Beruflich Dokumente
Kultur Dokumente
URL http://hdl.handle.net/10722/210158
by
March 2015
i
Declaration
I hereby declare that this thesis represents my original work, except where due
acknowledgement is made, and that has not been previously included in a thesis,
dissertation or report submitted to this University or to any other institution for a
degree, diploma or other qualifications.
Signature: _______________________
i
Abstract of Thesis entitled
Submitted by
in March 2015
Each participant was treated as a case on his/her own. The researcher met each
voluntary participant individually on three occasions. First, each participant was
given a pre-test of thinking styles, a NLP workshop, the first NLP six-step
reframing practice, a first post-test of thinking styles and a first follow-up
interview. One week later, the participant was given a second NLP six-step
reframing practice, a second post test of thinking styles and a second follow-up
interview. One month later, the participant was given a delayed final post test of
thinking styles and in-depth interview for review of their experience and
validation of the observations and measurements made in the entire process. All
measurement results and practice and interview transcripts were analyzed
quantitatively and qualitatively according to the nature of the data.
Results indicated that all participants felt positively towards the experience of the
Practice. Through the Practice, they were able to identify their own limiting
ii
beliefs in learning and discover some new learning methods to overcome the
problems. Furthermore, a desirable increase in Type I thinking styles was
observed for most of the participants after the Practice. 8 of the participants
showed marked increase (with effect size0.8) and 3 showed slight increase (with
effect size <0.8). For the remaining 5 participants, 2 of them showed marked
decrease (with effect size0.8) and 3 showed slight decrease (with effect size
<0.8).
Based on the results, the researcher argues that in order that the problem solving
experience can lead to desirable changes in the participants preferred ways of
thinking, affective aspects of the experience is also highly important. Salient
features in the Practice such as generation of positive affection, provision of
serene environment, autonomy to choose freely, reflection upon past life
experiences and ownership of the self-identified problems might have
contributed to explain why the Practice was effective to most participants in this
research in enhancing their Type I thinking style but similar success had not been
observed so far in other intervention studies using problem solving tasks. The
thesis also discussed the limitations of the study and implications for further
education and psychological research.
(500 words)
iii
Acknowledgements
I would like to express my heartfelt gratitude to Dr. Ki Wing Wah, my supervisor,
for his invaluable advice and patience in guiding me through this research.
I would also like to express my sincere thanks to Prof. Zhang Li Fang for the
comments she gave me for the several conference seminars I did at different
points of time, and Prof. Zhang and Prof. Bruce Arroll for their critical comments
for improvements in my thesis examination.
I would also like to express my sincere thanks to Mr. Chan Po Chiu for his
contribution as a NLP expert to validate my practice of NLP in this research.
I am indebted to all the 16 participants for their time and effort in participating in
the multiple-case study.
iv
Table of Contents
Declaration i
Abstract ii
Acknowledgements iv
Table of Contents v
List of Figures x
List of Tables xi
Chapter 1 Introduction 1
1.1 Researchers background and motivation 1
1.2 Introduction to the research 2
1.3 Explanation of theories and concepts 4
1.3.1 Neuro-Linguistic Programming 4
1.3.2 Six-step reframing Model 5
1.3.3 Types of I, II, and III thinking styles 6
1.4 Research questions 8
1.5 Research findings 9
1.6 Significance of the research 10
1.7 Organization of the research 11
v
2.2.4.1 The six-step reframing model 33
2.2.4.2 Practicing NLP six-step reframing in 37
trance state
2.2.4.3 Prerequisite knowledge before practicing 38
the NLP six-step reframing model
2.3 Research about NLP, six-step reframing and learning 39
2.3.1 Research against NLP 39
2.3.2 Research supporting NLP 40
2.3.3 Research concerning NLP six-step reframing and 42
learning
2.4 Literature review on thinking styles 44
2.4.1 Notion of styles and major integrative models of styles 45
2.4.1.1 Cognitive styles 45
2.4.1.2 Learning styles 45
2.4.1.3 Thinking styles 46
2.4.1.4 Integrative style models 46
2.4.2 Zhang and Sternbergs (2005) Threefold Model of 49
Intellectual Styles
2.4.2.1 Definition of intellectual styles 49
2.4.2.2 The 10 theoretical frameworks 50
2.4.2.3 Type I, II, III intellectual styles 51
2.4.2.4 Controversial issues concerning the 53
threefold intellectual styles
2.4.3 Sternbergs (1988, 1997) mental self-government 53
theory of thinking styles
2.4.4 Reasons of using Sternbergs (1988, 1997) mental self- 56
government theory of thinking styles in this study
2.4.5 Effects of interventions on intellectual styles and 57
thinking styles
2.4.5.1 Empirical studies of interventions on 57
intellectual styles
2.4.5.2 Empirical studies of interventions on 59
thinking styles
2.5 Research gap and potential contribution of this study 61
2.6 Conceptual framework 63
2.7 Research questions 64
Chapter 3 Methodology 65
3.1 Research Questions 65
3.2 Design of the study 66
3.2.1 Definition of multiple-case study 67
3.2.3 Format of research 69
3.3 Research implementation 70
3.3.1 Research procedure 70
3.3.2 Practitioners details 71
3.3.3 Participants details 71
vi
3.3.4 Workshop and practice session details 73
3.3.5 Pre-test and post test questionnaires 73
3.3.6 Thinking Styles Inventory 73
3.3.7 Interview Guides 74
3.4 Methods of analysis 74
3.5 Addressing issues of reliability and validity 76
3.5.1 Verification through triangulation 78
3.5.2 Expert validation of the training process 81
3.6 Ethical issues 82
3.7 Limitations in the procedure 83
References 182
Appendices 198
ix
List of Figures
Figure 4.1 Type I thinking styles changes: Post Test 3 - Pretest 109
Figure 4.2 Type II thinking styles changes: Post test 3 - Pre-test 111
x
List of Tables
Table 2.1 Type I, Type II and Type III Characteristics of the 52
Threefold Model
Table 2.2 Thinking Styles 55
Table 3.1 Academic background of participants 72
Table 4.1 Suggested categorization of participants 92
Table 4.2 Suggested classification of limiting beliefs 96
Table 4.3 Summary from the transcript of the final interview for the 101
question Have you practised the NLP six-step reframing
in this month?
Table 4.4 Type I thinking styles changes in terms of effect size: 109
from pre-test to post test 3
Table 4.5 Type II thinking styles changes: Post test 3 - Pre-test 112
Table 4.6 Effect size of change in Type I and Type II scores in 114
limiting beliefs of all participants
Table 4.7 Effect size of change in Type I and Type II scores in 116
method orientation of all participants
Table 4.8 Average Type I thinking styles scores of Shirley: Pre-test 121
to Post Test 3
Table 4.9 Scores of Shirley on different Type I thinking styles: Pre- 121
test to Post Test 3
Table 4.10 Marked increase in Type I thinking style scores 124
Table 5.1 Comparison of Sternbergs (2009) problem solving model 142
and NLP six-step reframing
Table P.1 Average Type I thinking styles scores of Hung: Pre-test 547
to Post Test 3
Table P.2 Scores of Hung on different Type I thinking styles: Pre-test 547
to Post Test 3
Table P.3 Average Type I thinking styles scores of Shirley: Pre-test 548
to Post Test 3
Table P.4 Scores of Shirley on different Type I thinking styles: Pre- 549
test to Post Test 3
Table P.5 Average Type I thinking styles scores of Lauren: Pre-test 550
to Post Test 3
Table P.6 Scores of Lauren on different Type I thinking styles: Pre- 551
test to Post Test 3
Table P.7 Average Type I thinking styles scores of Heaveni: Pre- 553
test to Post Test 3
Table P.8 Scores of Heaveni on different Type I thinking styles: Pre- 553
test to Post Test 3
Table P.9 Average Type I thinking styles scores of Toni: Pre-test to 554
Post Test 3
Table P.10 Scores of Toni on different Type I thinking styles: Pre-test 555
to Post Test 3
xi
Table P.11 Average Type I thinking styles scores of Rammy: Pre- 556
test to Post Test 3
Table P.12 Scores of Rammy on different Type I thinking styles: Pre- 557
test to Post Test 3
Table P.13 Average Type I thinking styles scores of Fok: Pre-test to 559
Post Test 3
Table P.14 Scores of Fok on different Type I thinking styles: 560
Pre-test to Post Test 3
Table P.15 Average Type I thinking styles scores of Yao Yao: 561
Pre-test to Post Test 3
Table P.16 Scores of Yao Yao on different Type I thinking styles: Pre- 561
test to Post Test 3
Table P.17 Average Type I thinking styles scores of Siu Yau: 563
Pre-test to Post Test 3
Table P.18 Scores of Siu Yau on different Type I thinking styles: Pre- 563
test to Post Test 3
Table P.19 Average Type I thinking styles scores of Ivy: Pre-test to 564
Post Test 3
Table P.20 Scores of Ivy on different Type I thinking styles: Pre-test 564
to Post Test 3
Table P.21 Average Type I thinking styles scores of Pig: Pre-test to 566
Post Test 3
Table P.22 Scores of Pig on different Type I thinking styles: Pre-test 566
to Post Test 3
Table P.23 Average Type I thinking styles scores of Jeffrey: Pre-test 567
to Post Test 3
Table P.24 Scores of Jefffrey on different Type I thinking styles: Pre- 567
test to Post Test 3
Table P.25 Average Type I thinking styles scores of Milka: Pre-test 569
to Post Test 3
Table P.26 Scores of Milka on different Type I thinking styles: Pre- 570
test to Post Test 3
Table P.27 Average Type I thinking styles scores of Ka Ho: Pre-test 571
to Post Test 3
Table P.28 Scores of Ka Ho on different Type I thinking styles: 571
Pre-test to Post Test 3
Table P.29 Average Type I thinking styles scores of Fishball: 573
Pre-test to Post Test 3
Table P.30 Scores of Fishball on different Type I thinking styles: Pre- 574
test to Post Test 3
Table P.31 Average Type I thinking styles scores of Lawrence: 575
Pre-test to Post Test 3
Table P.32 Scores of Lawrence on different Type I thinking styles: 576
Pre-test to Post Test 3
xii
List of Appendices
Appendix Q First and Second Interview Data from the interview 579
question How do you think the whole NLPsix-step
reframing influence you?
xiii
Chapter 1
Introduction
This study is conducted by Lam Chun Hung who has been working as
different roles in the education field. He is a qualified Neuro-Linguistic
Programming (NLP) Master Practitioner who is also a part-time visiting
lecturer teaching an introductory NLP course in tertiary education since
2001. Conducting from two to three courses each year, he has pupils
ranging from diploma students to post-graduate students at the Hong Kong
Polytechnic University. In addition, he is also a teacher in secondary
education in the subjects of Liberal Studies and Economics.
As a teacher, Lam is keen to help not just solve the specific problem at
hand, but also to enhance the student's learning capacity. His interests
involve the desire to enhance students learning capacity so that they can
learn how to learn in new and more effective ways. His interests lie among
the ideas of different thinking styles, as the literature states that learning
capacity is related to students thinking styles. In past studies, methods
have been suggested by different scholars with aims to extend students
understanding and application of different thinking styles to solve learning
problems. Yet these methods do not always appear effective, thus bring
1
Lam interested to explore whether NLP methods can be used for such
purpose of enhancing students thinking styles and hence their learning
capacities.
2
person to generate new ideas to change the belief, and form a new way of
thinking about the problem.
3
the participants. All measurement results and documentations were
analyzed quantitatively and qualitatively according to the nature of the
data. As the introductory NLP course at the university that the participants
took involved no formal assessment, these participants were free from the
researchers influence as far as academic achievement is concerned, and
therefore there was no hidden motive for participants to express any
responses intentionally to confirm what the researcher believed.
4
subjective experiences of participants (O Connor, 2001b). The
subjective experiences involve sensory information processing like
the processing of visual information (mental pictures), auditory
information (mental sounds), kinesthetic information (body
sensations and touch feelings) and olfactory information (smell and
taste). Richard Bandler and John Grinder claim that during NLP
practice, participants may be guided to use their imagination to
change the sensory information of the existing mental perception
of the world, with the help of verbal or non-verbal linguistic cues.
Once the perception on the experiences changed, the thoughts,
feeling and actions may change and lead to better experiences in
life (Bandler and Grinder, 1982).
5
Bandler and Grinders (1979, 1982) NLP six-step reframing
model in its original script claimed itself to be successful in
changing limiting beliefs in all domains in the participants life. In
the present study, the researcher focuses on problems and
limitations that are about participants learning.
7
experience. They are considered as preferences rather than traits as
they can be changed over time and also must not be confused with
the ability of a person.
8
1.5 Research findings
Results indicate that all participants believe that the NLP six-step
reframing model have had positive influence in their learning. Through
the practice, they were able to discover new learning methods in
overcoming their learning difficulties.
9
new styles of thinking that had appeared in the training were then uptaken
as part of their preferred ways of thinking then after. This affective aspect
may explain why the NLP six-step reframing model in this study was
effective but similar success has not been observed in other intervention
studies on thinking styles that also provide learners with problem solving
experiences.
Despite its own limitations, this study shows a way to help learners
discover a possible way, in a relatively short period of time, to overcome
their learning difficulties and to improve their styles of thinking. Generally
speaking, this study has both practical and research implications. Practical
implications include the facts that learners may learn and use the NLP
six-step reframing model to overcome learning difficulties. Educators
may be reminded to be more mindful about students feelings of
ownership and other affective aspects when making an attempt to lead
students in discovering new problems and applying new ways of thinking
in learning.
10
can be used to handle problems of different kinds, and as a skill of lifelong
learning, learners will be able to set different frames or perceptions
concerning the understanding of himself / herself, the society, the country,
the environment, technology and world trends. Last but not least, if the
NLP six-step reframing model is found to be able to change thinking
styles, the result may be that an additional piece of evidence to support
that thinking styles are malleable as proposed by Zhang and Sternberg
(2006) and modifiable instead of traits that are stable and unchangeable.
11
Chapter 4 - The Research Findings chapter reports the analysis of all data;
including qualitative data from interviews and quantitative data from
measurements in Type I and Type II thinking styles. A case-by-case
analysis will also be reported to highlight certain features in the
participants NLP six-step reframing practices which, in a number of
occasions, seemed to have accounted for the changes in the participants
thinking style.
Chapter 6 - The Conclusion chapter completes the thesis with the major
conclusions to the research questions, together with the limitations,
significance and implications of this study.
12
Chapter 2
Literature Review
The main purpose of this literature review chapter is to establish the theoretical
foundation and locate the research gap for this present study by critically
analyzing the previous studies of NLP and thinking styles. The chapter will start
by analyzing the origin of NLP and the claims of the NLP model, the nature of
NLP six-step reframing and its related concepts in learning, research relating
NLP and the present study, followed by a more detailed introduction to styles and
major integrative models of styles, Zhang and Sternbergs (2005) Threefold
Model of Intellectual Styles, Sternbergs (1988, 1997) mental self-government
theory of thinking styles, the empirical evidence of interventions in styles and
thinking styles, and finally the research gap and the theoretical framework for this
present study.
13
Two descriptions of Dilts (1983) and Dilts (1998) gave insight into how
the founders have modeled the behaviors, thinking processes, actions and
language patterns in the practice of Fritz Perls, Virginia Satir and Milton H.
Erickson, and turned the modeled practice, with their own knowledge, into
step-by-step strategies or programs for more practitioners to follow. Dilts
(1998:29) described the following:
14
skills of induction, utilization and reframing in trance explained in
Grinder and Bandlers (1981) book Trance-formations: Neuro-Linguistic
Programming and the structure of hypnosis.
Despite the works of the NLP founders had claimed that the ideas of the
NLP model were originating from Fritz Perls, Virginia Satir and Milton H.
Erickson, who are famous and well respected in the field, scientific
coherency among the different parts within the NLP model is still open for
investigation. Besides there is still a lack of scientific proof or empirical
evidence that allows in-depth and comprehensive understanding on NLP.
15
2.1.2 A metaphorical illustration used for Neuro-Linguistic
Programming (NLP)
Neuro (derived from the Greek neuron for nerve) stands for the
fundamental tenet that all behavior is the result of neurological
processes. Linguistic (derived from the Latin lingua for
language) indicates that neural processes are represented, ordered
and sequenced into models and strategies. Programming refers to
the process of organizing the components of a system (sensory
representations) to achieve specific outcomes.
Bandler and Grinder (1979) believed that human minds could store and
process sensory information. Bandler and Grinder (1979) further
elaborated that suitable adjustments or programming of the above
sensory information, by using verbal or non-verbal linguistic cues, could
16
change existing human perceptions of the world. Once the mental
perception was changed, the thoughts, feeling and actions were also
changed. Bandler and Grinder (1979) also believed that our thoughts,
feelings, and actions were like habitual programs that could be modified
through such programming technique. Though the concept of sensory
information and representational systems were first mentioned by Virginia
Satir, the expression of these concepts in the context of a metaphor to
describe the processes in psychological therapy could be argued as an
original contribution of Bandler and Grinder (1979). However, the
questions on how valid is the computer programming metaphor, and how
much can such programming can be done through verbal and non-verbal
cues are controversial points that demand more scientific proof and
research support.
Presupposition 1 concerns our mental map (Buzan and Buzan, 1993). This
is our subjective perception of the reality or 'mind map'. This mental map
may be updated and expand continuously. NLP proponents claim that NLP
may keep on changing the impact of sensory information that is affecting
our mental map. Dilts (1983) viewed this as the most important basic
principle in NLP.
Presupposition 3 mainly makes the point that anyone can learn another
outstanding person's mental map and make it ones own. Metaphorically,
this sounds like copying other people's mental map. Cameron-Bandler,
18
Gorden and Lebeau (1985) invented the 'Emprint Method' in NLP and
claimed that copying other peoples mental map was possible.
19
skills to achieve this goal, such as the NLP visual model, meta model and
modelling techniques, which help in learning the internal processes of
other people (Lewis and Pucelik, 1982; Cameron-Bandler, 1985).
Presupposition 4 asserts that the mind and body are of one system. This
echoes the views from Gestalt therapy that OLeary (1992:10) mentioned,
The human being is thus a unit consisting of many parts which function
interrelatedly. Perls (1969) asserted that a healthy individual operated
within an appropriate balance of all parts.
20
inner voice. Apart from intra-personal level, the sending-out of verbal and
non-verbal language to the other people can be internalized to become
intrapersonal communication on an interpersonal level.
21
Presupposition 10 assumes that people will try something new when they
find that the existing situation is unsatisfactory. It is through this
exploration of new things (i.e. new experience) that good learning will
occur.
Apart from the ten presuppositions above, Grinder and Bandler (1981) also
suggested the importance of applying them to the unconscious mind.
Influenced by the famous psychiatrist and hypnotist Milton H. Eriskson,
Grinder and Bandler (1981) believed that skills applied to the unconscious
mind will be more important than those in the conscious. Unhappy
experiences, if not suitably dealt with, will stay in the subconscious mind
and occasionally rise to the conscious mind, resulting in affects in peoples
daily life seriously. Grinder and Bandler (1981) believed that this kind of
negative childhood experience could be dealt with more effectively in a
trance state than a conscious state.
The ten presuppositions mentioned above are not universal rules that can
derive the claimed NLP model. They are only general rules guiding how
sensory information is processed through NLP. A similar view was
expressed by Wake (2008) that the operation of these presuppositions or
rules would not be without conditions and limits. This comes to the issue
of constraints of the functions in NLP.
22
Neurological constraint
According to Bandler and Grinder (1975a), 'neurological constraint' refers
to the limit of our ability in receiving information about our world due to
our neurological makeup, our sense organs and nerves. Due to individual
differences in values and perspectives, and the perceived 'raw' information
translated into bioelectric impulses, people are inexorably separated from
the 'real world'.
Social constraint
Social constraint is mainly affected by culture (or values) and language of
the context in which the individual is situated. Bandler and Grinder (1975a)
took the view that language operates as a medium for encoding our
perceptual information from the environment into labels (or words) which
23
are manipulated by our minds. Our minds then try to use the labels to
create meaning out of experiences. Accordingly, language can influence
the creation of meanings in human minds, and therefore, in the long run,
can influence the belief system in human minds. Williams, Dobson and
Walters (1993) defined culture as "the commonly held and relatively stable
beliefs, attitudes and values that exists". Williams et al (1993) asserted that
meanings can affect meanings and therefore values can affect values.
Culture is also viewed as the assembly of beliefs and values and therefore
can be affected by the belief system (or value system) of human beings in
the long run.
Personal constraint
Bandler and Grinder (1975a) viewed individual constraint as a constraint
concerning the personal history of an individual. The synthesis of
experience, the individual's own belief and value system forms the
personal history of an individual, making ones history completely
personal and unique. As unique persons, Lewis and Pucelik (1982:24)
explained that,
24
Metaphoric constraint
Apart from the three constraints above, there is also a fourth one, which is
related to the metaphor that NLP uses. Bandler (1985) asserted that many
aspects of a human mind were very similar to those of a computer.
Although a human mind could not be treated exactly like a computers
processing sensory information, it indeed looked like a computer with
constraints. However, one fundamental difference was that electronic
information of a computer could be deleted whereas sensory information
in human mind could only be weakened and could hardly be vanished
(Lewis and Pucelik, 1982).
Two streams of criticisms for NLP are identified, revealing a gap between
the usage of NLP and the corresponding understanding of it in the
academia. A lack of recent updates on NLP research does not mean that
NLP has no potential to be developed into a coherent theory that can be
put to test in scientific empirical research. The following sections aim to
address the main criticisms of NLP, namely that: 1) NLP receives little
attention in academic research or updated publishing, and 2) NLP lacks
theoretical base.
25
(1997) summarized these studies and found almost no basis for the
acceptance of the eye movement model on scientific evidence to
prove the validity of the model. With no doubt, even non-academic
people expressed through Wikipedia, commenting that NLP lacks
firm empirical evidence to support its claims, and that NLP has
little or no support from the scientific community. However, while
criticizing NLP, these critics admit that NLP has an enormous
influence in management training, life coaching and the self-help
industry.
26
number of researches on this topic since last decade (Wake, Gray
& Bourke, 2013), so the allegation that NLP receives little
attention in academic research or updated publishing is weakening.
Tosey and Mathison (2003) took the view that NLP could be
regarded as a transdisciplinary subject and that it drew resources
from academia and other theories. Their view is that its influence
has been generated through application more than deduction from
axioms. Tosey and Mathison (2003) believed that to become
regarded as academically credible, there is a need for NLP to be
more thoroughly theorized particularly on how it relates to and
differs from existing theoretical perspectives such as semiotics,
phenomenology, discourse analysis, and more. Tosey and
Mathison (2003) also pointed out that the language of NLP, such as
the abstract expression of the presuppositions mentioned above,
cannot match academic expectations. Tosey and Mathison (2003)
further pointed out that this is not to suggest that such abstract
expressions are inherently invalid, rather it is to note the
expectation of a more thorough working through of the underlying
theoretical structure of NLP. Some may think that the academia
naturally would view NLP as lacking theoretical base because NLP
only investigates subjective experiences. Yet some NLP
researchers point out that dreams rely much on subjective
experience and have been well researched in the past decade
(Wake, 2008; Wake, Gray & Bourke, 2013), and the research of
NLP should continue to expand to face this type of criticism.
