.16
Post Test 2 5.08
Post Test 3 5.36

Table P.20 Scores of Ivy on different Type I thinking styles:

Pre-test to Post Test 3

Type I Pre-test Post Test 1 Post Test 2 Post Test 3

Legislative 5.4 5.8 5.2 5.6
Judicial 4.6 4 4.6 5
Global 5.2 5.4 4.8 4.8
Hierarchical 5.4 5.4 5.8 6
Liberal 5 5.2 5 5.4

During the first practice of NLP six-step reframing, Ivy discovered two
new ways of learning. The first method she discovered was that she could
observe more about the driving skills from her brother in learning how to

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drive. The second method she discovered was that she could play more games
about driving and she could improve her driving skills from that.

During the second practice of NLP six-step reframing, Ivy discovered a

second study method by discussing with her classmates about the names,
appearance and details of the medicine first. Later she could read the details
of the case in distributing the medicine.

Hierarchical concerns distributing attention to several tasks that are

prioritized according to ones valuing of the tasks. Ivys first discovered way
of learning involved no element of prioritization according to ones valuing
of the tasks. As a result, there was no change in hierarchical scores
between Pre-test and Post Test 1. However, Ivys second discovered learning
method may have a slight implication that she might value more by
discussing with her classmates, this may cause the rise in hierarchical
scores between Post Test 1 and Post Test 2.

Expert validation interview data from another NLP expert reveals that during
the first NLP practice, Ivy mentioned that her learning method was to observe
and learn from her brother about driving. Yet in the last part of the future
pacing, the researcher led Ivy to imagine herself to be a driver and this might
be different from what Ivy meant. This might affect that Ivy did not so firmly
believe her discovery and this may explain why the Type I score rises only
slightly from Pretest to Post Test 1.

Also, during the second NLP practice, Ivy basically mentioned 3 methods:
1. She could discuss how to distribute medicine with her group mates or staff,
2. Then, she could try to recognize the medicine which has similar
appearance or name and how to distribute them,
3. She needed to study some of the cases to know more about how to deal
with different real situations which were all about application.

However, the researcher, in the final future pacing of this NLP six-step
reframing practice, led Ivy to imagine all the above three situations together.
This might be a bit confusing to Ivy and might affect her strength of belief to
her newly discovered methods.

Putting together, there was only a slight increase of the hierarchical scores,
but not the other Type I styles, and the changes may be explained in relation
to the new learning methods discovered as well as the imperfection in the
NLP six-step reframing.

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11. The case for Pig

Table P.21 Average Type I thinking styles scores of Pig:

Pre-test to Post Test 3

Average Type I scores

Pre-test 5.16
Post Test 1 5.36
Post Test 2 5.32
Post Test 3 5.32

Table P.22 Scores of Pig on different Type I thinking styles:

Pre-test to Post Test 3

Type I Pre-test Post Test 1 Post Test 2 Post Test 3

Legislative 5.4 5.8 6.2 5.8
Judicial 5.6 5.6 5.8 6.6
Global 3.4 3.2 2.8 2.6
Hierarchical 6 6.2 6.4 6.6
Liberal 5.4 6 5.4 5

During the first practice of NLP six-step reframing, Pig discovered a new
way of learning that she could start learning to understand her own feelings
first.

During the second practice of NLP six-step reframing, Pig discovered a

second learning method to the same problem that she could start enjoy
learning German and then learn it bit by bit.

Judicial involves working on tasks that allow for ones evaluation. The
judicial scores remain unchanged during Pre-test and Post Test 1 but rises
slightly between Post Test 1 and Post Test 2. The scores increase a lot
between Post Test 2 and Post Test 3. In both Pigs first discovered learning
method (i.e. to understand her own feelings first) and her second discovered
method (enjoy learning German and then learn it bit by bit.), these two
methods involve little evaluation and are thus reasonably to find little
increase in the judicial scores between Pre-test and Post Test 2. However,
the great rise in scores between Post Test 2 and Post Test 3 has been
explained by Pig herself in her final interview report in which she said, In

566
 this month, I was going through the probation of my work. During the
probation process, my boss had been keeping on to evaluate my working
performance in the past three months. This would also lead me to evaluate
about how I have performed in my work. So I think this would affect my
judicial score with having an increase.

Hierarchical concerns distributing attention to several tasks that are

prioritized according to ones valuing of the tasks. Pigs first and second
discovered learning methods have prioritization according to ones valuing
of the tasks. Accordingly, the hierarchical scores rise slightly between Pre-
test and Post Test 1 and between Post Test 1 and Post Test 2.

Putting together the increase of hierarchical scores in the NLP six-step

reframing, and the changes may be explained in relation to the new learning
methods discovered.

