L. P. Notation - Practitioner Manual 2013 for Internet

Representational Systems: Superscripts: Subscripts:

A = Auditory (Sounds) r = remembered t = tonal/tempo V = Visual (Pictures) c = constructed d=digital (verbal) K = Kinesthetic (Feelings)

O = Olfactory (Smells) i = internal G = Gustatory (Tastes) e = external

Examples:

Ae = Auditory External Ai = Auditory Internal

Ar = Auditory Remembered Ac = Auditory Constructed

A_{rt =}Remembered Tonal Experience A_{id =}Internal Dialogue

Vc = Visual Constructs Kr = Remembered Feelings

Vi = Visual Internal Ke = Tactile Feelings

Syntactic Symbols: 

= leads to / = Compared to

= Synesthesia

 = Meta response

 = Polarity response

 = Simultaneous non-interferring

From NLP Practitioner Manual, www.transformations.net.nz

Well-Formedness Conditions for Strategies STRATEGY

1. Steps reduced to minimum.

2. TOTE model followed (Trigger/Operation/Test/Exit).

3. Representation of outcome in the strategy.

4. All three sensory systems used (Visual, Auditory, Kinesthetic).

5. Two point loops NOT used.

6. External check built into the strategy.

7. Gets outcome intended.

8. Your ecology protected throughout.

From NLP Practitioner Manual, www.transformations.net.nz

T.O.T.E. Model of Strategies

A 'strategy' is a sequence of representations (visual, auditory, kinesthetic, olfactory, gustatory, or auditory digital) that leads to a specific outcome. Human experience is an endless series of such representations. To deal with this endless sequence it is useful to punctuate it in terms of outcomes. A “strategy” is a way of punctuating (putting capital letters and full stops in) the endless stream of a person‟s experience.

In NLP we think of each strategy as having four main sections. These sections are called the Trigger (or first test), the Operation, the Test and the Exit. This (T.O.T.E.) model was first formulated in Plans and the Structure of Behaviour published in 1960 by mathematicians George Miller, Eugene Galanter and Karl H.

Pribham.

1. The first Test is a “cue”, or a “Trigger”. It is the event which anchors the person into the strategy. This is usually, but not always, external to them (something they see, hear, taste, smell or physically touch). It establishes the criteria “fed forward” and used as a standard for the second test. For example, if a pile of untidy dishes is the trigger for my dishwashing strategy, then that gives the criteria by which I‟ll know when I am complete later (the pile is all washed).

2. The Operation gathers the information required by the strategy from the internal (remembered or constructed representations) or external world. It is the part of the strategy where the person “does something” (like washing the dishes).

3. In the second Test, the person compares the gathered information with the criteria established by the first test. I might compare the look of the kitchen bench (information gathered) with the way I like it to look (criteria established at the start). I might compare the way the dishes feel physically (information gathered) with the way I want them to feel (criteria established). But I can‟t compare the way the dishes feel with the way I wanted the bench to look! The two things compared must be represented in the same representational system.

4. The Exit is a representation of the results of the test. If there is a match between the criteria and the information gathered, then the exit is a “positive”

representation (I may feel good, look for a new task, say something positive to myself etc). If there is a mismatch the exit is a “negative” representation (I may feel unfinished, say something critical to myself etc), and the strategy then recycles.

5. The strategy may recycle by:

* Changing, refining or further specifying the outcome.

* Adjusting the criteria for achieving that outcome.

* Doing further operations and gathering more information.

From NLP Practitioner Manual, www.transformations.net.nz

Eliciting a Strategy

1. Get in resourceful state.

2. Establish Rapport.

3. Associate person back to a time when they used the strategy.

4. Ask the following questions and:

(a) Watch eye accessing.

(b) Listen to the reply for representational system use.

In clarifying each step, take care to use unspecified predicates.

5. Run through the strategy as you have it written, and observe for congruent agreement.

The Questions to Elicit Each Step

1. Trigger

“How did you know it was time to...?”

2. Operation

“How did you...?” or

“What did you do to ...?”

3. Test

“How did you check if you had...?” or

“How did you know whether you had...?”

4. Exit

“How did you know that you had... completely?”