27
2.2 Fundamental concepts related to the NLP six-step
reframing model
In the past twenty years, the term reframing has been used as a
counselling skill by different famous counselors like Milton Erickson,
Virginia Satir, Carl Whitaker, Jay Haley, Paul Watzlawick, John
Weakland, Richard Fisch, Aaron Beck and many others. The skill of
reframing had a significant influence on Richard Bandler and John Grinder,
and hence the development of the six-step reframing model was
developed and improved in 1979 and 1982 respectively.
If people have a sensory experience that they dont like, what they
dont like is their response to it. One way of changing the response
is to understand the response itself is not based on whats going on
in sensory experience. If you change what the experience means to
them, their response will change.
28
Reframing is changing the way you perceive an event and so
changing the meaning. When the meaning changes, responses and
behaviour will also change.
Reframing depends on both the context and the content of the sensory
experience to be reframed (Bandler and Grinder, 1982; Andreas and
Faulkner, 1994; OConnor, 2001b). It is based on this idea that the NLP
six-step reframing is built.
Bandler (1985) asserted that limiting beliefs can be defined as the beliefs
that hold an individual back from achieving a goal. These limiting beliefs
can be changed if the beliefs are suitably impacted by reasonable doubts.
McDermott and O Connor (1996) pointed out that limiting beliefs can be
revealed through ones internal dialogue. McDermott and O Connor
(1996:149-150) elaborated that
We set rules for ourselves with words like should and shouldnt,
must and ought, can and cant. These words are called
modal operators in linguistics. Be particularly watchful for these
in your internal dialogue. We grow up bombarded with modal
operators from parents and teachers. They are one of the principal
ways we set boundaries. However, these boundaries may be out of
date or unreasonably limiting. When you hear yourself saying you
should, must or ought to do something, stop and ask, What
would happen if I did not? There may be a good reason, but there
may not. Explore the consequences. You need not blindly obey.
Another choice is to replace every should you uncover in your
internal dialogue with can. So I must get well becomes I can
29
get well. I can is empowering you can do it, do you want to?
Bring participants to this idea can help them to identify their
beliefs and think about their alteration.
30
- You dont have to learn them, you only need to
become familiar with them.
31
5. Find a counter-example.
Challenging initial perspectives and understandings may reveal that
a belief is not absolute and change is possible.
- Has there ever been a time when you have found
learning language patterns easy?
32
9. Appeal to the positive intention behind the belief.
O Connor (2001b) defined positive intention as the positive
purpose underlying any action or belief. Identify the motivation by
realizing the positive outcomes in overcoming the problem and see
it has a challenge.
- I can tell that you want to learn these thoroughly.
10. Change the context so that the relationship does not apply
in the same way.
Provide alternative explanations to beliefs and perform reasoning
to see things from relative rather than absolute circumstance.
- How hard it is for you to learn depends on who is
teaching.
34
not just depend on the insight of the practitioner like in the
reframing of Milton Erickson. From a research point of view, the
standard procedure of the NLP six-step reframing model has its
advantages. It minimizes the technical deviation among
practitioners.
35
3. Establish the positive intention of the part and separate it
from the unwanted behaviour.
In this step, the participant can communicate with the part that is
responsible for the limiting belief(s) to reveal its positive intention.
36
The participant imagines the new method in the situation when the
problem arises. The participant may be sensitive to any new signals
in his/her perception that could indicate that the new choice is not
ecologically valid. If the participant does not get a confirming
signal which usually communicates through a visual, auditory,
kinesthetic or olfactory signal, he or she will go back to step four
and ask the creative part, in consultation with all parts in the
participant and still honouring the original positive intention. The
participant will do new rounds of thinking on new methods he/she
gets.
37
to be more observant to notice the responses you are
getting. In a normal conversation you can get the same
unconscious responses, but they usually go by more quickly
and that makes them harder to notice.
38
2.3 Research about NLP, six-step reframing and learning
Research on NLP is discussed in the following order: first with those
against the claims of NLP and then those supporting it, concluding with a
discussion about researches related to the NLP six-step reframing model
in relation to learning.
One claim of the NLP behavioural model is that there is the existence of
an NLP primary representational system (PRS) that people are primarily
visual, auditory, or kinesthetic. Some researches in the 1980s did not
support this claim (Carbonell, 1985; Dowd and Hingst, 1983; Gallo, 1985;
Paxton, 1980; Rebstock, 1980; Schneider, 1984; Sperber, 1983). However,
recent research suggests differently, that the existence of and the
processing of this sensory information remain important. Research
evidence only shows that human beings do not tend to have a dominant
orientation towards only one particular type of sensory information. It is
understood that each individual has his/her own unique combination of
sensory information in his/her mind. Such diversity in the processing of
sensory information has to be taken care of for the efficiency and
effectiveness of NLP practices (Wake, Gray & Bourke, 2013).
Bandler and Grinder (1979) claimed that the human mind is very similar to
that of a computer, and this is called the computer metaphor. Recent
developments in neuroscience from Edelman (2004) revealed that this is
not totally true. Edelman (2004:19) proposed that:
39
together. While at early stages, patterned cell movement and
programmed cell death determine anatomical structure, the
movement and death of individual neurons are nonetheless
statistically variable or stochastic. The same holds for which
particular neurons connect to each other at later stages. The result
is a pattern of constancy and variation leading to highly individual
networks in each animal. This is no way to build a computer, which
must execute input algorithms or effective procedures according to
a precise prearranged program and with no error in wiring.
Dilts (1983) claimed that the word Neuro in NLP (derived from the
Greek word neuron for nerve) stands for the fundamental tenet that all
behavior is the result of neurological processes. Recent investigative
processes using FMRI (functional magnetic resonance imaging), MEG
(magneto encephalography), and MRI (magnetic resonance imaging) help
prove the credibility of the above statement (Wake, Gray & Burke, 2013).
Dilts and DeLozier (2000:840-841) remarked that one of the goals of NLP
was to understand better and utilize the way that processes within our
nervous systems and language ability join together to form programs
which are responsible for our behavior in the world. It is understood that
the word programs is not interpreted as computer programs, which can
40
be input into the brain by an external programmer, but as a special way in
processing sensory information inside human minds.
The proponents of NLP claim that NLP is about subjective experience and
this always gives other people the impression that the experience cannot be
tested. However, researchers using brain scans can help solve the above
limitation of NLP (Haynes and Rees, 2006; Soon et al, 2008). There is also
research evidence supporting the subjective experience of NLP-based
hypnosis for pain control (Bowers, 1996). NLP proponents claim affective
states in human minds can affect human behaviour. This claim is
supported by the groundbreaking work on the ubiquity of emotion in every
human enterprise of LeDoux (1995, 1997). The proponents of NLP also
claim that there is an NLP skill called rapport. Wake (2010:43) defined
this skill as a process of responsiveness that facilitates trust in another.
Recent neurological scientific research support that rapport has proven
itself useful because mirror neurons are activated (Aziz-Zadah and Ivry,
2009; Chartrand and Bargh, 1999; Fabbri-Destro and Rizzolatti, 2008;
Gallese et al, 1996; Maurer and Tindall, 1983; Neumann et al., 2009;
Rizzolatti and Craighero, 2004; Sanchez-Burks et al, 2009; Sandhu et al,
1993). Studies using the Barrett-Lennard Relationship Inventory (1962) as
a measure of rapport have also provided results supporting NLP rapport
skills with some consistency (Brockman, 1980; Ehrmantraut, 1983;
Schmedlen, 1981).
41
submodalities or qualities that give meaning to the internal coding
of our experience.
Beaver (1994) asserted that learning can take place through NLP as
learners change their internal representation of visual, auditory, kinesthetic
or olfactory information. Tosey and Mathison (2003) echoed this point.
For example, an individual can practice NLP context or content reframing
to change their cognitive knowledge by changing the perception of a life
event. Apart from the cognitive domain, it is as asserted that NLP can also
bring about learning in the affective domain (Cameron-Bandler and
Lebeau, 1986). For example, individuals may practice NLP skills of
42
dissociation and association to change their emotional response to a life
event. NLP mental rehearsal has been further developed for learning in
the psychomotor domain (OConnor, 2001a). OConnor (2001a) asserted
that through NLP skills of dissociation, association and mental rehearsal,
individuals may improve their skills in sport. OConnor (2001a) believed
the NLP presupposition that the mind and body are of one system, i.e.
changing the perception in mind may change the resulting psychomotor
skills in the body.
Bandler and Grinder (1979) and Bandler and Grinder (1982) developed the
six-step reframing, in which they suggested that peoples responses to
sensory experience might be changed when the interpretation of the
meanings of the content is changed. From this point of view, NLP
suggested to be highly relevant to learning. Through NLP, if the meanings
of the content can be changed, peoples learning of that content is also
changed. Apart from learning through sensory experience and reframing,
the NLP six-step reframing learning-related concepts also involve NLP
hypnosis, positive intention and future pacing.
Although the relation between NLP and learning has been suggested (as
described above), few recent studies can be found on the application of
NLP to learning. Research using NLP spelling strategy to improve
spellers memory of words was found significantly effective (Malloy,
1995; Dilts and Epstein, 1995).
In the early days of the development of NLP, Bandler and Grinder (1979)
asserted that there is a primary type of representation system dominating
an individual. Later studies have revealed that there is the existence of
representation system but there is no primary one dominating an individual
(Carbonell, 1985; Dowd and Hingst, 1983; Gallo, 1985; Paxton, 1980;
Rebstock, 1980; Schneider, 1984; Sperber, 1983). Sensory information
43
appears during the NLP six-step reframing process may show a re-
combination of visual, auditory, kinesthetic, olfactory and gustatory
information, and hence a new state of mind. Other studies show that
human memory is dependent on the state of mind (Rossi and Cheek, 1988).
Wake, Gray & Bourke (2013:173) defined state as the
neurophysiological response that arises from a combination of mental and
physical processes. Our state affects how we relate to ourselves and
others. Reframing research in NLP has been done by Gray (2008, 2010,
2011) in which the frame or context required the subjects to choose
positive experiences that would always be positively remembered. These
NLP studies show that NLP can be applied to learning in improving
memory. Remaining areas in NLP for learning, such as changing limiting
beliefs in affecting learning, have not been explored.
Thinking styles are closely related to the fields of styles and intellectual
styles. The following discussion includes concepts from styles, intellectual
styles, thinking styles, and the empirical evidence in styles and thinking
44
styles. This part of literature review consists of five sub-sections. 1) Brief
introduction to styles and major integrative models of styles., 2) Zhang
and Sternbergs (2005) Threefold Model of Intellectual Styles., 3)
Sternbergs (1988, 1997) mental self-government theory of thinking
styles., 4) Reasons why Sternbergs (1988, 1997) mental self-government
theory of thinking styles is used in this research., and, 5) Empirical
evidence of interventions in styles and thinking styles.
45
Friedman & Stritters (1976) instructional preference and Rezler &
Rezmovics (1974) learning preference.
46
different styles into an integrative model. Out of the many
endeavors, the following six models are the most famous, they are
Currys (1983) model, Millers (1987) model, Riding and
Cheemas (1991) model, Grigorenko and Sternbergs (1995) model,
Sadler-Smiths (2009) model and Zhang and Sternbergs (2005)
model.
Currys (1983) model asserted that there are three layers of styles.
The innermost layer is composed of measures of personality
dimensions, the middle layer comprises style measures that assess
information processing and the outermost layer consists of
measures assessing individuals instructional preferences.
47
tradition consists of styles that most closely resemble abilities.
Examples can be found in Witkins (1962) theory of field
dependence/independence. The personality-centered tradition
considers styles as most closely resemble personality traits.
Examples can be found in Myers and McCaulleys (1988) theory
of personality types. The activity-centered tradition claims that
styles are mediators of activities that arise from both cognition and
personality. Examples can be found in Biggss (1978) theory of
learning approaches. However, Grigorenko and Sternberg (1995)
and Sternberg (1997) pointed out that all the above three traditions
have limitations in studying styles. Sternberg (1988, 1997)
therefore proposed the mental self-government theory of thinking
styles to overcome the limitations of the individual traditions by
covering all of these three traditions.
48
and thus misleading term like cognitive style or learning
style. Second, the model should address more explicitly all
three controversial issues over styles. Finally, the new
model should take an open system approach. That is, the
model should be ready to encompass any style construct
that meets the criteria for being part of the model.
49
an intellectual style). If one is genuinely interested in the task at
hand (assuming that the task requires creativity and understanding),
one may use a style that is creativity-generating. On the contrary, if
one feels indifferent about the task at hand, one may simply use a
style that is more conservative. Physiological style is when the use
of a style is partially influenced by the way our senses (e.g. vision,
hearing, and touch) take in information. It is psychological when
the use of a particular style is partially contingent upon how ones
personality interacts with ones environment. Sociological style is
when the use of a style is affected by the preferences for various
ways of thinking of the society in which one lives.
50
problem solving styles, Kagan and colleagues (1964) reflective-
impulsive styles, Guilfords (1950) divergent-convergent thinking
and Witkins (1962) field dependence / independence.
51
Table 2.1 Type I, Type II and Type III Characteristics of the
Threefold Model
52
2.4.2.4 Controversial issues concerning the threefold intellectual
styles
Zhang and Sternbergs (2005) threefold intellectual styles model
also endeavored to clarify three controversial issues. These issues
are about style malleability, style value and style overlap.
53
model proposed by Zhang & Sternberg (2005) described in the previous
section.
Sternberg (1988, 1997) stated that there are altogether 13 thinking styles in
the theory of mental self-government. These thinking styles are legislative,
executive, judicial, monarchic, hierarchical, oligarchic, anarchic, local,
global, internal, external, liberal and conservative. These styles fall along
five dimensions of mental self-government. These dimensions are
functions, forms, levels, scopes and leanings.
Zhang (2002) then re-conceptualized the 13 thinking styles into three types
- Type I, Type II and Type III thinking styles (See also Table 2.2.):
54
Type III thinking styles are characterized by the features of either
Type I thinking styles or Type II thinking styles. The thinking
styles in this type include anarchic, oligarchic, internal and external
thinking styles.
55
Work on multiple tasks in
the service of multiple
Oligarchic
objectives, without setting
priorities.
Work on tasks that allow
flexibility as to what,
Anarchic
where, when, and how
one works.
Pay more attention to the
Global overall picture of an issue
Level and to abstract ideas.
Work on tasks that
Local require working with
concrete details.
Work on tasks that allow
Internal one to work as an
Scope independent unit.
Work on tasks that allow
External for collaborative ventures
with other people.
Work on tasks that
Liberal involve novelty and
ambiguity.
Leaning Work on tasks that allow
one to adhere to the
Conservative existing rules and
procedures in performing
tasks.
First, Sternbergs (1988, 1997) thinking styles cover all of the three
traditional thinking style models, which are known as cognition-centered,
56
personality-centered and activity-centered thinking styles. This shows that
Sternbergs (1988, 1997) thinking styles is a relatively balanced model, as
it includes strengths of the three traditions, and hence allows a broader
exploration of possible changes.
Second, Sternberg (1988, 1997) claimed that thinking styles can be applied
to both academic and non-academic settings. It is expected that
participants of this study would encounter learning problems in academic
and non-academic settings, such as in studying course materials, carrying
out professional practice in workplace or the learning of other non-
academic life skills.
Third, Zhang and Sternberg (2005) pointed out that Sternbergs (1988,
1997) thinking styles theory classifies styles into five dimensions rather
than only one bipolar dimension. This also helps Sternbergs (1988, 1997)
thinking styles to be a more balanced and reliable model, and this also
allows a broader exploration.
57
kinds of intellectual styles can be achieved among participants after
the interventions. The intellectual styles of conceptual tempo, field
dependency and learning approach have been shown to be
malleable through certain training methods.
Zhang (2013) pointed out that reviewed studies from Epstein et al.
(1975), Readence and Bean (1978), and Abikoff (1979) illustrated
that impulsivity (Type II intellectual style) can be modified more to
reflectivity (Type I intellectual style) in Kagans conceptual tempo.
Epstein et al. (1975) have reviewed six studies with different
training methods. These methods are forced delay, self-instructed
delay, direct modeling, strategy instruction, increasing motivation
and film-mediated modeling. All these six studies show varying
degrees of effectiveness in modifying conceptual tempo, such as
modifying cognitive processes towards Type I intellectual style.
Readence and Bean (1978) have reviewed 18 studies that adopt one
of the four broad types of interventions: (1) using reinforcers,
(2) using modeling, (3) using instructions in efficient scanning
strategies, and (4) using distinctive feature training. Readence and
Bean (1978) concludes that all four broad types of interventions are
regarded as holding promise for improving impulsive students
learning performance but there is no clear indication as to which
type of intervention is the most effective and could have long-term
effects. From Readence and Bean (1978), reflective modeling in
combination with self-guidance appeared to be the most effective
intervention in modifying impulsive behaviors on matching tasks.
58
impulsivity than in improving any other area of cognitive
functioning.
59
ones thinking styles. Yu (2012) carried out an experimental study
with the aim of inducing students changes in thinking styles in
learning (i.e., learning styles) through teaching with particular
interpersonal styles. The underlying assumption of Yu (2012)s
experiment was that teachers interpersonal styles are related to
teachers thinking styles in teaching (i.e., teaching styles), and both
interpersonal styles and teaching styles would affect students
learning styles. However, mixed findings were obtained. Some
changes occurred in the expected directions, whereas others did not.
Intervention studies so far have not shown a strong effect of
training on thinking styles.
Zhang (2013) revealed that there are two doctoral studies (Fan,
2008; Yu, 2012) and two doctoral dissertations in progress (Lau;
Tai) concerning interventions in changing thinking styles. However,
none of these 4 studies can show a promising and clear relationship
that the intervention on a learning task will lead to a desirable
change in Type I thinking styles.
60
constructivist learning environments such as the ones
created in Laus and Tais studies tend to be intimidating to
students because such learning environments often demand
that students work much harder. Unable to deal with such
new ways of teaching, students may at times resort more to
less creative thinking styles. This retreat to a more
comfortable zone of information processing is in line with
Perrys (1970) articulation of the trajectory of cognitive
development
The literature review indicates that although NLP has been widely used as
a counseling practice, scientific research on its effects and mechanism is
limited. This study hence aims at contributing to such literature. In
particular, the study focuses on the effect of NLP reframing on learning.
NLP reframing has been shown to be useful for problem solving in drug
addiction cases (Gray, 2008, 2010, 2011), but its effects on solving other
learning problems has not been researched. This study contributes to
filling the gap.
61
person can become more able to overcome the learning problems currently
on hand, and hence make better progress in his or her learning. The other
sense, however, can be the improvement of the persons ability in
overcoming future problems that he or she may come across in learning.
While the existing research of NLP reframing cited above on drug
addiction cases is more about improvement in the first sense, this study
attempts to include improvement in the latter sense, looking at a certain
more general change in the learner, which is the improvement in his or her
thinking styles, that is, whether the learner can develop the styles that are
better geared towards complex and creative-generative thinking in
learning. This is a new front in NLP research to which this study tries to
contribute.
The literature review also indicates that while intellectual styles under the
threefold model have generally been hypothesized to be malleable, and
interventions on some of the intellectual styles have shown to be effective
in enhancing Type I styles (which are more suitable for complex and
creative tasks), the interventions on thinking styles. Hence, if some
positive effect of NLP reframing on Type I thinking styles can be
identified in this study, an important piece of evidence about possible
interventions on thinking styles will be contributed. Besides, the
comparison between the environment and experience afforded by previous
intervention methods, and those afforded by NLP reframing may provide
researchers with useful conjecture about factors that may be important for
interventions on thinking styles.
62
by Dilts (1990), Dilts (2000), OConnor (2001b), Tosey and Mathison
(2002) and Tosey and Mathison (2003). Besides, Vosniadou &
Vamvakoussi et al (2007) predicted that when epistemological beliefs
change, there will be conceptual change and conceptual change may also
affect the preferred way of thinking. Here, the main idea is that reframing
brings people new ways in thinking about their learning problems and
hence new ways of handling them. Then, if there are indeed some new
ways discovered, which are different from what the persons would have
gotten from their original or habitually preferred ways of thinking, it may
be taken to be a possible starting point for some change in their preferred
ways of thinking, at least in connection to their learning problems.
The hypotheses of the study are as follows: thinking styles are likely a
result of interaction of the persons experiences and genetic endowment.
When participants experience the NLP six-step reframing model,
participants perception of their individual learning problems are expected
to change, and they are likely to generate their own learning method(s).
After being inspired by the new method(s), and the process taken to reach
it, participants are also likely to experience some deep reflection on a
meta-cognitive level on their own habitual ways of thinking and behaving.
This hence may also inspire participants to make certain decisional
changes in their preferred styles of thinking, at least in the particular
learning matters concerned.
63
2.7 Research questions
To test whether the hypotheses are likely valid, data are collected and
analysed to answer the following questions:
3) What are the possible explanations for the influence of the participants
NLP six-step reframing experience on their thinking styles?
64
Chapter 3
Methodology
65
3.2 Design of the study
66
doing a randomized control experiment and decides to carry out this
research in a quasi-experimental way with subjects he can access, namely
a group of students who have attended an NLP introductory course taught
by the researcher at one university in Hong Kong.
Stake (1995: xi) defined case study as, the study of particularity and
complexity of a single case, coming to understand its activity within
important circumstances. Stake (1995: xii) continued to elaborate, The
qualitative researcher emphasizes episodes of nuance, the sequentiality of
happenings in context, the wholeness of the individual. Similarly,
MacDonald and Walker (1975: 2) defined case study as the examination
of an instance in action. The choice of the word instance is significant in
this definition, because it implies a goal of generalization. Yet, it is the
intention that through such careful study of the actions in the specific case,
some general principles underlying them be understood.
67
Stake (2006:4) also explained the idea of multiple-case study:
The multiple-case study method has been popular in clinical studies. From
a clinical psychological point of view, Kazdin (1980:11, 12) provided an
explanation for why the case study (or multiple-case study) method is
useful for research like this one, though it is not strictly clinical in nature.
Kazdin pointed out that:
68
variability at the same time. Although, strictly speaking, the multiple-case
study method cannot lead to generalization, some useful tentative
understanding about the likely relationship between an individuals NLP
six-step reframing experience and its impacts on the individuals thinking
styles can be anticipated.
69
participants and testing these changes over a period of time are essential to
the study.