Cases with slight decrease in Type I thinking styles scores

12. The case for Jeffrey

Table P.23 Average Type I thinking styles scores of Jeffrey:

Pre-test to Post Test 3

Average Type I scores

Pre-test 5.08
Post Test 1 5.88
Post Test 2 5.68
Post Test 3 5.04

Table P.24 Scores of Jefffrey on different Type I thinking styles:

Pre-test to Post Test 3

Type I Pre-test Post Test 1 Post Test 2 Post Test 3

Legislative 6 5 3.2 3.8
Judicial 5.4 5.8 5.6 5.8
Global 2.2 5.6 5.8 4.4
Hierarchical 5.6 6.4 7 5.6
Liberal 6.2 6.6 6.8 5.6

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During the first practice of NLP six-step reframing, Jeffrey discovered a
study method of building up a mental picture of a drawer with different boxes
and stored his flying thoughts into the boxes according to the different
priorities of importance and he would also update the stored thoughts every
day.

During the second practice of NLP six-step reframing, Jeffrey discovered

three more methods. They were:
1. Building up an excel table so that Jeffrey could put all the useful
information in solving the problem into the table. Jeffrey would also
update the table from time to time to see whether the information could
help him to solve the problem.
2. Jeffrey had discovered to put his joy and peace and faith in God and
the words of God. Though the relationship with his colleagues may change,
Jeffrey believed that God would not change.
3. Jeffrey had built up a balance in his heart. The standard of this balance
was based on the standard of God. Jeffrey would use this balance to
measure the standard of the things he has done.

Legislative thinking style concerns with working on tasks that require

creative strategies. The method that Jeffrey discovered during his first and
second NLP practice runs in mental images to hold the numerous things first
in boxes and then in the hand of God. It is doubtful whether this method can
be treated as creative, which is a new interpretation of the actual tasks to be
done.

There was first an increase in hierarchical scores, and it may be related to

his attempt to order the multiple tasks in priorities, and later to his idea of
trying to address the priority between his emphasis on the different values in
judging his deeds.

For the decrease in hierarchical scores from 7 (Post Test 2) to 5.6 (Post
Test 3), Jeffrey himself explained in his final interview, Theres the reason
behind the drop of the hierarchical score. Since I have a busier workload and
more urgent tasks to deal with, the original control level that I used to
prioritize the tasks is not enough for me. That means the prioritization level of
the tasks cannot really help me to manage all my recent urgent tasks. And
therefore I was less able to prioritize my work.

Expert validation data reveals that Jeffrey has got a habit always amending
his own discoveries. This may reflect Jeffrey was not confident about his own

568
 discoveries. During the second NLP practice, Jeffreys limiting beliefs
concerned with the relationship with other people and this was difficult to be
controlled by Jeffrey. Jeffrey thus spent relatively a longer time to search his
solutions and this might also reflect that Jeffrey was not in a stable trance
state. This may explain why the Type I scores fall slightly from 5.88 (Post
Test 1) to 5.68 (Post Test 2).

However, Jeffrey did not explain in any of his interview records why there
was the decrease in global and liberal scores from Post Test 2 to post
Test 3. It may still be possible that there may be unknown factors influencing
the styles.

For this case, it may be concluded that there may be several factors which
affect the fall in the subjects Type I scores.
1. The subjects character of not believing his own discovery by keep on
amending his discovery and this may cause the fall in Type I scores.
2. The subject was not in a stable trance state during the second practice and
may not believe firmly his own discovery.
3. Unknown factors that can influence the change in styles may exist during
the month after the two NLP practices.
4. The increase in global and hierarchical scores is balanced out by the
decrease in legislative scores.

13. The case for Milka

Table P.25 Average Type I thinking styles scores of Milka:

Pre-test to Post Test 3

Average Type I scores

Pre-test 4.6
Post Test 1 4.92
Post Test 2 4.52
Post Test 3 4.52

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 Table P.26 Scores of Milka on different Type I thinking styles:
Pre-test to Post Test 3

Type I Pre-test Post Test 1 Post Test 2 Post Test 3

Legislative 4 4.6 4.4 3.8
Judicial 5.4 5.2 4.8 5.2
Global 4.8 4.6 4.6 3.6
Hierarchical 4.6 5.4 5 5.4
Liberal 4.2 4.8 3.8 4.6

During the first practice of NLP six-step reframing, Milka discovered a

new way of learning, i.e. Before he learns he can listen to some melodious
and relaxing music to help himself.

During the second practice of NLP six-step reframing, Milka discovered a

second study method that he could learn by participating in some interesting
group activities where there were people he was familiar with so that he could
learn how to express himself.

Reviewing the audio tapes of the second NLP practice, it can be observed that
Milka had caught a very severe cold during the practice process. One incident
was that during the process Milka had stopped the researcher for a while
asking for tissue papers for sneezing. It is suspected that this might affect
Milkas concentration in the trance state and as a result his creativity might
also be affected. If this was the case, this may explain why the legislative
styles fall from 4.6 (Post Test 1) to 4.4 (Post Test 2) and the liberal styles
fall from 4.8 (Post Test 1) to 3.8 (Post Test 2). Based on this rationale, all
scores including the judicial, global and hierarchical scores may not be
accurate.

Expert validation data reveals that during the first NLP practice and in the last
part of the future pacing that the researcher ended the step relatively quicker
than usual. This may cause Milka not experiencing his discovered method
fully. This may affect the strength of belief of Milka to his discovered method.
The NLP expert also discovered Milka caught a cold during both NLP
practices. This may affect the result.

