Leadervision Reference Guide

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REFERENCE GUIDE

for

PRACTITIONERS of NLP

Descriptions of the Basic Patterns of NLP

This Reference GuideReference Guide is intended to sustain your studies in NLP as a reference work. It is not an instruction manual.

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©Roger Deaner, Carolyn Barratt, Sean Healy First edition printed May 2008 Second edition printed January 2009

Published by LeaderVision Pty Ltd Printed in Victoria, Australia. All rights reserved. This book or any part thereof may not be reproduced in any form without the written permission of all the authors and publisher.

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PREFACE and ACKNOWLEDGEMENTS

Neuro Linguistic Programming (NLP) is a behavioural science focusing on the structure of human behaviour and modelling the patterns of behavioural excellence which enable us to better achieve our outcomes. NLP helps us to understand how and why people behave the way they do; how people take in information; how they deal with information; and how they use this information. NLP is both a communication process and a set of tools that enable you to influence, communicate and respond so effectively that you can empower every aspect of your life. As leaders in the field of NLP training in Australia, we are delighted by the growing popularity of, and interest in, NLP today. The large number of trainers, business coaches and life-coaches now teaching applications of NLP and integrating of NLP into business has been encouraging. Of concern however has been the tendency for some trainers to present NLP as a quick content based study which can be learnt in days. To have access to the entirety of NLP so that its wide ranging applications are available to you every minute of every day on an unconscious level, NLP must be uncontaminated; learned epistemologically; and with maximum behavioural flexibility. This takes time.

A note from Dr John Grinder – co-srcinator of NLP reads:

“There is an absurd movement to compete in the marketplace on the basis of money and time as opposed to quality of product. Thus, we find otherwise well-intentioned would-be trainers proposing to create well-trained practitioners of NLP in, for example, seven days. This is a most

unfortunate development, as well-intentioned people attracted by the elegance andeffectiveness

of the patterns of excellence for which NLP is justly well known, are misled by such absurd claims and thereby fail to avail themselves of well-organised and well-presented programs that actually train their participants to be effective in implementing the patterns (as opposed to talking about them.)”

It is our total commitment to excellence in teaching enduring and comprehensive skills that sets our programs apart. We are dedicated to: upholding high standards in the training of NLP; a rigorous approach; and delivering outstanding quality. Our outcome for our students is for them to develop and maintain superior skills and abilities in using NLP in any context; together, with the confidence they need to achieve their outcomes. Practitioners of NLP taught by us are exceptional in their ability to use the patterns and skills of NLP in a naturally elegant and non intrusive manner.

ThisReference GuideReference Guide isn’t intended to be a complete text on NLP. It is intended to sustain your studies in NLP and as a reference work for your NLP training. It is a reminder of the elements you have covered and will support you as you continue to develop your skills. It will allow you to more readily discuss aspects of NLP with your colleagues or other members of the NLP community and to have a greater conscious understanding.

We wish to acknowledge the many people whose research and authorship have contributed everything to the domain of NLP. We especially acknowledge all those whose works are quoted within these pages, including: Dr John Grinder, Richard Bandler, Robert Dilts, Leslie Cameron-Bandler, Steve & Connirae Andreas, Charlotte Bretto, Judith DeLozier, Carman Bostic St.Clair, Wyatt Woodsmall, Marvin Oka, Jules and Chris Collingwood, Philippa Bond and Barbara Wait.

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TABLE OF CONTENTS... ... ... ... ... ... ... ... 22 INTRODUCTION... ... ... ... ... ... ... ... ... 66 WHAT IS NLP?... ... ... ... ... ... ... ... ... 66 Some Definitions Of NLP ... 7 HISTORY OF NLP... ... ... ... ... ... ... ... ... 88 SECTION 1 – ESSENTIAL NLP SECTION 1 – ESSENTIAL NLP... ... ... ... ... ... ... 99 ECOLOGY FRAMES... ... ... ... ... ... ... ... 1010 What is “Ecology”? ... 10

Guidelines for Ecology Checks ... 11

Specific Ecology Checks ... 11

ALL MEMORIES ARE MYTHS ... ... ... ... ... ... ... 1313 FEEDBACK... ... ... ... ... ... ... ... ... 1414 PRESUPPOSITIONS OF NLP... ... ... ... ... ... ... 1515 BATESON’S LEVELS OF LEARNING ... ... ... ... ... .... .... 1616 RAPPORT... ... ... ... ... ... ... ... ... 1717 Testing for Rapport ... 18

INDEX COMPUTATIONS... ... ... ... ... ... ... ... 1919 REPRESENTATION SYSTEMS ... ... ... ... ... ... ... 2020 Visual Predicates and Phrases ... 22

Auditory Predicates and Phrases ... 23

Kinaesthetic Predicates and Phrases ... 24

Olfactory and Gustatory Predicates and Phrases ... 25

Unspecified Predicates and Phrases ... 26

Non-Verbal Identifiers... 27

CALIBRATION... ... ... ... ... ... ... ... ... 2929 EYE ACCESSING CUES... ... ... ... ... ... ... ... 3030 Eliciting Representational Systems Accessing Cues ... 35

PRESENT TO DESIRED STATE MODEL ... ... ... ... ... ... 3737 SETTING AN OUTCOME ... ... ... ... ... ... ... ... 3838 Keys To Well Formed Outcomes ... 38

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THE THREE LEGS OF NLP... ... ... ... ... ... ... ... 4040

SUBMODALITIES ... ... ... ... ... ... ... .... .... 4242

Submodality Distinctions ... 43

STATE – BEHAVIOURS – RESULTS MAP... ... ... ... ... ... 4444 PHYSIOLOGY OF EXCELLENCE... ... ... ... ... ... ... 4444 ANCHORING... ... ... ... ... ... ... ... ... ... 4545 Critical Factors Involved in Successful Anchoring ... 46

Stacking Anchors ... 50

Collapsing Anchors ... 50

Change Personal History ... 51

Chaining ... ... ... ... ... ... . 51

Erasing, Transferring and Stealing Anchors ... 53

META MODEL ... ... ... ... ... ... ... ... ... 5454 Three Universal Brain Processes ... 54

The Structure Behind the Meta Model ... 54

Key Principles for Understanding the Use of the Meta Model ... 55

Elements of the Meta Model ... 56

The Meta Model Table(© Philippa Bond) ... ... ... ... 57

HYPNOTIC LANGUAGING ... ... ... ... ... ... ... ... 5858 Communicating with the Other Mind ... 59

Inverse Meta Model Patterns ... 61

Milton Model Patterns... 63

Deep Metaphor Construction ... 66

MULTIPLE PERCEPTUAL POSITIONS ... ... ... ... ... ... 6868 LOGICAL LEVELS AND LOGICAL TYPES ... ... ... ... ... ... 6969 Chunking ... ... ... ... ... 70