70
allowing participants to self-evaluate their experiences a second time. This
second set of data is used for measuring the changes in thinking styles
after the second NLP practice. Post-test (III), which occurs one month
later, is conducted to measure whether the changes in thinking styles from
the previous tests are lasting. The repeated steps of tests and interviews
also effectively strengthen the validity, reliability and trustworthiness of
this experiment. Besides the interviews and questionnaire results, this
experiment also records and transcribes all the NLP practice processes.
71
disciplines range from natural science to social work. Patton (1987) stated
sampling in qualitative case study research is purposive or purposeful. In
light of the time and resource constraints on the researcher in being a part-
time EdD student, 16 is considered to be a reasonable number of
participants for the scale of this research.
As this research aims to measure the possible influences of the NLP six-
step reframing model on the participants thinking styles, the selection of
participants is purposive, which is based on the selected participants
voluntariness to join the research, their academic background, and their
basic awareness about NLP.
The names of the participants and their academic subjects were listed in
Table 3.1 below.
Nursing Ivy
72
3.3.4 Workshop and Practice session details
The introductory NLP course taught earlier at the University had already
provided the participants with some basic knowledge of NLP. In this study,
all participants were provided with some basic knowledge about context
and content reframing to prepare them for the subsequent practice
workshops on NLP six-step reframing model. Details in Appendix B
show the discussion of context reframing and content reframing. The
introductory NLP course quoted earlier had also provided participants with
learning opportunities to experience entering a trance state. This learning
background enabled participants to be familiar with trance state before
practicing NLP six-step reframing model in this study.
In total, all participants had to undergo two practice sessions along with 3
thinking style tests in order to complete the requirements in this research.
The pre-test and post test questionnaires are based on the Thinking Styles
Inventory mentioned in the following section 3.3.6
73
3.3.7 Interview Guides
Another interview guide was also designed for the interview conducted
one month after the participants completed the first NLP six-step
reframing practice to identify the delayed effects of the training and to
reveal the changes in the participants thinking styles indicated in the tests
as well as the participants evaluation of the process. Appendix H shows
details of the final interview guide. This interview guide is designed to
check the influence of NLP six-step reframing experience one month
after the second NLP practice.
Both qualitative and quantitative methods are used to analyze the data
collected for the purpose of this research to address the research questions:
74
perspective. Each of the 16 cases is supposed to provide unique findings
from the experiment as each individual has different limiting beliefs in
his/her learning. The evaluations are also compared against each other to
identify major categories, and the distribution across such major categories
can also be examined.
The first step requires the use of T-test and effect size computation. Pre-
test and Post-test(II) results are compared show the change in Type I and
Type II Thinking Styles of the participants. Some post-hoc analyses are
also carried out to explore whether there are any correlations between such
changes and how the participants perceive the learning experiences.
In this second step, the qualitative data of the NLP six-step reframing
learning process and interviews are analyzed in conjunction with results of
the quantitative analysis carried out in the first step to explore the
relationships between the changes in the participants thinking styles,
nature of their limiting beliefs, the methods generated, and what happened
in their NLP six-step reframing processes.
75
3) What are the possible explanations for the influence of the
participants NLP six-step reframing experience on their thinking
styles?
The final research question requires an explanation that may account for
the possible changes in the pattern of thinking styles. The increased,
decreased or unchanged indicators of thinking styles are presented through
a qualitative examination of the findings. Each unique case relating to
possible changes are analyzed to identify the possible factors causing or
inhibiting such changes to construct a hypothesis for further research.
Data analysis involves both data handling and interpretation (Coffey and
Atkinson, 1996; Mason, 2002; Flick, 2007a). Gibbs (2007:2) further
explained that Sometimes they (data handling and interpretation) are used
simultaneously. The procedures of this research is designed to ensure
reliable and valid results through the several repeated measures and
triangulation to minimize errors in the process of data collection, analysis
and interpretation.
76
One strategy used before interpretation is to reduce data. Simons
(2009:120) stated that,
Data reduction is the process of selecting, focusing and
abstracting key data from interviews, observations and
field notes. It will be guided by choice of questions,
methods and conceptual frameworks and, once data are
collected, through coding, writing memos, summaries,
organizing data into categories, clusters and themes.
77
limiting beliefs, methods and delay effects are mentioned by the
participants.
The pre-test and post tests data are triangulated with the participants
perceptions on those data and their overall evaluation of their experience.
Discrepancy or doubtful instances can be noted and further investigated.
The analysis process has taken into consideration the threats of internal
validity and external validity in the multiple-case studies. Different
possibilities, such as events interfering the results during the pretests and
the post tests (Cohen and Manion, 1994), are taken into account. The
trustworthiness of the cases has also been considered (Simons, 2009; Stake,
2006; Yin, 2009) in this process.
78
made possible by one approach and thus contribute to promoting
quality in education.
79
must be selected with an eye to their theoretical relevance To
maximize the theoretical value of their studies, investigations must
select their strongest methods Researchers must be flexible in
the evaluation of their methods. Every action in the field provides
new definitions, suggests new strategies, and leads to continuous
modification of initial research designs No investigation should
be viewed in a static fashion.
The use of data triangulation was to validate the data obtained through the
research. The qualitative data of the participants interviews on changes in
their thinking styles were collected and cross-referenced in order to verify
the rationale and the linkage between these two streams of data. On one
hand, the quantitative data collected from the pre-tests and post-tests on
changes in thinking styles from the 16 cases are used in this process. On
the other hand, the qualitative data collected from the first and second
interviews were also meaningful references for cross-checking. In addition,
the final interview with individual participants included an opportunity for
the participants to review and comment on their previous pre-tests and post
tests in order for the data to be further validated.
80
audio record/transcription of NLP six-step reframing practices and the
interviews in order to point out any biases of the researcher.
81
3.6 Ethical issues
82
3.7 Limitations in the procedure
83
Chapter 4
Analysis and Research Findings
This chapter intends to answer the first two research questions. They are: 1) How
do participants evaluate their learning experiences in the NLP six-step
reframing model? 2) What are the general influences of the participants
learning experience in the NLP six-step reframing model on their Type I and
Type II thinking styles?
84
this method is effective on me as I did not try this method before, I believe
that Success comes from trying which I have mentioned just now.
This example shows how a participant evaluates his training experience
from the point of view as discovering a specific method.
There were two NLP six-step reframing practices for each participant.
The participants were interviewed after each NLP practice on their
immediate evaluation. A final interview was made one month after the
second NLP practice. All the research data collected in answering the
research question How do participants evaluate their learning experiences
in the six-step reframing model? come from the interview records
shown in Appendix J.
85
their NLP practices. Out of the total 32 interviews, 8 highlighted their
feeling; 6 their general belief; 8 their specific method; and 10
their six-step reframing as thinking steps.
(2) All participants claimed that they discovered their own particular
limiting beliefs.
Limiting belief in learning means I want to learn something but
another thing stops me from learning. Analysis of the interview
transcripts indicates that these limiting beliefs orient around
participants self (hereafter called self) and the external world of
participants (hereafter called world). The analysis also indicates that
these limiting beliefs are also related to emotions, ability,
resources, people and tasks. For example, the limiting belief of
Fok is I want to learn relaxingly in lectures but I cannot learn well.
This is a limiting belief that involves self and emotions.
(3) All participants claimed that they discovered their own unique
learning methods to overcome their discovered limiting belief(s)
and that they could remember their discovered methods after one
month from the second NLP practice.
These unique learning methods are ways that the participants
discovered by themselves and they perceived that could help them
learn better in the particular situations concerned. For example, in the
first NLP practice, Heaveni has discovered a learning method
consisting of the following steps: Firstly, she has to read the guidelines
and regulations of her task. The second step is to ask other people how
to do the task. Then, combining the other peoples experience with the
basic knowledge in the guidelines and regulations, the task can be
easily carried out. Heaveni also claimed that she could remember all
her discovered methods in the final interview.
86
(4) Many participants claimed that they had used their newly
discovered learning methods after their NLP practices.
In their final interviews, 10 participants claimed that they had used
their newly discovered methods. 4 participants claimed that they had
used only one newly discovered method from one of their NLP
practices. These participants are Ka Ho, Yao Yao, Milka and Pig. 2
participants claimed that they did not use their newly discovered
method after their NLP practices, giving no reasons. They are Fishball
and Lauren. For some participants, they actually need a chance to use
the methods. For example, after the second practice, Milka discovered
that [he] can learn by participating in some interesting group activities
where there are people he is familiar with so that he can learn how to
express [himself]. This newly discovered method actually requires
that there are some interesting group activities and there are people
Milka is familiar with. If Milka did not come across any interesting
group activities and familiar people, he could not use the method.
87
4.1.1 All participants claimed that NLP six-step reframing
experience has had a positive influence on them.
Analysis
While all participants evaluate the NLP six-step reframing positively,
they highlighted different results or outcomes of the workshop in the
interviews afterwards and the final interview after one month.
Summarizing participants responses, the researcher divided the results
they highlighted into two big categories. First, the results that were
connected to the specific problem and context dealt with in the NLP six-
step reframing practices, and, second, general ideas they got from the
practices, which they thought may be applied to other learning problems
The first big category was further divided into two subcategories, they are:
88
(ii) Specific methods- mentioning the resulting learning method or
solutions discovered. One example can be found in the second
interview with Lawrence, he said, Before that, I didnt really think
of the ways to overcome my obstacles. I didnt think thoroughly on
how to deal with my thoughts when people approach me while I
am concentrating on my thinking. I think it comes naturally that I
will put away my thoughts when people find me. But after the
process, I have discovered some methods that I have never thought
of. Now I know I can write down the page number of the book that
I have read till or speak out the key points of my thoughts to
remind myself before I talk to the others. I think these two
discoveries can help me later on to deal with such situation.
Another example can be found in the second interview with Ivy,
she said, How it influences me It is because I usually need to
study a lot of bits and pieces but Im weak at memorizing these bits
and pieces in printed words. I need to study them for 6-7 times or
jot notes for many times in order to remember them. But my
discovered method helped me realize that even though I study
Chinese Medicine, for which I have to memorize lots of bits and
pieces, I can actually study with my friend and through asking and
discussing with each other, I can learn better. Therefore this screen
made me think that I can actually study medicine through this
method.
The second category general ideas they got that are applicable to other
problems was also further divided into two subcategories, they are:
89
their problems into smaller ones, carrying out the steps
systematically, helping them to recall things that they forgot, giving
them novel experience in experiencing different parts of their body
and helping them to solve problems from different perspectives, etc.
One example can be found in the first interview with Jeffrey; he
said, I think it helps me to clearly analyze the situation that Im
encountering. In daily life, I usually mix up the six steps when I
encounter the same situation and needs me to solve the problem.
Sometimes I might initially think about the first step, or think
about the second step first or other steps, etc. And eventually I
cannot find the best method to solve the problem, or if I can find it,
I wont think it is the best. Therefore, the six steps reframing
helps me divide my problem into smaller ones and I can solve
them one by one. Moreover, I think the six steps reframing model
has a review function. Without using it, I usually work on
something once I have an idea on it. I wont think about whether
the idea is effective or suitable. The pace of life is too fast that I
cannot reserve a time for reviewing. However, I discover that six
steps reframing helps me to keep on reviewing my thoughts till I
think the created method is workable and I will then accept it. This
avoids me to accept those flawed methods in a hurry and to use
those flawed methods ineffectively. Another example can be
found in the first interview with Heaveni; she said, How it
influenced meI think it is quite important to my daily life
experience especially in my work. I think currently I have
difficulties in my work that I might spend a few hours to deal with
a task. So if I try to carry out these steps, it may be more
systematic and better. And it was interesting that just now I saw a
pictureyou asked me what image I sawsuddenly I saw some
clouds in front of me and a person like myself. There was a lot of
space and suddenly this person was holding a map in her hand. She
90
was feeling excited but she was not sure about where to go. But to
me, the message behind this image was that I have to read the map
first, try to find the way to go, and on the way when I get lost, I can
ask other people.
2. The NLP practice can help one to recall ideas in solving the
problem. For example, in the second interview with Ka Ho, he
said, I think this NLP six-step reframing affirms me with
some methods. It is quite like last time. Be honest it is just like
last time I may have thought of these methods. But I havent
reinforced these methods. The practice of these NLP skills
helps me reinforce these methods which are only like a flash in
my mind. This skill recalls these ideas and reminds me that
these methods can help me next time when I come across the
same situation. I can try them on, like that.
3. The NLP skill can help one to become a better thinker. For
example, in the second interview with Jeffrey, he said, The
NLP skill helps me firstly calm myself down, it provides me a
calm environment to help me clear the unnecessary information
in my mind and helps me focus on the current matter that I need
91
to solve and think about how to solve it. In daily life, there are
lots of different kinds of matters which disturb me and makes
me cant concentrate on dealing with one certain matter.
Therefore, this method helps me to organize and structure the
information in order to solve problems. Secondly, it broadens
my horizons in thinking the new methods easily. It also makes
me to be more open to accept new things and inspirations
which makes me become more open-minded and creative and
not to let my thoughts restrict to a fixed frame.
Subcategory 2(ii): 6
general belief
92
Table 4.1 shows the distribution of the participants responses after such
classification of categories and subcategories.
Based on the above analysis, the meaning of positive influence may mean:
Participants experienced a change to positive feelings after NLP six-step
reframing; they had got some methods or solutions that they perceived as
important to them; they perceived six-step reframing as a useful thinking
method to them; and participants claimed that they had a broader general
belief. For example, NLP practice can help one to recall ideas in solving
problems, etc.
Discussion
The analysis indicates that the positive experience brought by the NLP
six-step reframing process seems to have affected participants affection
positively as much as stimulating their creative thinking. During the NLP
six-step reframing process, the researcher could observe from a NLP
practitioners point of view that Fok, Rammy, Toni, Fishball, Siu Yau and
Shirley had changes in facial expressions when they had emotion changes.
The observation corroborates with the participants positive emotion
expressed in the interviews.
Bandler and Grinder (1982) asserted that NLP six-step reframing can in
fact change ones emotions after ones perception has been changed. The
observed change here involves also the change in the affective domain of
participants because it is often also about evaluating how resourceful and
93
confident they are in facing such challenges. One can argue that the
change to positive affection in this research means more than just positive
emotions. The change can be the formation of internal power. The positive
emotions and positive experience together may empower the participants
to change their beliefs.
All the participants claimed that they had found limiting beliefs during the
two processes of NLP six-step reframing. These limiting beliefs are
analyzed from the transcripts of the interviews and NLP process records of
these participants as shown in Appendix J and Appendix K respectively.
Analysis
Basically, the resulting limiting beliefs may be classified into two main
types. They are Self and World. First, Self the category
concerning the self of participants, for example, the first limiting belief of
Hung was that he wanted to study all the notes but he felt he did not want
to study. This limiting belief concerns about the self of Hung and was
94
classified under the category Self. Second, World the category
concerning the external world of participants. For example, the second
limiting belief of Lawrence was that he wanted to focus on his research but
the disturbance of other people had stopped him from focusing. This
disturbance from others concerns the external world from the
participants point of view and this limiting belief was categorized under
the category World.
95
him. The different voices from different people in this limiting belief
can be a limit about people.
Self emotions 13
Self ability 9
Self resources 6
World people 4
World tasks 2
One can observe that, for the majority of participants, the limiting beliefs
mainly see the deficiencies in the participants themselves as the problems,
at least at the initial stage of the NLP six-step reframing practice.
Discussion
Vosniadou and Vamvakoussi et al (2007) asserted that beliefs of human
beings often exist deeply within human unconscious minds. It is not
surprising that only in the trance state can one better focus on ones self
and may discover ones limiting belief. It is important that participants can
discover their own limiting beliefs and in this way they may have a
direction for further improvement in future learning. The results also
indicate the participants generally did not see themselves as competent
learners and displayed quite a lot of negative emotions in learning.
96
4.1.3 All participants claimed that they discovered their own learning
methods to overcome their discovered limiting belief(s) and that
they could remember their discovered methods after one month
from the second NLP practice.
Discussion
The clear remembering of the participants own newly discovered learning
methods even one month after the NLP six-step reframing practice may
mean that these methods were very impressive to the participants. Two
possible reasons may account for this. One reason is that these newly
discovered learning methods are totally innovative products coming from
the participants themselves. The participants may view these were their
own contributions with their free choice. They value these methods and
could therefore remember them even after one month. Another reason is
that participants believed that these methods were likely to be practically
useful for solving their problems, and therefore, it is worthwhile to
remember them. The interpretation that participants believed in their own
97
discovered methods can be further supported by the fact that many
participants had used their self-discovered learning methods within the
month after the NLP six-step reframing practices.
The researcher suspects that that there may be a relationship between the
nature of the newly discovered methods and the nature of limiting beliefs
of the participants. From a NLP point of view, on one hand, the limits in
the limiting beliefs of participants may represent something that the
participants perceived stopping them from learning. Yet, on the other hand,
the newly discovered learning methods may provide way-out to overcome
these limits, at least in the perceptions of the participants.
One can argue that the newly discovered learning methods may not really
solve the real learning problems, but at least they may change the
perception of participants on how these participants look at the difficulties
or limits of their own learning. Hence, it is possible that the change of
this perception may lead to the change in preferred way of thinking, and
hence some change in their thinking styles, at least in connection to their
learning.
98
4.1.4 Many participants claimed that they had used their newly
discovered learning methods after their NLP practices
14 participants claimed that they had used their newly discovered methods
from their two NLP six-step reframing practices in real life situations.
These participants are Hung, Fok, Rammy, Lawrence, Jeffrey, Heaveni,
Toni, Siu Yau, Shirley, Ivy, Ka Ho, Yao Yao, Milka and Pig.
10 participants claimed that they had used their newly discovered methods
more than one time. These participants are Hung, Fok, Rammy, Lawrence,
Jeffrey, Heaveni, Toni, Siu Yau, Shirley and Ivy,
4 participants claimed that they had used only one newly discovered
method from one of their NLP six-step reframing practices. These
participants are Ka Ho, Yao Yao, Milka and Pig.
2 participants claimed that they did not use their newly discovered method
after their NLP six-step reframing practices. These participants are
Fishball and Lauren.
Analysis
For the 14 participants, namely Hung, Fok, Rammy, Lawrence, Jeffrey,
Heaveni, Toni, Siu Yau, Shirley, Ivy, Ka Ho, Yao Yao, Milka and Pig,
they have all claimed to have used their newly discovered method at least
one time in real-life situations. This may reflect that these participants
truly believe these discovered methods are useful and may apply to them
in the future.
99
Unfortunately, no questions were asked about what kind of fruit the
participants had born as a result of using their newly discovered methods.
This kind of interview questions can be added on to future similar research.
Discussion
Looking into some of the newly discovered methods of those participants
who did not use them one month after their NLP practices, one can
observe that some methods actually need a chance for participants to use
them. For example, after the second NLP practice of Milka, Milka
discovered that he can learn by participating in some interesting group
activities where there are people he is familiar with so that he can learn
how to express himself. This newly discovered method actually requires,
first, that there are some interesting group activities, and, second, that there
are people Milka is familiar with. If Milka really did not come across any
interesting group activities and familiar people, he could not use the
method. However, one can argue that not all the newly discovered
methods of the participants not using them after the NLP practices can be
explained by the reason that there is the missing of a chance for the
participants to use them. The fact that 14 out of 16 participants used their
newly discovered methods in real life situation more than one time may be
an indicator to show that the participants really believe in their newly
discovered methods. It is likely that the recall of the sensory inputs in the
problem situation of the future pacing step helps.
100
4.1.5 Some participants (6 altogether) claimed that they practised by
themselves the NLP six-step reframing.
Table 4.3 is summarized from the transcript of the final interview for the
question Have you practised the NLP six-step reframing in this month?
Table 4.3 Summary from the transcript of the final interview for the
question Have you practised the NLP six-step reframing in this
month?
Partly 1 Jeffrey
One can observe from the above table that only 5 out of 16 participants
had practised the whole process of NLP six-step reframing by
themselves. Among them, one participant, Fok, had practised the NLP
six-step reframing three times. One participant, Jeffrey, could finish
only a few steps of the practice. Unfortunately, during the interviews of
these participants, no questions had been asked concerning the reasons
why these participants practised the process and what other newly
discovered methods they had got. Also, no questions had also been asked
concerning the reasons why those participants did not practice.
Discussion
The finding that 5 out of 16 participants had taken their initiatives to
practise themselves the whole process of NLP six-step reframing should
be interpreted as reflecting a strong impression of the whole NLP six-step
101
reframing practice on these participants. Yet, the result also reflects that it
is not easy at all for people to acquire the ability of doing it without the
guidance and care of a NLP practitioner just through two practice sessions.
Another reason for the difficulty of self practicing is that the practice of
NLP six-step reframing depends very much on the strength of
imagination of the participants to enter and process in the trance state. The
strength of this imagination depends on the degree of relaxation of the
involved participants. Unless the participants themselves have built up a
strong skill to relax themselves before entering the trance state, the role of
guidance by an experienced NLP practitioner appears to be critical.
102
experience in his or her inner world something that he or she totally could
not expect beforehand. If the participant is not confident enough, the
participant may feel insecure and give up concentrating on his or her inner
world but get out of it. This may cause failure in the practice. A NLP
practitioner may provide care and encourage the involved participant to
finish the whole journey.
One can argue whether participants can be allowed to practice NLP six-
step reframing in the future all by their own effort. The researchers point
of view is that it is possible. However, the conditions are: the participants
must be very experienced about the technical details of the process, have
strong imagination and have strong confidence about the process. If all
these conditions can be present for a particular participant, this may mean
that NLP six-step reframing may have a high potential for becoming his
or her life-long learning skill.
One may also ask why the messages generated from the NLP six-step
reframing can be so impressive. Heath and Heath (2007) suggested that if
a message is impressive, it may have the following characteristics:
103
3. Concrete the messages generated are concrete and clear, and some
of them can even be put into action. These messages impress the
participants.
Heath and Heath (2007) called the above kind of messages sticky
messages and suggest that it can easily impress people, and it is probably
that the messages the participants generate in the NLP six-step
reframing are of such nature.
The second research question is What are the general influences of the
participants learning experience from the NLP six-step reframing
model on their Type I and Type II thinking styles? This question looks at
the changes in patterns of Type I and Type II thinking styles after the
impact of two NLP six-step reframing practices on the participants. The
104
research basically adopted a multiple case study approach with 16
participants. Each participant is treated as a case on his/her own in
undergoing his or her individual six-step reframing training.
However, even if one can see some marked changes in Type I or Type II
thinking styles in some of the participants after the NLP practices, one
may still be unsure whether the change is due to the NLP practices or
some other things which could have happened to them during the time
between the NLP practices or in the month between the second NLP
practice and the final interview.
One way to make the investigation more rigorous is to look also at what
actually happened in the process of the NLP practice of the participants
and see whether there are actual elements that match the characteristics
highlighted in the theoretical definition of the Type I and Type II thinking
styles.