For this case, it may be concluded that there may be several factors that affect
the fall in the subjects Type I scores.
1. The subject was sick and was not fully in the trance state, the subjects
concentration may be affected and the result may not be accurate.

570
 2. During the first NLP practice and in the last part of the future pacing that
the researcher ended the step relatively quicker than usual. This may
cause Milka not experiencing his discovered method fully.

14. The case for Ka Ho

Table P.27 Average Type I thinking styles scores of Ka Ho:

Pre-test to Post Test 3

Average Type I scores

Pre-test 5.04
Post Test 1 5.48
Post Test 2 5.36
Post Test 3 4.92

Table P.28 Scores of Ka Ho on different Type I thinking styles:

Pre-test to Post Test 3

Type I Pre-test Post Test 1 Post Test 2 Post Test 3

Legislative 5 5.2 5.8 4.8
Judicial 5.2 5.8 5.4 5.4
Global 6 5.4 5.2 5
Hierarchical 4.6 5.2 5 5
Liberal 4.4 5.8 5.4 4.4

During the first practice of the NLP six-step reframing, Ka Ho discovered a

new method of mind-mapping to help him to organize his study materials.

During the second practice of the NLP six-step reframing, Ka Ho

discovered the method of reading notes and books before the reading of the
articles and the method of reading the first and last part of the articles.

Analyzing this case, it can be observed that the legislative scores increase
from 5 (Pre-test) to 5.2 (Post Test 1) and from 5.2 (Post Test 1) to 5.8 (Post
Test 2). This means that the NLP six-step reframing process has effectively
caused the legislative scores increase as the creativity Ka Ho is stimulated.
The only decrease happened during the month between Post Test 2 and Post 3.
For this, Ka Ho commented in his final interview report, It may be due to the
external reason that I got limited time on thinking creatively in problem

571
solving as tasks rushed to my schedule continually. Therefore, I dont have
many creative ideas. I just seek for advice from the others in order to finish
the tasks as soon as possible.

Another piece of observation is that the liberal scores increased with the
NLP six-step reframing practice from 4.4 (pre-test) to 5.4 (Post Test 2) but
then decreased from 5.4 (Post Test 2) to 4.4 (Post Test 3) in the following
month. Ka Ho also commented in his final interview report about the drop, It
may be because I didnt use mind map in the past month due to time
limitation. This may be the reason for my weaker understanding in abstract
ideas. Then, maybe I return to the original level.

Hartley and Plucker (2012:197) stated, In this theory, two styles have great
implications for creativity: the legislative style and the liberal style. In other
words, the scores of both these styles decrease may imply that creativity
decreases. This can be caused by the reasons mentioned by Ka Ho. The other
styles like judicial, global and hierarchical have no significant changes.

Global thinking style concerns with paying attention to the overall picture
of an issue. There is a decrease in global scores from 6 (Pre-test) to 5.4
(Post Test 1) and from 5.4 (Post Test 1) to 5.2 (Post Test 2).

During the first practice of the NLP six-step reframing, Ka Ho has

discovered a new method of mind-mapping to help him to organize his study
materials.

Global thinking style concerns with paying attention to the overall picture
and central meaning of an issue. As Ka Ho is strong in global thinking style,
it is not surprising that Ka Ho is strong in paying more attention to the overall
picture of an issue and to the main ideas. The discovered method of mind-
mapping might be expected offering him help to organize his study materials.
However, the result was contrary to this expectation for the decrease in scores
of his global thinking style tended to decrease. A comment from Ka Ho in
his final interview report may help to provide some reasons. He said, It is
similar to what Ive described before. Because in the past month, the exams
and tests are like high heaps of waves over mountains and mountains. I dont
have much time and space for me to focus on details in understanding. So, I
can just focus on the general picture when there is not much time. When I
have more time, I can focus more on details.

572
 Here Ka Ho actually mentioned he used to think about just the main idea.
What he wanted to do, if he had time, was to focus on the details. From this
perspective, concept mapping may not be seen as a way to obtain the main
idea, but to branch out for keeping in mind the various details. Once again,
the participants interpretation of the method is more important than the so
called objective one of an external observer.

During the second practice of the NLP six-step reframing, Ka Ho has

discovered the method of reading notes and books before the reading of the
articles and the method of reading the first and last part of the articles.

As these methods focus on the notes, books and the first and last part
of articles, this may again narrow Ka Hos point of view to a small picture
instead of a large one. This again may decrease the scores of global
thinking style.

Cases showing a marked decrease in Type I thinking styles scores

These cases are Fishball and Lawrence.

15. The case for Fishball

Table P.29 Average Type I thinking styles scores of Fishball:

Pre-test to Post Test 3

Average Type I scores

Pre-test 4.2
Post Test 1 4.36
Post Test 2 4.08
Post Test 3 3.72

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 Table P.30 Scores of Fishball on different Type I thinking styles:
Pre-test to Post Test 3

Type I Pre-test Post Test 1 Post Test 2 Post Test 3

Legislative 5 5 4.6 4.6
Judicial 4.6 4.8 4 3.2
Global 3.4 4 4.2 3.6
Hierarchical 4 4 4 3.4
Liberal 4 4 3.6 3.8

Legislative thinking style concerns with working on tasks that require

creative strategies. The scores of this style dropped slightly from pre-test to
Post Test 3.