From NLP Practitioner Manual, www.transformations.net.nz

Motivation Strategies

Ineffective Strategies Effective Strategies

1. Dictator style: modal operators of necessity & harsh tonality. (-ve internal voice)

1. Voice has pleasant tonality and uses modal operators of possibility, desire, choice.

2. Only motivated away from. (-ve internal kinesthetic)

2. Representation of desirable consequences of the task (towards strategy) included.

3. Create a still image of yourself stuck half way through doing it associated. (only works for fun tasks)

3. Create a movie through to the desired consequences.

4. Overwhelm self by failing to chunk the task down.

5. Imagine having completed it, associated only (gives feeling as if it‟s done, so no need to do it).

4. Take one step at a time.

5. Imagine completing it associated and then step out and see this

dissociated, so you want it!



Teachers can assess their students‘ motivation strategies for studying, and teach them more effective ones. In the meantime, it‘s sometimes useful to pace an away from strategy and lead to the towards one (eg ―To avoid failure in the test, and be able to enjoy your weekend, I suggest we spend the next session reviewing...‖



In business as well, you need to know your colleagues and employees

motivation styles in order to be able to help them achieve success. Employees often have different strategies to employers.

From NLP Practitioner Manual, www.transformations.net.nz

Decisionmaking Strategies

Ineffective Strategies Effective Strategies

1. Inadequate generating of options:

-no visual construct -less than 3 options

-no exit from generating

1. Access to creative options, especially via visual construct.

2. Inadequate representation of options:

-not all relevant senses used -no external information

2. Use all relevant sensory modalities to check options.

3. Inadequate evaluation of options:

-poor criteria

-criteria not prioritised

-criteria considered separately, not simultaneously.

3. Use all criteria at once, including future consequences.



Many clients‘ main activity during counselling is learning and rehearsing themselves through more effective decisionmaking strategies.

The Naturally Slender Eating Strategy

(From Connirae and Steve Andreas)

Ve or Vc  Vc Kc  Kc/Ki  Ke

See or Imagine Compare Eat food

imagine what that imagined or move

a portion portion of feeling to away

of food food would current from food.

available feel like in feeling.

To eat. stomach ½ Which is

an hour after more

eating it comfortable?

From NLP Practitioner Manual, www.transformations.net.nz

Spelling Strategies

Ineffective Strategies Effective Strategies

1. Beginning with negative K. 1. Beginning with +ve K anchor.

2. Phonetic - sounding out. 2. Repeat word internally (auditory lead).

3. Visual construct. 'Creative spelling'

3. Visual recall as the key step.

4. Check for feeling of familiarity.



Research at Moncton University in Canada shows that using visual recall enhances spelling ability by 20%. Looking down right (Kinesthetic) while trying to spell reduces ability by 15%. The same strategy is effective for memorising maths tables etc.

General Learning Strategies

Ineffective Strategies Effective Strategies

1. Beginning with negative K. 1. Beginning with positive kinesthetic anchor.

2. Get overwhelmed due to failure to chunk task down.

2. Chunk task down and sequence or prioritise chunks.

3. Get discouraged by comparing ability/achievement to ideal self or to teacher/expert.

3. Compare achievement with own previous level, primarily.

4. Exit problems: premature

closure, or chasing after “clarity”.

4.Use submodalities of

understanding to store learnings.

From NLP Practitioner Manual, www.transformations.net.nz

Buying Strategies

1.

Motivation strategy.

“What does it take for you to get ready to make a decision?”

2. Decision strategy.

“How do you make a decision?”

3. Convincer strategy.

(a) Representational system:

“How do you know someone is good at what they do? Is it what you see, hear or do with them?”

(b) Convincer demo:

“How often do they have to prove competency to you before you‟re convinced?”

-automatic (once).

-number of times.

-period of time.

-consistent (need constant proof).

4. Re-assurance.

“How do you reassure yourself that you‟ve made a good decision?”

  

^

These strategies are run through whenever someone needs to make a major decision. This includes when they make a change in their life, or when they learn something new. Once you know someone‘s convincer you can utilise it to ensure they have bought the change they‘ve just experienced, the learnings they‘ve just completed, the services or goods they‘ve just considered paying for etc. For example, here‘s how you Pace The Convincer Strategy in the Selling situation.