105
problem (i.e. this category is referred as Self) whereas the other kind of
limiting belief is to see the environment, such as the task or other people,
as the source of the difficulty (i.e. this category is referred as World).
Some analyses are carried out to see whether there is a difference in the
amount of increase in Type I and Type II thinking styles between the
groups of participants who expressed these two different categories of
limiting beliefs in their NLP practices. This can be done by t-test on the
effect sizes of changes in the Type I and Type II thinking styles scores
between the two groups.
Besides, one can investigate whether there is any relation between the
amount of changes in Type I and Type II thinking styles of participants
and the kinds of self-discovered learning methods of participants. Here,
one can refer to Appendix O of the summary of the discovered learning
methods of the participants. In analysing the kinds of self-discovered
learning methods, one can see two major orientations in the methods.
These two kinds of method orientations are change world/task to fit self
and change self to fit world/task.
For example, during the first NLP six-step reframing practice, Shirley
discovered a new way of study, that she sleeps a bit earlier the night before.
The next morning she can wake up a bit earlier. She can save time
struggling to wake up and can read the Bible. This is a method showing an
orientation to change the external environment and the task and is
therefore classified as changing tasks or the outside world to suit oneself.
Here is another example. During the first practice of NLP six-step
reframing, Lauren discovered a new way of study: after her professor
has finished a lecture, she can revise his notes and highlight those parts
that she does not understand. Then she can ask her classmates those parts
that she does not understand between breaks during lectures the next day.
This example illustrates how Lauren in her discovered method changes her
106
environment or task to fit her self. She does not have to shoulder all
the difficulties in comprehension by herself and therefore the method
orientation is classified as changing tasks or the outside world to suit
oneself.
Another example can be found during Yao Yaos second NLP six-step
reframing practice. Yao Yao discovered a second study method by just
focusing on what she is going to present and ignore how other people look
at her.
From the above analyses, one can examine whether there is actually some
relation between the NLP practice, and in particular the thoughts arrived in
the process, and the changes in thinking styles of the participants.
107
Finally, another way is to go through the qualitative data case by case.
This is to provide an in-depth analysis of each participants changes in
thinking styles patterns together with their data in the interviews and NLP
practices which indicate how they actually think during such practices.
This can provide some evidence on whether there is some relation between
the participants thinking behaviour in the six-step reframing model and
the changes in their thinking styles.
The Type I thinking styles change in terms of effect size was shown in Fig
4.1 and Table 4.4 below. Type I thinking styles are characterized by
creativity-generating and high levels of cognitive complexity. The thinking
styles in Type I are legislative, judicial, hierarchical, liberal and global
styles. The scores in Table 4.4 are the sum total of the above 5 styles. The
possible range of score of each Type I style in the questionnaire question is
from 1 to 7. Therefore altogether the Type I thinking style score has the
possible range of 5 to 35.
108
Figure 4.1 Type I thinking styles changes: Post Test 3 - Pretest
Participant Pre-test Post test1 Post test2 Post test3 (Post3 - Effect
Pre) size of
changes
in Post3 -
Pre)
Hung 20.2 24.8 26 24.6 4.4 1.4
Shirley 22.2 20 25 26.6 4.4 1.4
Lauren 28.4 31.8 32.4 32 3.6 1.2
Heaveni 23 23.6 25.2 26.4 3.4 1.1
Toni 24.6 25.6 26 27.6 3 1.0
Rammy 21.4 22.4 22.8 24 2.6 0.8
Fok 26 25.8 27.2 28.4 2.4 0.8
Yao Yao 28 28.8 31 30.4 2.4 0.8
Siu Yau 19.8 20.4 20 22 2.2 0.7
Ivy 25.6 25.8 25.4 26.8 1.2 0.4
Pig 25.8 26.8 26.6 26.6 0.8 0.3
Jeffrey 25.4 29.4 28.4 25.2 -0.2 -0.1
Milka 23 24.6 22.6 22.6 -0.4 -0.1
Ka Ho 25.2 27.4 26.8 24.6 -0.6 -0.2
109
Fishball 21 21.8 20.4 18.6 -2.4 -0.8
Lawrence 30.6 31 28.2 26.6 -4 -1.3
Effect size is a measure that describes the magnitude of difference. An effect size
is typically calculated by dividing that difference by the pooled standard deviation
of the measures of the group. Cohen's d is defined as the difference
between two means divided by a standard deviation for the data,
i.e., ( , are means and s is the standard deviation).
Here in this study s is taken to be the standard deviation of the pretest score of the
group of participants.
Intuitively, this tells us how many standard deviations difference there is between
before and after the intervention. Cohen (1988) proposed rules of thumb for
interpreting effect sizes: a small effect size is .20, a medium effect size is .50,
and a large effect size is .80. As Cohen warned, however, these rules of thumb
may be different for each field of study. Nevertheless, the effect size of this
research uses .80 as the line. Effect size of the changes above .80 can be classified
as marked changes. The purpose behind this is to provide some judgment on
magnitude of the effects of the learning experience of NLP six-step reframing
on thinking styles.
From figure 4.1 and table 4.4, one can see participants with Type I thinking styles
effect size changes in (Post test 3 Pretest) greater than or equal to 0.8 are Hung,
Shirley, Lauren, Heaveni, Toni, Rammy, Fok and Yao Yao. These participants
can be classified to have marked changes and there are altogether 8 participants.
Participants with Type I thinking styles effect size changes in (Post test 3 Pretest)
between 0.3 and 0.7 are Siu Yau, Ivy and Pig. These participants can be classified
to have slight changes and there are 3 participants. Participants with Type I
110
thinking styles effect size changes in (Post test 3 Pretest) between -1.3 and -0.1
are Jeffrey, Milka, Ka Ho, Fish and Lawrence. These participants can be
classified to have negative changes and there are 5 participants.
111
Table 4.5 Type II thinking styles changes: Post test 3 - Pre-test
Participant Pre-test Post test1 Post test2 Post test3 Post3-Pre Effect
size of
changes
of (Post3-
Pre)
Toni 12 12.4 14.2 17.2 5.2 1.5
Ivy 15.6 17.4 18.4 19.6 4 1.2
Heaveni 12 17.2 15.6 15.4 3.4 1
Yao Yao 21.2 21 22.6 23.6 2.4 0.7
Shirley 20.4 23.2 22.4 21.6 1.2 0.3
Rammy 15.6 14.6 15.8 16.8 1.2 0.3
Hung 13.2 13.6 12.8 13.6 0.4 0.1
Lawrence 19.2 20.6 21.6 19.4 0.2 0.1
Fishball 13.6 13.4 14.4 13.6 0 0
Siu Yau 21 21.4 21 20.8 -0.2 -0.1
Pig 22 22 22.8 21.6 -0.4 -0.1
Milka 19.6 18.6 16 18.6 -1 -0.3
Ka Ho 18.4 19.8 18.6 17 -1.4 -0.4
Fok 17.8 16.6 15.2 15.2 -2.6 -0.8
Jeffrey 19.4 20.2 14 16 -3.4 -1
Lauren 21 17.4 15 17 -4 -1.2
Table 4.5 shows the Type II total scores of the Type II thinking styles of the 16
participants in the stages of Pre-test, Post test1, Post test2 and Post test3. (Post3
Pre) shows the difference in Type II total thinking styles scores between Post test3
and Pre-test. Effect size of the changes of Type II thinking styles total scores
(Post3 Pre) of each participant is calculated accordingly. Figure 4.2 shows the
distribution of effect sizes of the 16 cases in a diagram.
112
- 10 out of 16 participants (around 62.5%) have shown only slight changes.
This means that there seems to be no general tendency that participants would
tend to increase or decrease their Type II thinking styles after NLP six-step
reframing experience.
This may be due to the newly discovered limiting beliefs and learning
methods in the NLP six-step reframing which inspired them to favour
Type I thinking styles. Further analysis about the discovered limiting
beliefs and learning methods and their possible connection to the
characteristic of Type I thinking styles are carried out to ascertain this
point. Sternberg (1993, 1997) defined thinking styles as ones habitual
patterns or preferred ways of thinking while working out the solution of a
task. The investigation is to see whether the element in the newly
discovered limiting beliefs and learning methods will favour changing the
participants habitual patterns or preferred ways of thinking towards the
Type I thinking styles.
113
4.3 Relationships between limiting beliefs, newly discovered
learning methods and the change in thinking styles
Table 4.6 Effect size of change in Type I and Type II scores in limiting
beliefs of all participants
114
From the above 16 participants, it can be observed that most participants
limiting beliefs are classified under the category self twice.
The average effect size of change of Type I thinking styles scores of the
self-self group is 0.5 and the average effect size of change of Type I
thinking styles scores of the self-world & world-world group is 0.225.
The average effect size of change of Type II thinking styles scores of the
self-self group is -0.025 and the average effect size of change of Type II
thinking styles scores of the group self-world & world-world is 0.4. T-
test indicates that the average change in Type I and Type II thinking styles
scores are NOT significantly different (p<0.05) between the two groups
of participants. Yet, one should note that the non-significance of the
difference might be due to the small number of participants in the latter
group, which only includes the participants Jeffery, Lawrence, Toni and
Heaveni in the above Table 4.6.
Participants like Ka Ho, Fishball, Siu Yau, Yao Yao, Jeffrey and Lawrence
belong to the category of changing oneself to suit the world or the task
The other 10 participants belong to changing tasks or the outside world to
suit oneself
115
Table 4.7 Effect size of change in Type I and Type II scores in method
orientation of all participants
116
Analyzing the change in Type I effect size, one can find that there is a
relatively more positive change in Type I style for the group belonging to
changing tasks of the outside world to suit oneself compared to that of
the group changing oneself to suit the world.
The average effect size of change of Type I thinking styles scores of the
changing tasks of the outside world to suit oneself group is 0.83 and the
average effect size of change of Type I thinking styles scores of the group
changing oneself to suit the world is -0.23. However, T-test indicates
that there is only a near significant difference between the averages of the
two groups (p<0.073992371).
The average effect size of change of Type II thinking styles scores of the
changing tasks of the outside world to suit oneself group is 0.2 and the
average effect size change of Type II thinking styles scores of the group
changing oneself to suit the world is -0.116. These averages are small
and the difference between them is small. T-test also indicates that the
difference is NOT significant (p<0.830235644).
117
processing. As a result you can have different levels of thinking and being.
When we are working to understand the brain, or to change behaviours, we
need to address these different levels. These logical levels include
environment, behaviours, capabilities, beliefs and values and
identity. These levels of beliefs are to address different questions in the
human mind as indicated below:
This actually corresponds quite well with the empirical results presented in
section 4.3.2. According to Dilts (1990) logical levels of organization in
systems, the method works easier on the basic level of environment and
hence allows something to be achieved. The results seem to indicate the
ease of achieving the change in the limiting belief according to the
methods discovered. This affects the resultant amount of change in the
Type I thinking styles.
118
4.3.4 Possible explanation that there is no connection between method
orientation and Type II change
Analyzing the changes in Type II thinking styles, one can find that there is
no significant difference between the group belonging to changing tasks
of the outside world to suit oneself and the group changing oneself to
suit the world. In other words, the nature of method orientation does not
affect the change in Type II thinking styles.
One can argue that this may be because there is no general effect of NLP
six-step reframing learning experience on Type II thinking styles in the
first place, and such randomness may have outweighed any effect due to
difference in method orientation.
119
-1.3 to -0.8), is investigated to find out any reasons that can cause the
decrease in Type I thinking styles scores.
There are 8 cases in which the effect size of the increase in total Type I
thinking styles is greater than or equal to 0.8. For each case, the change in
each of the five Type I thinking styles was examined. For each participant,
one can see that some of his/her scores of particular Type I thinking styles
may display a marked increase, meaning that the effect size 0.8. (In
terms of the actual average of scores of each style, it means the differences
are 0.7 in legislative; 0.6 in judicial; 0.8 in global,
hierarchical and liberal.) The possible relation between his or her
marked increases in certain Type I thinking style and what happened in the
NLP practices is explored. These cases are Hung, Shirley, Lauren,
Heaveni, Toni, Rammy, Fok and Yao Yao. The analysis on this group of
participants is reported in Section 4.4.1.
4.4.1 Analysis about the marked Type I scores increasing cases with
Type I effect size of change 0.8
120
Type I styles with effect sizes of change 0.8. (In terms of average scores
of each style, it means the differences are 0.7 in legislative; 0.6 in
judicial; 0.8 in global, hierarchical and liberal)
121
playing piano, she could turn down all the other appointments so that she
could practise playing piano the day before. On the day when she learned
playing piano, she could squeeze time as far as she could in order to
practise. After the lesson, she could go home to do the practice again.
Judicial thinking style involves working on tasks that allow for ones
evaluation. The first discovered learning method of Shirley almost
involved no element of evaluation; this may explain why the judicial
scores fell between Pre-test and Post Test 1. However, Shirleys second
discovered learning method involved judging what would be most
important for certain particular days. This reflects there was obvious
evaluation of the procedures of how best to spend her time so as to learn
better. Thus likely explains why judicial scores rise between Post Test 1
and Post Test 2.
122
Liberal thinking style concerns working on tasks that involve novelty
and ambiguity. Liberal scores increase between Post Test 2 and Post
Test 3 only. In her final interview report, there was a dialogue between the
researcher and Shirley which may explain the rise in liberal scores. The
dialogue is quoted as below.
Putting together the increase of these judicial and global, scores seem
to agree with the problems and solutions discovered in the NLP practices.
123
Third, the global scores usually rise when participants discover methods
that they take one focus or one main purpose and the participants prefer
dealing with large and abstract issues over the other details.
Fifth, the judicial scores usually rise when participants discover methods
through comparing differences and judging, in their perception, what was
right to do and in what condition(s).
Table 4.10 below indicates the marked increase in thinking styles scores of each
kind of Type I thinking style in this group
y = yes
124
The following is some elaborations of the above five observations.
For example, in the first interview with Hung, Hung mentioned, Yes, I
think it does influence me because it provides some methods. It makes me
think of some methods for myself in my continual study. I will follow
these methods as to change my study mode. I think it affects me. In his
description, Hung emphasized his particularity that his newly discovered
studying methods can be something new that can affect his study mode
and that he could decide for himself what he would do and how he would
do it. He also said he was working something for himself. Of course, the
method is new only in the perception of Hung. It may be ordinary to the
other people but new to Hung.
Another example can be found in the first interview with Heaveni, she
described about her newly discovered methods, How it influenced meI
think it is quite important to me, daily life experience, especially in my
work. I think currently I have difficulties in my work that I might spend a
few hours to deal with a task. So if I try to carry out these steps [the first
step is to read the guidelines and regulations of her task and the second
step is to ask other people how to do the task], it may be more systematic
and better. And it was interesting that just now I saw a pictureyou asked
me what image I sawsuddenly I saw some clouds in front of me and a
person like myself. There was a lot space and suddenly this person was
holding a map in her hand. She was feeling excited but she was not sure
about where to go. But to me, the message behind this image was that I
125
have to read the map first, try to find the way to go, and on the way when I
get lost, I can ask other people. The points here are that Heaveni found
the method interesting, that the method can be perceived as her own
creative interpretation, and that she could decide for herself what she
would do and how she would do it.
This pattern can be found in Hung, Lauren, and Heaveni. (They are 3
among the 5 mentioned for legislative style).
For example, in the first interview with Lauren, she described about her
newly discovered learning method, Umm it [Laurens creative part]
told me that, there was a method asking me to revise the notes again after
the professor taught me. I also have to mark down the things I do not
understand so that the next day, in between the lecture during the 15
minutes break time, I can ask my classmates. For example, how to
calculate the mathematical question and probably they will be willing to
answer me. Then she went on describing how this experience might
influence her, I think this is quite novel to me because I used to think that
my body parts are my body parts. For example, our hands help us write or
accomplish other tasks in daily life and they dont have any feelings. But
this NLP experience made me think that I can actually feel what [different]
signals do my body parts transmit to me to help me know more about the
true self and to notice my real thoughts, which is very novel. There is an
indication showing that Lauren found her newly discovered novel and
that she could go beyond existing rules and procedures, to explore more
126
perspectives and to try out more possibilities to maximize change, and to
seek situations that are somewhat ambiguous and this may have caused the
rise in her liberal scores.
For example, in the second interview with Shirley, she described her
newly discovered as My legs reminded me that on the day before I learn
to play the piano, I should reject the activities arranged at night and spend
the night to practice piano. And during the day I learn the piano, I should
also spend some time to practice it first. After I have finished the piano
lesson, I should also find some time to practice it immediately. This
description showed that Shirley did not focus simply on the technical
details of her method such as in improving her ways of learning piano
playing but on the overall importance of the learning. This focus would
arrange her activities in a holistic and strategic manner. She put emphasis
on this overall main purpose and importance and pushed away other
business. This may have caused the rise in global scores.
For example, during the first practice of NLP six-step reframing, Hung
discovered a new way of study on how to understand an essay by breaking
127
it down into small parts and reading them bit by bit. Hungs first
discovered learning method has enabled Hung to learn in a bit by bit
manner of essay reading. This bit by bit manner actually involves seeing
the task as parts and prioritizing the parts and deal with them one by one as
a way of tackling the whole, and this seems to agree with the general
increase of the hierarchical scores. The prioritizing occurred also when
Hung determined which bit had to be done first and which bit later in
a bit by bit manner in dealing with his task.
128
The above observations were only general observations and there could be
exceptions. For example, after her first NLP practice, Shirley had a drop in
both legislative and liberal scores. This may be due to Shirleys
perception on her discovered method sleeping a bit earlier the night
before as a daily routine instead of a creative or novel method.
4.4.2 Analysis about the slight and marked Type I scores decreasing
cases
There are altogether 5 cases in this category. These cases are Jeffrey,
Milka, Ka Ho, Fishball and Lawrence. Jeffrey, Milka and Ka Ho belong to
the slight decrease cases (effect size ranging from -0.2 to -0.1). Fishball
and Lawrence belong to the marked decrease cases (effect size ranging
from -1.3 to -0.8). Several factors have been identified which may affect
these cases and cause the decrease in Type I scores. These factors are as
follows:
(1) Unknown intervening factors influencing styles might have existed
in the month between Post Test 2 and Post Test 3, and these factors
caused a drop in the Type I thinking styles although the styles of
the participants had been increasing from pre-test to Post Test 2.
(2) Not having the opportunity to carry out thinking with Type I styles
in the month between Post Test 2 and Post Test 3, as some subjects
explained, although the participants had had increase in Type I
thinking styles from pre-test to Post Test 2.
(3) The subjects fear appearing during the NLP six-step reframing
process might have sabotaged creativity and affected the styles
legislative and liberal, as reflected in the case of Fishball.
129
(4) The subjects illnesses might have affected the subjects
concentration in the NLP process, as reflected in the case of Milka.
130
4.4.2.2 Elaboration of the second point
Secondly, some subjects explained that the reason for the drop
might be that they did not have the opportunity to carry out
thinking with Type I style. This pattern can be observed in the
cases of Ka Ho (in the slight decrease group) and Fishball (in the
marked decrease group). In the case of Ka Ho, it can be observed
that his legislative scores increased from 5 (Pre-test) to 5.2 (Post
Test 1) and from 5.2 (Post Test 1) to 5.8 (Post Test 2), but then it
fell from 5.8 (Post Test 2) to 4.8 (Post Test 3). This means that the
NLP six-step reframing process has effectively caused the
legislative scores increase. The only decrease happened during
the month between Post Test 2 and Post Test 3. Ka Ho explained
this sudden drop in his final interview, It may be due to the
external reason that I got limited time on thinking creatively in
problem solving as tasks rushed to my schedule continually.
Therefore, I dont have many creative ideas. I just seek for advice
from the others in order to finish the tasks as soon as possible.
131
For Fishball, there was also a fall of judicial scores from 4 to 3.2
between Post Test 2 and Post Test 3. Fishball, in her final interview
(Appendix J), explained herself, Ummmaybe because last time
when I did the test, I needed to make a lot of judgments every day
as I was going through the placement. But in the previous week, I
was quite free and I did not have to make any judgments or think
too much. This might be one of the reasons. I am also in a bad
mood and feeling headache.
132
such as fear appeared during the NLP process and this might have
weakened her creativity and consequently her legislative scores.
133
(in the slight decrease group). Reviewing the audio tapes of the
second NLP practice, it can be observed that Milka had caught a
very severe cold during the second NLP practice. One incident was
that during the process Milka had stopped the researcher for a
while asking for tissue papers for sneezing. It is suspected that this
affect Milkas concentration in the trance state, and as a result, his
creativity might have been affected. He just tried to follow the
instruction of the NLP practitioner. If this was the case, this may
explain why the legislative styles fell from 4.6 (Post Test 1) to
4.4 (Post Test 2) and the liberal styles fell from 4.8 (Post Test 1)
to 3.8 (Post Test 2). The NLP expert who validated the NLP
practice session also discovered Milka caught a cold during the
second NLP practice and agreed that this might have affected the
results.
134
longer period of time to search for this discovery and took the view
that her state was not that stable. The NLP expert also thought that
Fishballs attitude in answering the researchers questions was not
that serious. The words not that serious from the NLP experts
point of view means that Fishballs thoughts jumped from one
thought to another even when Fishball claimed herself to be in a
trance state. This may again reflect that Fishball was not in a stable
trance state, as it is common experience from the NLP experts
point of view that thoughts ought to be concentrated, steady and
continuous in a trance state, instead of jumping from one thought to
another very quickly. This may explain why her Type I scores fall
from 4.36 (Post Test 1) to 4.08 (Post Test 2).
For the case of Jeffrey, expert validation revealed that, during the
second NLP practice, Jeffreys limiting beliefs are concerned with
his relationships with other people, and this was difficult to be
controlled by Jeffrey. Jeffrey thus spent a relatively longer time to
search for his solutions, and this might also reflect that Jeffrey was
not in a stable trance state. This may explain why his Type I scores
fall slightly from 5.88 (Post Test 1) to 5.68 (Post Test 2).
135
was not confident about his own discoveries. This may also reflect
Jeffreys infirm belief in the NLP practices and may have led to a
decrease in his Type I thinking style scores.
Third, the global scores usually rise when participants discover methods
that they take one focus or one main purpose and the participants prefer
dealing with large and abstract issues over the other details.
136
Fifth, the judicial scores usually rise when participants discover methods
through comparing differences and judging, in their perception, what was
right to do and in what condition(s).
4.4.4 Summary about features associated with the slight and marked
Type I scores decreasing
Several factors may affect these cases and cause the Type I scores to
decrease. These factors are:
(1) Unknown intervening factors influencing styles may exist in the month
between Post Test 2 and Post Test 3, and these factors caused a drop in
the Type I thinking styles although the styles had been increasing from
pre-test to Post Test 2.