SIX STEP REFRAME ... ... ... ... ... ... ... ... 7171 SECTION SECTION 2 – 2 – ADVANCED ADVANCED NLP NLP ... ... . 7373 THE OUTCOME, INTENTION, CONSEQUENCE MODEL... ... ... . . 7474 SYNAESTHESIA... ... ... ... ... ... ... .... .... 7575 Circuitry Clearing ... 76 Overlapping ... ... ... ... ... ... ... 77 SWISH PATTERNS... ... ... ... ... ... ... ... 7878 Basic Swish ... ... ... ... ... ... ... 78 Designer Swish ... 78 Auditory Swish ... ... ... ... ... ... .... 79 Kinaesthetic Swish ... 79 Digital Swish ... ... ... ... ... 79

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STALKING TO EXCELLENCE... ... ... ... ... ... ... 8080

NEW ORLEANS FLEXIBILITY DRILL... ... ... ... ... .... .... 8181

SELF EDITS (Memory Management for Peak Performance)... ... ... . . 8282

FUTURE PACING ... ... ... ... ... ... ... .... .... 8383

FRAMING... ... ... ... ... ... ... ... ... ... 8484

REFRAMING... ... ... ... ... ... ... ... ... 8585

BELIEF CHANGE PATTERN ... ... ... ... ... ... . . 8686

DILTS’ NEUROLOGICAL LEVELS OF INTERVENTION ... ... ... ... ... 8787

SYSTEMIC NEUROLOGICAL NETWORK ... ... ... ... ... ... 8989

NEW BEHAVIOUR GENERATOR... ... ... ... ... ... ... 9090

CREATING A NEW PART... ... ... ... ... ... ... ... 9191

TIME... ... ... ... ... ... ... ... ... ... 9292

Time Sorts ... ... ... ... ... ... ... 93 Personal History Lines (Timelines) ... 93 Emotion and Time Codes ... 94 THE RE-IMPRINT PATTERN ... ... ... ... ... ... . . 9595

The ‘Not the Re-Imprint’ Pattern ... 96 CONGRUENCY and INCONGRUITIES... ... ... ... ... ... 9797

Congruency ... ... ... ... ... ... 97 Incongruities ... ... ... ... ... 98 PARTS NEGOTIATION, PARTS INTEGRATION (Spatial reframe)... ... ... ... 9999

VISUAL SQUASH... ... ... ... ... ... ... .. .. 100100

YES NO SIGNALS ... ... ... ... ... ... ... ... 101101

TRAUMA REDUCTION PROCESS (Phobia cure) ... ... ... ... . . 102102

COMPULSION BLOWOUTS ... ... ... ... ... ... ... 103103

THE GODIVA CHOCOLATE PATTERN ... ... ... ... ... ... 104104

WISHING WANTING HAVING... ... ... ... ... ... ... 105105

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STRATEGIES ... ... ... ... ... ... ... ... ... 107107

Neurological Aspects... 107

Representational Accesses of Strategies with Notation ... 108

Eliciting Strategies ... 109

T.O.T.E. Strategy Example... 109

T.O.T.E. Model of Strategies ... 110

THE SCORE MODEL ... ... ... ... ... ... ... ... 111111 GENIUS STATE (High Performance State) ... ... ... ... ... ... 112112 SECTION 3 – ROLES AND GUIDELINES, SECTION 3 – ROLES AND GUIDELINES, APPENDICES AND REFERENCESAPPENDICES AND REFERENCES... 113... 113

THE ROLE OF THE META PERSON ... ... ... ... ... .... .... 114114 GUIDELINES FOR STUDY GROUPS ... ... ... ... ... .. .. 115115 THE LEADERVISION NLP PRACTITIONER CERTIFICATION PROCESS ... ... ... 117117 CASE STUDY FORMAT ... ... ... ... ... ... ... ... 118118 APPENDICES ... ... ... ... ... ... ... ... ... 120120 Appendix 1 Clues For Reading Another Person ... 120

Appendix 2 The Precision Model (hands) ... 121

Appendix 3 Lower Lip Calibration (from “Influencing with Integrity” by Genie Laborde) 122 Appendix 4 Chaining Anchors Examples ... 123

Appendix 5 Neuro Linguistic Programming (book excerpt - by Robert Dilts) ... 124

Appendix 6 Structure of Magic-Appendix B (book excerpt – Bandler & Grinder) ... 128

Appendix 7 English Grammar ... 131

Appendix 8 Glossary of NLP Terms ... 136 REFERENCES AND RECOMMENDED READING ... ... ... ... ... 146146

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INTRODUCTION

In the study of NLP, it is useful to be sceptical, to “believe nothing and test everything”. Rather than treat the trainer as all knowing or this book as having the definitive “right” methodology, definitions, instructions and exercises, think of this book as a guide to learning Neuro Linguistic Programming.

Dr John Grinder, co-srcinator of NLP, refers to NLP as a “meta discipline” and an epistemology. He further states that,“The core activity that defines NLP is modelling”.

Neuro Linguistic Programming is a codification of the patterns of human behaviour. The methodology of teaching NLP and using NLP to help others involves speaking, questioning, presenting and instructing such that your communication is directly compatible with the way the brain of other people works. In learning NLP you will also develop a way of listening that reaches behind the surface message to the real message.

WHAT IS NLP?

Pure Neuro Linguistic Programming (NLP) is based on the early srcinal work of its co-creators, John Grinder and Richard Bandler, together with the contributing work of their colleagues - Frank Pucelik, Leslie Cameron Bandler, Judith de Lozier, Steve Gilligan, David Gordon, Robert Dilts, Steve and Connierae Andreas and Christina Hall to mention a few.

Perhaps the most succinct method of defining the broad body of skills and insights contained within NLP is to expand on the words used within the name.NeuroNeuro -explores the neurological relationship and interaction between our body and our minds.LinguisticLinguistic – refers to

how we communicate and are communicated with both verbally and non-verbally.

Programming

Programming – refers to the patterns and codes of reactions, behaviours, emotions and habits (conscious and unconscious) which are our lifelong means of expression. The purpose of NLP is to study, describe and transfer models of human excellence. As a meta-discipline it focuses on the discovery and coding of those patterns of human behaviour which distinguish excellent performance from average performance in any human

endeavour. It is these distinguishing patterns which combine to form the practical, reliable and learnable techniques and methodologies called NLP.

Using these patterns it is possible to replicate an expert’s intuitive application of their skill or their unique formula for achieving excellence. This replication can transfer from one discipline or skill set to another unrelated discipline or skill set. (I.e. transferring skills sets from say the performing arts to say a business application) Replication can also be

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successfully applied from applications within disciplines - such as from one successful company to another.