During the first practice of NLP six-step reframing, Fishball discovered a

new way of study when she attended lecture. She should not be afraid and
instead affirmed herself that she has the power to understand and could
absorb the knowledge. Yet negative emotion such as fear appeared during the
NLP process and this might weaken her creativity and consequently her
legislative scores.

During the second practice of NLP six-step reframing, Fishball had

discovered a second study method that to swim with her face facing up first
and after getting used to the feeling, she could swim with her face facing
down like a dead body. This method was meant to help her to lessen her fear.
Besides, in her first interview record (Appendix J), Fishball also mentioned
her fear in study, When the lecturer started to teach, I should not bear a fear
mind to attend the lectures. I should immediately remind myself that actually
I could have the ability to listen, to comprehend the knowledge and to
remember them. Also the knowledge is not that difficult to me. Such method
can enhance me to comprehend the knowledge. It is suspected that Fishball
always has a fear mind in learning and she tries to force herself to believe that
she is not that weak and this may sabotage creativity. If this is the case during
the discovery of the learning methods in the two NLP practices, this may
explain the change in legislative scores.

There is also a fall of judicial scores from 4 to 3.2 between Post Test 2 and
Post Test 3. Fishball, in her final interview (Appendix J), explained herself,
Ummmaybe because last time when I did the test, I needed to make a lot
of judgments every day as I was going through the placement. But in the
previous week, I was quite free and I did not have to make any judgments or

574
 think too much. This might be one of the reasons. I am also in a bad mood
and feeling headache.

Also, there is a fall of hierarchical scores from 4 to 3.4 between Post Test 2
and Post Test 3. Fishball, in her final interview (Appendix J), also explained,
I think maybe because at present I only have to focus on working on my
final year project and I do not have other tasks to work on and I do not have
to prioritize the tasks. So I do not have to use this kind of skill.

The expert validation data (Appendix L) also reveals that, during the second
NLP practice, the method that Fishball mentioned was to act as if she were a
dead body to swim. The NLP expert observed that she spent a relatively
longer period of time to search for this discovery and took the view that her
state was not that stable. The NLP expert also thought that Fishballs attitude
in answering the researchers questions was not that serious. This may reflect
again that Fishball was not in a stable trance state. This may explain why the
Type I scores fall from 4.36 (Post Test 1) to 4.08 (Post Test 2).

For this case, it may be concluded that there may be several factors affecting
the fall in the subjects Type I scores.
1. The subjects fear in her own discovery may sabotage creativity and this
may weaken the scores of the legislative style.
2. The nature of the subjects learning task does not stimulate the relevant
styles.
3. The subject was not in a stable trance state during the second practice and
might not believe firmly her own discovery.
4. Unknown factors that can influence the change in styles may exist during
the month after the two NLP practices.

16. The case for Lawrence

Table P.31 Average Type I thinking styles scores of Lawrence:

Pre-test to Post Test 3

Average Type I scores

Pre-test 6.12
Post Test 1 6.2
Post Test 2 5.64
Post Test 3 5.32

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 Table P.32 Scores of Lawrence on different Type I thinking styles:
Pre-test to Post Test 3

Type I Pre-test Post Test 1 Post Test 2 Post Test 3

Legislative 6.4 6.6 6 5.2
Judicial 7 6.6 5.6 6
Global 3.8 3.8 3.4 2.6
Hierarchical 6.8 7 6.6 6.2
Liberal 6.6 7 6.6 6.6

Legislative thinking style concerns with working on tasks that require

creative strategies. The scores of this style generally dropped slightly in the
period.

During the first practice of NLP six-step reframing, Lawrence discovered a

new way of study of letting his hand keep on writing automatically so that
ideas could be generated through this kind of writing even when his eyes were
tired and he had to close his eyes. It is not surprising that the process has
stimulated Lawrences creativity and increased slightly the legislative scores
from 6.4 (Pre-test) to 6.6 (Post Test 1). However, reviewing the audio tape of
the second practice of the NLP six-step reframing, Lawrence obviously
showed an attitude of not believing firmly of the second learning method from
the NLP second practice that he discovered. Here is a part of the transcript
from the record of the second NLP practice in Appendix K.

Researcher: Can you find your limiting belief? Limiting belief means you
want to achieve certain learning goal, but it seems that there is something
at this moment disturbing your learning. Is there any?

Lawrence: At this moment, I cant say it is limiting fully because I have

found some information in hand, and the information is helpful to me
initially. I think I need to spend some more time to read through it. It
somehow gives me some benefits, so I cant totally say it is my limiting
belief.

It can be observed that Lawrence was in fact analyzing and critically arguing
what was the limiting belief. From a hypnotic point of view, when one is
analyzing definitions of a verbal cue, one is not deep in the trance state
(Farago, 1993). Also this non-believing attitude may sabotage creativity. This

576
may explain the legislative scores decreased from 6.6 (Post Test 1) to 6
(Post Test 2).

This reason explaining the above legislative scores can also be applied to
the fluctuations of the liberal scores that rise from 6.6 (Pre-test) to 7 (Post
Test 1) and fall from 7 (Post Test 1) to 6.6 (Post Test 2).

