Basic Nlp Training Manual

Basic NLP Training

CAM 109: NLP Neurolinguistic Programming I CAM 210: NLP Neurolinguistic Programming, Meta NLP and True Recovery

2010 All Rights Reserved The Florida Institute for Complementary & Alternative Medicine

Florida Institute for Complementary & Alternative Medicine 2010 All Rights Reserved 12 NE 5th Avenue Delray Beach FL 33483- 561.272.3722 www.FloridaICAM.org

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NLP PRACTITIONER TRAINING MANUAL

HISTORY OF NLP

The study of communication and how it influences the internal world of Self and the external

world of others.

*Fritz Pearls:

(Created Gestalt Therapy) Everything has a start and an end

Time Meta Programs (perceptual filters = meta)

Spacial Meta Programs

Memories & the Engram

Gestalt institutes big in Cleveland

Virginia Satir:

(Popular for Family & Marriage Therapy)

Communication Styles comes from different Internal Representational Systems

Rapport Skills Using I.R.s (I.R. = internal representation)

Books: Frogs & Princes Love is Letting Go of Fear Based on NLP

Milton Erickson: (Primary contributor to NLP) (Known as the Master of Rapport)

Experience the internal world of your client

Rapports Skills - Using Physiology, tempos to get in rapport (pacing & leading)

Indirect Suggestion (waking hypnosis)

Reframing Excellence pattern interrupt

Confusion Techniques then a new pattern will emerge

Disguised Method hypnosis cannot be resisted, if it is not recognized


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Lets Pretend, Storytelling

John Grinder: Content free deep down unconscious change

(Known for Linguistic Contributions to NLP)

Modeled Pearls, Satir, & Erickson

Cocreated Neuro Linguistic Programming

Strategy of mind for behavior

T.O.T.E. Test Operate Test Exit (What I call Trigger Evaluate Interpret Decide T.E.I.D.)

Richard Bandler: all change occurs when submodality shifts

(Known for Submodalities Contributions to NLP)

Modeled Pearls, Satir, & Erickson

Cocreated Neuro Linguistic Programming

Cayce Mind in the builder, Mind works in patterns.

DEFINITION OF NLP

(Spirit works on similar levels)

Neuro The nervous system (primarily the mind & and the brain), through which our experience is processed via five senses:

Visual Auditory Kinesthetic Olfactory Gustatory

Linguistic Language and other nonverbal communication systems through which our neural representations are coded, ordered and given meaning. Includes:


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Pictures Sounds Feelings Tastes Smells Words (Self Talk) & Much More

Programming The ability to discover and utilize the programs that we run (our communication to ourselves and others) in our neurological (mind/body) systems to achieve specific, consciously, and unconsciously desired outcomes.

In other words, NLP is how to use the language of the mind to consistently achieve specific outcomes.

FAVORED REPRESENTATIONAL SYSTEMS

V: Visual People who are visual often stand or sit with their heads and/or bodies erect, with their eyes up. They will be breathing from the top of their lungs. They often sit forward in their chair and tend to be organized, neat, well-groomed and orderly. They memorize by seeing pictures, and are less distracted by noise. They often have trouble remembering verbal instructions because their minds tend to wander. A visual person will be interested in how your program LOOKS. Appearances are important to them. They are often thin and wiry. A: Auditory People who are auditory will move their eyes sideways (remember Richard Nixon?). They breathe from the middle of their chest. They typically talk to themselves, are easily distracted by noise. (some even move their lips when they talk to themselves.) They can repeat things back to you easily, they learn by listening, and usually like music and talking on the phone. They memorize by steps, procedures, and sequences (sequentially). The auditory person likes to be TOLD how theyre doing, and responds to a certain tone of voice or set of words. They will be interested in what you have to say about your program. K: Kinesthetic People who are kinesthetic will typically be breathing from the bottom of their lungs so youll see their stomach go in and out when they breathe. They often move and talk verrrry


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slooowly. They respond to physical rewards, and touching. They also stand closer to people than a visual person. They memorize by doing or walking through something. They will be interested in your program if it feels right. Ad: Auditory Digital I call this Internal Digital or Internal Dialogue This person will spend a fair amount of time talking to themselves. They will want to know if your program makes sense. The auditory digital person can exhibit characteristics of the other major representational systems.


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SUBMODALITIES CHECKLIST 1 2 3 4

Visual

Black & White or

Color?

Near or Far? Bright or Dim?

Location? Size of Picture?

Associated /

Dissociated?

Focused or

Defocused?

Focus

(changing/steady)

Framed or

Panoramic?

Movie or Still? Movie

Fast/Normal/Slow

Amount of

Contrast

3D or Flat? Angle Viewed

from

# of Pictures

(Shift?)

Auditory Location? Direction


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Internal or

External?

Loud or Soft? Fast or Slow? High or Low?

(Pitch)

Tonality Timbre Pauses

Cadence Duration

Uniqueness of

Sound

Kinesthetic Location

Size Shape

Intensity Intermittent or

Steady

Movement /

Duration

Vibration Pressure/Heat?

Weight Physical


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Posture Depth of Breath Rigid or Porous

Contained or

disassembled

Shoulders

slumped or

upright


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PREDICATES A VERBAL DESCRIPTION OF INTERNAL REPRESENTATION (IR)

A WORD THAT INDICATES THE USE OF AN IR

DIGITAL AUDIO VISUAL AUDITORY KINESTHETC UNSPECIFIED See hear fell sense

Look listen touch experience

View sound(s) grasp understand

Appear make music get hold of think

Show harmonize slip through learn

Dawn tune in/out catch on process

Reveal be all ears tap into decide

Envision rings a bell make contact motivate

Illuminate silence throw out consider

Imagine be heard turn around change

Clear resonate hard perceive

Foggy deaf unfeeling insensitive

Focused mellifluous concrete distinct

Hazy dissonance scrape conceive

Crystal question get a handle know

Picture unhearing solid believe


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LIST OF PREDICATE PHRASES

VISUAL AUDITORY KINESTHETIC

An eyeful afterthought all washed up Appears to me blabbermouth boils down to Beyond a shadow of a doubt clear as a bell chip off the old block Birds eye view clearly expressed come to grips with Catch a glimpse of call on control yourself Clear cut describe in detail cool/calm/collected Dim view earful firm foundations Flashed give an account of get a handle on Get a perspective on give me your ear get a load of this Get a scope on grant an audience get in touch with Hazy idea heard voices get the drift of Horse of a different color hidden message get your goat In light of hold your tongue hand in hand In person idle talk hang in there In view of inquire into heated argument Looks like keynote speaker hold it! Make a scene loud and clear hold on! Mental image manner of speaking hothead Mental picture pay attention to keep your shirt on Minds eye power of speech know how Naked eye purrs like a kitten lay cards on table Paint a picture state your purpose pain-in the neck See to it tattle-tale pull some strings Short sighted to tell the truth sharp as a tack Showing off tongue-tied slipped my mind Sight for sore eyes tuned in/turned out smooth operator Staring off into space unheard of so-so Take a peek utterly start from scratch Tunnel vision voiced an opinion stiff upper lip Under your nose well informed stuffed shirt Up front within hearing too much of a hassle Well defined word for word topsy-turvy


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After doing representation tests have students speak of w/e to partner partner (1) observes primary rep system and notes movement of eyes. After rapport have them practice mirroring position and breath the noticing pace and volume.

