Sports

NLP, in the domain of athletics and sports, plays a key role primarily in terms of states and state-management. For a number of years, I (MH) worked as a coach for a boys' gymnastics team and as a "mental" coach for a girls' competitive team. As I did so, I focused primarily on assisting the youngsters to learn about how to "run their own brains" so that they could put themselves into the best athletic state. This gave me the opportunity to help them identify resourceful and unresourceful states—and how mind inevitably governs body.

I found that 1 used the "state management" patterns a lot in that context (chapter 6), as well as the Desired Outcome Pattern (chapter 3), Anchoring (chapter 3), and Strategies (chapter 10). In the last case, each sport (and even each expert in each sport) will have its own strategy. Thus we can anticipate a different strategy for skiing, basketball, swimming, racing, boxing, football, etc.

Here also beliefs about self, capability, possibility, learning, etc., will play a key role in supporting or limiting a person's performance (chapter 5). In this domain also one should consider the role of language. The best gymnasts that I worked with and interviewed had not only shifted to thinking of and defining themselves as a "gymnast," but ¿ilso had come to effectively language themselves as such (chapter 7).

Heal tli

NLP, in the fields of health, medicine, fitness, etc., has much to say. As a holistic model, the neuro-linguistic model begins from the assumption of the mind-body connection. That is, what and how we communicate to ourselves inevitably (and inescapably) has an effect upon our body.

In this domain, therefore, the patterns for working with conflicting "parts" (chapter 4) will play a crucial role. Whenever we have internal conflict within ourselves, we can expect to pay a price for that "conflict." This becomes true with a vengeance when we consider negative Meta-state structures that we create by which we turn our psychic energies against ourselves. Such "dragon" states (Hall, 1996) include: contempt of the self, anger against one's anger, fear about fear, rejection of fallibility, hatred of embarrassment, guilt about anger at one's fear, contempt for one's guilt about one's fear, etc.

Specific patterns that relate to health in this volume include the following: the Phobia Cure (#33 the V/K Dissociation pattern), #65 the Allergy Cure pattern, #66 the Grief Resolution pattern, #67 the Pre-Grieving pattern, #68 the Healthy Eating pattern, etc. (chapter 10).

In the domain of health, we will also want to check out identity beliefs (Chapter 5). Many people have defined themselves as sick or diseased, from a family predisposed to heart attacks, cancer, etc. Others have built beliefs and mental maps that put limits on what kinds of experiences and processes can be addressed "psychologically." To carry around such self-definitions inevitably affects treatment.

Similarly, in the area of language and language use, if we language ourselves for illness, disease, shortness of life, health problems, we frequently create a self-fulfilling prophecy (chapter 7). Here we need to listen carefully to our language and challenge unenhancing formations, e.g., "She's a pain in the neck," "1 always get a cold on holiday," "Committee meetings with him give me indigestion," "Well, no sleep tonight—I've got an important engagement tomorrow."

Relationships

In the area of relationships, much NLP literature has been created. Here everything in NLP about communication: rapport, pacing, representational systems, predicates, anchoring, desired outcome frame, etc. (chapter 3), plays a most important role. Here, too, managing our own states, so that we meet people while in a "good place" (resourceful) rather th¿in when un resourceful, enables us to "be at our best" (chapter 6). Such state management skills and patterns also enable us to bring out the best in others.

And again, the role that language plays in relating to others— disclosing our inner thoughts and feelings, our values and beliefs, our hopes and dreams—enables us to either connect with others, or to feel frustrated (chapter 7). Good relationships involve the ability to connect with each other in terms of understanding and also in terms of good problem-solving and negotiating. Here we need some specific strategies for connecting, parenting, bonding, supporting, etc. (chapter 10).

Conclusion

As a model of human functioning, NLP applies to so many domains. And as a model of excellence in subjective experience, it provides us with a way of thinking (a model) for us to effectively understand and work with such subjective experiences.

The revolution in modeling human excellence has begun, and by now you should have a pretty good idea of the very structure of how to do magic with your own personality, with that of others, at work, with loved ones, for fun, etc. Let this empowerment of taking charge of your own dreams and experiences grow and expand until you become the magician you want to become using your own "spells" that you cast in your mind and in your everyday languaging.

By now also you undoubtedly have access and experience to numerous NLP patterns that can work "magic." And, if you have indeed been touched by some aspect of NLP magic, you may also have become curious about how that magic works. Good. That provides you with the basic orientation of modeling. And, if indeed we have just barely scratched the surface of all the magic that lies out there awaiting our discovery, then we need a lot more people with modeling skills. And with that we say...

Let the nuigic continue...I

Appendices

Eye Accessing Cue Chart yc

Their Ri^ht Side

Their Left Side

(The Person Looking At You)

Calibration Exercise

For Agree,/Disagree or Yes/No

Pair up with another person and engage in a pleasant conversational style of asking simple and easy questions. For this exercise, ask light-level questions and then confirm them with "Yes/No" questions while you simultaneously pay attention to the nonverbal responses the other person gives you as he or she verbally says "Yes/No" in agreement or disagreement with what you say.