Judicial involves working on tasks that allow for ones evaluation. The
scores of this style dropped in the period.

During the first practice of NLP six-step reframing, Lawrence discovered a

new way of study on how to let his hand keep on writing automatically so
that ideas could be generated through this kind of writing even when his eyes
were tired and he had to close his eyes. This discovered way of study appears
deliberately asking Lawrence not to judge too much on what was written and
hence the judicial scores fall from 7 (Pre-test) to 6.6 (Post Test 1). During
the second practice of NLP six-step reframing, Lawrence discovered a
second study method that before he communicated with the people he could
write down his ideas about his study before he talked to them. In this way he
could minimize interference from people while he was studying. This second
discovered learning method had little to do with Lawrences evaluation about
the learning. Hence, the judicial scores fall again from 6.6 (Post Test 1) to
5.6 (Post Test 2).

Global thinking style concerns with paying attention to the overall picture
of an issue. One involves letting his hand keep on writing automatically so
that ideas could be generated and the other just writing down his ideas
while he was interrupted by people when he was studying. These two
actions may narrow Lawrences focus on a part of his picture while learning
rather than the overall meaning of tasks. Hence, this may explain why the
global scores remain unchanged in the first NLP practice and fall slightly
from 3.8 (Post Test 1) to 3.4 (Post Test 2) in the second practice.

Hierarchical concerns distributing attention to several tasks that are

prioritized according to ones valuing of the tasks. During the first practice
of NLP six-step reframing, Lawrence has discovered a new way of study
on how to let his hand keep on writing automatically so that ideas could be
generated through this kind of writing even when his eyes were tired and he
had to close his eyes. During the second practice of NLP six-step reframing,
Lawrence has discovered a second study method that before he
communicated with the people he could write down his ideas about his study

577
before he talked to them. These two methods may include fluctuations in
prioritization in the subjects mind. Accordingly, the small fluctuations in the
hierarchical scores are acceptable.

The legislative scores also decrease from 6 (Post Test 2) to 5.2 (Post Test
3). Lawrence, in his final interview (Appendix I), himself explained, I think
the reason behind the legislative score drops is because during this period of
time, I was mainly working on the research methodology. And generally I
think the research methodology is quite mechanical which does not require
too much on my creative thinking. Somehow I think this part is quite
operational and it doesnt require my creativity. Therefore the legislative
score might drop.
However, Lawrence himself gave no explanation why the hierarchical
scores decrease from 6.6 (Post Test 2) to 6.2 (Post Test 3). There may be
unknown factors that influence the change in styles.

Also, expert validation data (Appendix L) reveals that Lawrence, during the
second NLP practice, was worrying about matter like American visa. The
NLP expert in doing the validation believed that there were scattered pieces
of anxiety throughout the practice and Lawrence was not in a good state. This
may explain why the Type I scores fall from 6.2 (Post Test 1) to 5.64 (Post
Test 2).

It is also noted that the scores of Lawrence were generally quite high in the
pre-tests, except for the global scores. This also means it may be very
difficult to make further increase. Interestingly, Lawrence criticized himself
for making too many judgments.

For this case, it can be concluded there may be several factors that affect the
fall in the subjects Type I scores.
1. The subjects not firmly believing in his own discovery may sabotage
creativity and this may affect the styles legislative and liberal.
2. The nature of the subjects learning task does not stimulate the
relevant styles.
3. During the second NLP practice, the subject was anxious and was not
in a good state.
4. Unknown factors that can influence the change in styles may exist
during the month after the two NLP practices.

578
 Appendix Q

First and Second Interview Data from the interview

question How do you think the whole NLPsix-step
reframing influence you?

Cases Interview Description Key concepts in the

description
Hung 1st Yes, I think it does influence Specific methods
interview me because it provides some
methods. It makes me think
of some methods for myself
in my continual study. I will
follow these methods as to
change my study mode. I
think it affects me.
2nd I guess it influences me General belief
interview because ... Last time I (alternative method)
worked out some solutions
like breaking down a passage
into sections, which makes
me less nervous. But today
when I do this process once
again, it reminds me that
whenever I have problem
with a certain method, I can
have another method to solve
that problem.
Fok 1st The effect is the feeling Feeling
interview The feeling of the heaviness
of the head was very strong.
The feeling of falling down
was really strong. It
reminded me of my own
ignorance and I was very
helpless too at that time.
Therefore, in order not to
have this feeling again
after the six step reframing

579
 process, just now have
made use of the creative
method to think it over, and
then the me after that is
very relaxed. I am much
lighter. What I pursue is that
I can make notes during
lessons, feeling relaxed and
knowing what the teacher
talks about. I feel that I have
a greater motivation in
spending more time on news
viewing.
2nd I think one of the greatest Feeling
interview influences is the creative self
and other disagreeing parts
of my body. As I havent
gone through the
image/situation deeply, I tell
myself that Im not
competent. However, after
the dialogue Ill know that it
may not be impossible. It is
just because you do not try.
Or, you dont believe that
you are capable.
This is the first [influence].
The second is the feeling of
relaxation which makes me
happy. I like this feeling that
can motivate me to work out
what I have just mentioned
and suggested above.
Rammy 1st The six step reframing Specific methods-
interview process allows me know obstacles/problem
about the obstacles to my
study, which are quite
unknown to me. I dont quite
feel these obstacles. Also, it
lets me know the difficulties
in my study no

