Chapter 3

StateManagement 101

Accessing Personal Genius

Page 66

“States – The foundation of MS

Before there is behavior, there are states.

What state are you in when resourceful? What state are you in when

unresourceful? In this section we look more into how

the mind creates states and how to change them.

Page 67

States Foundation of MS cont

In order to run our own brain and maintain desired states, we need some basic knowledge.

There are some key principles that we need to understand.

Are you pleased with how you are running your brain and maintaining your states? Page 67

1) The Components of States

Linguistics The Sensory Representation

System (Visual, Auditory, Kinesthetic, Olfactory & Gustatory)

The Language Representation System

Physiology/Neurology pp. 67-68

Figure 3:1 – Neuro-Linguistic States

RepresentationScreen

VAK

SpeechBehavior X

Response Stimulus

Page 73

2a)Two Avenues to Evoke States

1. Internal Representations specify our state of mind the things that we internally map out (VAK & Language, what we say to ourselves).

A. These make up our understanding, learnings, beliefs, values, etc.

B. We have choice about what to represent; we have Representational Power

Page 67

2b)Two Avenues to Evoke States

2. Physiology and/Or Neurology describe the physical state or state of body

…the things that we experience in our body, involving health, posture, breathing, bio-chemistry, etc.

Page 68

2) Two Royal Roads to State Control

Because our Language as it interacts with our Physiology/Neurology produces or states, then we have these two basic elements to not only create our states but to control our states: Mind Body (neurology/physiology) Page 69

Figure 3:2 – Two Royal Roads to State Control

RepresentationScreen

VAK

Event(Stimulus)

Page 69

3) State Object In order for a mind-body-emotion state to

exist, there must be an object of attention.

In Primary States (i.e, fear, anger, joy, calmness, sadness, etc.) the object usually refers to something “outside” you and “beyond” your nervous system.

“What do your thoughts-and-feelings refer to? What’s on your mind?”

Page 70

4) State Awareness

Awareness of the states and the factors that drive them.

Because all states habituate, they drop out of consciousness awareness.

We must bring our states to consciousness in order to start controlling them.

How is the state encoded and structured? Page 71

5) State Accessing/Inducing

We can use the Two Royal Roads to state control by using our mind-and-body neuro-linguistic system to access previous states (memory) or states that we can imagine (imagination) to access a desired state.

See Figure 3:3 next slide. Page 72

Figure 3:3 – State Accessing/Inducing

Imagination

Memory

MemoryImagination

“Think about atime when….”

“What would itbe like if…?”

Page 72

Exercise: In and out of states

1. Access a recent state of being fluent and note the qualities.

2. Access a state of blocking and note the qualities.

3. Write down the differences of each experience.

4. Practice going in and out of these two states.

Pages 73

6) State Altering

States do not stay the same, but forever change.

Count on your states altering, shifting, and transforming.

What methods do you have for altering your states?

Page 73

7) State Intensity & Amplification

Gauge each state in terms of intensity.

How much do you experience the state?

What level of strength or weakness does the state convey? How much does it dominate your consciousness?

Pages 73-74

Figure 3:5 – State Intensity

Mind

Body

X (Event inthe World)

10

0

5

Page 74

State Intensification

Need more fluency? Crank it up by increasing or intensifying the IR in the sense and language modalities.

What processes do you rely on for amplifying your states?

How do you crank them up?Page 75

8) State Strategy All behaviors are a product of an

ongoing process (strategy) of pictures, sounds, feelings, smells, tastes and meta-level word meanings that we give an experience.

You have a strategy for every behavior. Stephen Covey, “In between stimulus

and response, there is choice.”

pp. 74-75

9) State Strategy Interrupts Stop any and every mind-body-

emotion state by: Jarring Interfering Sabotaging, etc

State Interrupts refer to ways of stopping or preventing a state from functioning.

Page 75

10) State Anchoring

Set up a trigger (sight, sound, sensation, movement, gesture, word, etc.) and link it to the state.

Anchors operate as Pavlovian conditioning tools for state management and depend on uniqueness, intensity, timing and purity.

Page 76

Precision AnchoringIn

ten

sit

y

DurationHold Anchor

5 to 15 Seconds

Anchor atpeak intensity.