Importantly NLP also allows people to model and adapt the skills of others who they recognise as role models in their area of expertise. These people have excelled through naturally created patterns of excellence, then repeated and refined them with consistent positive results. NLP allows people to define and contextualise the strategies, techniques and physiology used by their role-models to achieve excellence.

NLP also provides the master keys to give people the capacity to understand, control and if necessary change what it is that defines them as a person such as their thinking, reactions, emotions, beliefs, habits and even their identity.

Some Definitions of NLP

“NLP is the study of the structure of subjective experience.”Dr. John Grinder and Richard Bandler (1980).

“NLP is an accelerated learning strategy for the detection and utilization of patterns in the world".Judith DeLozier and John Grinder (1987)

“NLP is a about an attitude and a methodology which leaves behind a trail of techniques. “

Richard Bandler

“Neuro-Linguistic Programming (NLP) is a meta discipline which focuses on the discovery and coding of patterns which distinguish the most capable of practitioners of some particular discipline (managerial practice, medical practice, sports, therapy…) from the average practitioner. These distinguishing patterns are the substance of NLP.”Dr John Grinder

“NLP could be the most important synthesis of knowledge about human communications to emerge since the sixties.”Science Digest

“NLP offers the potential for making changes without the usual agony that accompanies these phenomena' and that it 'allows for increasing options, flexibility, creativity and therefore greater freedom of action than most of us know.”Training and Development Journal

“We think of NLP as a field that explores the patterns and organisation of effective human intuition.”Chris Collingwood & Jules Collingwood. (2001).

“NLP offers a pathway through self confidence and self trust to self reliance. Using NLP individuals can gain the tools of exceptional human expression.”Roger Deaner

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Conscious (what) Conscious (what) ICEBERG ICEBERG Unconscious (how) Unconscious (how)

HISTORY OF NLP

In the early 1970 a student of mathematics, Richard Bandler, and a linguistics professor, John Grinder, at the University of California at Santa Cruz joined forces to model the high-level therapy skills of Fritz Perls and Virginia Satir. After enjoying immediate and powerful results from this initial modelling, they then set out to model the hypnotic skills of Milton Erickson. Within two years (and with the help of their then student, Steve Andreas) they produced the first books on NLP titled, “The Structure of Magic” (volume 1 and 2) and “Patterns of the Hypnotic Language of Milton H Erickson” (volume 1 and 2).

Soon afterwards Robert Dilts was commissioned to write the first scholarly book of NLP which he entitled “Neuro-Linguistic Programming” (volume 1). This book set forth NLP as a model and detailed the key features of the model. Early colleagues, Frank Pucelik, Leslie Cameron Bandler, and Judith de Lozier contributed enormously to this early body of work, and others such as Steve Gilligan, David Gordon, Steve and Connierae Andreas and Christina Hall have also contributed much srcinal research, developing new ways of thinking about human behaviour and new patterns of interventions, contributing volumes to many of the classic NLP text books.

NLP has grown out of and has been influenced by General Semantics (Korzybski), Anthropology and Cybernetics (Bateson), Transformational Grammar (Noam Chomsky), Reframing (Watzalawick), Family Systems (Virginia Satir), Gestalt Therapy (Perls) and Medical Hypnosis (Milton Erickson).

Today NLP technology is found in all aspects of human endeavour including Business and Management, Marketing and Advertising, Performance Arts and Sports, Consulting, Coaching and Counselling, Health Sciences and Education. It is an acknowledged and widely practice discipline in behavioural science, psychology and performance development. It is a body of works which elicits within its students an attitude which often allows them to experience a wild and wonderful passion for exploration, experimentation and innovation. NLP allows us to manipulate our thinking and behaviour in order to gain greater expertise in a field of endeavour which excites and interests us. And because conscious manipulation can lead to misuse and abuse, early exploration of behavioural enhancement is littered with

a lack of ecology. Dr John Grinder became concerned about this lack and, in 1987, together with Judith de Lozier, he developed New Code NLP, redefining the srcinal NLP as Classic Code. This book addresses both Classic and New Code NLP – offering the benefits of both.

Classic Code offers explanations and

understandings which can be of particular value in business while New Code, operating in the area of the unconscious maintains integrity and ecology.

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SECTION 1

SECTION 1 ESSENTIAL NLP

ESSENTIAL NLP

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ECOLOGY FRAMES

What Is “Ecology”?

“Ecology”, according to the dictionary, is the study of the relationships between living organisms and their interactions with their natural or developed environment. In NLP,EcologyEcology becomesthe study of consequences; in particular the systemicthe study of consequences; in particular the systemic relationship of an individual with

relationship of an individual with all aspects of themselves, and with their externalall aspects of themselves, and with their external world.

world.

In NLP we regard all behaviours (conscious and unconscious) of an individual to be linked systemically both within self and with others. For every aspect we change, get rid of or install, we can potentially alter all other connected behaviours across various contexts. Thus, whenever we do any NLP change work with someone it is imperative we check the consequences of these changes. This is called checking for ecology.

Checking for ecology safeguards our change work and ensures the work we do is beneficial to the person we are working with in all areas of their life. Ecology checks ensure that when we help our clients achieve an outcome; this does not contradict, impede or prevent any other of the client’s outcomes throughout any other contexts.

All NLP change work is driven by outcomes. The more clearly defined the outcome, the better. If an outcome is badly thought out or badly designed the greater will be the need for ecology checks.

Improper attention to ecology also often causes your change work to either not last or not work at all (unfulfilled Secondary Gain). Behavioural changes often tend to generalise across several contexts and usually do so outside of awareness. To ensure you manage the ecology, we strongly recommend that you follow up with your clients after each session to find out how they are doing and to discover if you need to do any “clean up” work.

As an NLPer, you are affecting a human life; therefore your respect is essential. Respect the client’s model of the world by making sure your work is ecologically “clean”. It can be difficult to consciously think of all consequences for yourself, your client, or a business, and in particular to think of adverse consequences. The use of John Grinder’s “Outcome, Intention and Consequence” model broadens the scope of consideration far more than the conscious mind can conceive. This model enables you to work in a systemically sound and ecological manner, allowing people to intuitively see through to consequences; and further to see ways of adapting the outcome and identity which are not available to the conscious mind.

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Guidelines for Ecology Checks

PRESENT STATE/DESIRED STATE:

“All Behaviour has a Positive Intent” – Secondary Gain

• Preserve the Secondary Gain of the Present State. Behaviours have their present state, find out the FUNCTION of the current behaviours and make sure it is fulfilled in the achieved desired state. If a person is congruent about wanting to change and as of yet can’t or hasn’t, suspect that there is a good reason for that. Is it that the person truly does not know how to change, or is the Secondary Gain demanding to be fulfilled?