580
 anyway the blockage to
my moving ahead.
2nd It helps me to overcome my Feeling
interview fear in studying. It makes me
less resistant to learning, not
like having headache once I
think of studying. It seems
like I have a method to start
with. Before that, I am
puzzled that what I should do
first, reading notes, or
reading books, or revising
things learnt before, or no,
there will be new things
tomorrow that I should
prepare for the new contents
or what.
Ka Ho 1st I find it making clearer to me Six-step reframing as
interview what I have acquired already. thinking steps
That means it tells me clearly
that I have been as those
have been mentioned are not
very creative, but still I have
to follow those methods to
see if there are any positive
effects. The whole process is
okay. I have done the NLP
before, which is very very
very difficult in the thinking.
But this one is quite it is
easier than I dont
expect it is easier than
what I have imagined for the
emergence of images in my
brain.
2nd I think this NLP six-step General belief (small
interview reframing affirms me with voices forgotten)
some methods. It is quite like
last time. Be honest it is just
like last time I may have
thought of these methods. But

581
 I havent reinforced these
methods. The practice of
these NLP skills helps me
reinforce these methods
which are only like a flash in
my mind. This skill recalls
these ideas and reminds me
that these methods can help
me next time when I come
across the same situation. I
can try them on, like that.
Lawrence 1st Firstly, about what kind of Specific method
interview influence brought in was that
it helped me discover a
method that I have never
thought of. Although Im not
sure if this method is
effective on me as I did not
try this method before, I
believe that Success comes
from trying which I have
mentioned just now. And the
second question is? At the
moment, I havent tried this
method so I dont know if it
is useful for me or not. But
how it influenced me was
that I could gain a new
method in learning and that I
can try out such discovery
which I has no experience on
is quite good. And I will treat
this method positively and
naturally as it appears no
harm on me and might
eventually bring me some
unexpected outcome.
2nd Before that, I didnt really Specific method
interview think of the ways to
overcome my obstacles. I
didnt think thoroughly on

582
 how to deal with my thoughts
when people approach me
while I am concentrating on
my thinking. I think it comes
naturally that I will put away
my thoughts when people
find me. But after the
process, I have discovered
some methods that I have
never thought of. Now I
know I can write down the
page number of the book that
I have read till or speak out
the key points of my thoughts
to remind myself before I
talk to the others. I think
these two discoveries can
help me later on to deal with
such situation.
Jeffrey 1st I think it helps me to clearly Six-step reframing as
interview analyze the situation that Im thinking steps
encountering. In daily life, I
usually mix up the six steps
when I encounter the same
situation and needs me to
solve the problem.
Sometimes I might initially
think about the first step, or
think about the second step
first or other steps, etc. And
eventually I cannot find the
best method to solve the
problem or if I can find it, I
wont think it is the best.
Therefore, the six steps
reframing helps me divide
my problem into smaller ones
and I can solve them one by
one. Moreover, I think the
six steps reframing model
has a review function.

583
 Without using it, I usually
work on something once I
have an idea on it. I wont
think about whether the idea
is effective or suitable. The
pace of life is too fast that I
cannot reserve a time for
reviewing. However, I
discover that six steps
reframing helps me to keep
on reviewing my thoughts till
I think the created method is
workable and I will then
accept it. This avoids me to
accept those flawed methods
in a hurry and to use those
flawed methods ineffectively.
2nd The NLP skill helps me General belief (how to
interview firstly calm myself down, it achieve better thinking)
provides me a calm
environment to help me clear
the unnecessary information
in my mind and helps me
focus on the current matter
that I need to solve and think
about how to solve it. In
daily life, there are lots of
different kinds of matters
which disturb me and makes
me cant concentrate on
dealing with one certain
matter. Therefore, this
method helps me to organize
and structure the information
in order to solve problems.
Secondly, it broadens my
horizons in thinking the new
methods easily. It also makes
me to be more open to accept
new things and inspirations
which makes me become

584
 more open-minded and
creative and not to let my
thoughts restrict to a fixed
frame.
Ivy 1st I would pay more attention Specific method
interview especially to the details.
Maybe in the past I seldom
pay attention to the details. I
would focus on the large
picture such as the road but I
would neglect some minor
stuff such as the body
language of my brothers
driving. Im too focused on
the cars driving towards me
and I do mind about the cars
staying too near me such as
on the one lane-two way. Im
fear of driving out of the
white line which I always
care about this kind of stuff.
2nd How it influences me It is Specific method
interview because I usually need to
study a lot of bits and pieces
but Im weak at memorizing
these bits and pieces in
printed words. I need to study
them for 6-7 times or jot
notes for many times in order
to remember them. But my
discovered method helped me
realize that even though I
study Chinese Medicine
which I have to memorize
lots of bits and pieces, I can
actually study with my friend
and through asking and
discussing with each other, I
can learn better. Therefore
this screen made me think
that I can actually study