REPRESENTATIONAL SYSTEM PREFERENCE TEST

For each of the following statements, please place a number next to every phrase. Use the following system to indicate your preferences: 4 = Closet to describing you 3 = Next best description 2 = Next best 1 = Least descriptive of you 1 - I make important decisions based on: __ gut level feelings __ which way sounds the best __ what looks best to me __ precise review and study of the issues 2 - During an argument, I am most likely to be influenced by: __ the other persons tone of voice __ whether or not I can see the other persons argument __ the logic of the other persons argument __ whether or not I feel I am in touch with other persons true feelings 3 - I most easily communicate what is going on with me by: __ the way I dress and look __ the feelings I share __ the words I choose __ the tone of my voice 4- It is easiest for me to: __ find the ideal volume when turning on a stereo system __ select the most intellectually relevant point concerning an interesting subject __ select the most comfortable furniture __ select rich, attractive color combinations 5 - __ I am very attuned to the sounds of my surroundings __ I am very adept at making sense of new facts and data


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__ I am very sensitive to the way articles of clothing feel on my body __ I have a strong response to colors and to the way a room looks

SCORING THE REPRESENTATIONAL PREFERENCES

STEP ONE: ANSWERS

Copy your answers from the test to the lines below.

1. ____K 2. ____A 3. ____V

____A ____V ____K

____V ____D ____D

____D ____K ____A

4. ____A 5. ____A

____D ____D

____K ____K

____V ____V

STEP TWO: ADDITION

Add the numbers associated with each letter.

There will be five entries for each letter.

V K A D

1

2

3

4

5

Totals:

V K A D


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STEP THREE:

The comparison of the totaled scores gives the relative preference for each of the four major

representational systems.

MIND PROCESS MODEL

(Semiconscious)

Superconscious Unconscious Subconscious conscious

Collective Amnesiac Imagery (5 channels) Analysis Unconscious Impulses Memories (5 channels) Judgments Akashic Records Compulsions projection/Reflection Decisions Spiritual World Feeling states Super Ego Ego Intuition Messages Inner drives Distort Values Generalize Creator/Oneness (memories not Beliefs Delete Other Dimensions available to Attitudes consciousness Sensory Modalities EXTERNAL EVENT

1. Visual 2. Auditory 3. Kinesthetic 4. Olfactory 5. Gustatory 6. Thinking/Memory


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FIVE PRINCIPLES FOR SUCCESS 1 Imagine your desired outcome with strong feelings-see yourself experiencing the achievement 2 Take action in a step by step fashion that recognizes each step in within the whole 3 Have sensory acuity and utilize sensory reach reinforcement 4 Have behavioral flexibility and stay grounded & connected to feeling in body through containment. Embody the most resourceful attitudes. 5 Harmonize imagination with the super-conscious & the environment and note the feedback you receive to adjust process or goal. Sometimes smaller goals need to be set & integrated to instill a Yes I can attitude into it. 1 Learn new methods to effect positive transformation quicker and better. 2 Have a personal transformation that increases awareness and ability.

WELL FORMEDNESS CONDITIONS

(FOR Outcomes/Goals)

1 Stated & imagined in the positive (toward directional filter).

2 Self initiated and maintained by client. Contained, Embodied, Enacted.

3 Achievable with current or obtainable resources.

4 Increases choice.

5 More than one way to get the outcome.

6 Sensory-based description of outcome and the steps needed to get there.

7 Ecological.

8 Be ready to take one step each day. Embody and create this.

Exercise:

Write three well formed goals.


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Example:

1 - I am at peace and 2 I am healthy, to share and express love and knowledge.

3 I am financially sound and physically fit.

KEYS TO AN ACHIEVABLE OUTCOME

1 Specify present situation.

Where are you now? (Associated)

2 Imagine it exclusively using positive imagery.

What specifically do you want? Imagine

3 Specify outcome.

What you see, hear, feel, etc., when you have it?

As if you have it now.

Make it compelling

Insert it in future (spatial meta filter).

4 Specify evidence procedure.

How will you know when you have it?

5 Make sure its congruent.

How will this outcome affect various areas of your life?

6 It must be self-initiated and self-maintained. (Link 1 6 for others involved).

Is it only for you, or does it involve others?


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7 Contextualize it.

Where, when, how, and with whom do you want it?

8 Gather the resources that are needed.

Have you ever had or done this before? (model self)

Do you know anyone who has? (model others)

9 Make sure it is ecological.

For what purpose do you want this?

What will you gain or lose if you have it?

Is this good for you, your family, your community, your State, Country, planet earth, the

universe & your creator?

What will happen if you get?

What wont happen if you get it?

What will happen if you dont get it?

What wont happen if you dont get it?

(Worksheet-class & individual)

Universal Laws:

You cannot, not create

Everything changes

The unconscious mind/body is shed and recreated daily

Exercise:

1 Elicit positive state and observe


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2 Elicit negative state and observe

3 Break state

4 Ask then to think of #1 or 2 & deduce with it

5 Ask for negative state & tap forehead (pattern interpret)

Goal a dream with a deadline that you align yourself to do your best to follow the inner

direction your heart is guiding you to. Remember its the journey not the destination! See

the movie Peaceful Warrior.


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WHOS CREATING, PRODUCING, DIRECTING, SCRIPTING OUR FUTURE: OUR CREATOR,

OURSELVES, OR THE WORLD IN WHICH WE LIVE? (Article Released by Allen S. Chips, DCH, 2/98)

Whether we Hypnotherapists or utilizing suggestive therapy or regressive therapy, we are often creating a paradigm shift in our clients. In other words, in some way we are changing ones past, present, and therefore ones future with hypnotic intervention. In essence, we are co-creators with our clients. The client has given us permission to influence the domain of their subconscious mind in order to change his or her future. The primary directives of the unconscious mind include: Store and Organize Appropriate Memories Store and Operate Appropriate Emotions Operate & Preserve the Physical Body Highly Value Pain & Pleasure Experiences Experience & Replicate the World Metaphorically Follow Orders to Imagine (Produce Imagery) Construct and Reconstruct Efficient Perceptions Hierarchy Values for Defining Moral Behavior Take Things Personally/Doesnt Process Negatives (Dont do this and they do it 1st) Maintain Geneological Instincts Create & Maintain Least-Effort Patterns and Habits Convert Experiences into Internal Symbols Imagine & co-create the Future Create Doorways to Spiritual Awareness The last two in the list above are very transpersonal and relative to ones creating the future, so lets expound on them:

Imagine & Co-create the Future: One primary law of suggestion is that Imagination is stronger than will power. Many times, when there has been difficulty in my clients acceptance of the clinical suggestions I had given them, I would ask, Did you imagine yourself as a _________________ (their goal) at the end of the tape like I suggested? Their response is consistently, No, I couldnt imagine it. The client had the will-power to work on it, but the power of the imagination was a key ingredient that was left out of the recipe for change. The rule of thumb for creating a desired future, particularly with the use of hypnosis, is the ability to use positive goal-oriented imagination. If he or she is able to do that, the desired future will then occur in some way, shape, or form.