• Calibrate for Sequential or Simultaneous Incongruency. APPROPRIATENESS OF THE DESIRED STATE: Symptoms vs. Causes

• Check for the appropriateness of the requested desired state. Often a client will ask for an outcome which is not what they actually need. For instance, if a client comes in and asks for more motivation, you might discover through meta modeling that what the client actually needs is a better way to decide what’s NOT worth doing i.e. procrastinating. A more appropriate outcome for the client might be a streamlined decision making strategy. USEFULNESS OF THE DESIRED STATE:

Remedial vs. Generative Change

• “Is there a different outcome (at a higher logical level) that would give your client what he/she wants and MUCH MORE?”

E.g. A client comes to you and wants to take care of their nail biting habit. Considering all the things that anyone could possibly ask for, how is it that they are willing to spend their time and money on something so trivial? (Unless their nails are in a chronically fatal condition) By going to the next logical level you might notice they actually need a better prioritising strategy, or values clarification for more personally empowering outcomes.

Specific Ecology Checks

1 MISMATCHING

Mismatching will be your primary tool for ecology checking. Test for loopholes in your clients requested outcomes. Ask questions such as:

• “What problems could be caused by the proposed change?” •_{“Will this change get ONLY the outcome that is wanted?”} • “What will be lost by having “x” behaviour?”

• “What would happen if we did this change?” • “What would happen if we didn’t?”

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• “What won’t happen if we don’t?”

• “Why would I NOT want to make this change?”

• “Is there any area in my life where I would NOT want this outcome to be present?” etc.

2 RECOVER POSSIBLE DELETIONS

You might be able to uncover significant deletions your client has not even considered or has no knowledge about. I.e. has the client considered all contexts of index computations (internal states, internal processes, and external behaviours) between themselves and ALL other relevant people with respect to the proposed change?

3 APPROPRIATE CONTEXTUALISATION

Where, when, how, what, and with whom SPECIFICALLY does your client want this outcome? Where, when, how, what, and with whom specifically does your client NOT want this outcome?

4 ASKING THE UNCONSCIOUS

Aside from asking their conscious mind all of your ecology check questions, you can also ask their unconscious mind. This is similar to ecology checking in a 6 step reframe in trance. Ask if there is any part that has any objection to having the requested outcome. Calibrate for any unconscious signals.

5 MODAL OPERATORS

• “What prevents you from having this outcome right now?” •_{“What would happen if you did have it right now?”} • “What would happen if you didn’t?”

• “What causes your present state to remain?” 6 AS IF FRAME

Having the client act as if that have the outcome right now. While they are in a fully associated state, ask if there is any area in life (any context) in which this change is not working for them.

7 FUTURE PACING

Try out the desired behaviour/response in the future in all relevant contexts, with relevant people, activities, places, etc. Do this first disassociated, then associated and in all representational systems. Ask if there are any areas where this new outcome is not working, and/or if there are any parts of them objecting. KEY: Calibrate for incongruency (caveat sequential incongruity).

8 SHIFTING REFERENTIAL INDEX

Have the client take on the perspective of significant other people - how might they respond to the change?

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9 DISSOCIATION

Ask your client, “If someone else you know (e.g. your best friend?) got this outcome, how might it get in his/her way or cause problems?”

10 TIME DISTORTION

Have your client project into the future, next, have them look back into the past when they made the change and notice all the effects in their life since that time. Have there been any unexpected results? Is there anything (else) that needs attending to? Be sure to bring the client back to the present before proceeding or you may prematurely install the change by this method.

11 ROLE PLAYING

Have the client actively role play the new behaviour in different major contexts (i.e. work, family, personal, etc.) and with significant people (wife, lover, boss, etc.). Although they can ecology check themselves, as this is essentially an Act As If Frame, the main purpose of this method is for YOU to observe their behaviour and mismatch how it might create possible problems for them. The client can role play themselves, and/or relevant others responding to the change. As the power of the Act As If Frame is in its application of time distortion, be careful you do not prematurely install the change by this method (as the role playing is in fact a behavioural future pace).

ALL MEMORIES ARE MYTHS

Patrick McGuiness - 20/11/93:

“Never having been an admirer of President John F. Kennedy, I was not emotionally devastated when I heard the news that day 30 years ago. But I do remember vividly the day and what I was doing. At least, I think I do.

One of the many disturbing facts about the nature of memory is that people often get completely wrong the most basic facts that they believe

they remember so vividly.

So no memory recounted of what a person was doing when news of that dramatic event was flashed around the world can be believed without corroboration. Although the courts are reluctant to accept it, no-one’s memory is reliable, and many of the most firmly held memories (and especially rediscovered or disinterred memories) are in fact the product of what the psychologists call ‘confabulation’.

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FEEDBACK

NLPers are constantly operating from and adjusting to feedback. As practitioners we operate as bio-feedback organisms offering a purposive, behavioural reflection directionalised by the outcome set.

The Key to feedback is Calibration The Key to feedback is Calibration

• Eliciting the appropriate state for receiving feedback

• Always remind yourself of your outcome/intention for the feedback giving

Feedback has many forms – some feedback types are: Feedback has many forms – some feedback types are:

• Repetition of words, reflection of state • Educative feedback

• Questions

• The feedback sandwich: Start and end with the positive • Solution oriented

• Process oriented for self Empowerment (people have all the resources they need) • Ends vs. Means

• Evidence Procedure (follow all well-formedness conditions for outcomes) • Framing and Reframing

• Pacing and Leading beliefs, metaprogrammes, values, behaviours • And vs. But

• Meta questioning procedures; what’s your outcome, etc

Points to ponder w

Points to ponder when giving feedbackhen giving feedback

• Avoid telling, preaching and answers

•_{Watch yourself for any unsupportive tonality and non-verbals} • Avoid blamer Satir category unless appropriate

• Ask the person how they want to receive feedback • Suggest, don’t tell (offer, invite)

• Always add choice, never take away • Expand their map, don’t switch it • Rapport, rapport, rapport • Calibration, calibration, calibration

Receiving Feedback Receiving Feedback

• Be open

• Use disassociation pattern • Present to desired state frame • Learning frame

• Avoid premature closure/synthesis • Be responsible for your reactions • Avoid defending and reacting

•_{Avoid being right, stay with what’s useful} • Reframe yourself

• Future pace all new learnings and suggestions • Learn to access your own resources

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PRESUPPOSITIONS OF NLP

Presuppositions are the attitudes, assumptions, beliefs, and philosophies which we CHOOSE to USE simply because of the consistent results they produce when we act upon them AS IF they were true. They are not what we necessarily hold to be true, only useful.