585
 medicine through this
method.
Heaveni 1st How it influenced meI Six-step reframing as
interview think it is quite important to thinking steps
my daily life experience
especially in my work. I
think currently I have
difficulties in my work that I
might spend a few hours to
deal with a task. So if I try to
carry out these steps, it may
be more systematic and
better. And it was interesting
that just now I saw a
pictureyou asked me what
image I sawsuddenly I saw
some clouds in front of me
and a person like myself.
There was a lot of space and
suddenly this person was
holding a map in her hand.
She was feeling excited but
she was not sure about where
to go. But to me, the message
behind this image was that I
have to read the map first, try
to find the way to go, and on
the way when I get lost, I can
ask other people.
2nd I think it helps me to Six-step reframing as
interview understand how to work out thinking steps
something step by step. And
it also helps me to find out
my struggles, foresee what
will obstruct me, what will
affect my plans. Throughout
the struggles, I can find out
the solutions to lessen the
influence bring from the
obstacles. As a result, I can
carry out my plan more

586
 smoothly.
st
Toni 1 Ummhow it can influence Feeling
interview me I think it mainly makes
me clearer about the next
steps that I should do. I used
to feel confused and I do not
know what to do when I
encountered such situation.
After I have completed this
exercise, I feel clearer about
what I am going to do next. I
feel much more confident and
positive in my thinking.
2nd Ummthe process of six- Six-step reframing as
interview step firstly, in my daily thinking steps
life, as I have mentioned just
now, it helped me recall the
things that I wanted to learn
and to pick it up again. That
means it helped me recall the
things that were stored in my
mind in which I have
forgotten. Secondly, in my
busy life even though at
times I had these thoughts
flashed across my mind
before, I would just leave
them and would not deal with
them. I would give excuse to
myself to deal with them
when I have time. Thats why
these thoughts have been
neglected. But the six-steps
helped me recall the thoughts
and reminded me to value
these things again. More
importantly, six-steps
helped me to deal with them
and these methods would not
make me disagree with them
or bring any conflicts. To me,

587
 I felt good about six-steps.
It brought out a lot of
benefits in many aspects of
my life.
Yao Yao 1st Umm I think such method Six-step reframing as
interview was very new to me. I thinking steps
havent tried this method
before. Actually such method
of asking my body parts was
very useful.
2nd Umm I think such problem Specific
interview has already existed but I did problem/obstacle
not realize how much it has
influenced mehow deep it
has influenced me. It has
been a long time since I had
my last presentation. Maybe I
felt depressed previously but
I have already forgotten it
after a few days. So this
problem has not yet
disappeared from my heart.
It has been there but I did not
really aware of it. Without
the upcoming presentation, I
will not realize how much
fear I have and how much
confidence I am lacking in
facing my presentation. So
this experience helped me
discover my problem and the
methods to tackle it. I think I
gained a lot from this
experience.
Fishball 1st I think whenever I lose my Feeling
interview confidence or when I feel
demotivated in attending the
lecture, it helps remind me
that I also have the ability to
learn the knowledge. It is not
that difficult. It helps me to

588
 be more focused and build up
my confidence, I guess.
2nd I think having such Six-step reframing as
interview experience can help me solve thinking steps
the problem using different
perspectives. It gave me some
new input and inspiration in
helping me to use other
methods to solve the
problem.
Siu Yau 1st UmmI think it can avoid Feeling
interview me being lack of confidence.
It was because towards the
final stage of the six steps,
the process consisted of
power element that can
help me build up confidence
in talking with the other
colleagues. And I also
discovered that my religious
belief affected me in building
up my confidence.
2nd I think I have gained a power Feeling
interview to find out what I want to
learn and how to learn it.
Shirley 1st It influences me to be more Feeling
interview confident and persistent to
use the new method, new
study method.
2nd It influences me to be more General belief (how to
interview concrete to think about the achieve better thinking)
method to solve my limiting
belief. Yes, mainly is to be
more concrete to help myself.
Lauren 1st I think this is quite novel to Six-step reframing as
interview me because I used to think thinking steps
that my body parts are my
body parts. For example, our
hands help us write or
accomplish other tasks in
daily life and they dont have

589
 any feelings. But this NLP
experience made me think
that I can actually feel what
signals do my body parts
transmit to me to help me
know more about the true
self and to notice my real
thoughts, which is very
novel.
2nd I think it gives me some new General belief (how to
interview input and forget about the achieve better thinking)
stubborn thinking I used to
have. For example, I used to
believe that I should not be
able to get up in the morning,
and I can only work at night
in order to finish the work.
But this experience gives me
new direction that I might try
to swap my timing. If I get up
earlier, it might help me to
work more efficiently or even
better as I might have a
clearer mindset in the
morning. I always think that I
cannot wake up earlier
because I think I am not able
to do that. So why cant I ask
somebody to help me? For
me, the experience gives me
some new method.
Milka 1st Ummit gives me The specific method
interview morewhen I need to learn
the knowledge and that I may
feel very difficult, I can try
this method. For example,
listen to some music
beforehand.
2nd It reminds me that I can General belief (to
interview actually do more to help become better learner)
myself in my previous

590
 experience. There are some
methods that I did not use
before and now I can use
them.
Pig 1st I think it provided me space Six-step reframing as
interview and time to think step by step thinking steps
in solving thisthis difficult
problem.
2nd I think this is good because it Six-step reframing as
interview gives me a particular time to thinking steps
think about the problem.