State

11) State Dependency Once in a state, in a strong and

intense state, we experience a dependency on that state for how we think, learn, remember, perceive, communicate and behave.

We call this State Dependency. It means that the State has us, and

feels as if it has a life of its own. A great example of this is a block.

Page 76

12) From State Dependency to Meta-States- Self Reflexivity

When we experience a powerful State Dependency, it becomes very easy to Reflect that State back onto another state.

When we do, we create a state-about-state structure and this gives birth to Meta-States.

Page 77

Self Reflectivity

When we reference an internal thought, feeling, idea, etc., we are Self-Referencing.

This raises our awareness to a new level.

It creates Self-Reflexive Consciousness (See Figure 3:5).

Page 77

Figure 3:5

Page 77

Transcending thePrimary State

Including Primary State

Thought -Feeling

The Basic Meta-Stating Pattern

1. Access a Resource State.2. Amplify & Anchor the Resource

State.3. Apply to the Primary State.4. Appropriate in your life and

future.5. Analyze the quality of the Meta-

State in your entire mind-body system. Pages 78-79

13) State Utilization

Your brain over the years has learned some powerful states.

Are they useful and if not, where and how can you use them?

“Where would I like to use this state?” The mind-body system cares not

about the content – only the state of mind.

Page 79

14) States as Emotion (Kmeta) How do we construct emotions? Emotions consists of evaluative

judgments, beliefs, meanings and values.

If you evaluate your experience of the world as a good experience, you will have a positive emotions.

If the evaluation is bad, you will have negative emotions. See Figure 3:6 Page 79

Figure 3:6

Map

Territory

Positive

Negative

TheExperience

of the

Page 80

Figure 3:7

Evaluations about I-R

Evaluations about T-F

Internal Representation

Experienceof theWorld

Evaluations about T-F

Ou

r “M

odel

of

the

Wor

ld”

Page 81

“Emotions are Just Signals” between our

Model of the World and our

Experience of the World.See Figure 3:6

Page 82

Figure 3:6

Map

Territory

Positive

Negative

TheExperience

of the

Page 80

Emotions are Just Signals Pattern

1. Recognize that emotions are just signals.2. Access a witnessing state.3. Recognize the triggers of the event.4. Say to yourself, “It is just an emotion.”5. Design engineer a new meta-stating

structure.6. Meta-state the negative emotion with a

powerful resource state.7. Quality control the permission and add

needed reframes.8. Put into your future and install.

pp. 82-84

15) State Extending/State Containment

We can both extend and contain states. These properties of neuro-linguistic

states enable us to take the thoughts-feelings and all of the mind-body correlations and contaminate other experiences with a state.

We can also build boundaries and barriers around a state so as to disconnect from other things.

Page 95

Changing Meaning by Reframing

All meaning is a structured reality. Each individual constructs his/her

own meaning reality. As a structured reality, meaning

functions as a fluid reality. As a structured reality, meaning is

changed in the same way that it was first structured.

Page 86

Reframing

In in framing (thinking, giving meaning), we create a mental context by which to think about something…

Then in reframing, we attach a new meaning.

This leads to a new response, a new experience and a new behavior.

Page 86

Reframing Some meanings are in the muscle like

blocking. Blocking/ stuttering derives to a large

extent from the meanings given to what stuttering means to the individual.

Because blocking/ stuttering is at its roots a product of thinking, it is subject to change via changing the meanings associated with blocking/ stuttering.

Page 86

Reframing

Meaning works in powerful ways. If in framing (thinking, giving

meaning), we create a mental context by which to think about something, then in reframing, we attach a new meaning.

This leads to a new response, a new experience, and a new behavior.

Page 86

Two Basic Ways to Reframe

Content/Meaning Reframing involves giving the experience new meanings.

Context Reframing involves finding a new context where the experience could be useful.

Page 86

Framing Methodology:

Content Reframing – “What else could this mean?”“This is X – no, it is Y and that is better.”

Context Reframing – “Where would this be really useful and valuable?”