• Process/form/patterns/structure vs. content • The map is not the territory

• Language is a secondary representation of experience • _{People are not their behaviours (self vs. behaviours)} • Every behaviour has a positive intent

• Everything anyone does makes sense to them in that moment • People make the best choice available to them in any given moment • There are no unresourceful people, only unresourceful states • Behaviour is geared towards adaptation

• People have all the resources they need • Always add choice, never take away • Resistance is a sign of insufficient pacing

• There are no resistant people, only inflexible communicators • _{You cannot not communicate}

• The meaning of my communication is the response I get • You cannot not respond

• _{The mind and body are connected in a cybernetic loop} • The highest quality communication is behavioural • You cannot not influence

• For things to change first I must change

• Possible in the world, possible for me, only a question of how • Law of requisite variety

• There is no failure only feedback

• Respect the other person’s model of the world

• All behaviour is to be evaluated and changed in terms of context and ecology • Learning does not require conscious attention on the content

• Multiple descriptions aid pattern detection; richer distinctions; and greater behavioural flexibility

• An outcome is not ecological unless the intention behind and the consequences of the outcome have been considered.

• _{Multiple description and unconscious learning minimises reductionism and} reification of process.

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BATESON’S LEVELS OF LEARNING

Bateson’s Levels of Learning are not part of the domain of NLP; however this work does form a useful frame of reference for basic NLP, so we have included it here.

III LEVEL THREE LEARNING (SELF REFERENTIAL)

Patterns of patterns repeating permanently. (Infinitely recursive) Learning HOW to continuously generate NEW learnings for yourself. Generative Learning.

E.g. noticing how one learns to learn, and what part of me noticed that, and what part of me noticed that part that noticed I was learning.

II LEVEL TWO LEARNING (PATTERNS OF PROCESS)

Deals with how learnings get generated – such as in Accelerated Learning

E.g. give a man a fish, feed him for a meal; teach a man to fish, feed him for a lifetime.

I LEVEL ONE LEARNING (PATTERNS OF CONTENT)

Deals with formulas, procedures and steps

E.g. the 7 stages steps of abundance; the 5 steps to success..etc

O ZERO LEVEL LEARNING (STIMULUS–RESPONSE)

Installing learnings through drills and constant repetition.

E.g. rote learning as in the old fashioned learning of the times tables.

NOTES

Referring to these different types of learnings as levels, leads to the misapprehension that there is a hierarchy of importance, that somehow level 2 is better than level 1 and so on. This isnotnot the case. Referring to “Types of learnings” would be more accurate. Contextually all types of learning listed here are valid.

When learning epistemologically* – as in learning NLP, it is essential the learning occurs at the level of Generative Learning.

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RAPPORT

Rapport is reducing the difference between oneself and another at unconscious levels to create a harmonious relationship. It is a vital component in any form of communication, without which you cannot make progress. Rapport affects the building of relationships by inducing a sameness that facilitates effective communication.

This is not about liking a person, but a means to engagement. By actively and consciously building rapport with a person, you are communicating from a “common base” which is created to hold their attention. This facilitates communication flow. Rapport is not about agreeing with the other party, it is about creating a sense of sameness. Once built, the communicating parties will listen to each other and engage in each other’s understandings of the world. At conscious levels, for example in a negotiation, we can be in vigorous disagreement, yet at an unconscious level, using rapport, there can be sameness existing simultaneously.

Excellent communicators are skilled at building rapport and are quickly able to put others at ease while in their company. A deep level of rapport exists when other internal elements and emotions, such as: beliefs, values or world views are matched.

Pacing is the process by which you can establish and maintain rapport – and pacing is essential. Without it you might find yourself accused of mimicking which can be insulting. Pacing emphasises the importance of acknowledging aspects of the other person’s behaviour, thereby meeting the other person at their model of the world. To pace you use the other person’s own behaviour to establish and maintain rapport.

It is very important to havegracegrace andrespectrespect in your pacing so that what you are doing is not consciously recognised by the other person. Be subtle - reflect their behaviours as YOU communicate TO THEM. If the other person changes body posture, wait a few seconds before changing your own to match. Otherwise it may seem unnatural and calculated to the other person.

Beginning by recognising that people are always communicating, and doing so in systematic, organised way, pacing is a process of identifying aspects of behaviour engaged in by another person, and adjusting your own behaviour, verbal and non-verbal, to align with the behaviour of the other person.

The following offers you a variety of ways to establish meaningful rapport. The outcome from mastering the art of pacing will be the ability to establish rapport with whomever you choose.Remember that it’s the very fact that Remember that it’s the very fact that others think these aspects unimportantothers think these aspects unimportant that makes them so effective.

that makes them so effective.

Whole body matching Whole body matching

Adjust your entire body to match the other person

Part body matching

Part body matching_{Match just the arms, angle of the shoulders, position of the legs to match}

theirs.

Half body match Half body match

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Vocal qualities Vocal qualities

Match the tone, tempo, volume, pauses, intonations, intensity, pitch, etc

Head/shoulders angle Head/shoulders angle

Match characteristic poses that the person offers with their head and/or shoulders

Facial

Facial expressionsexpressions

Note the way the person uses their face, eg. wrinkles their nose, puckers their lips, raises their eyebrows, etc.

Repetitive phrasing Repetitive phrasing

Notice and match, in your own language, the repeated phrases and/or words of the other person. This is especially impactful if these are repeated with the same intonation as used by the other person.

Gestures Gestures

With minute and graceful movements of your own, match those gestures of the other person. Be sure to use these NATURALLY in the course of your own communications back to the other.

Breathing Breathing

A powerful and effective way of developing and maintaining rapport that allows you to synchronise with the other person’s external behaviour. Match the rate of breathing and look for the position of breathing (is it in the chest, stomach, or abdomen area) It is easiest to choose one place such as the shoulders to look at when detecting and pacing breathing. Adjust your own breathing to match with the other person’s breathing.

Cross over mirroring Cross over mirroring

Using one aspect of your behaviour to match a different aspect of the other person’s behaviour, eg. adjusting your voice tempo to match the rhythm of a person’s breathing; pacing eye blinks with your finger or head nods, pacing voice tempo or breathing with the rhythm of your pen tapping softly in your hand or the rhythmic movement of your foot. etc…

Representational Systems Representational Systems

Detect and utilise in your own language the primary predicates of the other person. (check contents page for representational systems and predicates)

Testing for Rapport

There is only one test of rapport. If you adjust you own physiology or tonality does the person with whom you are attempting to build rapport make the same or similar adjustment. If they do you are in rapport. If they resist your lead, then you need to pace them further before retesting.

Always remember once rapport is established you will need to periodically check that rapport is being maintained. The more likely the content being dealt with is likely to provoke disagreement at a conscious level, the more need there is to continually check for rapport.

Remember that there are some individuals who are not comfortable being rapport and the more you try to pace and lead, the more they will unconsciously break rapport. To build rapport with these people, avoid matching or mirroring their external behaviour.

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INDEX COMPUTATIONS

Index Computations

Index Computations is the arbitrary division of various elements of a human being and is a useful model for approaching human interactions. It is the work of Leslie Cameron-Bandler.