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Imagination is not pretend, false, or unreal. In fact, its the determining factor for of our concept of reality. The word imagination is defined in Websters Dictionary as, the production of imagery. I can recall many clients who got exactly what they imagined under hypnosis, myself included. Under this premise, we could even theorize that our imagination is the recipe for our free-will and the part of ourselves that is the blueprint for future materialization. The future is largely determined, then, on what we as individuals imagine and put our energy into, particularly emotionally driven images. If we fear, then thats what manifests; if we have positive dreams, then that is what also manifests. Hypnosis amplifies imagination. Under hypnosis, we can step into and live the desired future, so this whole effect, in essence, is more powerful for creating a desired outcome. In other words, our unconscious mind sends a request through the superconscious mind to the creative forces of the spiritual dimensions. This area was referred to by Edgar Cayce as the superconscious mind and Carl Jung as the collective unconscious. When our imagination harmonizes with the natural universal laws we human beings live under, and the higher powers will, manifestation is the result. Another factor in creating the future is environmental influences. We recognize that people and things affect us. Outside influences affect the way we think and do things. Under the transpersonal perspective, its probable that the earth environment is a sum total of all human thought here on earth. Luckily, all human thought involves spiritual forces, in addition to self composed. Because of these probabilities, the collective unconscious filters and materializes these mass human thoughts and solidifies them into a physical form. As a result, we have an environmental condition each human must contend with. Each individual thought (or ones imagination) integrates with the world in which we live in a unique harmonious way. Each plays a part for the other in the grand scheme. If there is a creator, there must be a higher will, Gods will, or spirits will; therefore, we must take that factor into consideration when creating changes in our lives as well. It is the belief of this writer, and 75% of the current American Population, that there are higher forces that also determine circumstances in our lives. With a good dose of spiritual awareness and some reflection on ones life, one may recognize instances when spiritual interventions have taken place. It appears to me that people unconsciously understand where they are in their relationship with their creator and how well they have done in accomplishing the goals set forth by them and/or their creator within this life. They distinguish the difference between their own will and a higher will. Each recognizes the things they are creating at some point in time. When were in the middle of creating things, sometimes a higher purpose is not clear. Most people have come into contact with divine graces that have altered fate, as each of us can look back and reflect on the higher reasons for having had most of our significant life experiences. Often, we imagined what we wanted, and it was granted on a higher level almost exactly the way we had foreseen it; sometimes it happened differently than we imagined, but with time, it all


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turned out to provide the greatest learning purpose for everyone involved in the long run. The recipe for creating the future therefore may be: Imagination+Higher Will=Purposeful Future.

NLP Presuppositions:

Respect for the other persons model of the world (our goal is to loosen it up) (1st step in

rapport)

The map is not the territory.

The meaning of the communication received is the response you get

There are no resistant clients, only inflexible communicators

The mind and body affect each other

There is no failure, only feedback

The words we use are NOT the event or the item they represent.

All procedures should increase wholeness map does not equal territory

The most important information about a person is that persons behavior as it points to

the underlying beliefs being embodied.

Behavior & change are to be evaluated in terms of context, ecology and helpfulness to

ones goals.

Behavior is geared for adaptation and present behavior is the best choice available, with

resources one has in accordance with the underlying core belief systems.

A persons behavior is not who they are. (accept the person, change the beliefs and

thereby the behavior.) We are always much more than we think we are.


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There are no unresourceful people, only unresourceful states built on unreasonable

beliefs.

I am in charge of my mind, therefore my results I can change my mind and therefore

change my results.

The system (person) with the most flexibility of behavior will control the system (law of

requisite variety).

A COURSE IN MIRACLES PRESUPPOSITIONS

You are never upset for the reason you think.

Your experience of the outside world is based upon the judgments and desires youve

chosen to belief to direct how.

Anything that isnt love, light or permanent truth, isnt real.

Maya the dream, imagination, our illusion is all in the mind.

Change your mind about the world, not the world to try and satisfy your mind.

Forgive and you will experience peace, happiness and a divinely directed life.

Reconnect to your Source by joining together with your brother.

You are the dreamer of the dream.

All problems, conflicts and illness arise because of the underlying belief in separation.

Guilt shrouds your vision, the first obstacle for experiencing peace is to overcome is the

desire to get rid of your peace the moment youve achieved it.


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The ego plays both victim, saboteur, prostitute and wounded child extremely well to

script, direct and star in its movie in whatever mood its in.


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OBSERVING OTHER PEOPLE SENSORY ACUITY

Basis: In the mind-70s, the creators of NLP observed that people make minute changes from moment to moment, and that those changes have meaning if you have enough Sensory Acuity.

1 Skin color Light--------------------------------------------------------------------------------------Dark 2 Skin tonus (The Tone of the Muscles) Shinny-----------------------------------------------------------------------------------Not Shiny 3 Breathing Fast-------------------------------------Rate-------------------------------------------Slow High------------------------------------Location--------------------------------------Low 4 Lower Lip size Lines-------------------------------------------------------------------------------------No Lines 5 Eyes Focused---------------------------------Focus---------------------------------------Defocused Dilated----------------------------------Pupil dilation-----------------------------Undialated The Behavioral Manifestation of Internal Representation is unique for everyone. No one has the same responses for anyone

Choices Hypno NLP New Client Experienced client familiar with Their mind New Experience with therapy List different therapies theyve Gone thru & put together a helpful

Resource anchor or one which Erases its influence.


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PATTERN INTERRUPT

BEHAVIOR

A mental/behavioral pattern is triggered interrupt (becomes part of pattern) and runs its course (strategy is being T.O.T.E.ed), then there is an interruption, which then becomes part of the pattern after its triggered again. (Demo-neg state) T.O.T.E. and T.E.I.D. MODEL OF STRATEGIES First formulated in Plans and the Structure of Behavior published in 1960 by George Miller, Eugene Galanter and Karl H. Pribram. T.O.T.E. stands for Test, Operate, Test, Exit which is a sequence based on computer modeling. I found this a clumsy way to understand and remember this process. I call it T.E.I.D., Trigger Evaluation Interpretation Decision. TRIGGER EVALUATE INTERPRET DECIDE Set or access Access or Compare or Select or The criteria for gather the evaluate the prioritize the The desired data data in respect data State to the criteria 1 The first Test is a cue or Trigger that begins the strategy. It establishes the criteria fed forward and used as a standard for the second test. I call this interpreter. 2 The Operation accesses data by remembering, creating, or gathering the information required by the strategy from the internal or external world. I name this evaluation of input. 3 The second Test is a comparison of some aspect of the accessed data with the criteria established by the first test. The two things compared must be represented in the same representation system. I label this interpreter. 4 The Exit, or Decision Point, or choice Point is a representation of the results of the test. If there is a match, the strategy exits. If there is a mismatch, the strategy recycles. I call this decision, T.E.I.D., we become TEID down in process that happens automatically unconsciously.


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QUESTIONS TO ELICIT STRATEGIES Trigger: What let you know it was time to decide this? When did you begin deciding? How did you know it was time to decide? Evaluate: how did you know there were alternatives? How do you generate alternatives? What measuring stick do you use to make comparisons? Interpret: How do you evaluate alternatives? What has to be satisfied in order for you to decide? Decide: How do you finally select which alternative to take? How do you know (or what lets you know) that you have decided and you will carry through on this decision?


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Conflict

On Right Hand Left Hand

Did lots of therapy Didnt use because it might

training with intent to help not help other

other

help others/me what if I fail?

Just Model

Parts Integration

Chunk up parts to

equal value and then

integrate to become one

O chunk up N 1st until =

to P

P chunk it up once

Final Part

Find out the higher purpose for negative feelings

On cellular level surround negative cells with positive parts


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RAPPORT

Outcome: The desired outcome of this session is for all participants to be able to establish rapport with a wide variety of people and situations. Theory: A. Communication is: WORDS 7 to 12% TONALITY 20 38% PHYSIOLOGY (there are 28 different positions of the eye) - 55 70%

B. When people are like each other, they like each other. Rapport is a process of responsiveness, not necessarily liking.

