welcome to the nlp-course “your unlimited powers” organised by the ‘quaker’ office american...
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Welcome to the NLP-course “Your Unlimited Powers”
Organised by the ‘Quaker’ OfficeAmerican Friends Service Committee Gaza
1st day Saturday 22 March 2014
Gaza NLP Basic Course “Your unlimited Powers”
Daily Course Schedule
8:30-10:00 session 1 90 minutes10.00-10.15 snack+coffee break 1 15 minutes
10:15-11:45 session 2 90 minutes11:45- 12:00 snack+coffee break 2 15 minutes
12:00-13:30 session 3 90 minutes12.30 – 12.45 coffe+snack break 15 minutes
13:45-15:15 session 4 90 minutes15.15 lunch
90Session 190 session 290session 390 session 4360 = 6 hours 5 days = 30 hours
Program:Day 1
Getting to know each otherGoals2 The three life questions1 What is NLP?3 Who is who in NLP?4 Presuppositions of NLP5 Sensory acuity
Day 26 The NLP Communication model7 Neurological levels8 The 4- steps learning process
Day 39 The four Basic Pre-suppositions10 Sandwich feedback11 Rapport12 Representationsystems13 The three houses
Day 414 Anchoring15 Language16 Hierarchy of Language17 Meta-Model18 Milton model
Day 519 Non-Violent Communication20 Reframing21 Evaluation22 Validation23 Certificates
The structure of NLP courses
NLP Master Practitioner = 130 life training + modelling teases
NLP Trainer = 130 life training + assistance 130 hours + 3 days of examination
The toolkit of NLP:Neuro Linguistic Programming
Submodalities
1 Focusing
Neurological levels
3 Doing
Respect
Anchoring
2 Meaning giving Interpretation
Internal representation
4 steps learning proces motivating in 2nd step
Building empowering beliefs
Using your inner resources
Integrate presuppositions
Reframing
Positive language, Milton and Metamodel, chunking
Accept
The map is not the territory
Reframing
Sensory acuity
Mission building
Changes on identity leveltoolkit
8Behaviour
InternalRepresentation
State, emotions
Physiology
How do we Communicate?
time/space matter/energy
languagetime/space
matter/energy
memoriesdecisions
metaprograms
values and beliefs
attitudes
12
What did you see?
Focus with Sensory Acuity!
Notice how many different observations there are done!
How many?
13
What kind of persons were represented?
Very much Sensory Acuit!
The answere is 10 heads
Do you want to check another time?
14
MahatmaGandhi
Nehru
Indira GandhiRajiv Gandhi
Gulzarilal Nanda
Lal Bahadur Shastri
11
33
65
2
44
2
65
MahatmaGandhi
Gulzarilal Nanda
Nehru
Lal Bahadur Shastri
Indira GandhiRajiv Gandhi
Sensory acuity, What do we observe?
Exercise: What our senses are deleting?Read the following text once carefully and count how many times the letter F exists in this text.
FINISHED FILES ARE THE RESULTS OF YEARS OF SCIENTIFIC STUDY COMBINED WITH EXPERIENCE OF YEARS OF TRUTHFULL WORK AND OF INTENSIVE REFLECTION IF THEY ARE FILLED WITH FAITHFUL FACTS ABOUT EFFECTIVE SAFETY PERSONS OR FALSE OFFENDERS OF FOUR BEAUTIFUL PEOPLE IN GAZA.
Deleting, Distorting,
Generalizing• What did we observe?• What are the answers?• It is all about training and filtering
information!
What do we need to get a complete picture?
AttentionFocus on the detailFocus on the overviewKnowledge about what we can expectInterest………
Sometimes it works differently ……..What do we really need?
Acrocidng to sinefitc rsaerceh at an Eglnhis Uvirntsiey it dseson’t mkae any defenrifce in wchih suqenece the ltreets of a wrod are psiotienod, the olny tnihg whcih is intamropt is taht the fsrit and the lsat lteetr are at the rhgit palce.
The oehetr lttrees may be pealcd on any pacle. You are albe to raed eislaiy waht is wttrien. The rosean is taht we are redinang erevy lteetr saetperlaly but ervey wrod as a wolhe.
What is your interpretation if you turn this photo 180
Which emotions following your inerpretations with this person?
Misleading?
1. Color of the skin: Light ………………………………….. Dark 2. Tension of the skin:Shiny …………………………………. Not shinySymmetric ………………………… AsymmetricWrinckles in foreheadFlat ……………………………………. DeepWrinckles between eyesFlat ……………………………………..DeepWrinckles between eye and earFlat ……………………………………..DeepWrinckles around the mouthFlat …………………………………… Deep3. BreathingFast …………………………………….SlowHigh …………………………………….Low4. Size of the underlip, and position of the mouth cornerLines …………………………………..No linesMouth corner up ……………….Down 5. Eyes Focus sharp …………………………Not sharpPupils …………..…………………… Not
enlarged
Which caracteristics are changing?