Page 87

Conscious Reframing1. Identify a behavior2. Engage – communicate with it.3. Identify frame – discover qualities of the movie.4. Chunk down to more specifics – edit movie.5. Context Reframe – find where it may be useful.6. Content Reframe – give it a new meaning.7. Integrate – ecology check – permission to use

new meanings8. Test – check out old behavior and see if the new

meaning comes into the foreground. (Edited →)

pp. 89-91

Conscious Reframing Edited1. Identify a problem behavior and identify.2. Establish communication with the part

responsible for the behavior and discover its positive intent.

3. Context Reframe – in what context could this behavior be useful?

4. Content - What new meaning could you now give it that would serve you.?

5. Ecology check and Future Pace6. Test – think of the old problem and see if the

new meaning comes into the foreground of your mind.

The “Miracle Pattern”

1. Identify your problem.2. Identify your beliefs-about-your beliefs.3. Sketch out the higher level meaning

structure of the experience.4. Run an ecology-check state about the

meta-beliefs. 5. Imagining the night of the miracle.6. Describe the day after.7. Confirm and future pace.

pp. 92-93

Figure 3:10 Figure 36 The “Miracle” Pattern

Have you had enough?

Ecology Check

Day AfterThe

MiracleWhat’sDifferent?

MiracleNight

Page 93

Changing Meaning by Changing Beliefs

What is the difference between a thought and a belief?

Can you hold a thought in your mind that you do not believe?

How do we change a thought into a belief?

A belief is a thought that we say yes to.

Page 94

Figure 3:11

Figure 30 Meta-Stating a Thought Into a Belief

Thought

Confirmation

“Yes!” “Belief”

Page 95

Frames by Implication

Behind or above our yes’ and our no’s (and any other thought) are many other frames of mind – usually unconscious.

We constantly have thoughts about thoughts.

Over the years, this process layers our mind with frames of mind innumerable.

Page 95

Figure 3:12Frames byI implication

Frames byImplication

Decisions

Understandings

Reasons

Explanations

Thought

“Yes!”

Page 96

Meta-Frame Questions

All Meta-Levels in our mind are made of the same “stuff” as the primary level.

We use our see-hear-feel representations and words to build up meanings at the Meta-Levels.

We define our Meta-Levels with different categories. Page 96

Meta Level Categories Meanings Beliefs Values Identity Aboutness Principles Decisions

Intentions Outcome Understandings Expectations Paradigms,

models Metaphors

Pages 97-98

Figure 3:13 –

Teasing Out Frames Representational

Screen

Person UsingPowers ofRepresentationalThinking

Events inthe World

Meanings

Values & Beliefs

Identity

Aboutness

Decisions

Intentions & Outcomes

Metaphors, Non-Linguistic Symbols

Paradigms, Models, Schemas

Expectations

Understandings

PrinciplesM

eta

-Fra

me

s

Page 99

Meta Levels Each of these frames has other

categories within it. I.E., you can believe in a value or value

a belief, etc. When we “nominalize” these

categories and make them “things,” we get into trouble.

Only nominalize categories that serve you.

Meta-Level Elicitation Questions

Under each category we have questions that will elicit the categories from the individual.

In asking these questions, you are exploring the individuals higher level structures.

Remember, they are not different “things,” just different ways of expression.

Page 95

1. Meanings – ideas in the mind

What does this mean to you? What else does it mean to you? How much meaning does it hold

for you?

Page 97

2. Beliefs – ideas we affirm

What do you believe about that? How much do you value that belief? Do you have any beliefs about that

belief? How have you confirmed that

belief? How strong is that confirmation?

Page 97

3. Values – importance, esteem

How is that important to you? What do you believe about that

value? Why is that important or valuable

to you?

Page 97

4. Identity – ideas about self

Does this affect your self-definition or identity?

How does it affect the way you think about yourself?

What does this say about how you perceive yourself?

Page 97

5. Aboutness – ideas about ideas

What do you think about that? What do you feel about that? What comes to mind when you

entertain that thought?

Page 97

6. Principles – guidelines, laws

What principles do you hold about that?

I understand ____________ (‘what’ about ‘that’)?

How does this work?

Page 97

7. Decisions – ideas we separate and cut off from other ideas

What decisions drive this? So what will you do? How would you complete this

phrase, “I will ____________ (‘what’)?

Or, if you use, I choose _________? Or, I feel ____________?