Process: A. Rapport is established by matching & mirroring B. The major elements of rapport: (Key elements marked with *) Mirroring Mirroring PHYSIOLOGY 55 to 70% Posture * Gesture Facial expression & blinking * Breathing TONALITY 20 to 38% Voice Tone (pitch) Tempo (speed) Timbre (quality) raspy/clear Volume (loudness) WORDS 7 to 12% Predicates Key words Common experiences & associations


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Content chunks

FOUR INDICATORS OF RAPPORT

Internal Feeling Color change skin, face They say something (optional) Leading pace to create rapport and lead to new awareness

Your voice/their voice drop a feeling Talk to them as breath going out wait for inhalation Digital sensory unspecific not saying it hear, see, feel

RAPPORT SKILLS

1 Matching Matching a persons voice, posture, internal rep. systems (predicates) and posture. (Demo) 2 Mirroring Mirroring a persons posture, as if looking at yourself in a mirror. (Demo) 3 Cross Mirroring Mirroring a portion of a persons posture with another part of your own physiology. (their tapping finger, you tap foot e.g.) (Demonstrate) 4 Metaphors Stories using universal experiences. (Demo) 5 ForePlay A short period of time where individuals keep the main subject matter at bay, with small talk to show a level of caring and consideration of how anothers internal world is understood. Thereafter, primary subject matter (the primary purpose for which the parties have come together) may be confronted more directly as rapport has been established. Definition of Rapport: Experiencing the internal world of another, or others. Indicators of Rapport:

A felling of understanding; a kinesthetic drop within the solar plexas. The auditory qualities of the voices match unconsciously. There is a subtle acknowledgement of being understood. Unconscious matching and mirroring with physiology. An intuition of sharing the same mental space (pictures, etc.)


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EYE PATTERN CHART For right-handed person (left-handed person in reverse)

Vc = Visual Constructed Vr = Visual Remembered Ac = Auditory Constructed Ar = Auditory Remembered K = Kinesthetic (feelings) Ad = Auditory Digital (self-Talk) (Exp-learning state) Eyes moving all over show a Transderivational search Synesthesia One sensory representation leads to another See picture makes you feel a certain way

Pacing Internal External Primary modality Matching Breath Direct experience Matching tempo Sensory-based Matching tone Natural transitions Matching volume Rapport Mirroring posture

Feedback


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SWISH PATTERNS

SUBMODALITIES = KEYS TO SUCCESSFUL SWISH PATTERNS

Future orientation: a. Swish patterns are anchors that create momentum toward a compelling future. b. We install choices for a new way of life rather than change or remove old habits. c. Can be used in place of, or in addition to , suggestive hypnosis d. Make sure you are working with a trigger (discover & use)

DOING A SWISH PATTERN

1 Imagine the habit or situation you would like to change. 2 Imagine the type of person you would like to be. 3 Change the visual intensity of the desired state (brightness, size, distance, etc.) 4 Bring back the old picture (#1), NOW STEP INTO THE PICTURE, fully associated. 5 Now insert in the lower left hand corner (of the clients visual screen), a small, dark picture of the desired state. 6 Simultaneously, have picture of current state rapidly shrink and recede to a distant point while dark picture explodes into full view. (This can be accompanied by either an internal or external SWIIISSH sound, but is not necessary speed is! 7 Repeat #6 a minimum of five times. Enjoy the results! NOTES TO KEEP IN MIND: a. Be fully associated in old pattern. b. Have detailed sensory-specific representations in the desired state. c. If associated in final picture = OUTCOME (feels made change now) d. If disassociated in the final picture = DIRECTION (motivated to do it)

(Generally preferred to generate a compelling future.) e. Close eyes during each step of process and open them between steps.


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HIERARCHY OF IDEAS IN TRANCES BIG PICTURE Milton Model

(Metaphorical, Artfully Vague-Language Patterns)

Chunking Up puts people into trance essential for parts integration - expand context, see the Bigger Picture, the Higher purpose, the life lesson

Existence

Related Categories - Subject Matter - Related Categories

Chunking Sideways Chunking Sideways Specifics

Distinctions

Satirs Meta Model (Language asking specifics)

Chunking down brings someone out of trance Details ask for specifics out of trance

Details ask for specifics

Out of Trance

Key to negotiation is chunk up/down and sideways practice, practice, practice.

How to Chunk Up: Sideways - Related For what purpose? How do you see the I had a similar experience Whats the positive intention of ? Bigger Picture? Had something just Whats the greater purpose of? Is there a life lesson like that what they went Whats the higher function of ? here? through If you have ______, what does this give you thats greater?

How to Chunk Down: (knit pick) What Specifically? What did you mean by? I had the very same thing According to whom? How does this relate to___? Happen except it was with Why do you say that? ___________. What do you mean by? Ive heard that same thing From a friend of mine just like you ________________.

Chunking Exercise:


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Person A faces person B and starts talking about any subject area. Person B faces person A and states which direction Person A is chunking. You can add person C or not Person C stands behind person B to give person A the direction to chunk up or down.


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SUBMODALITIES SWISH PATTERN SCRIPT

1 Elicit Present Trigger State or Behavior: How do you know its time to _____________? (EG: feel bad). When you think of that ___________________ (State or Behavior) do you have a picture? (Break State) 2 Elicit Desired State: How would you like to (feel/act) instead? When you think of that ________________ (State or Behavior) do you have a picture? 3 If desired, assist client in adjusting the visual intensity of the Desired State for the most positive kinesthetic. 4 Good, now step out of the picture of the desired state, so you see your body in the picture. (Break State) Keys of success speed of swish 5 Good, now can you take the old picture and bring it up on the screen? Make sure that you are looking through your own eyes. (associated) 6 Good, as you have the old picture on the screen can you see the new picture in the lower left hand corner, small and dark (the desired state)? Make sure you see yourself in the distance, from outside of your body. (disassociated) 7 Good, now have the picture explode big and bright, and have it explode up so that it covers the old picture, while the old picture shrinks down and becomes small and dark in the lower left hand corner, and do that as quickly as sssswishhhhhh. 8 Good, sssswishhhhh. 9 Now, clear the screen. 10 Repeat steps 5, 6, 8, and 9 until the unwanted state or behavior is not accessible. 11 Test: Now how do you feel when you think about ______________________? 12 Future pace: Now imagine yourself with this change in the future. Maybe use mirror to dissociate

P.S

D.S.


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INTONATION PATTERNS IN THE ENGLISH LANGUAGE

CAM 210

The arrows indicate the lift in the tone of voice used in the sentence.

W ---- W QUESTION W ---- W STATEMENT W --- W COMMAND Practice each of the following, noticing the lift and tone: A gentle tone A gentle but firm tone A commanding tone A questioning tone An understanding tone A loving tone An angry tone A resentful tone An annoyed tone A winning tone A covertly hostile tone A peaceful tone An excited tone An anxious tone A fearful tone A grounded tone


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Every behavior has a positive purpose. If you take away one behavior without replacing it with another way to get that positive feeling it creates tension. Ask that part how can we have positive feeling with another behavior.

Step Reframing

Relax and identify behavior desired to change Establish communication with responsible unconscious part establish signals with subconscious if necessary. Find benefits of behavior desired to be changed. Review alternatives which can achieve benefits without negative side effects. Appropriate decide which is from above and check for objections. Make decisions and procure subconscious agreement to do alternative instead. Entertain future, check for enjoyment and _________________. Can do this using signals (covertly) calling it behavior X.

REFRAMING

(if you change the context, meaning or content you can change the meaning!) The two major kinds of reframes that we learn at the Practitioner level are the Context Reframe and the Meaning Reframe.

THE BASIS OF REFRAMING IS TO SEPARATE INTENTION FROM BEHVIOR

CONTEXT REFRAME: Im too or Hes too Think of a different context in which the person will respond differently to the same behavior. Hes too stubborn becomes Its good as hes committed to his projects at work. She never listens to me and becomes independent and has great entrepreneur tendencies MEANING/CONTENT REFRAME: Whenever X happens, I respond Y. Ask yourself, What else could this behavior mean? Or internally think of an opposite frame or a different meaning. What is it that this person hasnt noticed (in this context that will bring about a different meaning, and change his response? Wearing sandals with socks is ridiculous. By wearing sandals hes more relaxed and does better work because of it. Hes sleeping because hes tired. Tired is mind read as we dont know why Hes conserving his energy to prepare for a big task.