"You say your name is Bob?" "What do you like to be called?" "Bobby? So you prefer that?" "Were you born in California?" "Do you own your own car?"

Calibrate to what constitutes a yes/no response non-verbally for your partner. Notice differences between the non-verbal responses for "Yes" and from those that accompany "No."

For example, some people will spontaneously and unconsciously tense their jaw muscles for "No," and relax them for "Yes." Some people will have a paler complexion for "No," and a redder or flushed look for "Yes." Some will tilt the head forward when conveying "Yes," and back for "No."

As you calibrate, notice muscle tension, eye movements, gesturing, eye relaxation/tension, mouth, breathing, etc.

When you feel that you can distinguish between the "Yes" and "No" messages that a person gives at the non-verbal level, then ask your partner to not answer the question verbally, but only non-verbally. Then continue to ask questions and observe responses. After each question, let your partner know whether you think he or she gave a "Yes" or "No" answer. When you get four right answers in a row, switch roles.

Doing this will train your intuition for the "Yes, 1 agree" nonverbal signals and the "No, I disagree" signals for a given person. Practice with several people so that you can become even more aware of the variations in people. Then spend an entire day or two just noticing these kinds of agree/disagree cues that people give you.

There "Is" No "Is"

Did you even notice that we wrote this book using the General Semantic extcnsional device called E-Prime (except for quotations from others)? We did.

E-what? English-primed of the verb "to be" (is, am, are, was, were, be, being, been). Invented by D. David Bourland, Jr. and popularized by Bourkind and Paul Dennithorne Johnston in To Be Or Not: An E-Prime Anthology, K-Prime and E-Choice empower people to not fall into the "is" traps of language.

The "is" traps? Yes, Alfred Korzybski (1941/1994) warned that the "is" of identity and the "is" of predication present two dangerous linguistic ¿ind semantic constructions that map false-to-fact conclusions. The first has to do with identity—how we identify a thing or what we identify ourselves with—and the second with attribution—how we frequently project our "stuff" onto others or onto things without realizing it.

Identity, as "sameness in all respects," does not even exist. It can't. At the sub-microscopic level, everything involves a "dance of electrons" always moving, changing, and becoming. So no thing can ever "stay the same" even with itself. So nothing "is" in any static, permanent, unchanging way. Since nothing exists as eternal, but since everything continually changes, then nothing "is." To use "is" mis-speaks, mis-evaluates, and mis-maps reality. To say, "She is lazy...," "That is a stupid statement...," falsely maps reality. And Korzybski argued that unsanity and insanity ultimately lie ill identifications.

Predication refers to "asserting" something. So to say, "This is good," "That flower is red/' "He is really stupid!" creates a language structure which implies that something "out there" contains these qualities of "goodness," "redness," and "stupidity." The "is" suggests that such things exist independent of the speaker's experience. Not so. Our descriptions speak primarily about our internal experience indicating our judgments and values. More accurately we could have said, "I evaluate as good this or that," "I see that flower as red," "I think of him as suffering from stupidity!"

"Is" statements falsely distract, confuse logical levels, and subtly lead us to think that such value judgments exist outside our skin in the world "objectively." Wrong again. The evaluations (good, red, stupid) function as definitions and interpretations in the speaker's mind.

The "to be" verb dangerously presupposes that "things" (actually events or processes) stay the same. Not so! This verb invites us to create mental representations of fixedness so that we begin to set the world in concrete and to live in "a frozen universe." This verb codes the dynamic nature of processes statically. "Life is tough," "I am no good at math."

Do these statements not sound definitive? Absolute? "That's just the way it is!" No wonder Bourland calls "is," "am," ¿md "are," etc., "the deity mode." "The fact is that this work is no good!" Such words carry a sense of completeness, finality, and time-independence. Yet discerning the difference between the map ¿md the territory tells us these phenomena exist on different logical levels. Using E-Prime (or E-Choice) reduces slipping in groundless authoritarian statements which only closes minds or invites arguments.

If we confuse the language we use in describing reality (our map) with reality (the territory), then we identify differing things. And that makes for unsanity. There "is" no "is." "Is" non-references. It points to nothing in reality. It operates entirely as an irrational construction of the human mind. Its use leads to semantic mis-eviduations.

Conversely, writing, thinking, and speaking in E-Prime contributes to "consciousness of abstracting" (conscious awareness), that we make maps of the world which inherently differ from the world. E-Prime enables us to think and speak with more clarity and precision as it forces us to take first-person. This reduces the passive verb tense ("It was done," "Mistakes were made."). It restores speakers to statements, thereby contextualizing statements. E-Prime, by raising consciousness of abstracting, thereby enables us to index language. Now I realize that the person I met last week, Person^, "is" not equal in all respects to the person who stands before me, Personlhl6 W1VK. This assists me in making critical and valuable distinctions.