(2) Not having the opportunity to carry out thinking with Type I style
characteristics in the month between Post Test 2 and Post Test 3, as
some subjects explained, although the styles had been increasing from
pre-test to Post Test 2.
(3) The subjects fear appearing during the NLP six-step reframing
process may sabotage creativity and this may affect the styles
legislative and liberal, as reflected in the case of Fishball.
(4) The subjects illnesses may affect the subjects concentration in the
NLP process, as reflected in the case of Milka.
137
(6) The subjects infirm belief in his or her discoveries, as mentioned in
the cases of Fishball and Jeffrey.
138
Chapter 5
Discussion
The main objective of this discussion is to answer the third research question:
What are the possible explanations for the influence of the participants NLP
six-step reframing experience on their thinking styles?
There may be two reasons to explain this influence. One reason, as pointed out in
the previous chapter, is that the newly discovered learning methods of the
participants bear the characteristics of certain Type I thinking styles. The analysis
and detailed discussion on this point has been provided in Chapter 4 Section 4.4.
Another reason to be argued here in this chapter is that NLP six-step reframing
is a process that can unleash Type I thinking styles. NLP six-step reframing
appears to be a problem solving process that involves thinking and information
processing comparable to those suggested by Sternberg (2009) in his model of
problem solving. Section 5.1 will explain the comparison. It is argued that when
the participants carried out NLP six-step reframing as problem solving, they
experienced the generation of new insights, and this creative process may help in
increasing Type I thinking styles. Certain salient features of NLP six-step
reframing as a problem solving process may be instrumental for the desirable
changes in Type I thinking styles.
139
experience can help increase Type I thinking style, one would expect to see a
general positive growth in Type I thinking styles among other existing
intervention studies that make use of constructivist learning or problem solving
activities to enhance participants thinking styles. However, paradoxically, this
has not been reflected in the research literature so far. Previous intervention
studies on raising Type I thinking styles through constructivist learning or
problem solving activities have not displayed clearly such positive effect. Section
5.2 will discuss the possible reasons, namely what are the other salient features in
the NLP six-step reframing, which may have been absent in the other
intervention studies, with a hope that other intervention studies in the future might
be made more effective by paying more attention to these features in their
methods. The main argument is that Type I thinking styles should be nurtured
rather than trained directly. To nurture such disposition, participants were
provided with problem solving occasions in which participants tried to resolve
real dilemma and carried out reflection on their thinking habits, supported with
multiple representations and dialogue between multiple perspectives. However,
this may not be enough. To make the process conducive to ones desirable
changes in thinking styles, autonomy, ownership, positive affection and serene
environment are essential features. Or else, the outcome will not be their truly
preferred ways of thinking, but skills or routines that they are just made to learn in
meeting the demands of the teachers or authorities.
First of all, one needs to note what problem solving means here.
Sternberg (2009:430) stated, We engage in problem solving when we
need to overcome obstacles to answer a question. Here, if the answer is
clear, or if there is a certain algorithm or series of steps that can guarantee
140
the answer, one just performs the algorithm or steps to get the answer, one
does not call it problem solving. In other words, problem solving
means the case when the path towards the solution is unclear.
Pretz, Naples & Sternberg (2003) took the view that the processes
involved in problem recognition, definition, and representation are quite
varied. Hence The ability to think divergently and flexibly is valuable in
the process of problem formulation, When they are working on a
problem, they naturally attempt to redefine and re-represent the problem,
thus increasing their chances of finding a definition and representation that
will yield a creative solution. (Pretz, Naples & Sternberg, 2003 p26).
This is obviously the kind of situation that participants in the NLP six-
step reframing practices were facing. They had certain learning
difficulties to overcome, but the methods were unclear. They had to
explore different ways of thinking about it and to try out different methods.
So it may be quite reasonable to say that they were doing problem solving.
141
Table 5.1 Comparison of Sternbergs (2009) problem solving model and
NLP six-step reframing
3. Constructing a strategy for problem (iv) Ask your creative part to generate
solving new ways of fulfilling that positive
intention.
4. Organizing information about a
problem
5. Allocation of resources
142
Step 2 of Sternbergs (2009) model involves understanding and analysis of
given information in defining a problem, whereas steps (ii) and (iii) of
NLP six-step reframing make use of the information from the
communication among different parts of the self and the identification of
ones positive intention to define the problem in a more complete and
elaborated way in terms of the limiting belief as well as the positive
intention.
For example, in Hungs case, Hung has a limiting belief that he wanted to
study all the notes but he felt he did not want to study. After the dialogue
between different parts of himself, Hung discovered the positive intention
that he felt reading the notes was his responsibility of learning. So he
understood his purpose and was willing to pick up his responsibility to
learn. This can be taken as a kind of problem definition process, through
which the problem becomes better understood with better discernment of
the key elements of the problem and its context.
For example in the first NLP practice of Fok, there was the following
dialogue:
143
Researcher: Can you invite a part of Fok which is the creativity part of
you? Ask it I have this positive intention and I want to learn as well. Is
there any creative method helps me learn for satisfying this positive
intention?
Fok: Spare more time to watch the news but I dont have the time.
Fok: Um.
Researcher: How about lets ask the creative part I want to spare time
to watch the news but I dont have time. Ask your creativity part about
how to solve this problem. Believe that you have the creative power to
help you solve the problem.
Fok: Force myself to finish reading a set of local news every day.
In the above quoted data, the strategy that was generated by Foks creative
part was to spare more time to watch the news, the organized
information was the news, and the allocated resource was the time.
While noticing the issue of not having enough time, Fok has her strategy
refined as reading one set of the many news.
This step of NLP six-step reframing may also involve the organization
of information and resources including images and auditory signals and
other mental resources. This may be illustrated from the example in the
first practice of Ka Ho.
144
Ka Ho: It reminds me a situation, where it happens inside the classroom.
And then a group of friends are discussing the academic results.
Ka Ho: Yes.
Ka Ho: At that time I am not. At that time I have just finished taking a
few exams and some of the results have just been released and then a
group of friends are talking about the grades.
Ka Ho: Yes.
145
Step 6 of Sternbergs (2009) model, monitoring the problem, means
checking all along to make sure that one is getting closer and closer to the
solution. Step (v) of NLP six-step reframing serves a similar purpose. It
involves getting agreement from the original part, which holds the
limiting belief to the tentative strategy generated by the creative part of
the self. It is like checking a plausible solution against the issues or
constraints in the problem. If the original part disagrees with the
possible way, the creative part in step (iv) will need to modify the
existing strategy or generate some new ones. One example of this may be
found in the second NLP practice of Fok.
Researcher: Tell yourself that you can watch more news...the news
with sounds. Is it? Try to ask the other parts of the body and see if
there is any disagreement.
Researcher: You may not be able to understand all the things even
you watch the news now. Ok. Bring along this disagreement to ask
your creative part. Yes You did it well. You suggested
watching news. But even watching the news now, you cannot solve
all the problems. Ask your creative part for any better
suggestions? Ask it.
146
Fok: Find the information related to that topic; not just watching
the news.
Fok: No disagreement.
Fok: Um.
In the above quoted data, the participant has checked with different parts
of herself to see whether the idea she got is getting closer to her solution.
Her first idea she can watch more news was disagreed. It was only when
her creative part generated a refined idea to find the information related
to that topic; not just watching the news, there becomes no disagreement.
This may be a kind of monitoring named as step 6 of Sternbergs (2009)
model.
147
reframing. Evaluating problem solving in Sternbergs (2009) model
means doing a final evaluation of the solution to see how well it works.
In NLP six-step reframing, this evaluation is done through the so called
Ecology Check in which, a participant imagines carrying out the
solution in the problem scene, and tries to envision its success or failure in
that concrete situation. An example of this may be found in the second
NLP practice of Ivy. The following was the dialogue after she discovered
her method and got the agreements of the different parts of herself.
Ivy: I remember.
148
5.1.3 Problem solving nature of NLP six-step reframing and the
increase of Type I thinking styles scores
However, no matter where the source of information come, just like any
other problem solving process, NLP six-step reframing process involves
information processing. In the problem solving process, one needs to try
out different ways of processing the information. Through this, the
participants may acquire new ways of handling the information, or develop
new preferences on how they process such information. As a result, NLP
six-step reframing may have an effect on the change in thinking styles,
similar to other kinds of problem solving.
149
situations in which Type I thinking styles are most valuable, and hence
likely to be stimulated to grow.
From the researchers point of view, there are two salient features in NLP
six-step reframing practice that may be helpful:
150
their creativity and also the parts in their mind that may oppose
the suggested solutions coming from the creative parts. The
dialogue among these different parts supports multiple
perspectives for participants to generate possible new learning
methods. This may be in fact an important part in all true problem
solving process. The dialogic process carries much Type I thinking
characteristics and help to change desirably the Type I thinking
styles. One example can be found in the first interview of Lauren
after the practice of NLP six-step reframing.
In fact, many people have the practice of self talk in their minds.
Yet, the association of the different points of views to different
parts of the body may provide an interesting and useful analogy
to facilitate such self talk. The multiple perspectives generated
from the dialogue may provide the participants with more
possibilities to solve their learning problems. Insights that are new
perceptions of the connection between things, may also be more
easily generated. Such exploration and evaluation of multiple
possibilities in a more flexible manner may stimulate thinking with
Type I characteristics.
151
This dialogue among different parts can also be found in other
practices like transactional analysis (Berne, 1961; Berne, 1964) and
the Satir model (Satir, Banmen, Gerber and Gomori, 1991; Satir,
1978). In order to further validate this explanation of the effect,
other NLP practices that use similar internal dialogue among
parts to generate multiple perspectives may also be investigated
in the future to see whether they are also conducive to the increase
in Type I thinking styles.
In this research, cognition begins with the limiting beliefs that are
manifested in the form of I want to learn something called A but
another thing called B stops me. These limiting beliefs point to the
existence of non-fitting relations in ones beliefs and, according to
Festinger (1957), dissonance appears.
152
The dissonance may call for some important restructuring of the
perception; the experience of such generation of insight may
facilitate desirable changes in Type I thinking styles.
153
reframing may be viewed as insights. For example, in Laurens
second NLP practice, there was the following dialogue:
Ask your ears. What are the ways that can meet both sides?
[Both the limiting belief and the positive intention] It might tell
you through a sound, visual image or body feeling. Search
through it slowly. We have plenty of time. [pause] You can treat
them [the parts concerning both the limiting belief and the
positive intention] as humans and ask them. They will answer
you.
154
Researcher: You can see your mum. So what implication does
this visual image give you? Why do they send this signal to you?
Ask them why. See if there is any sound, visual image or body
feeling.
155
Csikszentmihalyi & Sawyer (1995) asserted that insight is part of
the third stage inspiration. Moreover, Davidson & Sternberg
(1986) took the view that insight involves three processes, which
are selective encoding, selective combination and selective
comparison. This insight re-structures the original ideas in
generating a possible learning method. The process may stimulate
Type I thinking styles characteristics.
Here the solution involves new legislative. But how did this
change come about? It came because new elements were being
attended to in the reflection. While reflecting on what happened in
the past, Lauren could watch (or recall) what happened or from a
broader or slightly different perspective, as more elements entered
on the stage, first the mother, and then the morning time (which
originally unrelated to the work and hence not at the centre of
attention) was included into the scene. These new elements
156
provided a situation which allowed the creation of new meanings
and new rules, not just for these elements, but also for the whole set
of other things related to the problem. Of course, having such
situation provided does not necessarily mean the person would do
such legislative thinking. However, if a person (like Lauren) really
chooses to do this, and then gets some useful results from it then,
he or she would likely go for this way of thinking for the future.
157
perception. However, previous intervention studies on constructive
learning or problem solving have not clearly displayed such positive effect.
So what may have caused the difference?
For the present research, the clear influence of the intervention on Type I
thinking styles may be related to some special features that the NLP six-
step reframing method has offered. The presence of these special features
may explain why NLP six-step reframing is producing clear desirable
changes in Type I thinking styles while other kinds of intervention studies
have not.
158
2. NLP six-step reframing respects the autonomy of participants to
choose freely their own solutions and to evaluate them according to
their meanings.
4. NLP six-step reframing helps participants reflect upon their own past
life experiences and hence participants awareness of their habitual
ways of thinking, and such awareness may facilitate changes to these
habits.
159
Ericksonian hypnosis (the hypnosis developed from Milton H. Erickson)
asserted that through suitable hypnotic suggestions the participants can
concentrate on suggestion-related thoughts in their minds and can free
themselves from outside distractions (Spiegel and Spiegel, 1978; Grinder
and Bandler, 1981; Zeig, 1985).
Rammy: Um.
Rammy: Umm it is about the recent start of the semester, during the
practicaland I am inside the classroom.
160
Rammy: Umm I think the concepts are very difficult. And I dont
have much idea about what the teacher is teaching. I am not familiar
with what the teacher is teaching.
Rammy: It is appropriate.
In the above specific example, Rammy mentioned that she found herself in
a classroom. This was obviously an image that Rammy found herself in.
Also, Rammy, in this undisturbed environment, she could even observe
her own distractions. Hence, if Rammy was not provided with such an
undisturbed environment, she could not even have discovered what
distracting thoughts were affecting her.
Also, in the NLP process, all the participants can experience the thoughts
of their limiting beliefs in the form of I want to learn A (something) but B
(another thing) stops me. When participants concentrate on this dilemma,
they can feel more stimuli that lead them into further thinking.
One can argue that participants should also be able to come to these
thoughts while they are in the real-world learning environment. Although
it is possible, the external distractions of other stimuli may make it
difficult for participants to do the same reflection.
161
5.2.2 NLP six-step reframing respects the autonomy of participants
to choose freely their own solutions and to evaluate them
according to their meanings.
If the participants feel the freedom, security and trust, they may experience
thinking creatively and may change their preferred way of thinking. This
may result in an increase in their Type I thinking styles scores.
162
at times be more likely to resort to less creative thinking styles.
Development of Type I thinking styles may be undesirably affected.
Researcher: Okay, I see. What do you find the effects of the six step
reframing process toward you?
Fok: The effect is the feeling The feeling of the heaviness of the
head was very strong. The feeling of falling down was really strong. It
163
reminds me of my own ignorance and I were very helpless too at that
time. Therefore, in order not to have this feeling again after the six
step reframing process, just now have made use of the creative
method to think it over, and then the me after that is very relaxed. I
am much lighter. What I pursue is that I can make notes during
lessons, feeling relaxed and knowing what the teacher talks about. I
feel that I have a greater motivation in spending more time on news
viewing.
As another example, in the first interview of Milka after his first NLP
practice.
Also, in the second interview of Siu Yau after her second NLP practice.
Researcher: Why?
Siu Yau: Because after I have discovered this experience, I had secure
and peaceful feelings.
164
reframing. At the same time, many of them have generated positive
emotions after the process.
Goleman (1995:96) pointed out, Good moods, while they last, enhance
the ability to think flexibly and with more complexity, thus making it
easier to find solutions to problems, whether intellectual or interpersonal.
In contrast, Goleman (1995:94) also stated, Anxiety undermines the
intellect. The idea here is that positive emotions can affect the flexibility
of thinking, and negative emotions, like anxiety, may affect thinking by
undermining its function. The former largely coincides with what is
observed among the participants in the present study. Therefore, the
researcher believes that positive affections and emotions may be related to
the desirable change in thinking styles in this study.
This may imply that other NLP training about psychological skills that aim
at turning negative emotions into positive ones, such as stress management
skills, may also affect desirably the change in thinking styles. This may be
something for further studies.
165
Lauren: Actually I like it. I used to think that I am not able to wake up
early. I prefer sleeping a bit later and work more during that period
rather that waking up in the morning as I think I cant. But in this
experience, it suggested that it might benefit me if I get up earlier. If I
think I cant get up early, I might need someone to help me. For
example, asking my mum to wake me up could be a good way. So I
think I can have a try.
Lauren: I think it gives me some new input and forget about the
stubborn thinking I used to have. For example, I used to believe that I
would not be able to get up in the morning, and I could only work at
night in order to finish the work. But this experience gives me new
direction that I might try to swap my timing. If I get up earlier, it
might help me to work more efficiently or even better as I might have
a clearer mindset in the morning. I always think that I cannot wake up
earlier because I think I am not able to do that. So why cant I ask
somebody to help me? For me, the experience gives me some new
method.
From the above data of Lauren, it can be found that Lauren had a habit of
not waking up early. Lauren reflected that she was a bit too stubborn, and
that she could ask someone to wake her up and this, Lauren believed,
could help her work more efficiently. The researcher thinks that the
reflection has also brought out some general awareness about pitfall in
166
Laurens habit of thinking - such as stubbornness, and about not getting
help from others.
Another example can be found from the first interview of Ivy after her first
NLP practice.
Researcher: That means what have you learnt from this process?
Ivy: Yes.
167
Both the data of Lauren and Ivy above have provided evidence that NLP
six-step reframing may help participants to reflect upon their past life
experience and on their original styles.
The significance of this feature may mean that some other NLP training in
psychological skills that can help participants to reflect upon their past
experience may also bring desirable changes in Type I thinking styles.
This can be something for future research.
168
5.2.5 NLP six-step reframing helps participants work on their self-
identified problem, and hence the problems may likely be of
strong ownership to the participants. Ways of thinking learnt in
such situations may have a stronger effect on desirable change in
their thinking styles in general.
In this study, all 16 of the participants were given the freedom to identify
their own learning problems. These learning problems had arisen from
their self-discovered limiting beliefs and were in the form of I want to
learn something called A but another thing called B stops me. The result
is that all participants own their self-identified learning problems. These
problems are central to their concerns. So the experiences they gain on
thinking about these problems are likely to have strong influence on their
general thinking styles.
Runco and Okuda (1988) also claimed that discovered problems in a group
of adolescents were more highly correlated and predictive of creative
accomplishment than the presented problems.
The significance of this feature lies in the possibility that any future
training course that can let participants own their self-identified learning
problems may likely desirably change participants Type I thinking styles
as compared to those that only use problems given by the trainers.
169
Chapter 6
Conclusion
This study has investigated the learning experience of NLP six-step reframing
and its influences on thinking styles. In previous chapters, the relevant results
have been reported and discussed. In this chapter, first of all, conclusions are
drawn based on the major findings of the research. In the second and third parts,
the significance and limitations of the present research are elucidated respectively,
which in turn are followed by the discussion of the implications of the research.
6.1 Conclusions
For the first research question, the major findings and conclusions are as
follows:
(1) All participants claimed that NLP six-step reframing experience
had a positive influence on them.
The term positive experience can be divided into four categories, namely,
feeling, general belief, specific methods and six-step reframing as
170
thinking steps. These meanings can be briefly recapped as follows:
Feeling means the participants mentioned that they feel positive about
the resultant feelings they got in or from the practices. This subcategory
also includes participants overcoming their negative feelings about the
learning tasks. General belief means the participants mentioned that they
got some new belief(s) on what make(s) one a better thinker. Specific
methods means the resulting learning method or solutions discovered.
Six-step reframing as thinking steps means the participants thought the
NLP six-step reframing would be a series of thinking steps that could be
useful in the future. NLP six-step reframing can help participants
discover new specific methods and feel more positively in solving their
problems and overcome their limiting belief(s) in learning.
(2) All participants claimed that they discovered their own particular
limiting beliefs.
(3) All participants claimed that they discovered their own unique
learning methods to overcome their discovered limiting belief(s)
and that their discovered methods have significant meanings for the
participants.
171
The discovered learning methods can be described as unique and new from
the point of view of participants as they claimed they had never thought of
using these methods to solve their problems in real life situations before.
Besides, all participants could remember their newly discovered learning
methods one month later, indicating that these learning methods had
significant meanings to the participants.
(4) Most participants claimed that they had used their newly
discovered learning methods after their NLP practices.
For the second research question, the major findings and conclusions are
as follows:
172
increase in Type I thinking styles, 18.75 % of the participants have
shown slight decrease in Type I thinking styles and 12.5% of the
participants have shown a marked decrease in Type I thinking
styles.
The increase in Type I scores in these cases are due to the increase in
scores in some or all of legislative, judicial, global, hierarchical
and liberal scores. The analysis indicates that some characteristics of
these thinking styles can be identified in the methods discovered and in the
NLP six-step reframing process of those participants who had a marked
increase in their Type I thinking styles.
Third, the global scores usually rise when participants discover methods
that they take one focus or one main purpose and the participants prefer
dealing with large and abstract issues over the other details.
173
Fourth, the hierarchical scores usually rise when participants discover
methods that divide their tasks into parts and organize these tasks
according to priority so that they can be dealt with in a more systematic
way.
Fifth, the judicial scores usually rise when participants discover methods
through comparing differences and judging, in their perception, what was
right to do and in what condition(s).
On the other hand, several factors are identified for the participants whose
Type I scores decrease. These factors are:
Second, not having the opportunity to carry out thinking with Type I style
in the month between Post Test 2 and Post Test 3, as some subjects
explained, although the participants had had increase in Type I thinking
styles from pre-test to Post Test 2.
Third, the subjects fear appearing during the NLP six-step reframing
process might have sabotaged creativity and affected the styles
legislative and liberal as reflected in the case of Fishball.
Fifth, the subjects unstable trance state in the NLP practices, as observed
in the cases of Lawrence, Fishball and Jeffrey.
174
Sixth, the subjects infirm belief in his or her discoveries, as mentioned in
the cases of Fishball and Jeffrey.
For the third research question, the following points are raised to provide
an explanation for the positive influence of NLP six-step reframing on
Type I thinking styles:
175
(b) Salient affective features that have made NLP six-step
reframing effective
176
6.2 Significance
For theoretical significance, one likely contribution is that the study has
shown that NLP six-step reframing experience can change thinking
styles of this group of university students. It therefore has provided an
additional piece of evidence to show that thinking styles are malleable.
For practical significance, one likely contribution is that the study has
shown that NLP six-step reframing may change peoples limiting beliefs
in learning and styles of thinking in a relatively short period of time. Thus,
the study provides university students with a possible way for the self-
discovery of their learning problems together with their positive intentions
as well as new learning method(s) to overcome such problems.
177
6.3 Limitations
One limitation of this study is that it involved only university students who
have completed before hand a basic NLP introductory course. Factors like
age group, socioeconomic status, national culture, professional and non-
professional experience, school and organizational culture, occupational
group, work position, job function, and actual and perceived learning and
working environments, to name only a few, have not been fully
investigated. Future research may explore more on these factors.
Another limitation is that this research was only a multiple-case study with
only 16 participants and the research needs to be carried out by a qualified
NLP practitioner. Each case took approximately 6 to 9 hours to complete
the NLP practices and the relevant interviews. The duration of each case
also took around one and a half month. 16 cases appeared to reach the
maximum limit for a part-time doctoral degree study. As mentioned, this
research allowed around one and half month for each participant to run
through the whole experiment. That is, the first two weeks for the NLP
six-step reframing and a month later to test and confirm the possible
change in thinking styles. In the future, it may be desirable that further
research can be done on of a larger scale gathering more quantitative data
to support or refute the conjecture with statistical significance.