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SEVEN-STEP REFRAME

The purpose of a 7-Step Reframe is to find the benefits behind any behavior and install new ways to achieve those benefits more elegantly.

Establish Rapport Identify Behavior Client wants more choices about X

1 Access Behavior: _____________________, Id like you to ask the part of you responsible for __________________ if its willing to communicate with me now with a visible body movement. (wait for signal) 2 Set Up Signal: Lets refer to you as part X and I want to thank you for signaling me now. 3 Discover and Acknowledge Benefits: Part X, I want to acknowledge you for always having acted in ___________________s best interest and for having provided benefits for her/him in the past. Were here to assist _____________ in creating additional choices for her/his life now. 4 Creating choices: ___________________, can you take part X to that creative part of you now and have part X and creative part come up with at least 5 additional choices of behavior that will provide ___________________ with equal or greater benefit. When you have 5 additional choices signal me with a visible body movement. Thank you. 4(a) Review each choice to find the one thats most compelling to produce the shift you seek. 5 Congruency Check: Now, _________________, go inside and check for any other parts which might object to adopting this choice. If so, will those parts signal with a visible body movement now? Thank you. (If signals, repeat step 4 creating additional choices agreeable with the creative part, part X and any objecting parts.) 6 Future Pace & Test: Now, ____________________, can you step into the near future, and put yourself in a situation where youd have reason to use this choice? Please experience this fully now and see how well this new choice works for you feeling free to make any adjustmit as you go. Let me know when you tested this how it went moving your finger (or signal) twice to let me no yes it does work or once to say no if no then ask them to check one of their different choices and then go through 6 again. When finally set go to 7- Thank You now that you know this choice will work as least as well or better than your previous choice to fulfill that parts purpose are you willing to make a commitment to practice this choice for the next 6 weeks to experience it thoroughly knowing that you can make slight adjustments along the way to make it even more effective. If yes end it if no negotiate to find out why or find another choice.


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(Pause) As I count to three, you will open your eyes, knowing you have fully integrated all these choices. 1-2-3.

SIX STEP REFRAME

Instruct client on types of signals in images, sounds/words, sensations those are the kinds of communication we are setting up. Reframing can be used with any behavior, internal or external, or any symptom. 1 Identify behavior that the client wants more choices about. 2 Client asks the part in charge of behavior X if its willing to communicate. Get a Yes/No signal. (What image, sound/word, sensation was client aware of when asking that question. Ask the part to increase that image, sound, sensation if answer is yes; decrease if answer is no.) If yes, thank part and go on. If no, thank part for communicating and reassure part that it is entirely understandable that it does not want communicate on a conscious level. Reassure part that it is in charge of behavior X and in no way are you trying to get rid of it nor would you allow client to attempt to do so we are only trying to get some information and alignment. 3 Ask part what purpose or function it has what is its positive intention. (The Part can answer consciously or unconsciously. Client must accept that the part does have some positive intention.) To help person elicit this ask them to imagine what it might be purpose here is to separate behavior from intention or function and to get clients conscious mind to begin to appreciate that part as friend and/or teacher. Thank part for positive intention and make sure client begins to sincerely appreciate part. 4 Ask client to go to creative unconscious part, and ask that it generate at least 3 alternative to behavior X that would satisfy intention accomplish the purpose of behavior X (you can also have the part responsible for behavior X go to the creative part directly to inform that part what its purpose is that is useful especially when purpose remains unconscious.) These new choices can be on a conscious level ask creative part to give client signal when it has generated these new alternatives. Thank creative part 5 Ask the part responsible for behavior X whether its willing to use these alternative choices instead of behavior X. Yes/No signal. If yes, thank part and go on. If no, put time limit on request (e.g., 2 weeks, etc.) to try out some alternatives to find out if they are effective and available. If still no, ask part to go back to creative part and help generate alternatives it would be willing to try out for at least a limited time.


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Thank part. 6 Ecological check. Ask client to check with all their parts to make sure all are comfortable and accept the entire process and the alternatives. If yes, thank all parts and surprise and delight self in future. If no, check on how client knows this, how this represents an objection then ask the image, sound, sensation, to increase if needed. Reassure client any objection is important information and is welcome. If there is an objection, go back to step #3 and go through process with part that objects making sure that the objecting part and the part that runs behavior X agree on all the alternatives and can work together. Treat parts of a person as though they were all parts of a negotiating team. It is important that each members function and purpose be respected and paid attention to. Cycle back through process until you get full acceptance for any alternative behaviors from all parts involved. Thank all parts. NOTE: The main purpose of a 7 Step Reframe is to establish set up bridges (channels of communication) between the clients unconscious and conscious mind, even between parts of the persons unconscious and to install in the person a belief that all parts are allies potential teachers and friends. We use the 7 Step Reframe Basic Principles & Directional Meta Programs in Conjunction with Hypnotherapy and other modalities of transformational work.

Trance-Formation

Structure VS Content

Sequence VS Spontaneity

Modeling VS Freestyle

Imbedded command When would now be a good time for

Ocean We see surface and only to horizon yet it extends way beyond this and gives deep

what we see is consciousness and what we dont is


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CAM 210

HABIT ANALYSIS SHEET (Associative Motivational Method)

Session I: Associations/Counter Sug.s Motivations: Pos. & Neg. Early: Late: Secondary Gains: ______________________________________________________________________________ Session II: New Associations Effective Changes The Law of Requisite Variety The most flexible beliefs influence the system the most. Whatever the unconscious mind is willing to accept is what it will do.


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CAM 210 PRESUPPOSITIONS OF LANGUAGE

A consented reality stated fact what in the lines mind read is reading between the lines. In the following sentences, please distinguish between the presupposition and the mind read. Put a P or an MR next to each one: 1 Im not sure whether or not I should stop beating my wife. _____ A. He has a wife. _____ B. He loves his wife. _____ C. He currently beats his wife. _____ D. Hes a low life slob who should be shot! 2 I dont see why I cant do it. All my friends are doing it! _____ A. He feels that he is treated unfairly. _____ B. He wants to be liked by his friends. _____ C. This persons friends do something he doesnt do. _____ D. All his friends are bums who should be shot! 3 If I dont learn how to communicate with my boss, I wont get a raise. _____ A. He feels that he is treated unfairly. _____ B. He doesnt know how to communicate with his boss. _____ C. He wants to learn new behaviors. _____ D. His salary is connected to his communication skills. 4 I have to set up unrealistic expectations. _____ A. He cant stop making unrealistic expectations. _____ B. He feels trapped. _____ C. He has expectations. _____ D. He knows when he is being unrealistic. 5 Im feeling much better now! I can see how some of the things I was doing just made me unhappy. _____ A. Some behavior he engaged in was related to an internal state. _____ B. He has feelings. _____ C. He has much more control of his life now. _____ D. He fixed himself so he shouldnt be shot!