591
 Appendix R

Limiting beliefs of participants

Cases Limiting belief(s) Key concepts in description

Hung The first limiting belief of Hung was Self emotions (motivation)
that he wanted to study all the notes but
he felt he did not want to study.
The second limiting belief of Hung was Self emotions (motivation)
that after he had handed in an
assignment, he would not learn or even
look at his assignment.
Fok The limiting belief of Fok is I want to Self - emotions
learn relaxingly in lectures but I cannot
learn well.
Rammy Rammy had one limiting belief, that is Self - ability
I want to learn well in lectures but I
cannot do well.
Ka Ho Ka Ho had one limiting belief, that is I Self - ability
want to learn better but I cannot learn
well.
Lawrence The first limiting belief of Lawrence Self resources (information)
was that he wanted to learn the logical
skills in doing his research but his
perceived lack of information had
stopped him.
The second limiting belief of Lawrence World people (distracting)
was that he wanted to focus on his
research but the disturbance of other
people had stopped him from focusing
Jeffrey The first limiting belief of Jeffrey is that Self emotions (lack focus)
he wanted to learn the skills in doing his
job but his thoughts had distracted him.
The second limiting belief of Jeffrey World people (conflicts)
was that he wanted to solve a crisis in
his job but the potential conflict with his
colleagues had stopped him.

592
Ivy The first limiting belief of Ivy was that Self emotions (fear)
she wanted to learn to drive competently
but her fear had stopped her.
The second limiting belief of Ivy was Self ability (correct procedure)
she wanted to learn how to distribute
medicine correctly to patients but she
was confused about the correct ways in
doing that.
Heaveni The first limiting belief of Heaveni was World tasks (complexity)
that I want to learn a task
systematically but the complexity of the
task stops me.
The second limiting belief of Heaveni World people (sudden events)
was I want to learn planning well my
timetable but sudden events like people
inviting me out has stopped me.
Toni The first limiting belief of Toni was that Self resources (lack resources)
he wanted to learn an educational
system but his limited resources and
different voices from different people World people (different voices)
had stopped him.
The second limiting belief of Toni was Self emotions (lack motivation)
that he wanted to learn playing guitar
well but his non-persisting learning
attitude had stopped him.
Yao Yao The first limiting belief of Yao Yao was Self ability ( English )
that she wanted to learn English but she
did not understand what the teacher was
teaching.
The second limiting belief of Yao Yao Self emotions ( shyness )
was that she wanted to do her
presentation but her shyness and lack of
confidence had stopped her.
Fishball The first limiting belief of Fishball was Self emotions (lack confidence
that she wanted to learn the physical and power)
therapy knowledge in lecture but her
lack of power and confidence had
stopped her.
The second limiting belief of Fishball Self ability (breathing)
was that she wanted to learn swimming
but her perception of her improper way

593
 of breathing had stopped her.
Siu Yau The first limiting belief of Siu Yau was Self emotions (confidence)
that she wanted to learn how to create
common dialogue topics to improve her
interpersonal relationship but her lack of
confidence had stopped her.
The second limiting belief of Siu Yau Self emotions (tense)
was that she wanted to learn how to
relax but the heavy burden in her heart
had stopped her.
Shirley The first limiting belief of Shirley was Self emotions (too tired)
that she wanted to read bible but her
tiredness and sleepiness had stopped her
from focusing.
The second limiting belief of Shirley Self ability
was that she wanted to learn playing
piano but her perception that she had no Self resources (no time)
musical talent and her lack of time had
stopped her.
Lauren The first limiting belief of Lauren was Self ability (mathematics)
that she wanted to learn exercise science
but her perception that she had weak
mathematics foundation and her poor
communication with her professor had
stopped her.
The second limiting belief of Lauren
was that she wanted to do her
assignment that she had to hand in on
time but her perception that she did not Self resources (time)
have enough time and the difficulty and
information overload of the assignment World tasks (assignment
had stopped her from doing well. overloaded)
Milka The first limiting belief of Milka was Self emotions (impatience and
that he wanted to learn knowledge about boredom)
thinking but he thought he was impatient
and he felt boring and he thought he did
not have enough time and this had Self resources (no time)
stopped him.

594
 The second limiting belief of Milka was Self ability (not knowing how to
that he wanted to learn communication express)
skills but he felt he did not know how to
express himself had stopped him from
learning.
Pig The first limiting belief of Pig was that Self ability (too rational)
she wanted to learn counselling but she
thought she was young and she was too
rational that she could not learn
empathy and these had stopped her from
learning.
The second limiting belief of Pig was
that she wanted to learn German but her
perception that she did not have enough
time and her perception that she did not Self resources (time)
have a clear objective which made her Self emotions (motivations) (no
feel powerless and these two perceptions clear objective)
had stopped her from learning.

595