Automatic: (consider it done! They're convinced)

A Number Of Times: “Here are (a number of) options for you to look at/listen to/read/walk through. I‟m sure you will find one of them looks/sounds/reads/feels right to you.” (include only options that meet the same outcome).

A Period Of Time: "If you consider what it will be like in (period of time required) to look back/replay the tape/reread/go through this decision now. You'll see/hear/know/feel how right this decision was."

Consistent: “You know you will never be able to be completely sure, and that‟s why you‟ll have to see/hear/read/do this to find out.”

From NLP Practitioner Manual, www.transformations.net.nz

Modelling PASS

1. Physiology.

2. Attitudes: Beliefs, Values, Metaprograms.

3. Strategy.

4. Sensory Acuity.





In education, modelling means finding out how excellent learners achieve their results, and teaching students how to use their strategies. Also, it means studying excellent teachers and learning the structure of their teaching.

In personal development, modelling means identifying people who succeed in the way that you‘d like to succeed, and studying how they do it. These may be people who‘ve solved a similar problem to yours, or people who‘ve already reached a goal of yours, or are living a mission similar to yours.





^





In counselling, modelling means identifying how your client achieves success in the areas of life that they do (how did they resolve past problems, for example) and showing them how to do that again.

In business, modelling involves identifying how excellent negotiators, salespeople and managers have achieved their success, and applying their skills.

In the health professions, modelling means identifying how exceptional clients/patients heal and stay healthy, and supporting others to achieve the same success.

From NLP Practitioner Manual, www.transformations.net.nz

Installing a Strategy

A strategy can be installed by:

 Rehearsal

 Dissociated rehearsal (metaphor involves rehearsing the listener through a strategy as they imagine being the person in the story)

 Anchoring (the trigger of a strategy is an anchor that begins the strategy. An anchor from a situation where a successful strategy runs will transfer the strategy with it)

 Parts integration (connecting two neural networks which previously ran separate strategies, to create a new strategy)

1. Resourceful state 2. Establish Rapport

3. Identify strategy to install, and any sensory acuity needed to run the strategy.

4. Ask unconscious mind to install as a choice (ecology). Check the person has supportive beliefs and values (they believe it is possible for them, and they want to use the strategy).

5. For each step, direct the person's eyes appropriately and have them associate into the task. Anchor each step on the knuckles (as a

chain). Take the person through the chain of anchors, directing their eyes.

7. Rehearse the person through the task directly, or by dissociated rehearsal (tell them a metaphor/story where someone uses the strategy).

7. Test: Invite the person to rehearse themselves through the task, and check their eye movements are congruent.

8. Futurepace to a time they want it available.

From NLP Practitioner Manual, www.transformations.net.nz

Anchoring

About Anchoring

In each experience, there are things you see, hear, feel, taste and smell. All these parts of the experience are connected or “anchored” together in your mind. Any one part of the experience can be used to recreate the state of mind you were in at that time.

Seeing a picture of an old friend may remind you of your friendship.

Hearing music you enjoyed years ago may remind you of how you felt then.

Feeling your body in a position you use to relax in can help you relax now.

Tasting food cooked just the way your parent did may remind you of other experiences of childhood.

Smelling popcorn & candyfloss may remind you of the excitement of a fair.

We are consistently being anchored into states of mind, in this way. Even words (like these) are anchors. The word “anchor” reminds you of the way an “anchor” looks and of the things you‟ve heard about anchors. You can use anchoring to help move yourself or someone else into the state of mind and physiology you want.



Obviously, most of the changes people seek to make in counselling or psychotherapy can be understood as changing negative anchors. Many of the powerful change techniques of NLP are applications of this simple principle. Resource anchors can be used (see next page). A strong resource anchor can also be “collapsed” with an anchor for an unwanted response, so that the resources are connected to the situation they are needed in. A new strategy can be “anchored into place”, so that the situation that once triggered an unresourceful response now triggers the new strategy.

From NLP Practitioner Manual, www.transformations.net.nz

Setting an Anchor (SPUR)

There are four simple things to make sure of when you set an anchor:

1. State Intensity and Congruity.

The person must be in the state of mind you want, not “half in that state and half in another”.