Internal Process

Internal Process: is the domain of thinking, an example of which is beliefs. [beliefs = rules of operation generalised over time]. Richard Bandler’s preference has been to effect change through internal process first in order to change internal state and external behaviour.For example: ‘address the mind and the body will follow.’

External Behaviour

External Behaviour : is the domain of conscious and unconscious physiology, actions and behaviours. John Grinder’s view has been to deal with the external behaviours to cause a shift in internal state and internal process. Refer to notes on physiology of excellence on page 38.For example: ‘address the body and the mind will follow’

Internal State

Internal State: is the domain of emotions and feelings. Values and the work on values falls into this category. [values = deeply held emotions that human beings spend time, energy, and money moving towards or away from.] Leslie Cameron-Bandler was of the view that if you shift the internal state you will cause a shift in Internal Process and External Behaviours.

This model has been the source of much logical type and logical level confusion as many have the view that one is more important than the others. However they are at the same logical level and of the same class. How you choose to use index computations and which one you choose to start with depends on your outcome and the outcome of the person in front of you. At different times one may be more useful than another, but never is one more important or significant than another.

Attending to all three of these elements of a human being whilst communicating with them makes your message or change work impactful, memorable and undeniable.

Internal Internal process process Internal Internal state state External External behaviour behaviour

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REPRESENTATION SYSTEMS

Representational systems or modalities should not be confused with the five senses. We take in information from the external world through our senses of sight, hearing, smelling, tasting and touch (body sensation).

Representational systems describe how we re-present that information internally. The names of the representational systems are: visual; auditory (tonal); kinaesthetic; auditory digital (unspecified); olfactory and gustatory.

Each representational system can best represent the aspect of the world that it responds to directly. Many people get into trouble by representing experience with an inappropriate representational system.

The following points are useful keys to remembering how to work with Representational Systems:

1. Digital descriptions are always secondary experience so they contain less information than the primary experience which they describe.

2. Auditory tonal can add emphasis and help flesh out raw data and is our primary way of conveying emotion.

3. Visual can represent an enormous amount of data simultaneously and instantaneously.

4. Auditory digital is valuable as a filing system: • To keep track of experience

• To make a running commentary on raw data • To categorise experience

• To set directions • To draw conclusions • To plan

• To make sense of things • To summarise

5. Auditory processing is sequential and takes longer than visual processing which is simultaneous.

6. The kinaesthetic system has more inertia and duration than the other two systems. 7. When making decisions it is difficult to fully represent possibilities using only sounds,_{words or feelings. The visual system is helpful, because it enables one to}

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8. The kinaesthetic system is made up of body sensations that come from the endocrine; muscular; vestibular; skeletal; and digestive systems; and other physiological elements.

• Body sensationsBody sensations are examples of our biology

• FeelingsFeelings come from our internal strategy for clustering clumps of body sensations. How we cluster will result in an evaluation. E.g. a good feeling or a bad feeling.

• EmotionsEmotions are examples of feelings for which we have prescribed a label and our labelling is affected by our biography. E.g. churning stomach and an adrenaline rush may be interpreted by some as excitement, and by others as terror.

9. Kinaesthetic tactile and proprioceptive help provide raw data.

10. Individuals have a preferred representational system through which stored information is accessed (via neurological search). This is called theleadlead system. Moment to moment we operate from ourprimaryprimary representational systems which are constantly changing and rotating. And when we make a decision or check for validity we use ourreferencereference representational system.

11. Operating from ourprimaryprimary representational systems, we are only able to hold a single system for a maximum of 30 seconds. The continuing cycling through the various modalities allows us to continually collect and store information.

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Visual Predicates and Phrases

aim apparition appear blank blind blue blur bright brilliant clear cloudy colour colourful conceal conspicuous crystal clear dark darken dawn demonstrate diagram dim disillusion display dull eclipse elucidate envision enlighten espy flash focus foggy foresight frame glaze glance glare glow graphic hazy hindsight hues illuminate illusion illustrate image imagine insight inspect light look luminous mirror neat notice obscure observe outlook overshadow oversight overview paint peer perspective peruse photograph picture pinpoint portray preview radiate reflect reveal scrutinize see shine show sight sketch sparkling spotless stare stain survey vanish veil view vision visible visualise vivid watch wither witness a shadow of a doubt an eyeful

bird’s eye view catch a glimpse of sight seeing make a scene scope out get a perspective big picture pretty as a picture naked eye sight for sore eyes tunnel vision well defined

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Auditory Predicates and Phrases

acclaim aloud amplify announce articulate attune audible babble beat be heard blank out boisterous boom buzz cacophony cackle call chant chime clang click criticism cry debate deaf decry describe dialogue dim discordant discuss dissonance echo exclaim frequency gossip groan groom growl grumble harmony hear hiss hush hum invocate listen loud melody mellifluous mention moan music mute noise overtone oral pitch phrase proclaim pronounce propose purring prove question quiet raspy raucous rebuff resonate resounding retort rhyme rhythm ring roar rumour say scream shout streak shrill silent silence snap snore sound speak speechless spell squawk squeal state swear symphony talk tell tone tune utter unhearing verbal verbalise voice volume whine whisper whistle yell blabber mouth call on clear as a bell express yourself give an account of idle chatter loud and clear rap session state your purpose sing out

tell tale

tuned in / tuned out voiced an opinion within hearing word for word

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Kinaesthetic Predicates and Phrases

activate active agitate arouse attach backbone blistering block bond bounce break catch compress connect cold contact cool crush depress drive electric energy emote extend engorge fall feel feverish firm flowing fumble get hold of grab grasp grind grope handle hit hold jarring lift link loose manipulate mash merge mix move numb panic passive penetrate point pressure probe pull / push reach resist rough scrap seize shape sharp shocking shuffle smooth soft solid stable steady sticky sting stir strain stress stumble sturdy suffer sultry support swallow sway taciturn tackle tender tension tight tired throb throw tough trudge turn twinge twist unbalanced unfeeling visceral warm boils down to

cool, calm and collected keep your shirt on lay cards on the table mind like a steel trap start from scratch come to grips with

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Olfactory and Gustatory Predicates and Phrases

acid acrid aroma bite bitter bland chomp crumbly devour digest drink in eat it up fishy flavourful fruitful flowery fragrant fresh half baked insipid lean lick meaty mouth watering munch musty nibble odour oily palatable perfumed puff regurgitate rotten pungent putrid peppery rancid scent smell smoky sniff snort stink satiate savour snacks of sour spicy swallow sweet tasteful tasteless

“Something’s rotten in the state of Denmark”

That seems fishy to me That idea stinks A stinking hot day

(smells as) sweet as a rose oven baked

fresh cooked that’s a tasty thought the nose knows a tasteless novel

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Unspecified Predicates and Phrases

absent act ambiguous appreciate associate attend attitude aware be conscious believe blend calibrate cancel celebrate challenge change choice comprehend compute computer conceive connect consider create deceive decide deliberate demonstrate different discern distinct disrupt emit experience elect emphasise experience generate guess identify ignore insensitive integrate interrupt intent know learn memorise motivate ostentatious pattern pay attention perceive persevere plain ponder pretend precede process read realise recall recognise relate remember sensation sense support suppose think thoughtful true understand vague wonder

be alert to what’s going on being in agreement excellent thought being in error

that’s not what I mean to say that’s easy / difficult

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Non-Verbal Identifiers

Important Note

Important Note: Remember that when we operate from ourprimaryprimary

representational systems, we are only able to hold a single system for a maximum of 30 seconds. We are constantly rotating between representational systems which allow us to continually collect and store information.