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CAM 210 PRESUPPOSITIONS OF LANGUAGE 2

Definition: Presuppositions are Linguistic Assumptions and are useful for both Recognizing what is assumed by the clients speech and assisting in Creating I/Rs for the client. 1 - Existence (I am, I have) 2 Possibility (There are many ways we can think about his) 3 Cause Effect (Every time I do this, this is what happens) 4 Complex Equivalent (Smiling is a sign of joy) 5 Awareness (There are people in this room) 6 Time 7 adverb/Adjective 8 Exclusive OR You can do this or that either/or either write things down or remember them 9 Inclusive OR (and/or) 10 Ordinal


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CAM 210 PRESUPPOSITIONS

In the following sentences, please state what is presupposed:

1 If the cat meows again, Ill have to put him outside. 2 It was her friendly smile that made me walk up and say, Hi. 3 If only he had come home on time, the party wouldnt have gotten out of control. 4 People have always given me more to do than I can handle. 5 His easy-going personality is good P.R. for our company. 6 Stop watching over your shoulder. 7 Only you can learn this. 8 Either she goes to the store or I do. 9 First the winds came, then the rain. 10 Opera makes me want to cry. The Milton Model is the inverse of the Meta Model. It creates Artfully vague language that is ambiguous and abstract. This type of languaging results in the listener having to perform a trans-derivational search (TDS) in an attempt to assign meaning to what was said. Unknowingly, the listener will begin to associate his/her experiences to what was being said while at the same time accepting the direction and/or boundaries of the speaker. This is trance state. Creates artfully vague language

CAM 210


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MILTON MODEL HYPNOTIC LANGUAGE PATTERNS

1 - MIND READ Claiming to know the thoughts or feelings of another without specifying the process by which you came to know the info. I know that you are wondering 2 - LOST PERFORMATIVE Value judgments where the performer of the value judgment is left out. And its a good thing to wonder 3 - CAUSE & EFFECT Where it is implied that one thing causes another. Implied Causatives include: a. C>E makes b. Ifthen c. As youthen you Because 4 - COMPLEX EQUIVALENCE Where two things are equated as in their meanings being equivalent. That means 5 - PRESUPPOSITION The linguistic equivalent of assumptions. You are learning many things 6 - UNIVERSAL QUANTIFIER A set of words having: a. a universal generalization and; b. no referential index. And all the things, all the thingsAll of us here have our own unique agendas and that one thing we all have in common. 7 - MODAL OPERATOR Words which imply possibility or necessity, and which form our rules in life. That you can learn 8 - NOMINALIZATION Process words which have been frozen in time by making them into nouns. Provide you with new insights, and new understandings. 9 - UNSPECIFIED VERB And you can, 10 - TAG QUESTION A question added after a statement, designed to displace resistance. Can you not? This would be the right time wouldnt it? Im sure you should, shouldnt you?


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CAM 210 MILTON MODEL (CONT.)

11 - LACK OF REFERENTIAL INDEX A phrase which does not pick out a specific portion of the listeners experience. One can, you know 12 - COMPARATIVE DELETION (Unspecified Comparison) Where the comparison is made and it is not specified as to what or whom it was made. And its more or less the right thing. Id say its better this way. 13 - PACE CURRENT EXPERIENCE Where clients experience (verifiable, external) is described in a way which is undeniable. You are sitting here, listening to me, looking at me, (etc) 14 - DOUBLE BIND And that means that your unconscious mind is also here, and can hear (phonological ambiguity) what I say. And since thats the case, you are probably learning about this and already know more at an unconscious level than you think you do, and its not right for me to tell him, learn this or learn that, let him learn in any way he wants, in any order. Double Bind You can do this, find that moderate level or you can do this and find your deeper level. You are going to experience your deepest level of trance right now or it may take a couple of minutes. 15 - CONVERSATIONAL POSTULATE The communication has the form of a question, a question to which the response is either a yes or a no. If I want you to do something, what else must be present so that you will do it, and out of your awareness? It allows you to choose to respond or not and avoids authoritarianism. Do you feel this(punctuation ambiguity) is something you understand? Can you go deeperand now relaxdo you think you are starting to understandnow that you have felt this state? 16 - EXTENDED QUOTE Last week I was with Richard who told me about his training in 1983 at Denver when he talked to someone who said 17 - SELECTIONAL RESTRICTION VIOLATION A sentence that is not well formed in that only humans and animals can have feelings. A chair can have feelings You dont think the carpet


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18 - AMBIGUITY a. Phonological: Hear, Here b. Syntactic:

Where the function (syntactic) of a word cannot be immediately determined from the immediate context.

They are visiting relatives c. Scope:

Where it cannot be determined by linguistic context how much is applied to that sentence by some other portion of the sentence. Speaking to you as a child The old men & women The disturbing noise & thoughts The weight of your hands & feet

d. Punctuation: I want you to notice your hand me the glass. 19 - UTILIZATION Utilize all that happens or is said. Client says: I am not sold. Response: Thats right you are not sold, yet, because you havent asked the one question that will have you totally and completely sold. Putting it all together: I know that you are wonderingand its a good thing to wonderbecausethat meansyou are learning many thingsand all the things, all the thingsthat you can learnprovide you with new insights, and new understandings. And you can, can you not? One can, you know. And its more or less the right thing. You are sitting here, listening to me, looking at me, and that means that your unconscious mind is also here, and can hear what I say. And since thats the case, you are probably learning about this and already know more at an unconscious level than you think you do, and its not right for me to tell him, learn this or learn that, let him learn in any way he wants, in any order. Do you feel thisis something you understand? Because, last week I was with Richard who told me about his training in 1983 at Denver when he talked to someone who said, A chair can have feelings 20 COMPARTIVE DELETIONS Are deletions where a comparison is made and it is not specific as to what or whom the comparison is based on. Comparative Deletions: Missing a standard of evaluation. Statement: And that made me really angry Enquiry: Really angry! Relative to what?


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Statement: I am very much in love Enquiry: How does this compare to other experiences of being in love? Statement: Life is so cruel Enquiry: Cruel compared to what? 21 DISTORTION SEMANTIC ILL-FORMEDNESS Is another group of meta-model distinctions. The value of recognizing sentences which are semantically ill-formed is that it allows you to assist the person in identifying the portions of their model which are distorted in some way, impoverishing the experiences which are available to them. By changing those portions of their model which are semantically ill-formed, a person achieves greater choice and freedom. It is these ill-formed portions which frequently stop the person from acting in ways they would otherwise choose to act. The Five classes of Semantic III-Formedness are: 1 Nominalization (an idea or concept i.e. love, frustration, relationship) 2 Cause and Effect 3 Complex Equivalence 4 Mind Reading 5 Lost Performative 22 NOMINALIZATIONS Are when action or process words are turned into nouns. An on-going process thereby becomes fixed as a thing or an event. When this happens, we lose active choice and become trapped. There is a need to be reconnected with the on-going interactive processes of life. Reversing nominalizations assists a person in being able to see that what they had considered an event over and beyond their control is in fact a continuing process which can be changed. Nominalizations are a way people stay stuck. Nominalizations can be distinguished from regular nouns in several ways. A standard test for a nominalization is. Can you put it in the wheelbarrow? if its being used as a noun and you cant put it in a wheelbarrow and touch it, see it, or hear it then it is a nominalization. For those who enjoy visualizations, make a picture of a wheelbarrow. Now try putting a chair, a cat, then your mother in the wheelbarrow. Now try putting a failure, a virtue, truth, disappointment, projections, and confusion into that wheelbarrow. As you can see, nominalizations are not people, places, or things that could be put into a wheelbarrow. Another test is to put an on-going in front of the noun an on-going relationship, an on-going experience. Verses an on-going chair, an on-going stone. If it fits, its a


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nominalization, If not, its not. Certain word endings are indicators for nominalizations: - tion, - dom, - ence, - ance, - ledge, - ity, - ess, etc. I regret my decision Nominalizations: Process Question: What stops you from Re-deciding? Frustration What/whom frustrates whom? How do you, Frustrate yourself? Happiness Who is happy about what? Productivity Who produces what, how? Reliability Who relies on whom to do what? Depression What are you depressing? Freedom Who is free from, or to do what? Anger Who is angry about (at) what? Relationship Who relates to whom, how? Truth What is true about what, whom, etc? 22 DOUBLE NOMINALIZATIONS Skill Level Who is skilled are what? How do you know that? Learning disability Who is not able to learn what? Obsessive-Compulsive Who is obessing/compulsing about what? Minimal brain dysfunction How is this persons brain dysfunctioning, how much? How do

you know? 23 nominalizations with no commonly-used process form Libido What do you get excited about? Marriage (relationship) How are you and your partner interacting? Self-esteem What about yourself do you feel good about? Pain What hurts? How? Who hurt you? what is hurting you? To transform a nominalization back into a process word, use it as a verb in the response.