A third limitation is that each participant only did the practice twice in the
period of one and a half month. It would be desirable in the future to have
more practice intervals for a longer period of time so that the long term
effect of the learning experience can be examined.
178
A fourth limitation is that all participants were volunteers joining this
research with great willingness to explore their learning situation. It is
unclear whether this NLP six-step reframing can be applied to those who
do not have willingness to learn. Future research may be done on those
less voluntary participants. Furthermore, there is no control group for this
research with matching participants characteristics in terms of personality.
A fifth limitation is that there was only one NLP practitioner carrying out
the research. The reason why only one NLP practitioner was used is that
NLP practitioners are extremely expensive to employ, and it is
understandable that it is not affordable for a part-time student doing self-
funded postgraduate research. If suitable funding can successfully be
granted, more NLP practitioners may get involved for future research.
179
helpful. Accordingly, their Type I thinking styles may be desirably
changed. The overall creativity in learning of future students may be
enhanced, thus developing their learning how to learn capability.
First, future research may focus on NLP psychological skills that involve
dialogue among parts inside an individuals mind such as transactional
analysis (Berne, 1961; Berne, 1964) and Satir model (Satir, Banmen,
Gerber and Gomori, 1991; Satir, 1978).
180
Second, future research may focus on whether NLP six-step reframing
may change other types of intellectual styles. As NLP six-step reframing
may increase the Type I thinking styles scores of participants, it seems
highly likely that the Type I scores of other intellectual styles may also be
raised, for example, Kagan and colleagues (1964) reflective-impulsive
styles and Witkins (1962) field dependence / independence styles. Zhang
(2013) mentions that there is much empirical evidence supporting
successful intervention of reflective-impulsive styles and dependence /
independence styles.
Third, future NLP research may focus on the scientific evaluation on its
psychological effects. Proponents of NLP claim that NLP has an
analogical model of mind-body connection to explain psychological
functioning; however, few researches have been done to elaborate the
claim. It will be good that research with well-defined psychological
constructs and measures be done to understand the mechanism and also
evaluate the claimed effectiveness. This present research may offer a
method for reference.
181
References
Andreas, S (1991). Virginia Satir: the pattern of her magic. CA: Science and
Behavior Books.
Andreas, S., and Faulkner, C. (1994). NLP: The new technology of achievement,
New York: Quill William Morrow.
Ashok S., & Santhakumar A.R. (2002). `NLP to promote TQM for effective
implementation of ISO 9000' Managerial Auditing Journal, 5 June 2002, vol.
17, no. 5, pp. 261-265.
Aziz-Zadeh, L., and Ivry, R.B. (2009). The Human mirror neuron system and
embodied representations. In Progress in Motor Control, pp. 355-76.
Baldwin, M. (Ed) (2000). The use of self in therapy. New York: Haworth Press.
Bandler, R., and Grinder, J. (1975a). The structure of magic I, CA: Meta
Publications.
Bandler, R., and Grinder, J. (1979). Frogs into princes. Utah: Real People Press.
Bandler, R. (1985). Using your brain for a change. Utah: Real People Press.
182
Barrett-Lennard, G.T. (1962). Dimensions of therapist response as causal factors
in therapeutic change. Psychological Monographs, 76, (43 whole no.562)
Bull, L. (2002). Parents Use of Complementary Medicine with their Children who
have Learning Difficulties. The Case of Sunflower Method. Early Child
Development and Care, 172(3): 247-257.
Bull, L. (2007). Sunflower therapy for children with specific learning difficulties
(dyslexia): a randomized, controlled trial. Complementary therapies in clinical
practice, 13(1): 15-24.
Buzan, T., and Buzan, B. (1993). The mind map book. London: BBC Publication.
183
Cameron-Bandler, L., and Lebeau, M.(1986). The emotional hostage: rescuing
your emotional life. California: Future Pace.
Cameron-Bandler, L., Gordon, D., and Lebeau, M.(1985). The emprint method: a
guide to reproducing competence. California: Future Pace.
Chartrand, T.L., and Bargh, J.A. (1999). The chameleon effect: The perception-
behaviour link and social interaction. Journal of Personality and Social
Psychology, 76: 893-910.
Clarkson, P., and Mackewn, J. (1993). Fritz Perls. London: Sage Publications.
Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.).
Hillsdale, NJ: Erlbaum.
Davidson, J.E. & Sternberg, R.J. (1986) What is insight? Educational Horizons,
64, 177-179
Deci, E.L. and Ryan, R.M. (2008). Facilitating Optimal Motivation and
Psychological Well-Being Across Lifes Domains. Canadian Psychology,
49(1): 14-23
184
DeLozier, J., and Grinder, J. (1987). Turtles all the way down: prerequisites to
personal genius. Bonny Doon, California: Grinder, DeLozier and Associates.
Diamond, D., Campbell, A., Park, C., Halonen, J. and Zoladz, P. (2007). The
temporal dynamics model of emotional memory processing: A synthesis on the
neurobiological basis of stress-induced amnesia, flashbulb and traumatic
memories and the Yerkes-Dodson Law. Neural Plasticity, 1-33.
Dilts, R. (1990). Changing belief systems with NLP. CA: Meta Publications.
Denzin, N.K. (1994). The art and politics of interpretation, in N.K. Denzin and
Y.S. Lincoln (eds). The handbook of qualitative research, pp. 500-515.
Thousand Oaks, CA:Sage.
Dowd, T.E. and Hingst, A.G. (1983). Matching therapists predicates: an in vivo
test of effectiveness. Perceptual and Motor Skills, 57(1): 207-10.
Driskell, J., Copper, C. and Moran, A. (1994). Does mental practice enhance
performance? Journal of Applied Psychology, 79(4): 481-492.
185
Ehrmantraut, J. E., Jr (1983). A comparison of the therapeutic relationships of
counseling students trained in Neurolinguistic Programming vs. students
trained on the Carkhuff Model. Doctoral Dissertation, University of Northern
Colorado, 1983) Dissertation Abstracts International, 44(10): 3191-B.
Epstein, M.H., Hallahan, D.P., & Kauffman, J.M. (1975). Implications of the
reflectivity-impulsivity dimension for special education. Journal of Special
Education, 9(1), 11-25.
Frankl, V. E. (1978). The unheard cry for meaning: psychotherapy and humanism.
New York: Washington Square Press.
186
Freud, S. (1924). Collected papers. New York: the international psycho-analytical
press.
Gallese, V., Fadiga, L., Fogassi, L. and Rizzolatti, G. (1996). Action recognition
in the premotor cortex. Brain, 119(2): 593-609.
Gallo, F.P. (1985). Verbal synchrony and the maintenance of rapport between
collegiate instructors and their students (NLP Teaching). Dissertation
Abstracts International, 46(3):624.
Georges D.P. (1996). `Improved employee selection and staffing through meta
programmes', Career Development International, 25 October 1996, vol. 1, no.
5, pp. 5-9.
Gick, M.L. & Lockhart, R.S. (1995). Cognitive and affective components of
insights. In R.J. Sternberg and J.E. Davidson (Eds.), The nature of insight.
London: The MIT Press.
Goleman, D. (1995). Emotional intelligence: why it can matter more than IQ.
New York: Bantam books.
Goulet, C., Talbot, S., Drouin, D., & Trudel, P. (1988). Effect of structured iced
hockey training on scores on field-dependence/independence. Perceptual and
Motor Skills, 66, 175-181.
Gray, R.M. (2008). The NLP Trauma Protocol. The Dr. Lonnie E. Mitchell
National HBCU Substance Abuse and Mental Health Conference, sponsored
by the Morehouse School of Medicine, on 7 April.
Gray, R.M. (2010). The Brooklyn Program: Applying NLP to Addictions. Current
research in NLP: Proceedings of 2008 Conference, 1(1), 88-98.
187
Greenfield, S. (2008). Id: the quest for meaning in the 21st century. London:
Sceptre.
Grigorenko, E.L., & Sternberg, R.J. (1995). Thinking styles. In D. Saklofske & M.
Zeidner(Eds.), International handbook of personality and intelligence (pp. 205-
229). New York: Plenum.
Grinder, J., and Bandler, R. (1981). Trance-Formations. Moab, Utah: Real People
Press.
Guilford, J.P. (1950). Creativity research: Past, present and future. American
Psychologist, 5, 444-454.
Haynes, J. and Rees, G. (2006). Decoding mental states from brain activity in
humans. Nature Reviews Neuroscience, July, 7, 523-534
Heath, C. and Heath, D. (2007). Made to stick: why some ideas and some others
die. New York: Random House.
Honey, P., & Mumford, A. (1992). The manual of learning styles. Maidenhead,
Berkshire: Honey Press.
188
James, W. (1902). The varieties of religious experience. Garden City, NY:
Doubleday
Kagan, J., Rosman, B. L., Day, D., Albert, J., and Philips, W. (1964). Information
processing in the child: Significance of analytic and reflective attitudes.
Psychological Monographs, 78(1, Whole no.578).
Kazdin, A.E. (1980). Research design in clinical psychology. New York: Harper
& Row
Kirton, M.J. (1976). Adaptors and innovators: A description and measure. Journal
of Applied Psychology, 61, 622-629.
Kolb, D.A. (1976). The learning style inventory: Technical manual. Boston,
MA:McBer.
189
Kvale, S. & Brinkmann, S. (2009) Interviews: learning the craft of qualitative
research interviewing. Thousand Oaks, California: SAGE.
LeDoux, J. (1995). Emotion: clues from the brain. Annual Review of Psychology,
46:209-35
Lee, K.L. (2002). Thinking styles and approaches in teaching among Hong Kong
kindergarten teachers. Unpublished manuscript. The University of Hong Kong.
Lewis, B.A., and Pucelik, F. (1982). Magic demystified, Hong Kong: Wing King
Tong Co.
Lilienfeld, S.O., Lynn, S.J., Ruscio, J. & Beyerstein, B.L. (2010) 50 great myths
of popular psychology: shattering widespread misconceptions about human
behaviour. UK: Wiley-Blackwell.
MacDonald, B. and Walker, R. (1975) Case study and the social philosophy of
educational research, Cambridge Journal of Education, 5 (1):2-12
190
Maurer, R. E. and Tindall, J.H. (1983). Effect of postural congruence on clients
perception of counselor empathy, Journal of Counseling Psychology, 30(2):
158-63
Mayer, R.E. (1995). The search for insight: grappling with Gestalt Psychologys
unanswered questions. In R.J. Sternberg and J.E. Davidson (Eds.), The nature
of insight. London: The MIT Press.
McDermott, I., and OConnor, J. (1996). NLP and health: using NLP to enhance
your health and well-being. London: Thorsons.
Miller, G.A., Galanter, E., and Pribram, K. (1960). Plans and structure of
behaviour. New York: Holt, Rhinehart and Winston.
Morell, J.A. (1976). Age, sex, training, and the measurement of field dependence.
Journal of Experimental Child Psychology, 22, 100-112.
Neumann, M., Bensing, J., Mercer, S., Ernstmann, N. and Oliver, P.H. (2009).
Analyzing the nature and specific effectiveness of clinical empathy: A
theoretical overview and contribution towards a theory-based research agenda.
Patient Education and Counseling, 74(3):339-46.
191
Otero, T.M. (1986). Altering your inner limits: imagery related techniques in
Neuro-Linguistic Programming. In Anees A. Sheikh (Eds.) Anthology of
Imagery Techniques (pp. 289-311). Milwaukee, American Imagery Institute.
Perry, W.G. (1970). Forms of intellectual and ethical development in the college
years: A scheme. (2nd Ed.). New York: Holt, Rinehart and Winston.
Pretz,J.E., Naples, A.J. & Sternberg, R.J. (2003). Recognizing, defining and
representing problems. In J.E. Davidson & R. J. Sternberg (Eds.) , The
psychology of problem solving (pp. 3-30). Cambridge: Cambridge University
Press.
Readence, J.E., & Bean, T.W. (1978). Modification of impulsive cognitive style:
A survey of the literature. Psychological Reports.43,327-337.
Rezler, A.G., & Rezmovic, V. (1974). The learning preference inventory. Journal
of Applied Health, 19(1), 28-34.
Riding, R.J., & Cheema, I. (1991). Cognitive styles- an overview and integration.
Educational Psychology, 11(3 & 4), 193-215.
192
Riding, R.J., & Powell, S. (1993). Thinking and education. Educational
Psychology, 13(3-4), 217-227
Robbie, E. (2000). `The ordering principle of the meta model of NLP', NLP World
7(3) 25 66
Rowshan, A. (1997). Stress: positive techniques for taking charge of your life.
Oxford: Oneworld.
Runco, M.A., & Okuda, S.M. (1988). Problem-discovery, divergent thinking, and
the creative process. Journal of Youth and Adolescence, 17, 211-220.
Sadler-Smith, E. (2009). A duplex model of cognitive style. In L.F. Zhang & R.J.
Sternberg (Eds.), Perspectives on the nature of intellectual styles. (pp. 3-28):
Springer Publishing Co, New York, NY.
Sandhu, D.S., Reeves, T.G. and Portes, P.R. (1993). Cross-cultural counseling and
neurolinguistic mirroring with native American adolescents. Journal of
Multicultural Counseling and Development, 21(2): 106-18
Satir, V. (1978). Your many faces: the first step to being loved. CA: Celestial Arts.
Satir, V., Banmen, J., Gerber, J. & Gomori, M. (1991). The Satir Model: family
therapy and beyond. CA: Science & Behaviour Books.
193
Schleifer, L.L.F., & Dull, R.B. (2009). Metacognition and performance in
accounting classrooms. Issues in Accounting Education, 24(3), 339-367
Schwartz, D.J. (1965). Maximize your mental power. New Jersey: Prentice Hall.
Spiegel, H. and Spiegel, D. (1978). Trance and treatment. New York: Basic Books Inc.
Stake, R.E. (1995) The art of case study research. Thousand Oaks, CA: Sage.
Stake, R. E. (2006). Multiple case study analysis. New York: Gilford Press.
Sternberg, R.J. (1997). Thinking Styles. New York: Cambridge University Press.
194
Sternberg, R.J. & Lubart, T.I. (1995). An investment perspective on creative
insight. In R.J. Sternberg and J.E. Davidson (Eds.), The nature of insight.
London: The MIT Press.
Sternberg, R.J. & Wagner, R.K. (1992). Thinking Styles Inventory. Unpublished
test, Yale University.
Tai, R. (in progress). The impact of teaching styles on students learning styles
and career interests. PhD thesis. The University of Hong Kong.
Torrance, E.P., Reynolds, C.R., & Ball, O.E. (1977). Your style of learning and
thinking, forms A and B: preliminary norms, abbreviated technical notes,
scoring keys, and selected references. Gifted Child Quarterly, 21, 563-573.
Tosey, P., & Mathison, J. (2003). Neuro-Linguistic Programming: its potential for
learning and teaching in formal education. Education Line, 17-20.
Trickey, K. V. (1997). How information gathering works for the librarian or the
personal development coach, Journal of Managerial Psychology Vol. 12 no. 5
pp. 352 356.
195
Wake, L. (2010). NLP Principles in Practice. St. Albans: Ecademy Press.
Wake, L., Bourke, F.S. & Gray, R.M. (Eds) (2013). The Clinical Effectiveness of
Neurolinguistic Programming: A critical appraisal. New York: Routledge.
Watzlawick, P., Beavin, J.H., and Jackson, D.D. (1967). Pragmatics of human
communication. New York: W.W. Norton and Co.
Williams, A., Dobson, P., and Walters, M. (1993). Changing Culture. London:
Institute of Personnel Management.
Yin, R.K. (2009) Case study research: design and methods. Thousand Oaks, CA:
SAGE.
Zeig, J.K. (1980). A teaching seminar with Milton H. Erickson. New York:
Brunner/Mazel.
Zeig, J.K. (1985). Experiencing Erickson: an introduction to the man and his
work. New York: Brunner/Mazel.
196
Zhang, L. F., & Fan, W. (2011). The Theory of Mental Self-Government Grows
Up: Where Has It Led the Field after 21 Years? In S. Rayner & E. Cools (Eds.),
Style differences in cognition, learning, and management (pp. 46-59). New
York: Routledge.
Zhang, L.F., & Higgins, P. (2008). The predictive power of socialization variables
for thinking styles among adults in the workplace. Learning and Individual
Differences 18(1), 11-18.
Zhang, L. F., & Postiglione, G. A. (2001). Thinking styles, self-esteem, and socio-
economic status. Personality and Individual Differences, 31, 1333-1346.
Zhang, L. F., and Sternberg, R. J. (2006). The Nature of Intellectual Styles. New
Jersey: Lawrence Erlbaum.
Zhang, L. F., & Sternberg, R. J. (2009a). Revisiting the value issues in intellectual
styles. In L. F. Zhang & R. J. Sternberg (Eds.), Perspectives on the Nature of
Intellectual Styles (pp. 63-85). New York: Springer Publishing Company.
Zhang L.F. (2013). The malleability of intellectual styles. New York: Cambridge
University Press.
197
Appendix A
Six-step reframing
Before the following steps, the participant will be led into trance state.
The problem - for example, smoking, nail biting, anxiety, pain and
discomfort when there is no overt physical cause-will typically be in the
form: I want to do this, but something stops me or I dont want to do
this, but I seem to keep doing it just the same. The study here concerns
learning, so the problem can be related to learning.
Go inside your mind and ask that part to communicate with you using a
signal that you will be aware of consciously. Say something like, Will the
part responsible for this behaviour give me a signal now? Listen, watch
and feel for a signal. It could be visual, auditory or kinesthetic. The
response may not be what you think it should be. When you get a signal,
thank the part and ask it if this can be its signal for yes. You should get
the signal again. If you do not keep asking until you get a reliable signal
that you can calibrate consciously. If you cannot get a signal, continue
anyway-presuppose a signal, but one you are not sensitive enough to
calibrate.
3. Establish the positive intention of the part and separate it from the
unwanted behaviour.
Ask the part if it is willing to reveal its positive intention. If you get a yes
signal, that let that positive intention become clear to you. It may come as
a surprise. What is the part trying to accomplish that is of value? If you
get a negative positive intention, for example, I dont want you to feel
fear, chunk up until you get it expressed positively, for example, I want
you to feel safe. Separate the positive intention from the behaviour. You
may hate the behaviour, but the intention is worthwhile. Thank the part for
letting you know its positive intention.
198
If you do not get a signal and you are not sure of a positive intention,
assume one and continue to the next step. There has to be one-your
unconscious mind is not stupid and random, and no bebaviour can exist
without a positive benefit.
4. Ask your creative part to generate new ways of fulfilling that positive
intention.
We all have a part that is creative and resourceful. This part is mostly
unconscious, because it is difficult to be creative to order-that is like trying
to be spontaneous to order.
Go inside yourself and ask your creative part to come up with at least three
choices that will fulfill the positive intention in a different way. Ask for
them to be at least as good if not better than the original behavior
(otherwise you risk jumping out of the frying pan into the fire!)
Ask the creative part to let you know when it has done this and thank it.
The creative part may not let you know these choices consciously and you
do not need to know them for the process to work.
5. Get agreement from the original part that it will use one or more of
these choices rather than the original behaviour.
6. Ecology check
If you are aware of these new choices, imagine doing them in the future.
See yourself doing them as if on a movie screen. Does it feel right?
Whether you know the choices or not, ask yourself, Which part of me
object to these new choices? Be sensitive to any new signals that could
indicate that these choices are not ecological. If you do get a signal, go
back to step four and ask the creative part, in consultation with the
objecting part and still honour the original positive intention. Check these
new choices for any objections.
(OConnor, J, 2001b: 234-236)
199
Appendix B
Context Reframing and Content Reframing
Context reframing
For example, if you see from a picture that a small fish is catching a worm in the
water, you may interpret that the worm is in danger. Yet if you are given the same
picture but with the addition of a shark standing behind the small fish, you may
now interpret both the worm and the small fish are in danger. This example
illustrates changing the context of a picture can change the interpretation of
meaning.
This sentence can be changed to It is good that I have leisure time to relax and
this can help me to study better in the future. This sentence assumes a context
frame of relaxation will lead to better performance and so playing is to have
some leisure time to relax and will help one to study better.
Content reframing
OConnor (2001b: 232) further elaborates This (content reframing) is used when
a person does not like the way they react to an event or class of events. They see
their reactions as mistake or a disadvantage. To reframe, think:
200
What could this mean?
What would I like this to mean?
In what frame could this be positive or be a resource?
Then reframe based on how you answer those questions, for example:
I feel bad when no one calls me. You really like to be with people and they
probably like to be with you. or That gives you a good opportunity to make new
friends.
Also, Step 2 in the six-step reframing requires the participant to pay attention to
any feelings, images or sounds. This will mean that the participant ought to learn
the basic NLP knowledge of internal representation systems of visual, auditory,
kinesthetic and olfactory before as mentioned in Bandler and Grinder (1979) and
Bandler (1985).
Step 3 in the outline of creating a new part, the participant is required to create a
dissociated visual and auditory constructed movie. This requires the participant
to learn the technique of swish pattern as mentioned in Bandler (1985) before the
participant can do that.
201
Appendix C
Guidelines in Changing Limiting Beliefs Structures
A. Information gathering
1. Belief: Think of a belief you have about yourself which you would like to
change, one that limits you in some way or has negative consequences.
Notice how you represent this belief in your internal experience. That is,
what is the submodality 5 structure of that belief? For example, is it a large,
bright and detailed picture that is framed and straight ahead of you? Use
your knowledge of submodalities to see how your belief is represented in
your internal experience.
4. Tests: Take your list of submodality differences and test them one at a
time in order to learn which of them are most powerful in changing belief
to doubt. For example, take your big picture of belief and make it smaller.
After testing one submodality change it back to the way it was originally
before going to the next one.
5. What new belief would you like to have in place of the one that is not very
useful for you now? State the belief in positive terms. Think of what you
do want to believe, not what you do not want to believe. Also, be sure to
state your belief not in terms of the end goal, but in terms of a process or
ability that would result in reaching that goal.
6. Ecological check: Take some time to imagine how you would be if you
had this new belief. Would this be a problem for you or those closest to
you? Modify the belief so that you can take into account any obstacles.
202
B. Belief Change Process
7. Keep the content the same, and change your unwanted belief to doubt by
using the most powerful submodalities (determined in Step 4). For
example, if the two most powerful differences were movie vs. snapshot
and close vs. distant framed pictures, slow down the close movie to a still
picture and move it far away as it becomes a framed picture.
8. Content change: Using some other submodality, change the content of the
unwanted belief to the new one. Use something you are already doing. For
example, if you are flipping pictures back and forth in doubt, flip from
your old belief to the new one. You can let the picture become so dim that
the old content disappears, then have it returned with the new desired
belief. Do it the way it suits you.