2. Precise Timing.

You must time the anchor to happen while the person is in that state, not before or after it.

3. Uniqueness.

The anchor must be something that is not going to happen by accident at other times. It should be unique.

4. Replicable.

The anchor must be something you can repeat in exactly the same way, whenever you want to recreate that state of mind.

Examples



While someone is remembering a time that they were curious and eager to learn, you might make a special hand gesture, that you do not usually make.

Next time you want them to feel curious and eager to learn, you can recreate that state by making that gesture again. Changing students anchored responses to learning situations is the key to successful teaching.



While someone is feeling very relaxed and remembering a time when they were on holiday, they might say to themselves the phrase “Calm and relaxed”. Next time they are in an challenging business situation, they can say to themselves “Calm and relaxed” in that same tone of voice, and they will then relax. Note that most advertising is simple anchoring (reminding someone of a pleasant experience and then flashing on the brand name of the product).

3. Research on the use of Pavlovian conditioning (anchoring) with rats indicates that allergic responses can be anchored to a normally pleasant smell, so that whenever the rats smell camphor (for example) they become allergic.

Reversing this logic, the NLP Allergy cure uses an anchor for the non-allergic response, and associates that with the thing the person used to be allergic to. The result, reported by Dr Vida Barron MD is 80% success in fully resolving the allergic response.



From NLP Practitioner Manual, www.transformations.net.nz

Setting a Resource Anchor

1. The Practitioner establishes rapport with the person setting the anchor.

2. The practitioner explains the nature of anchors (assume it‟s done in the class

example). Have the person choose a hand gesture to make with the non-dominant hand, as a resource anchor. Choose a time when the person would like to have been confident, but wasn‟t. As they think of this time, say “You‟d know that had changed, if you could think of that time and feel confident wouldn‟t you.”

3. Ask the person to remember a time when they had the state of Confidence (be aware that the easiest way to remember this state may be by remembering times when they were doing something they enjoy doing, rather than what they describe as

“confidence”) . Once they remember a time when they had that state intensely and purely, have them “Associate into that memory”. To assist,

 Experience the state of confidence yourself as you talk to them.

 Say “Step into your own body in that memory, seeing through your eyes, hearing through your ears, and feeling fully that feeling of confidence.”

 Tell the person “Adjust your body now, so that you‟re sitting the way you sit when you feel that confidence. Notice the kind of voice you use as you feel that confidence.”

Use your sensory acuity to check that the state looks congruent!

4. Tell the person “When you feel that confidence fully, just make that gesture with your hand, so that the feeling becomes totally associated with that gesture. If the feeling isn‟t as strong at some time, just release the hand and wait till you can feel it fully again,” Have the person stand up and walk round, feeling that state of confidence and noticing how they stand and walk in that state. Tell them again to make the hand gesture once they know that the state is strong.

5. Tell the person to release the gesture, and sit down again. Now have them stretch and look out the window, to “break state”.

6. Now tell them “Now make that gesture again with that hand, and feel how that gesture now causes the state of confidence.” Check that this works, using your sensory acuity. This is testing the anchor. Afterwards, break state (for example by having them release the anchor, take a breath, and think of something they‟re looking forward to later). If the anchor is working go to step 7. Otherwise repeat steps 3-6.

7. Later, you may repeat for other resourceful feelings if you have time, “stacking them” on the same anchor (the same hand gesture).

8. Tell the person “Now, using that anchor, and feeling those resourceful feelings [have them make the hand gesture] think of a future time when you‟d like to use that anchor;

that time when in the past you would have found it a little challenging to feel resourceful. Notice, as you think of it, how that‟s changed now!”

From NLP Practitioner Manual, www.transformations.net.nz

Pattern Interrupts

A pattern interrupt is any interruption of a strategy. This could be as simple as making a loud noise in the middle of a person running a strategy, or verbally interupting them as they recite a habitual auditory digital "tape". It could be as complex as the Logical Levels of Therapy process (see section on Language Patterns) in which the Practitioner has the person alter the submodalities (detailed qualities) of the internal representations they are making while describing a problem.

Any pattern interupt which is applied to a strategy repeatedly will be installed as part of the

In document Practitioner Manual 2013 for Internet (Page 50-134)