Page 97

8. Intentions – motive, wants

What is your purpose in this? What is your intent in this? What do you get from that? And when you get that (as you

want it), what will that get you? Why is that valuable to you?

Page 97

9. Outcomes – goals, ends

How do you want to see this turn out?

What do you want from this? What consequences do you hope

will come from this?

Page 98

10. Understandings – supporting ideas

What do you understand about that?

What knowledge do you have about this?

Page 98

11. Expectations - anticipation

So what are you expecting? Where did you learn to expect

that?

Page 98

12. Paradigms, Models, Schema

(The ideas we have that come together as more complex mappings about things.)

What paradigm (model, schema) drives and informs this?

What paradigms are you relying on in your understanding?

Page 98

13. Metaphors, Non-Linguistic Symbols

What is this like? If this was a color, what color would it

be? If this was an animal, what animal would

it be? What would this sound like if you put it to

music? If you made up a poem or story about

this, what would you say? Page 98

14. Realizations

How does this feel to you? When you realize this, what do you

think? Now that you know, what do you

want to do? Now that you are aware of this,

what comes to mind?Page 98

15. Permissions

What happens when you give yourself permission to experience “X”?

As you give yourself permission for this, notice what happens?

How well does this settle? How many more times will you

need to give yourself permission?Page 98

Meta-Yes/ Meta-No Pattern

We change a limiting belief at the base level by saying “no” to it.

Make sure your desired belief is ecological for you.

Meta-stating a limiting “belief” enables us to de-commission old programs.

Page 99

Figure 3:14

Old MappingFromChildhood

Thought

“Yes!”

“No!”DisconfirmationState

LimitingBelief

Page 100

Figure 3:15

LimitingBelief

DesiredBelief

“No!” “Yes!”

Page 101

Meta-Yes/ Meta-No Pattern

1. Access a limited belief and “get a strong “no!”

2. Meta “no” the limiting belief.3. Access a strong and robust “yes.”4. Meta “yes” the enhancing belief.5. Yes, yes it repeatedly and put it

into the future.Page 102

Changing Meaning by Changing Reactions Meaning drives everything

including our unresourceful states. We hold our unresourceful states

in place by the meaning we give to internal or external experiences.

To change this meaning, a good place to start is with the “Map – Territory” distinction.

Page 103

1) Decide to fully and completely learn the distinction between the Map and the Territory.

See Figure 3:16

Page 103

Figure 3:16 Page

105

Meta-Stating Semantic Reactions

1. I will learn the distinction between map and territory.

2. I will use my neurology as a human being.3. I will manage the higher levels of my mind.4. I will not take counsel of my illogical fears. 5. I will access my higher resources.6. I will create a new “gestalt” from my higher

resources.

pp. 116-117

Figure 3:17

Page 106

Confidence

Faith

Representational Screen

The ExternalWorld

HopeH

igh

er L

evel

Sta

tes

ofM

ind

-Em

otio

n

Courage

Joy

Love

Changing Meaning by Changing Language We have looked inside the movie;

lets now look inside the language of our unresourceful states.

Our matrices have language and language has structure.

We have questions (Meta-Model) that effectively challenge the structure of language.

Page 107

Tearing Language Apart

What does this state mean to you? How is this state a problem for you? When do you do this state? When do

you not have this problem? Where do you do this? Where do you

not do this?

Page 107

Tearing Apart the Language How do you do the process of having

this resourceful state? What do you see, hear, feel and how do

you talk to yourself in order to create this state?

What are the thoughts in the back of your mind about this state?

Do you have any memories that contributed to this state?

Page 107

Fast Phobia Cure Behind many unresourceful states

one will inevitably find fear. The “Fast Phobia Cure” is

especially designed to remove visual images of the movie that creates fear.

The key to change fear is to gain control over what happens in your own brain. Page

108

Figure 3:18 Page

110

ProjectionBooth

Watch YourselfWatch the Movie

Theater Seat

The Fast Phobia Pattern

1. Step back from your painful memory.2. Step back from watching the movie.3. Let the old movie play out as you

watch from the projection booth.4. Step into the movie and rewind.5. Repeat the process five times.6. Test results.

pp. 109 -111