9. Changing doubt to belief: Keep the new content and change doubt to belief
by reversing the same submodality changes you used in Step 7. If shifting
the location of your imagery (e.g. from the center of your mental view
over to the right) changed the old belief to doubt, now shift the location
back again (to the left or to the center) to change the new content from
doubt to belief. If you encounter trouble doing this, it might be that the
new belief was poorly stated, or contains negatives, or that some part of
you is objecting to it. If you encounter any problem, gather more
information (Step 1) and back up to Step 5 and redefine the new belief.
C. Testing
10. Notice how you think about this new belief. Compare the submodalities of
this new belief and for other useful beliefs you have.
11. Once you have the new belief, the old belief will probably change to the
submodalities of disbelief. Examine how the old belief is now represented
in submodality structure, and compare it with submodalities of doubt.
203
Appendix D
Thinking Styles
Sternberg (1988, 1997) states that thinking styles can be divided into five
dimensions, namely function, form, level, group and leaning. There are altogether
thirteen thinking styles. The main characteristics are illustrated in the following
table.
204
Pay more attention to the
Global overall picture of an issue
Level and to abstract ideas.
Work on tasks that
Local require working with
concrete details.
Work on tasks that allow
Internal one to work as an
Scope independent unit.
Work on tasks that allow
External for collaborative ventures
with other people.
Liberal Work on tasks that
involve novelty and
Leaning ambiguity.
Work on tasks that allow
one to adhere to the
Conservative
existing rules and
procedures in performing
tasks.
205
Appendix E
Type I, Type II and Type III Characteristics of the
Threefold Model
Zhang and Sternberg (2006:169) classify intellectual styles into Type I, Type II
and Type III characteristics. Details are summarized in the following table.
206
Note: Theoretical foundations: aBiggs theory of student learning, bHollands
theory of career personality types, cTorrances construct of brain dominance,
d
Jungs theory of personality types, eGregorcs model of minds styles, fKirtons
model of decision-making styles, gKagans model of reflectivity-impulsivity
conceptual tempo, hGuilfords model of structure of intellect, iWilkins construct
of field dependence/independence, jSternbergs theory of mental self-government.
207
Appendix F
Thinking Styles InventoryRevised II (TSI-R2)
Sternberg, R. J., Wagner, R. K., & Zhang, L. F.
This questionnaire is about the different strategies and ways people use to solve
problems, to carry out tasks or projects, and to make decisions.
To respond to this questionnaire, read each statement carefully and decide how
well the statement fits the way that you typically do things at school, at home, or
on a job. Circle 1 if the statement does not fit you at all, that is, you never do
things this way. For each statement, circle one of the 7 numbers next to the
corresponding item number on the answer sheet. Circle 7 if the statement fits
you extremely well, that is, you almost always do things this way. Use the values
in between to indicate that the statement fits you in varying degrees.
There are, of course, no right or wrong answers. Please read each statement and
circle the number on the scale next to the statement that best indicates how well
the statement describes you.
Please proceed at your own pace, but do not spend too much time on any one
statement.
(Sample questions)
1. I prefer to deal with problems that require me to 1 2 3 4 5 6 7
attend to a lot of details.
2. When talking or writing about ideas, I prefer to 1 2 3 4 5 6 7
focus on one idea at a time.
3. When starting a task, I like to brainstorm ideas 1 2 3 4 5 6 7
with friends or peers.
4. I like to set priorities for the things I need to do 1 2 3 4 5 6 7
before I start doing them.
5. When faced with a problem, I use my own ideas 1 2 3 4 5 6 7
and strategies to solve it.
208
Appendix G
First and Second Interview Guide
1. What do you see, hear and feel (i.e. experience) during the whole process
of six- step reframing in Neuro-Linguistic Programming?
209
Appendix H
Final Interview Guide
1. Can you remember the study method(s) that you discovered during the
practice of the NLP six-step reframing a month ago? If yes, please
describe the method(s).
2. Have you used the study methods that you discovered in this month?
4. What are your comments on your set of data about the Thinking Styles
tests? Do you find the data reasonable?
5. What are your comments on your set of data about the Preliminary
Interpretation Report? Do you find the data reasonable?
210
Appendix I
Data and Preliminary Interpretation of the 16 Cases
Case 1 Hung
Case 2 Fok
Case 3 Ka Ho
Case 4 Rammy
Case 5 Lawrence
Case 6 Jeffrey
Case 7 Ivy
Case 8 Heaveni
Case 9 Toni
Case 11 Fishball
Case 13 Shirley
Case 14 Milka
Case 15 Pig
Case 16 Lauren
211
Case 1 Hung
Data_Hung
Posttest Thinking Styles Test 29 December 2011
Data_Hung
Posttest Thinking Styles Test 29 Jan 2011
212
Data_Hung
Posttest Thinking Styles Test 26 March 2011
The Thinking Styles pretest of Hung shows he is relatively strong in the thinking
styles of judicial, global and external.
This means that Hung is strong in working on tasks that allow for ones
evaluation and evaluating and judging the performance of other people (Judicial).
Also, he is strong in paying more attention to the overall picture of an issue and
to abstract ideas (Global). Examples given in Grigorenko and Sternberg (1997)
infer that Hung may like writing on the global message and meaning of a work of
art, or on the significance of a particular discovery for mankind.
Hung also has the character of working on tasks that allow for collaborative
ventures with other people (External).
213
Limiting beliefs discovered in the first and second NLP practice
The first limiting belief of Hung is that he wants to study all the notes but he feels
he does not want to study. The second limiting belief of Hung is that after he has
handed in an assignment, he will not learn or even look at his assignment.
During the practice of the first NLP six-step reframing model, Hung has
discovered a new way of study on how to understand an essay by breaking it
down into small parts and reading them bit by bit. This method also helps him to
read one essay after another instead of doing all the essays altogether at one time.
This method helps to reduce his stress in studying.
This discovered method can explain Hung has changed his first limiting belief as
he breaks down his notes now into small parts and he increases his motivation to
read them.
Obviously Hung believes the above study method he discovered and this explains
why the hierarchical and liberal thinking styles scores has risen greatly in the
first posttest on 22 January 2011. Hierarchical means distribute attention to
several tasks that are prioritized according to ones valuing of the tasks. These
tasks are to study the essay bit by bit. Liberal means work on tasks that involve
novelty and ambiguity. It is also reasonable that believing in the discovered
study method can further increase this liberal thinking style.
Also, after the first practice of NLP six-step reframing model, there is an
increase in monarchic style and a decrease in conservative style in the first
posttest on 22 January 2011. Monarchic means work on tasks that allow
complete focus on one thing at a time. The first discovered study method
involves reading one essay after another instead of doing all the essays altogether
at one time. This can explain the increase in monarchic style. Conservative
means work on tasks that allow one to adhere to the existing rules and
procedures in performing tasks. The first discovered study method gives Hung
more flexibility in studying and hence decreases the Conservative style.
214
Method discovered in the second NLP six-step reframing model
During the second practice of NLP six-step reframing model, Hung has
discovered a second study method of discussing the essays with other people
before he reads them.
As Hung is strong in external thinking style, this style leads Hung to work on
tasks that allow for collaborative ventures with other people. It is not surprising
that Hung has discovered a study method of discussing essays with other people
as this social dimension is an important part of Hung in learning.
The second discovered study method enhances his collaboration with other people
and can thus explain reasonably his increase of score in the external style in the
posttest on 22 January 2011 to a higher score of external style on 29 January
2011.
In both the first and second limiting beliefs Hung shows the feeling that he does
not want to study and does not want to look at the assignment again even after he
has handed in. After the discovery of the second study method of discussing
essays with other people, Hungs motivation in learning has thus increased and
the limiting beliefs are changed.
Overall remarks
During the first and second practice of NLP six-step reframing model, Hung
discovered two new studying methods.
These methods may also help Hung in changing his limiting beliefs and this may
lead to the change in different types of thinking styles in the posttests on 22
January 2011 and 29 January 2011.
215
Case 2 Fok
Data_Fok
Posttest Thinking Styles Test 31 Jan 2011
Data_Fok
Posttest Thinking Styles Test 7 Feb 2011
216
Data_Fok
Posttest Thinking Styles Test 27 March 2011
The Thinking Styles pretest of Fok shows she is relatively strong in the thinking
styles of legislative, monarchic, liberal and internal.
This means that Fok is strong in working on tasks that require creative strategies
and choosing ones own activities (Legislative). According to Grigorenko and
Sternberg (1997), Foks learning is concerned with creating, formulating,
imagining, and planning. Examples in Grigorenko and Sternberg (1997) infer that
she likes to formulate her own activities, approach assignments in her own way
and to wander off from textbooks. She also likes to explore and create original
artworks.
Also, she is strong in working on tasks that allow complete focus on one thing at
a time (Monarchic). According to Grigorenko and Sternberg (1997), Fok also
tends to focus single-mindedly on one goal or need at a time or a single goal or
way of doing things predominates. Examples in Grigorenko and Sternberg (1997)
infer that Fok likes to engage in single projects, whether in art, science, history, or
business.
Fok has the character of work on tasks that involve novelty and
ambiguity(Liberal). According to Grigorenko and Sternberg (1997), Fok also
likes to do things in new ways, to have change in her life, and to defy conventions.
Examples in Grigorenko and Sternberg (1997) infer that Fok likes figuring out
how to operate new equipment and like non-traditional challenging tasks.
217
Fok also has the character of working on tasks that allow one to work as an
independent unit. (Internal).
The limiting belief of Fok is I want to learn relaxingly in lectures but I cannot
learn well.
During the practice of the first and second NLP six-step reframing, Fok has
discovered a new method of reading relevant news first before the lecture
concerning abstract concepts on contemporary medical systems.
Foks discovered study method can explain Fok has changed her limiting belief as
she can now have more ability to learn well and will learn more relaxingly.
The continuous drop in score in the local thinking style in the first and second
posttest is reasonable as local style means working on tasks that require
working with concrete details. In this case, concrete details can mean every
concept that may arise in the lecture. Reading news beforehand requires no
working with concrete details as these pieces of news cannot be concrete details to
the lecture. The news can work as a kind of analogy to help Fok understand the
main idea in the lecture. As Fok believes her discovered study method, she can
then use this method to reduce her pressure of preparing every details for the
lecture.
There is an increase in score of the internal thinking style from the first posttest
on 31 Jan 2011 to the second posttest on 7 Feb 2011. As Fok discovered a new
study method, this leads her to be more confident about herself and believes that
she can work more independently.
218
Overall remarks
During the first and second practice of NLP six-step reframing, Fok discovered
a new studying method.
These method may also help Fok in changing her limiting belief and this may lead
to the change in different types of thinking styles in the posttests on 31 January
2011 and 7 February 2011.
219
Case 3 Ka Ho
Data_ Ka Ho
Posttest Thinking Styles Test 31 Jan 2011
Data_ Ka Ho
Posttest Thinking Styles Test 9 Feb 2011
220
Data_Ka Ho
Posttest Thinking Styles Test 26 March 2011
This means that Ka Ho is strong in paying more attention to the overall picture of
an issue and to abstract ideas (Global). Examples from Grigorenko and Sternberg
(1997) infer that Ka Ho would like writing on the global message and meaning of
a work of art, or on the significance of a particular discovery for mankind.
Ka Ho also has the character of working on tasks that allow for collaborative
ventures with other people (External).
Ka Ho has one limiting belief. That is I want to learn better but I cannot learn
well.
221
Method discovered in the first NLP six-step reframing
During the first practice of the NLP six-step reframing, Ka Ho has discovered a
new method of mind-mapping to help him to organize his study materials.
Ka Ho has discovered a new method of mind-mapping to help him to organize his
study materials.. This discovered method obviously relates to his limiting belief
that I want to learn better but I cannot learn well. This serves as a possible
solution to change the belief.
The first discovered study method reduces his sense of ambiguity about his study
and this can explain the increase in score in the liberal thinking style in the first
posttest on 31 January 2011 since liberal means working on tasks that involve
novelty and ambiguity.
There is also an increase in score in local style as Ka Ho may care about the
increase in concrete details of his study because of using this method as local
means working on tasks that require working with concrete details.
Ka Ho has discovered the methods of reading notes and books before the reading
of the articles and the method of reading the first and last part of the articles.
These discovered methods obviously relate to his limiting belief that I want to
learn better but I cannot learn well. These can also serve as possible solutions to
change the belief.
There is a slight drop in both the local thinking style and the anarchic
thinking style from the posttest on 31 January 2011 to that in the posttest on 9
February 2011.
222
As Ka Ho has discovered the methods of reading notes and books before the
reading of the articles and the method of reading the first and last part of the
articles between these two posttests, it is possible that these methods provide more
confidence to Ka Ho in getting more details about his study and thus decreases the
score in local thinking style as local focuses on working on tasks that require
working with concrete details. The discovered new study methods also decrease
the score in anarchic thinking style. This may be due to Ka Ho having a sense
that the discovered methods reduce his flexibility in dealing with his study since
anarchic focuses on working on tasks that allow flexibility as to what, where,
when, and how one works.
Overall remarks
These methods may also help Ka Ho in changing his limiting beliefs and this may
lead to the change in different types of thinking styles in the posttests on 31
January 2011 and 9 February 2011
223
Case 4 Rammy
Data_Rammy
Posttest Thinking Styles Test 31 Jan 2011
Data_Rammy
Posttest Thinking Styles Test 7 Feb 2011
224
Data_Rammy
Posttest Thinking Styles Test 19 March 2011
The Thinking Styles pretest of Rammy shows she is relatively strong in the
thinking styles of legislative, executive and oligarchic.
This means that Rammy is strong in working on tasks that require creative
strategies and choosing ones own activities (Legislative). According to
Grigorenko and Sternberg (1997), Rammys learning is concerned with creating,
formulating, imagining, and planning. Examples in Grigorenko and Sternberg
(1997) also infers the following about Rammy:
Also, she is strong in working on tasks with clear instructions and structures and
implementing tasks with established guidelines (Executive). According to
Grigorenko and Sternberg (1997), Rammys learning is concerned with
implementing and doing. Examples in Grigorenko and Sternberg (1997) also
infers the following about Rammy:
225
Rammy also has the character of working on multiple tasks in the service of
multiple objectives, without setting priorities. (Oligarchic). According to
Grigorenko and Sternberg (1997), Rammy tends to allow for multiple goals, all of
which are equally important. Examples in Grigorenko and Sternberg (1997) also
infers Rammy likes to do multiple tasks within the same time frame but has
difficulty setting priorities for getting them done.
Rammy has one limiting belief. That is I want to learn well in lectures but I
cannot do well.
During the practice of the first NLP six-step reframing, Rammy has discovered
a new way of study. The method is that Rammy will do sufficient preparation by
reading the relevant materials. Rammy remarks that this can help her to be more
relaxing during the lessons. Yet after the practice, it can be observed that Rammy
is still stressful when she talks about learning. It is estimated that this existing
stress still works as an obstacle to Rammys learning. This explains that there is
no significant change in scores in the posttest on 31 January 2011.
Rammy has discovered that she can do sufficient preparation by reading relevant
materials before the lecture she wants to learn. This discovered method obviously
relates to her limiting belief that I want to learn well in lectures but I cannot do
well. and serves as a possible solution to change the belief.
As Rammy is strong in executive thinking style, it is not surprising that Rammy
is strong in working on tasks with clear instructions and structures and
implementing tasks with established guidelines. The discovered method that she
can do sufficient preparation by reading relevant materials before the lecture she
wants to learn. This method shows strong sense in preparing clear instructions and
structures before implementing the task learning during the lecture.
During the second practice of NLP six-step reframing, the researcher also
observed that Rammy is stressful when she talks about learning as she mentioned
she was like a prisoner in strings when she learned. Yet Rammy still discovered
the following study methods:
226
1. She can search related videos outside lecture time to help learn better and she
does think learning from watching videos will be more interesting than simply
reading words. In fact, she does not focus long on words.
2. Another method that she has discovered is she can pay more attention to the
details that the lecturer plays in class. She can mark down important points from
the videos. She also believes the videos that the lecturer mentioned in the lecture
will be helpful to her study.
It is obvious that the second discovered study methods may change Rammys
limiting belief if these methods can be successfully carried out.
Explanation of no significant change in thinking styles after the first and second
practice of NLP six-step reframing
During the practice of the first and second NLP six-step reframing, Rammy has
discovered many new methods to improve her learning. Yet in the two interviews,
Rammy said, I presume these methods will help, I will practice them to see if
so. This shows that Rammy may not fully believe in what she has discovered.
As Rammy sees goals equally important and likes to follow clear instructions to
finish them, Rammy will not easily believe things have changed unless the things
have been done and changed significantly.
Another possibility is that there was still strong stress in Rammy even after the
second practice of NLP six-step reframing model as Rammy mentions in the
second interview there can still be fear and resistance in learning. This explains
why the scores in the second and third posttests do not change much.
Overall remarks
During the first and second practice of NLP six-step reframing, Rammy
discovered new studying methods.
227
Yet it is observed that there is no change in thinking styles after the first and
second practice of of NLP six-step reframing, it may be due to the great stress
existing in Rammy.
Another possibility is that Rammy does not fully discover what she has
discovered can help her.
228
Case 5 Lawrence
Data_Lawrence
Pretest Thinking Styles Test 10 August 2011
Data_Lawrence
Posttest Thinking Styles Test 1 10 August 2011
Data_Lawrence
Posttest Thinking Styles Test 2 17 August 2011
229
Data_Lawrence
Posttest Thinking Styles Test 3 18 September 2011
This means that Lawrence is strong in working on tasks that allow for ones
evaluation and evaluating and judging the performance of other people (Judicial).
Finally he is strong in working on tasks that allow for collaborative venture with
other people. (External)
The first limiting belief of Lawrence is that he wants to learn the logical skills in
doing his research but his perceived lack of information stops him The second
limiting belief of Lawrence is that he wants to focus on his research but the
disturbance of other people stops him from focusing
230
Method discovered in the first NLP six-step reframing
During the practice of the first NLP six-step reframing, Lawrence has
discovered a new way of study on how let his hand keep on writing automatically
so that ideas can be generated through this kind of writing even when his eyes
were tired and he had to close his eyes.
This discovered method can explain Lawrence has changed his first limiting belief
as he can now increase his perceived information getting by letting his hand write
automatically to generate ideas.
As the newly discovered study method enables Lawrence to generate more ideas
in dealing with his research, Lawrence can then have more details to work on his
own tasks. Accordingly, the score of local thinking style increases from 4.4 to 6.
During the second practice of NLP six-step reframing, Lawrence has discovered
a second study method that before he communicates with the people he can write
down his ideas about his study before he talks to them. Also he can use his mouth
to speak out the words to remind himself where he stops.
Lawrence second discovered study method involves organizing well his ideas
before communicating with others. This match closely with his hierarchical
thinking style.
231
more independently. The score of internal therefore increases slightly from 5.4
to 6.
The second discovered study method helps Lawrence organize his ideas and avoid
himself of being disturbed by others. This may help him not to evaluate too much
the performance of others.
Overall remarks
During the first and second practice of NLP six-step reframing, Lawrence
discovered two new studying methods.
His two discovered study methods are related to his initial thinking styles.
These methods may also help Lawrence in changing his limiting beliefs.
232
Case 6 Jeffrey
Data_Jeffrey
Posttest Thinking Styles Test 1 5 October 2011
Data_Jeffrey
Posttest Thinking Styles Test 2 13 October 2011
233
Data_Jeffrey
Posttest Thinking Styles Test 3 13 November 2011
The Thinking Styles pretest of Jeffrey shows he is relatively strong in the thinking
styles of liberal and external.
This means that Jeffrey is strong in working on tasks that involve novelty and
ambiguity (Liberal).
Also, he is strong in working on tasks that allow for collaborative venture with
other people. (External)
The first limiting belief of Jeffrey is that he wants to learn the skills in doing his
job but his thoughts distract him.
The second limiting belief of Jeffrey is that he wants to solve a crisis in his job but
the potential conflict with his colleagues stops him.
During the practice of the first NLP six-step reframing, Jeffrey has discovered a
study method of building up a mental picture of a drawer with different boxes and
stored his flying thoughts into the boxes according to the different priorities of
importance and he will also update the stored thoughts every day.
234
This discovered method can explain Jeffrey has changed his first limiting belief as
he can now store up and update his flying thoughts and so these thoughts will not
distract his task in learning.
Global thinking style concerns about paying more attention to the overall
picture of an issue and to abstract ideas and the first discovered method helps
Jeffrey to store up his flying thoughts in a mental picture drawer and Jeffrey can
update these thoughts from time to time. Accordingly, these stored thoughts can
broaden Jeffreys horizon and can therefore increase the scores of global from
2.2 to 5.6.
Anarchic thinking style concerns about working on tasks that allow flexibility
as to what, where, when, and how one works and Jeffreys first discovered
appears to store up his creative thoughts and will hence limit his flexibility in
dealing with immediate tasks. This explains why the anarchic scores fall from
6.8 to 2.
During the second practice of NLP six-step reframing, Jeffrey has discovered
three more methods. They are:
1. Building up an excel table so that Jeffrey can put all the useful information in
solving the problem into the table. Jeffrey will also update the table from time
to time to see whether the information can help him to solve the problem.
2. Jeffrey has discovered to put his joy and peace and my faith in God and the
words of God. Though the relationship with his colleagues may change,
Jeffrey believes that God will not change.
3. Jeffrey has built up a balance in his heart. The standard of this balance is
based on the standard of God. Jeffrey will use this balance to measure the
standard of the things he has done.
235
External thinking style concerns mainly about working on tasks that allow for
collaborative ventures with other people and Jeffreys second discovered
methods also concerns much with the working relationship with other people.
Though Jeffrey can discover three second study methods to cope with the crisis
arises in his working relationship with his colleagues. This crisis obviously
decreases Jeffreys creativity in handling his tasks. This explains why there is a
fall in legislative score from 5 to 3.2.
This crisis of working relationship with Jeffreys colleagues will also make
Jeffrey not clear about the rules and guidelines that need to follow in dealing with
work tasks. Accordingly, this will decrease the scores in these two areas.
Jeffreys second limiting belief is I want to solve a crisis in my job but the
potential conflict with my colleagues stops me. The second discovered study
method help him to organize his own ideas and strengthen his confidence in
dealing with his colleagues. Accordingly, this can help him change the limiting
belief.
Overall remarks
During the first practice of NLP six-step reframing, Jeffrey discovered a new
studying method.
During the second practice of NLP six-step reframing, Jeffrey discovered three
new studying methods.
His two set of discovered study methods are related to his initial thinking styles.
These set of methods may also help Jeffrey in changing his limiting beliefs.