I dont get any recognition How would you like to be recognized?

Pay attention.

What do you want me to attend to?

I regret my decision. Does anything stop you from re-deciding?


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CAUSE AND EFFECT involves the belief that some action on the part of ones person can cause another person to act in a particular way or to experience some emotion or inner state. due to this belief, ther person responding experiences having no Choice concerning how to respond. When this belief is challenged it allows the person to explore and question whether the causal connection is indeed true. They can then begin to wonder about what other choices of responses can be generated. The challenge is, HOW DOES X CAUSE Y? Statement: Your writing on the wall bothers me. Enquiry: How does my writing on the wall bother you? Statement: You frustrate me? Enquiry: How do I frustrate you? or How is it possible for me to frustrate you? or Make you feel annoyed? Statement: Im sad because youre late. Enquiry: How does my being late make you feel sad? 24 MIND READING Refers to the belief on the part of the speaker that one person can know what another person is thinking or feeling without a direct communication from the second person. In other words, this is a way to recognize when someone is acting on delusions rather than information. Obviously, mind reading can do much to inhibit the usefulness of a persons model of the world. The listener responds to mind reading by asking, HOW, SPECIFICALLY, DO YOU KNOW X? this provides the speaker with a way to become aware of, and even to question, those assumptions they may have previously taken for granted. Statement: Everybody thinks Im taking to much time. Enquiry: How, specifically, do you know that everybody is thinking that? Statement: Im sure you can see how I feel. Enquiry: How, specifically, can you be sure I can see how you feel?


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CAM 210 METAPHOR OUTLINE

(all story metaphors=hypnosis)

The major purpose of a metaphor is to pace and lead a clients behavior through a story. The major points of construction consist of: 1. Displacing the referential index from the client to a character in a story 2. Pacing the clients problem by establishing behaviors and events between the

characters in the story that are similar to those in the clients situation 3. Accessing resources for the client within the context of the story 4. Finishing the story such that a sequence of events occurs in which the characters in the

story resolve the conflict and achieve the desired outcome The basic steps to generate a metaphor are as follows: PREMAPPING: 1 - Identify the sequence of behavior and/or events in question: This could range from a conflict between internal parts, to a physical illness, to

problematic interrelationships between the client and parents, a boss or a spouse. 2 - Strategy analysis: Is there any consistent sequence of representations contributing to

the current behavioral outcome? 3 - Identify the desired new outcomes and choices: This may be done at any level of detail, and is important that you have an outcome to

work for. 4 - Establish anchors for strategic elements: involved in its current behavior and the

desired outcome. For instance, in one knee you might anchor all of the strategies and representations that stop the client from having the necessary choices; and on the other knee you might anchor any personal resources (regardless of specific contexts) that the client may have.

METAPHOR

As a kid learning to ride a bike I used to be limited as to how far I could travel and I had to walk everywhere it tired me out I recall fist going down the driveway it looked long and huge Yet as an adult it was nothing, just a driveway I scrapped my knee, bumped into a few things Turning one-way then another I had lots of fear & anxiety Yet once I learned balance there was no fear Then it was how fast I could go


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Perhaps its like hypnosis you know after a while you get comfortable and then you can go fast, now, and experience more and go to lots more locations. And once you learn how to ride, you never forget. MAPPING STRATEGIES: 5 - Displace referential indices: map over all nouns (objects and elements) to establish the

characters in the story. The characters may be anything, animate or inanimate, from rocks to forest creatures to cowboys to books, etc. What you choose as characters is not important so long as you preserve the character relationship. Very often you may want to use characters from well-known fairy tales and myths.

6 - Establish an isomorphism between the clients situation and behavior, and the

situation and behaviors of the characters in the story map over all verbs (relations and interactions): Assign behavioral traits, such as strategies and representational characteristics, that parallel those in the clients present situation (i.e., pace the clients situation with the story). Make use of any anchors you have established previously to secure the relationship.

7 - Access and establish new resources in terms of the characters and events in the story:

This may be done within the framework of a Reframing or reassessing of a forgotten resource; again, using any appropriate pre-established anchors. You may choose to keep the actual content of the resource ambiguous, allowing the clients unconscious processes to choose the appropriate one.

8 - Use nonsequiturs, ambiguities and direct quotes to break up sequences in the story

and direct conscious resistance, if such resistance is present and is hindering the effect of the metaphor. Conscious understanding does not, of course, necessarily interfere with the metaphoric process.

9 - Keep your resolution as ambiguous as necessary to allow the clients unconscious

processes to make the appropriate changes. Collapse the pre-established anchors and provide a future pace, if possible, to check your work.

UNCONSCIOUS METAPHOR CONSTRUCTION


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CAM 210 COLLAPSE ANCHORS FOR NEGATIVE STATE

1 - Get in rapport 2 - Set the frame 3 - Decide on which positive/resource state is needed 4 - Decide on which negative state is to be collapsed 5 - Get into specific positive state youre eliciting you can stack lots of stuff to it 6 - Make sure that the person is in a fully associated, intense, congruent state 7 - Anchor the positive state 8 - Anchor the negative state 9 - Fire anchors at the same time until they peak, and the integration is complete then just 10 - Release the negative anchor 1st and 11 - Hold the positive anchor for 5 seconds and then release 12 - Test and future pace


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CHAINING ANCHORS (F.Y.I. A.N.D.)

Chaining is a technique that is used when the desired/resource state is significantly different from the present state. 1 Get in rapport 2 Set the frame 3 Identify the undesirable present state 4 Decide on the positive/resource end state 5 Decide on intermediate states to lead to the end state 6 Design the chain

7 - Elicit and anchor each state separately, beginning with the present state through the

end state. Make sure that the subject is out of previous state prior to anchoring the next one.

8 - Fire the present state anchor and when at its peak, release and fire the Int. anchor #1.

(wall chart #35) 9 - Test (subject should go into present state and then into Int. state #1). 10 - Fire present state anchor, watch subject go into present state, and then Int. state #1. At

peak add Int. state #2. 11 - Add each Intermediate Anchor and End State Anchor in the same way. 12 - Fire present state, and subject should go through all the states and end up at the end

state. 13 - Test and future pace. What we focus on we get unconscious doesnt process negatives I do not want Idea Make the do become the 1st part of command to be primary so that is empowered).


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CAM 210 FAST PHOBIA MODEL

The Fast Phobia Model is more useful when used in conjunction with Time Line Therapy techniques. See the Time Line Therapy training section.

You can learn a phobia from one experience as long as it leaves a strong impression

You can unlearn a phobia by one experience if you do it in reverse.

1 - (Optional) Establish a resource anchor, or be prepared to do a pattern interrupt. 2 - Acknowledge magnificence of one-trial learning a clients ability to learn. 3 - Discover strategy used for having phobia. 4 - Ask the client to remember a time when they had a phobic reaction anytime. 5 - Then ask them to remember neutral memories before and after the phobic memory

resource anchor, a safe place to come from and go to get clean break. 6 - Ask client to imagine that they are watching the phobia memory from the projection

booth of a movie theatre (disassociated). 7 - Start at the neutral memory, then run the phobia memory movie forward in B & W to

the end, then to the 2nd neutral point. 8 - Have the client associate into the memory and run it backwards with full color & sounds

to the beginning. 9 - Tell them to notice something funny in the backwards movie. 10 - Repeat steps 6 8 until the client cant get the feeling (K) back, or until the memory is

not accessible. (If you are deleting a memory then give the appropriate instructions.) 11 - Test and future pace. KEYS 1 - Neutral point 2 - Disassociation difficult remind them to see at distance at time. 3 - Repetition 4 - Laughter anchor By running it backward it fires neurons backwards and distorts it, changing it.