VISUAL - V VISUAL - V

People operating in the visual modality often stand or sit with their heads and/or bodies erect and their eyes up. They breathe from the top of their lungs, tend to sit forward in their chair. They memorise by seeing pictures and are rarely distracted by noise. They may have trouble remembering verbal instructions and can “check out” during long verbal explanations or dissertations. In this modality people tend to be up beat, access a quick speech tempo and personal rhythm. They use gestures and draw pictures with their hands. They make pictures in their head, take in information visually, and display strong visual acuity. They have tangential conversations as they jump from picture to picture. If the visual modality dominates their life across contexts they might display the following: well organised; neat; well groomed; orderly; appearances are very important to them, how they, their friends and family look and dress and present themselves is all important; they buy equipment for the home or office based on the LOOK of the equipment not on its function.

AUDITORY - A AUDITORY - A

People operating in the auditory modality sit still, preferring to sit or stand to the side of those they are conversing with so that what they see is not distracting. They breathe from the middle of their chest. Typically they talk to themselves and 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 talking, and memorise sequentially. People using the auditory channel like to communicate verbally, like the sound of their own voice and prefer verbal feedback. Tonality, pitch and timbre of voice is important to them. If the auditory modality dominates their life across contexts they might display the following: enjoyment of music to the extent that you might expect them to own excellent sound equipment. They usually love music and love to talk on the phone.

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KINAESTHETIC - K KINAESTHETIC - K

People operating in the kinaesthetic modality will typically breathe from the bottom of their lungs, so that you see their stomach move in and out when they breathe. They stand and sit comfortably, staying in touch with their bodies. They are occasionally slow to respond to questions as they really like to experience how various options feel to them before they answer. They prefer to operate through touch, this may be observed in the writing of notes or doodling pictures, touching themselves – rubbing the mouth or chin, or they may touch paper, pen or table top. They will get a “feeling” for a place or space or person. They will be interested in a decision if it “feels right”.

If the kinaesthetic modality dominates their life across contexts they might demonstrate the following:

• A preference for standing close to people.

• Choose to memorise through using their physiology - a slower but longer lasting process.

• Tactile (nothing to do with being a touchy feely person). • Gain enjoyment from receiving physical rewards. • A preference for wearing comfortable clothes and shoes. • A strong response to a deep powerful beat in music.

UNSPECIFIED (DIGITAL) - Ad UNSPECIFIED (DIGITAL) - Ad

People operating in the digital modality will spend a fair amount of their time talking to themselves. They prefer a thoughtful, reasoned, academic, wordy style of thinking, wanting to know if it “makes sense”. They are more comfortable using language as precisely as possible and do their utmost to delete emotive language. They can also exhibit characteristics of the other major representational systems.

OLFACTORY AND GUSTATORY OLFACTORY AND GUSTATORY

Not a lot is known about people operating in the olfactory and gustatory modalities. The empirical evidence suggests that those with a strong olfactory sense in use will find strong smells overpower their ability to relate to their world. They determine reality through the naturally occurring smells and tastes and have a strong abreaction to perfumes, incense and chemical cleaners.

Those with a strongly evolved gustatory modality are the creative cooks, able to blend flavours, tastes, textures and sensations in their mind to create new food sensations. People who use these modalities frequently may choose professions as perfumiers, vinters, chefs, compounding chemists and, in many cases, healers and diagnosticians.

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CALIBRATION

Calibration is the ability to determine a client’s state through observation of their unconscious external behaviours and comparison with their earlier unconscious behaviours. A coarser form of calibration can be achieved by comparing the unconscious external behaviours with a gestalt of universal unconscious external behaviours. Calibration is best achieved by observing the client with “soft focus”. In this way the NLPer can register changes in their peripheral sight or peripheral hearing. Frequently the vision is centred just above the top lip of the client.

A picture or sound diagram is made at the start of an interaction and is compared with a second picture or sound diagram made later. Changes can then be registered. Practice is required to refine your ability to notice and register unconscious changes that are made by the client. Finely tuned sensory acuity is necessary for you to be able to notice these changes so that you can then adjust your behaviour in response to a client.

KEY NONVERBAL INDICATORS FOR CALIBRATION INCLUDE: KEY NONVERBAL INDICATORS FOR CALIBRATION INCLUDE:

• Skin colour • Skin shininess • Muscle tonus • Lower lip size • Pupil dilation • Breathing location • Breathing rate • Breathing depth • Breathing pauses.

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EYE ACCESSING CUES

Neuro Linguistic Programming is a powerful model for modifying human behaviour. The basic building blocks of the NLP model are representational systems. They are the processes by which human beings perceive, represent and operate in the world. All human experience (both external and internal) may be decomposed to these basic primitives. The basic representational systems are visual, auditory, kinaesthetic, olfactory and gustatory. These correspond to the senses of sight, hearing, touch, smell and taste. A fundamental presupposition of NLP is that all individual skills are a function of the development and sequencing of representational systems. These combinations and orders are called strategies.

The fact that human experience is the result of the internal or external perception of sense data is a useful insight. For this insight to have utility, however, it is necessary to be able to determine which representational system a person is accessing at any given moment in time. Part of the power and utility of NLP comes from the techniques it uses to perform this task. There are certain indicators as to when a person is internally or externally

experiencing in a particular sense modality. They are called accessing cues, because they are the cues that tell us when a person is accessing in a given modality.

The eye scanning patterns are one of the domains that is frequently most surprising and intriguing to people when they are first exposed to NLP. Everyone realises that other people move their eyes continuously. What is news is that these movements follow a systematic pattern and that these movements correlate to what the person is experiencing. Many people have noticed that students when asked a question often look up at the ceiling, but they have passed this off as arbitrary and random behaviour. Other people may have wondered at the srcin of certain expressions in our language such as "that's down right obvious," but they have merely assumed that these are just idiomatic expressions. The news is that these behaviours and expressions are not just random or arbitrary, but they follow a systematic pattern.