E-Choice differs from E-Prime in that with it one uses the "is" of existence (e.g., "Where is your office?" "It is on 7th. Street at Orchard Avenue."), the auxiliary "is" (e.g., "He is coming next week.") and the "is" of name, (e.g., "What is your name?" "It is Michael." "My name is Bob."). Though we wrote this in E-Prime, we have decided to begin to use E-Choice so as to avoid some circumlocution that we have used in the past(!).

NLP As Therapy

In A Managed Care World

While NLP originally arose from modeling several therapy processes, NLP itself is not a therapy. Rather, NLP operates as a communication model about human mental-and-neurological functioning.

Nevertheless it does translate as a meta-psychological model very easily, as noted in The Structure Of Magic (1975). Applying NLP to the therapeutic process of assisting a hurting human being to find resolution of difficulties and empowerment in life, we offer the following as an overview of the process. Here we have sorted it into six sessions (to fit current Managed Care criteria).

Session 1. Build rapport, pace the client's current experiences of thoughts and feelings, begin to develop ¿in empathie understanding of the situation and how the client finds it distressing or problematic, begin to identify the therapeutic focus—what the person will have and experience when they don't have the problem.

Session 2. Building of therapeutic goals that meet the criteria of well-formedness. This means: the desired outcome stated in specific, small chunk behaviors and skills, means for measuring or determining progress, awareness of potential obstacles to success, and beginning to develop resources.

Sessions 3-5. Employ specific patterns of transformation as strategies whereby a client can begin to move from problem state to solution state. Give lots of therapeutic support and encouragement, with constant review of performance goals, etc.

Session 6. Terminate the therapy with review, future pacing gains and resources, rehearsal for set-backs, etc.

Elements That Make NLP Therapy A "Brief Psychotherapy Process

Managed Care focuses on therapy as short-term, time-limited, and strategic. Using NLP in this way necessitates that we make sure that we have certain component elements in place. Namely:

A focus on precision and specificity. Imprecision, vague thinking, fuzzy definitions, etc., work as "problems" in human consciousness. Therefore clarity, precision, focus, and specificity play a very crucial role.

A goal-directed sense of support from the therapist. When a client senses that the therapist has skill and knowledge in facilitating the therapeutic direction, this can instill hope, trust, and motivation.

Specific tools ("technologies") for achieving goals. "Just talking," in the hope of gaining some insight that will change problems, isn't short-term, goal-directed brief psychotherapy. It consists of specific processes, strategies, and patterns for actually moving from one state to another.

A co-created exchange. Start with what the client already wants to accomplish, align with their objectives, and prove trustworthy, knowledgeable, and skilled by helping them get what they want. Letting the client have and own responsibility for the outcomes cuts out any need for them to resist. The therapist plays the role of coach and facilitator, not parent.

The ability to think strategically. The expertise of the therapist rests primarily in having knowledge and skills in empowering the person to develop resources, reframe unproductive ways of looking at things, increasing motivation to take effective action, etc.

A view that therafty also occurs beyond the office. The therapist gives assignments between sessions that will access resources, develop insights, practice changed ways of thinking and behaving, so that the "talk" in the office becomes the lifestyle outside the office.

The ability to check up on progress and measure it. Every session after the first should involve "holding the client responsible" by inquiring about how things have begun to change, what they learned, how they functioned, etc- This-presupposes their active involvement, their motivation, and their ownership. Rating symptoms on a scale (0 to 10) and checking on progress conveys the belief, hope and expectation of change.

Therapy Checklist

_ Did I establish rapport? Pace the client?

_ Did I establish a desired-outcome state with the client?

_ Did it meet the conditions of well-formedness?

_ Did the client seem engaged?

__Did I seem engaged with the client?

_ Would 1 classify the client as: Visitor, Customer, or Observer?

_ Did I use an intervention?

• Did it seem successful?

• Based upon what evidence?

_ Did I prescribe some homework? If so, what?

_ What issues, problems, process will come next?

_ What issues do I need to explore and clarify?

_ How far along has client moved from Problem State to Solution

State?

_ Do we yet have a well-defined solution state in mind?

EA l'Audit

1. What is the presenting problem?

3. Why does this clicnt seek assistance now?

5. Treatment goals:_

Impact:

1. Amount (1-10) that the client seemed engaged in the process:_

2. Assessment of the problem:_ _

3. Treatment focus:

4. Cooperative goal setting by client with therapist:

5. Interventions and decision points in the process today:

6. Homework prescribed:_ _

7. Documentation about the therapy process: _

8. Client's evaluation of today's therapy (1-10): - Understanding

- Ownership of process

- Motivation

9. Level of client's current ability to function:

- Personally j

- Vocationally

- In Relationships

- Other

Hypnotism and Self Hypnosis v2

Hypnotism and Self Hypnosis v2

HYPNOTISM is by no means a new art. True, it has been developed into a science in comparatively recent years. But the principles of thought control have been used for thousands of years in India, ancient Egypt, among the Persians, Chinese and in many other ancient lands. Learn more within this guide.

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