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EYE PATTERNS

Vc Visual Constructed Images of things that people have never seen before. When people are making it up in their head, they are using visual constructed. QUESTION: What would your room look like if it were blue? Vr Visual Remembered Seeing images from memory, recalling things they have seen before. (In addition, some

people access visual remembered by defocusing their eyes.) QUESTION: What color was the room you grew up in? Ac Auditory Constructed Making up sounds that you have not heard before. QUESTIONS: What would I sound like if I had Donald Ducks voice? Ar Auditory Remembered When you remember sounds or voices that youve heard before, or things that youve

said to yourself before. QUESTION: What was the very last thing I sad? or Can you remember the sound of

your mothers voice?

K Kinesthetic (Feelings, sense of touch) Generally you look in this direction when you are accessing your feelings. QUESTION: What does it feel like to touch a wet rug? Ad Auditory Digital This is where your eyes go when you are talking to yourself internal dialogue. QUESTION: Can you recite the pledge of allegiance to yourself?


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CAM 210 TIME LINE THERAPY TRAINING HEALTH AND HEALING FACTORS

From Leslie LeCron, 1964

1 - Conflicts Check on the following types of conflict: Beliefs Values Parts Repressed Behavior 2 - Motivations Check on what other motivations there could be, or Secondary Gain 3 - The Effects of Suggestion(e.g.: Post Hypnotic) S.E.E.s A significant emotional experience can be as effective as hypnosis 4 - Organ Language Often, what we say to ourselves can cause problems, e.g.: A pain in the neck. 5 - Identification Who and what do we identify with? Imprint (0-7)** Modeling (7-14)* Socialization (14-21) 6 - Masochism Self Punishment A result of guilt 7 - Past Significant Emotional Experiences 8 - Body Image (Formed when see #5) 9 - First Event in the Time Line This Lifetime Past Lives Genealogical


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CAM 210 MODELING OCT 4, 1997

We model our universe from our experiences good and bad and the perceived or

imagined habits/conclusions we have about others. We particularly attach to those that are

powerful to major role models in our life, mother/father/older brother or

sister/teacher/President, etc. we consciously or subconsciously empower these images in our

mind its as if we give the images a power over us to infect our needs will be met, that well

survive and get enough pleasure to feel safe from death!

When we empower another being with the authority hero champion star label

we unconsciously directly link into their universe with a strong link. We hook into their emergy

and their issues. Like adding a new program to computer without knowing it their negative

programming becomes a virus in ours. They emanate this unconsciously to others (i.e. their

strange behaviors, feelings, ideas) even if unexpressed. These spells create issues for those

around them (i.e. they treat women as objects, going from one to another because of hidden

abuse they had (real or imagined) from their mother, father or others. They refuse to get close

to women (or others) but also know they need them. It is part of their programming that I

cant survive without them.

More often than not, abuse is just the wrong perception of an event (i.e. she held me

down, took my clothes off, and then kept touching my private parts when in fact you were

being held on a table to prevent you from falling while your diaper was being taken off, you

were being cleaned/washed off from all the diarrhea in your diaper.) Often while you cried

hysterically because of various reasons, you were tired, hungry or traumatized from earlier


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events when you just got caught between fight of parents and you were full of shit for some

time.

The amount of mis conclusions, particularly in youngsters, is enormous.

Write down and make note of the people you had in your space growing up who had a

strong influence on you and also note those you admired, looked up to, hero worship etc..

sucked into your universe major issues of theirs and if focused on them they become yours.

HYPOTHESIS I

All reality as we know it has been created through the eons when we were hypnotized.

We have learned our reactions and perceptions when in altered states and continue to learn

in them.

We seek altered states via

Prayer cigarettes meditation repetitive learning gambling

Chocolate alcohol music stressful events extreme sports

Chanting drugs massage emotional upsets dancing

Singing hymns T.V. sports exercise running

Church Coffee yoga sex biking

When altered states happen in group situations, a group reality is established which causes

the majority to act in a harmonious fashion i.e. doing the wave chanting We are the

champions or We will rock you.

You can show this easily regarding music. If you do the beginning of familiar tune or T.V. jingle

(like green acres) and let their mind finish it.


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Do same with ad slogan and habits Children starving in China to clean your dinner plate or

you must eat everything on your plate to grow big and strong.

The conscious mind then tries to analyze the realities created to then adjust their external

world to meet these realities and will actively justify their actions through logical

rationalizations.

THE MODELING PROCESS

I Define Ability to be modeled (a positive or negative) II When you are an excellent teacher what is important to you?Answer: I want them to be attentive to me Definition: (Criteria, your choice of personal standards of evaluation within a specific context) e.g. My criteria for students being attentive to me is they are looking at me, listening to what I say and following my instructions. III Enabling cause effect What leads to or makes it possible for there to be attentiveness (The sequence of internal representation and external behaviors engaged in to ensure criteria (test) is being satisfied) To engage them with something fun, useful or helpful in their life. IV Motivating cause/effect (a higher, deeper or more important level of criteria What is important about ________________. V Sustaining emotion When you are (ability) what is important to you to maintaining ability is the criteria equivalence criteria and definition What are you feeling? VI When you are (ability) what are you doing on the outside (behaviors, facial expressions, vibrations, body position. VII Contributing factors Are there other abilities, conditions or considerations that support this? Are there other beliefs that affect function or expression of this? VIII Embodying How would you embody this ability? Do it. IX Enacting Show how you would interact with another when having this ability.


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INSERT BELIEF TEMPLATE


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CAM 210

PERSPECTIVES OF EDGAR CAYCE

Cayce acknowledges principle of soul mind and contains wisdom of universe.

Your client is only limited by what you think is possible for them.

Purpose of life help produce, direct and script your life and come back to the producer,

scriptwriter roles to play.

Three key attributes spirit, mind and will for us to develop into our own individual identity

so we can then be one with God.

Cayces approach to reincarnation of becoming champions and co-creators with God not

working out problems to nirvana to remove self from cycle of birth.

Cayce the healing power of forgiveness (self and others) choice no matter what we have

choice bet people to know they are at cause.

Importance of setting ideals get a persons values aligned.

Most important experience for any soul was setting any ideal.

Ideal - a goal is something you want to accomplish - an articulation of the spirit in which you

want to accomplish the goal, the spirit of motivation. What standard will you use for yourself

on accomplishing something?

*Explain to client different methods of experiencing a trance and that they will maintain their

consciousness Heightened powers of mental focus.

Altered state indicates - Bloodshot eyes - Slower breathing time distortion

Ask me how much time do you think has passed? (time usually distorted) and you can help

ratify it (usually shorter, may be longer).


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Ultimate ratification is when suggestions take effect

*The Convincer What does it take for the person to know something has happened? ask

What does it take for you to know? find out which sense they depend on and mirror it back.

For instance, convincer when I see it I know.

You can respond And you will know right away number of times convincer give suggestion

probably by 2nd or 3rd time.

What is their frame of reference? Some must be convinced every time

Is way to know internal or external? i.e. good feedback or feel it inside or both?

External people will notice and tell you.

Mind is not peculiar to human race, but more complex.

Spiritual energy transformed through energy into body pattern of our energy is stored in

endocrine system.

Your goal is to help them accomplish what they want not what someone wants for you.

What is the highest intention for not forgiving someone?

Time

We each have an internal scheme

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