Which caracteristics are changing?1. Color of the skin: Light ………………………………….. Dark 2. Tension of the skin:Shiny …………………………………. Not shinySymmetric ………………………… AsymmetricWrinckles in foreheadFlat ……………………………………. DeepWrinckles between eyesFlat ……………………………………..DeepWrinckles between eye and earFlat ……………………………………..DeepWrinckles around the mouthFlat …………………………………… Deep3. BreathingFast …………………………………….SlowHigh …………………………………….Low4. Size of the underlip, and position of the mouth cornerLines …………………………………..No linesMouth corner up ……………….Down 5. Eyes Focus sharp …………………………Not sharpPupils enlarged…………………… Not enlarged
32Behaviour
InternalRepresentation
State, emotions
Physiology
How do we Communicate?
time/space matter/energy
languagetime/space
matter/energy
memoriesdecisions
metaprograms
values and beliefs
attitudes
What are the differences in the internal representations?
Exercise 21 p 15
Write down at least 5 words which come up when you hear the word “Wall”
How many of these words, you wrote down, you think are written down by everybody?
InternalRepresentation
Communication in strip “I bought a dog”
“Oh yes? A big dog?” “No not so big”
“No with short hair”“With long hair?”
“Which colour?” “Spotted black and white”
“What a nice dog!”
“Yes indeed it is!”
Where? When?
What do you do?
How? Which skills?
Why?
Who are you?
What is most important in your life?
•The 4-Step Learning Process
4. Unconscious competent
1. Unconscious incompetent
2. Conscious incompetent
3. Conscious competent
Becoming conscious
Exercise
Getting routine
Unlearn: from step 4 to 2 and again to 4Once more learn: from 2 to 4.
4 8 2 5 3 7 9
5 2 9 1 8 3 7 5 6 4 2 9 George Miller wrote in 1956 a famous article: "The magical number seven, plus or minus two" (Psychological Review).
Look carefully at the numbers and try to store them in your short memory
Look carefully at the second series of numbers and try to store them in your short memory
How big is your conscious?
Stand at the side of the cause
and not on the side of the result.
Think in options.
RCCause and Result
I feel powerlessBecause she ….
He does it again!
The central nervous system is
not able to store a denial
Do not think on this flying elephant
Do not think on how you came to the course todayDo not think on how you are going home after the course
Representation systems
Visual Auditive-tonal Kinaesthetic Olfactory Gustatory Auditive-digital
look say touch scent flavour insightpicture accent move stink sweet consciousbright question pressure whiff appetite analyseoutlook click handle reek sour thoughtfocus rhythm loose fishy feed understandvision language insensitive air juicy knowperspective speech rough nostril spicy decide
V Visual Seeing
A Auditive Hearing
K Kinaesthetic Feeling
O Olfactory Smelling
G
2nd
Gustatory
Auditive digital
Tasting
Thinking
•I see your point V.•I want you to get a grasp on this. K•It appears rather clear to me. V•I ask myself. At•I saw a twinkling in your eyes. V•Are you able to get a handle on this?K•I understand you. Ad•That doesn't really ring a bell. At•I want you to take a look at this. V•What it boils down to is that what you're doing doesn't feel right to me. K•I hear what you are saying. At•Life feels warm and wonderful. K•I think that you will understand me. Ad•Am I painting a clear picture? V•That information is as solid as a rock.K
•I evaluate this as soon as it is analyzed. Ad•I know beyond a shadow of a doubt that that is true. V•That does not resonate with me at all. At•Life is in perfect harmony .“ At•I am not sure I'm following you. K•I'm conscious about my reflections. Ad•You have a colourful future. V•That is pretty hazy to me. V•Does what I am saying sound right to you? “ At•That information is accurate word for word. Ad•I feel that I am in touch with what you're saying. K•I take a dim view of your perspective. V•I want to make this loud and clear. At•My mental image of life is sparkling and crystal clear. V•If you could only take a look at my perspective. V
Practice Predicates 2Indicate with V = visual, At = Auditive tonal, K = Kinesthetic, Ad = Auditive digital
Representation system typology
V: Visualwith their eyes upward. They breath from the top of their lungs, often sitting forward in their seats.
At: AuditiveThey breath from the middle of the chest. they are talking to themselves . They love music and talking on the phone. They remember by using steps, procedures and sequences.
K: KinaestheticBreathing from the bottom of their lungs. They often move slowly. They may speak slowly and with a low tune. They are standing close to people, touch the other person.
Ad: Auditive digital They love ANALYZING the worlds around them. Thinking in themselves and becoming conscious about something
AnchoringAnchor: Any stimulus that is associated with a specific response.
The short way to your resources
MOTIVATION
HUMOUR / LAUGHING
ENERGY
LOVE
POWER
SELFCONFEDENCE
To set an anchor
intensity
start end
Anchoring
time
feelings
The four keys to anchoringThe make anchors working properly, they have to meet four criteria. We call these the four keys to anchoring: 1.The intensity of the experience - must be totally associated; see, hear, feel it as it was;2.The timing of the anchor (see graphic above);3.The unique properties of the stimulus (don’t take the inside of your hand, but take the touch of a knuckle or step in a circle);4.Repeating of the stimulus (the incentive must be able to be repeated).
The four steps to anchoring1.Remember a vivid positive experience from the past with one valuable resource as: Motivation; humour / laughing; energy; love; power; self confidence.2.Step in the circle of excellence at the highest point (see graphic below). Repeat this several times.
Change your state (break state).
3 Repeat with the same or different resources with different memories.4 Set the anchor in action to perform the test.
intensity
start end
Anchoring
time
feelings