How was this pattern "discovered" by the founders of NLP. Richard Bandler said that in the early days when he and John were teaching that they would ask certain questions to a class and that they noticed that many of the students would look in the same direction before answering the question. Richard and John noticed this behaviour and then began to look for the pattern in it. This lead them to the "discovery" of eye scanning patterns. They had already observed that when speaking, people used certain sensory predicates to describe their experience. They discovered that the internal and external processes that people experienced were correlated with both eye movements and predicates.

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What Richard and John "discovered" was that most right handed people follow the following pattern of eye movements..

RIGHT HANDED PERSON

Visual Visual

Construct Remember

Auditory Auditory

Construct Remember

Kinaesthetic Auditory Digital

A central focus indicates visualisation.

They also "discovered" that most left handed people follow the following reversed pattern of eye movements.

LEFT HANDED PERSON

Visual Visual Construct

Remember

Auditory Auditory Construct

Remember

Auditory Kinaesthetic

Digital

A central focus indicates visualisation.

They even discovered a few people who did not fit either pattern. They discovered, however, that these people were systematic in following another pattern and that they were consistent in their particular pattern. This all seems very straight forward. Every NLP practitioner has verified this model for themselves thousands of times. But is the matter really so simple and straight forward? It turns out that not everyone thinks so. To understand the possible complications it is necessary to study the subject further. In ‘The Structure of Magic’ I and II, published in 1975 and 1976 Grinder and Bandler describe representational systems and describe predicates and other accessing cues, but they make no mention of eye scanning patterns. Eye scanning patterns are first mentioned in Frogs Into Princes which was published in 1979. It is evident that Grinder and Bandler "discovered" eye scanning patterns sometime between when they wrote ‘The Structure of Magic’ and when they delivered the workshops that were transcribed and edited into ‘Frogs Into Princes’.

Bandler and Grinder were not the only people studying eye movements at the time. The discovery of the split brain led to research into what each half controlled. Some of this research focused on eye movements. One of the first studies of eye movements was an

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article by M. Day called “An Eye Movement - Phenomenon Relating to Attention, Thoughts, and Anxiety” published in 1964 in Perceptual Motor Skills. Day concluded that individuals do exhibit characteristic eye movement patterns from the age of three in response to differential questioning. J. Duke in an article “Lateral Eye Movement Behaviour” published in the Journal of Psychology in 1968 found that subjects exhibit greater eye movements in response to reflective questions than to factual questions. These studies were followed by further research published in two articles in 1972. These are K. Kocel's article "Lateral Eye Movements and Cognitive Mode" in Psych on Sci and M. Kinsbourne's article "Eye and Head Turning Indicates Cerebral Lateralization" in Science. Kinsbourne replicated Duke's study by presenting subjects with verbal, numerical and spatial questions. He found that in right handed subjects that there was consistently more right eye movement in response to verbal questions and more left eye movement in response to spatial question.

Further studies on representational systems and eye scanning patterns were conducted at the Langley porter Neuropsychiatric Institute in San Francisco in the early 1970's by Katherine Kocel, David Calin, Robert Ornstein and Edward L. Merrin. Some of the results of these studies were published by Calin and Ornstein in 1974 in an article in

Neuropsychologia Vol. 12 entitled "Individual Differences in Cognitive Styles - Reflective Eye Movements”. Their results were confirmed in a similar study at Yale University by psychologists Bonnie B. Meskin and Jerome L. Singer.

These studies have concluded that the direction of eye movements is related to cerebral hemispheric specialization. Left eye movements activate right hemispheric cognitive processes and right eye movements activate left hemispheric cognitive processes. Research on brain lateralisation indicates that the left hemisphere favours sequential cognitive processes and specialises in verbal-linguistic skills while the right hemisphere favours simultaneous cognitive processes and specialises in visual-spatial skills. Actually each eye provides data to both hemispheres. What happens is that the left visual field of each eye is combined in the optic chiasm and processed in the right visual cortex, and the right visual field of each eye is combined in the optic chiasm for processing in the left visual cortex. This is consistent with the fact that, in terms of motor control, the left hemisphere controls the right side of the body and the right hemisphere controls the left side of the body.

When this is related to the NLP model the conclusion emerges that when a person accesses visual and auditory remembered and auditory digital they are engaging the right hemisphere which processes information simultaneously and parallel and which specialises in images, patterns and wholes. This hemisphere is non-rational (emotive), intuitive and metaphorical and reacts most strongly to visual or tactile inputs. When a person accesses visual and auditory construct and kinaesthetic they are engaging the left hemisphere which processes information linearly, serially and sequentially and which specialises in words, numbers, and parts. This hemisphere is logical, rational and analytic and reacts most strongly to verbal-linguistic inputs. This does not seem to make sense. Kinaesthetic would seem to be a right hemisphere activity and auditory digital would seem to be a left hemispheric activity. Also constructing a picture or a sound appears to be more right brained than remembering a picture or sound. It should be remembered that the right and left brain model applies to visual external and that the NLP model is dealing with internal visualization. Perhaps the process somehow switches internally; perhaps by flooding the opposite hemisphere with external input it is easier to gain access internally to the same hemisphere. In any case it is difficult to reconcile the brain lateralisation model and the NLP model. More research in this area is definitely in order.

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Combining the left/right brain model and the NLP model, one is drawn to the conclusion that visual and auditory memory as well as auditory digital is basically non-rational (emotive), intuitive, metaphorical, simultaneous and parallel. Visual and auditory construct and kinaesthetic, on the other hand, are rational, logical, analytic, linear, serial and sequential.

It is interesting that not all of this research on eye patterns agrees with the eye scanning model codified by Bandler and Grinder. The person outside of NLP who has most popularised eye patterns in America is the educational psychologist Steven Devore. Devore is the founder and president of Syber Vision which is the largest distributor of sports performance enhancement video tapes in the world. Devore worked out his process called Neuro-Muscular Programming with the help Of Dr. Karl Pribram of Stanford University.

Dr. Pribram developed the model of the holographic brain. He also is co-author with Gallanter and Miller of “Plans and the Structure of Behaviour” that presents the TOTE model which serves as the basis for the NLP strategy model.

Devore and Pribram's eye scanning model for a right handed person as presented in Devore's books “Syber Vision Muscle Memory Programming for Every Sport” (1981) and “The Neuropsychology of Achievement Study Guide” (1982) is presented below. According to their research a central focus indicates a sensory synthesis for both right and left handed people.

MODEL FOR A RIGHT-HANDED PERSON ..

Memory of Smell

Visual Construction Visual Memory Recall

Auditory Construction Auditory Memory Recall

Body Sensation Recall Memory of Emotion

Memory of Taste

MODEL FOR A LEFT-HANDED PERSON.

Memory of Smell

Visual Memory Recall Visual Construction

Auditory Construction Auditory Memory Recall

Body Sensation Recall Memory of Emotion