236
Case 7 Ivy
Data_Ivy
Posttest Thinking Styles Test 1 15 October 2011
Data_Ivy
Posttest Thinking Styles Test 2 22 October 2011
237
Data_Ivy
Posttest Thinking Styles Test 3 22 November 2011
This means that Ivy is strong in working on tasks that require creative strategies
and can choose her own activities (Legislative).
Also, she is strong in distribute attention to several tasks that are prioritized
according to ones valuing of the tasks (Hierarchical)
Finally she is strong in working on tasks that allow for collaborative venture with
other people. (External)
The first limiting belief of Ivy is that she wants to learn to drive competently but
her fear stops her. The second limiting belief of Ivy is she wants to learn how to
distribute medicine correctly to patients but she is confused about the correct
ways to do that.
During the practice of the first NLP six-step reframing model, Ivy has
discovered two new ways of learning. The first method she discovered is that she
can observe more about the driving skills from her brother. The second method
238
she discovered is that she can play more games about driving and she can improve
her driving skills from that.
Ivys two ways of discovered learning method can explain Ivy has changed her
first limiting belief as she can make herself more focused in improving her driving
skill and will overcome her fear.
As Ivy is strong in external thinking style, this means that she is strong in
working on tasks that allow for collaborative ventures with other people. Her first
discovered way of learning method involves that she can observe more about the
driving skills from her brother. This matches closely with the external thinking
style character.
Monarchic thinking style has the characteristic of working on tasks that allow
complete focus on one thing at a time. The discovered ways of learning of Ivy
that she can observe learning from her brother and learning from playing games
about driving both involve Ivys focusing on learning driving only. It is not
surprising that the monarchic score rises from 4.6 to 5.6.
During the second practice of NLP six-step reframing model, Ivy has
discovered a second study method by discussing with her classmates about the
names, appearance and details of the medicine first. Later she can read the details
of the case in applying the medicine.
External thinking style involves working on tasks that allow for collaborative
ventures with other people. The discussion with her classmates during the
learning about medicine clearly matches with this style.
As Ivy discusses with her classmates about the details of medicine and she later
studies in details the application cases of medicine. This can explain why her
local scores rises from 3.2 to 4 since local style involves working on tasks
that require working with concrete details.
239
As Ivy is initially strong in external thinking style, it is not surprising that her
learning from her classmates raises this score again.
Overall remarks
During the first and second practice of NLP six-step reframing, Ivy discovered
two set of new learning methods.
Her two set of learning methods are related to her initial thinking styles.
These sets of new learning methods may also help Ivy in changing her limiting
beliefs.
240
Case 8 Heaveni
Data_Heaveni
Pretest Thinking Styles Test 5 November 2011
Data_Heaveni
Posttest Thinking Styles Test 1 5 November 2011
Data Heaveni
Posttest Thinking Styles Test 2 12 November 2011
241
Data_Heaveni
Posttest Thinking Styles Test 3 9 December 2011
The Thinking Styles pretest of Heaveni shows she is relatively strong in the
thinking styles of global, oligarchic and external.
This means that she is strong in paying more attention to the overall picture of an
issue and to abstract ideas (Global).
Finally she is strong in working on tasks that allow for collaborative venture with
other people. (External)
The first limiting belief of Heaveni is that I want to learn a task systematically
but the complexity of the task stops me.
The second limiting belief of Heaveni is I want to learn planning well my
timetable but sudden events like people inviting me out stop me.
During the practice of the first NLP six-step reframing, Heaveni has discovered
a learning method with the following steps. Firstly, she has to read the guidelines
and regulations of my task. The second step is to ask other people how to do the
242
task. Combining the other peoples experience with the basic knowledge in the
guidelines and regulations, the task can be easily carried out.
This discovered method can explain Heaveni has changed her first limiting belief
as she can now reduce the complexity of her task by reading the guidelines and
regulations and asking other people how to do the task.
As Heaveni is strong in global thinking style, this means that she is strong in
paying more attention to the overall picture of an issue and to abstract ideas. Her
first discovered study method involves reading the guidelines and regulations first
before asking other people. Her ability of seeing the overall picture to read
information first may help her to realize this method.
As Heaveni is strong in external thinking style, this means that she is strong in
working on tasks that allow for collaborative venture with other people. Her first
discovered study method involves asking other people. Her ability of allowing for
collaborative venture with other people may help her to realize this method.
As the newly discovered study method enables Heaveni to read more details
before she carries out her task, it is not surprising that her score of local
thinking style increases from 2.2 to 4.
The executive thinking style involves working on tasks with clear instructions
and structures and implementing tasks with established guidelines. Heavenis
discovered method of reading more details about instructions and guidelines can
surely increase the strength of this style. Hence the score rises from 3.2 to 4.6.
The monarchic thinking style involves working on tasks that allow complete
focus on one thing at a time. Heavenis discovered method can make her more
focused to achieve her learning task.
As the newly discovered study method enables Heaveni to read more details and
then ask other people before she carries out her task, this shows a good sense of
setting priority in achieving the task. It is not surprising that her score of
hierarchical thinking style increases from 3.8 to 4.8.
During the second practice of NLP six-step reframing, Heaveni has discovered
a second study method that that can be carried out in the following steps. First,
write short term tasks in planning a timetable. Second, if there are long tasks,
243
break it down into smaller parts. Third, arrange half a day rest once in a week so
as not to make oneself too tired.
Overall remarks
During the first and second practice of NLP six-step reframing, Heaveni
discovered two new studying methods.
Her two discovered study methods are related to her initial thinking styles.
These methods may also help Heaveni in changing her limiting beliefs.
244
Case 9 Toni
Data_Toni
Pretest Thinking Styles Test 5 November 2011
Data_Toni
Posttest Thinking Styles Test 1 5 November 2011
Data_Toni
Posttest Thinking Styles Test 2 12 November 2011
245
Data_Toni
Posttest Thinking Styles Test 3 9 December 2011
The Thinking Styles pretest of Toni shows he is relatively strong in the thinking
styles of hierarchical, liberal and external.
This means that he is strong in distribute attention to several tasks that are
prioritized according to ones valuing of the tasks (Hierarchical)
Finally he is strong in working on tasks that allow for collaborative venture with
other people. (External)
The first limiting belief of Toni is he wants to learn an educational system but his
limited resources and different voices from different people stop him. The second
limiting belief of Toni is that he wants to learn playing guitar well but his not
persisting in learning attitude stops him.
During the practice of the first NLP six-step reframing, Toni has discovered a
new way of study on reading more details about the educational system he is
246
going to learn and this makes him more confident despite the limited resources
and the different voices from different people.
This discovered method can explain Toni has changed his first limiting belief as
he can now increase his confidence by reading more about the details of the
educational system he wants to learn.
As the newly discovered study method enables Toni to read more details about the
educational system he wants to learn, this not only increases his confidence but
also empowers to work on multiple tasks in the service of multiple objectives as
he now has got more information.. Accordingly, the score of oligarchic thinking
style increases from 4.8 to 6.2.
During the second practice of NLP six-step reframing, Toni has discovered a
second study method that he can put his guitar in an eye catching position in his
house so that this can remind him more to play it and play it with friends to create
new songs.
Tonis second limiting belief is I want to learn playing guitar well but my not
persisting in learning attitude stops me.
The second discovered study method reminds him to learn guitar in a persistent
manner. Accordingly, this can help him change the limiting belief.
Overall remarks
During the first and second practice of NLP six-step reframing, Toni discovered
two new studying methods.
His two discovered study methods are related to his initial thinking styles.
These methods may also help Toni in changing his limiting beliefs.
247
Case 10 Yai Yao
Data_Yao Yao
Pretest Thinking Styles Test 4 February 2012
Data_Yao Yao
Posttest Thinking Styles Test 1 4 February 2012
Data_Yao Yao
Posttest Thinking Styles Test 2 11 February 2012
248
Data_Yao Yao
Posttest Thinking Styles Test 3 10 March 2012
The Thinking Styles pretest of Yao Yao shows she is relatively strong in the
thinking styles of executive and conservative.
This means that Yao Yao is strong in working on tasks with clear instructions
and structures and implementing tasks with established guidelines (Executive).
Also, she is strong in working on tasks that allow one to adhere to the existing
rules and procedures in performing tasks (Conservative)
The first limiting belief of Yao Yao is that she wants to learn English but she does
not understand what the teacher is teaching.
The second limiting belief of Yao Yao is that she wants to do her presentation but
her shyness and lack of confidence stops her.
During the practice of the first NLP six-step reframing, Yao Yao has discovered
two new ways of study. The first learning method is to concentrate on what the
teacher is speaking. The second method is to repeat herself the English the teacher
has presented.
The first discovered methods can explain Yao Yao has changed her first limiting
belief as she can now learn better English by concentrating on the teacher and
repeating herself what the teacher taught.
249
As Yao Yao is strong in executive thinking style, this means that she is strong
in working on tasks with clear instructions and structures and implementing tasks
with established guidelines. Her first discovered study methods involve first
concentrating on what the teacher is teaching and then repeating herself the
English the teacher has taught. This matches closely with the executive thinking
style character.
As Yao Yao is strong in conservative thinking style, it is not surprising that Yao
Yao is strong in working on tasks that allow one to adhere to the existing rules
and procedures in performing tasks The first discovered methods helps Yao Yao
clear rules and steps to learn better English. This matches closely with the
conservative thinking style character.
As the newly discovered study methods enables Yao Yao not to know so much
about the details of her learning. Accordingly, the score of local thinking style
decreases from 5.6 to 5.
As the newly discovered study methods enables Yao Yao to generate new ideas to
learn. Accordingly, the score of legislative thinking style slightly increases from
5.6 to 6.2.
As the newly discovered study methods enables Yao Yao to learn things in an
overall picture of an issue and to abstract ideas. Accordingly, the score of global
thinking style slightly increases from 5.6 to 6.2.
As the newly discovered study methods enables Yao Yao to work on tasks that
allow complete focus on the teacher only. Accordingly, the score of monarchic
thinking style increases from 3.6 to 4.
As the newly discovered study methods allows Yao Yao to work on both the task
of concentrating on the teacher and the task of repeating the English the teacher
has taught. Accordingly, the score of oligarchic thinking style increases from
5.8 to 6.4.
During the second practice of NLP six-step reframing, Yao Yao has discovered
a second study method that focusing on what she is going to present and ignore
how other people look at her.
250
Yao Yao second discovered study method is just focusing on what she is going to
present and ignore how other people look at her. This new method appears to give
a new direction of rules and procedures to follow. This matches closely with her
executive and conservative thinking styles.
As Yao Yao is strong in judicial thinking style, this style leads Yao Yao work
on tasks that allow for ones evaluation and she evaluates and judges the
performance of other people. As the second study method ignores how other
people looks at her learning, this means that Yao Yao only evaluates herself by
herself. It is not surprising that Yao Yaos score of judicial therefore increases
from 5.8 to 6.8.
As Yao Yao is strong in hierachical thinking style, this style leads Yao Yao
distribute attention to several tasks that are prioritized according to ones valuing
of the tasks. As the second study method ignores how other people look at her
learning, this means that Yao Yao prioritizes this task in a top position. It is not
surprising that Yao Yaos score of hierarchical therefore increases from 6 to 6.6.
As Yao Yao is strong in liberal thinking style, this style leads Yao Yao work on
tasks that involve novelty and ambiguity. As the second study method ignores
how other people look at her learning, this, to a certain extent involves novelty
and ambiguity. It is not surprising that Yao Yaos score of liberal therefore
increases from 4.6 to 5.4.
As Yao Yao is strong in local thinking style, this style leads Yao Yao working
on tasks that require working with concrete details. As the second study method
ignores how other people look at her learning, this also arouses Yao Yao clear
focus on details in working out her task. It is not surprising that Yao Yaos score
of local therefore increases from 5 to 5.6.
As Yao Yao is strong in monarchic thinking style, this style leads Yao Yao
work on tasks that allow complete focus on one thing at a time As the second
study method ignores how other people look at her learning, this also means that
she can focus completely on one task only. It is not surprising that Yao Yaos
score of monarchic therefore increases from 4 to 4.8.
As Yao Yao is strong in anarchic thinking style, this style leads Yao Yao
working on tasks that allow flexibility as to what, where, when, and how one
works. As the second study method ignores how other people look at her learning,
this matches also the character of this style. It is not surprising that Yao Yaos
score of anarchic therefore increases from 4.6 to 5.8.
251
Overall remarks
During the first and second practice of NLP six-step reframing, Yao Yao
discovered two set of new studying methods.
Her two set of discovered study methods are related to her initial thinking styles.
These methods may also help Yao Yao in changing her limiting beliefs.
252
Case 11 Fishball
Data Fishball
Posttest Thinking Styles Test 1 11 February 2012
Data_Fishball
Posttest Thinking Styles Test 2 18 February 2012
253
Data_Fishball
Posttest Thinking Styles Test 3 17 March 2012
The Thinking Styles pretest of Fishball shows she is relatively strong in the
thinking styles of legislative and monarchic.
This means that Fishball is strong in working on tasks that require creative
strategies and choosing ones own activities (Legislative).
Also, she is strong in working on tasks that allow complete focus on one thing at
a time (Monarchic)
The first limiting belief of Fishball is that she wants to learn the physical therapy
knowledge in lecture but her lack of power and confidence stops her. The second
limiting belief of Fishball is that she wants to learn swimming but her perception
of her improper way of breathing stops her.
During the practice of the first NLP six-step reframing, Fishball has discovered
a new way of study is that when she attends lecture, she should not be afraid but
just affirm herself that she has the power to understand and can absorb the
knowledge.
254
This discovered method can explain Fishball has changed her first limiting belief
as she can increase her power and confidence when she can affirm herself not to
be afraid but that she has the power to understand and can absorb the knowledge.
As Fishball is strong in legislative thinking style, this means that she is strong in
working on tasks that require creative strategies and choosing ones own activities.
The first study method is creative in the sense that she can affirm herself not to be
afraid and can have power so that she can overcome her limiting belief. This
matches closely with the legislative thinking style character.
As the newly discovered study method enables Fishball to pay more attention to
the overall picture of increasing her confidence which is an abstract idea.
Accordingly, the score of global thinking style increases from 3.4 to 4.
During the second practice of NLP six-step reframing, Fishball has discovered a
second study method that to swim with her face up first and after getting used to
the feeling, she can swim with her face down like a dead body.
Fishball second discovered study method involves a creative new way to swim.
This matches closely with her legislative thinking style.
As judicial thinking style involves working on tasks that allow for ones
evaluation and evaluating and judging the performance of other people. It is not
surprising that Fishballs discovered second study method can help her to focus
on a new and creative way to swim and not to judge and evaluate the performance
of other people. The score of judicial therefore decreases slightly from 4.8 to 4.
255
The second discovered study method helps Fisball to carry out her new swimming
task with clear instructions. The score of executive therefore increases from 3.4
to 4.6.
Overall remarks
During the first and second practice of NLP six-step reframing, Fishball
discovered two new studying methods.
Her two discovered study methods are related to her initial thinking styles.
These methods may also help Fishball in changing her limiting beliefs.
256
Case 12 Siu Yau
Data_Siu Yau
Pretest Thinking Styles Test 27 February 2012
Data_Siu Yau
Posttest Thinking Styles Test 1 27 February 2012
Data_Siu Yau
Posttest Thinking Styles Test 2 5 March 2012
257
Data_Siu Yau
Posttest Thinking Styles Test 3 5 April 2012
The Thinking Styles pretest of Siu Yau shows she is relatively strong in the
thinking styles of executive, conservative, and oligarchic.
This means that Siu Yau is strong in working on tasks with clear instructions and
structures; implement tasks with established guidelines (executive).
Also, she is strong in working on tasks that allow one to adhere to the existing
rules and procedures in performing tasks (conservative)
The first limiting belief of Siu Yau is that she wants to learn how to create
common dialogue materials to improve my interpersonal relationship but her lack
of confidence stops her.
The second limiting belief of Siu Yau is that she wants to learn how to relax but
the heavy burden in her heart stops her.
During the practice of the first NLP six-step reframing, Siu Yau has discovered
a new way of study. This method is Relax first, then notice some detailed
materials in daily life that is positive, interesting and happy. These detailed
258
materials can be used as dialogue materials to improve interpersonal relationship
with other people.
This discovered method can explain Siu Yau has changed her first limiting belief
as she can relax and can increase her confidence so that she can create positive,
interesting and happy common dialogue materials to improve her interpersonal
relationship.
As Siu Yau is strong in executive thinking style, this means that she is strong in
working on tasks with clear instructions and structures and implementing tasks
with established guidelines. Her first discovered learning method involves an
established way of relaxing and increasing her confidence. This matches closely
with the executive thinking style character.
As Siu Yau is strong in conservative thinking style, this means that she is strong
in working on tasks that allow one to adhere to the existing rules and procedures
in performing tasks. Her first discovered learning method involves an established
procedure of relaxing and increasing her confidence. This matches closely with
the conservative thinking style character.
As the newly discovered study method enables Siu Yau to focus on one task only.
This task is to relax and to increase confidence. Accordingly, the score of
monarchic thinking style increases from 4 to 4.8.
As the newly discovered study method enables Siu Yau to priorize her task of
relaxing in a very high position and the other tasks like collecting common
dialogue materials can be achieved naturally. Accordingly, the score of
hierarchical thinking style increases from 4.4 to 5.4.
During the second practice of NLP six-step reframing, Siu Yau has discovered a
second study method that before she can learn how to relax by holding the hand of
Jesus.
Siu Yau second discovered study method also involves relaxation. This time it
involves the achieving this can be accompanied by a great power that she believes.
This matches closely with her executive thinking style and her conservative
thinking style as there is a power to her push forwards her procedures.
259
As the second discovered method involves focusing and relying on one strong
power that Siu Yau believes to relax. This may decrease her own relying on her
creativity to find other ways. Accordingly, her legislative scores decrease from
4.2 to 3.
As the second discovered method involves focusing and relying on one strong
power that Siu Yau believes to relax. This may also decrease her flexibility on
working on tasks. Accordingly, her anarchic scores decrease from 5 to 3.6.
Siu Yaus second limiting belief is I want to learn how to relax but the heavy
burden in my heart stops me. The second discovered study method help her to
rely on a great power that she believes. Accordingly, this can help her change the
limiting belief.
Overall remarks
During the first and second practice of NLP six-step reframing, Siu Yau
discovered two new learning methods.
Her two discovered learning methods are related to her initial thinking styles.
These methods may also help Siu Yau in changing her limiting beliefs.
260
Case 13 Shirley
Data_Shirley
Pretest Thinking Styles Test 3 March 2012
Data_Shirley
Posttest Thinking Styles Test 1 3 March 2012
Data_Shirley
Posttest Thinking Styles Test 2 10 March 2012
261
Data_Shirley
Posttest Thinking Styles Test 3 10 April 2012
The Thinking Styles pretest of Shirley shows she is relatively strong in the
thinking styles of hierarchical and external.
This means that Shirley is strong in distributing attention to several tasks that are
prioritized according to ones valuing of the tasks (Hierarchical)
Also, she is strong in working on tasks that allow for collaborative venture with
other people. (External)
The first limiting belief of Shirley is that she wants to read bible but her tiredness
and sleepiness stop her from focusing. The second limiting belief of Shirley is that
she wants to learn playing piano but her perception that she has no musical talent
and her lack of time stops her.
During the practice of the first NLP six-step reframing, Shirley has discovered a
new way of study that she can sleep a bit earlier the night before. The next
morning she can wake up a bit earlier. She can save up the time for struggling to
wake up and can read the bible.
262
This discovered method can explain Shirley has changed her first limiting belief
as she can now change her time in sleeping and she can squeeze time to read the
bible. This may decrease her sense of tiredness and sleepiness.
As Shirley is strong in hierarchical thinking style, this means that she is strong
in distributing attention to several tasks that are prioritized according to ones
valuing of the tasks. Her first discovered study method involves prioritizing her
use of time. This matches closely with the hierarchical thinking style character.
As the newly discovered study method enables Shirley to do different tasks at the
same time, namely sleeping earlier the day before, saving time of struggling to
wake up to read bible. Accordingly, the score of oligarchic thinking style
increases from 5 to 6.6.
During the second practice of NLP six-step reframing, Shirley has discovered a
second study method that the day before she learns playing piano, she can turn
down all the other appointments and she can practise playing piano the day before.
The day when she learns playing piano she can squeeze time as far as she can to
practise. After that, she can go home to do the practice again.
Shirley second discovered study method also involves prioritizing her use of time.
This matches closely with her hierarchical thinking style.
Judicial thinking style involves working on tasks that allow for ones
evaluation and evaluating and judging the performance of other people. It is not
surprising that Shirleys discovered second study method can help her to
reevaluate herself differently. The score of judicial therefore increases from 3.8
to 5.4.
263
Overall remarks
During the first and second practice of NLP six-step reframing, Shirley
discovered two new studying methods.
Her two discovered study methods are related to her initial thinking styles.
These methods may also help Shirley in changing her limiting beliefs.
264
Case 14 Milka
Data_Milka
Pretest Thinking Styles Test 31 March 2012
Data_Milka
Posttest Thinking Styles Test 1 31 March 2012
Data_Milka
Posttest Thinking Styles Test 2 7 April 2012
265
Data_Milka
Posttest Thinking Styles Test 3 12 May 2012
The Thinking Styles pretest of Milka shows he is relatively strong in the thinking
styles of judicial, and oligarchic.
This means that Milka is strong in working on tasks that allow for ones
evaluation and evaluating and judging the performance of other people (Judicial).
The first limiting belief of Milka is that he wants to learn knowledge about
thinking but he thinks he is impatient and he feels boring and he thinks he does
not have enough time and this stops him.The second limiting belief of Milka is
that he wants to learn communication skills but he feels himself does not know
how to express himself stops him from learning.
During the practice of the first NLP six-step reframing, Milka has discovered a
new way of learning, i.e. Before he learns he can listen to some melodious and
relaxing music to help himself.
266
This discovered method can explain Milka has changed his first limiting belief as
he can now change his negative perception by listening to some melodious and
relaxing music.
As the newly discovered study method enables Milka to relax, Milka can then
increase his creativity in learning. Accordingly, the score of legislative thinking
style increases slightly from 4 to 4.6.
As the newly discovered study method enables Milka to relax, Milka can then
distribute attention to several tasks that are prioritized according to ones valuing
of the tasks.. Accordingly, the score of hierarchical thinking style increases
slightly from 4.6 to 5.4.
As the newly discovered study method enables Milka to relax, Milka can then
work on tasks that allow flexibility as to what, where, when, and how one works.
Accordingly, the score of anarchic thinking style increases from 2.4 to 4.2.
During the second practice of NLP six-step reframing model, Milka has
discovered a second study method that he can learn by participating in some
interesting group activities where there are people he is familiar with so that he
can learn how to express himself.
The second discovered method helps Milka to enjoy an easy-going and interesting
social setting to learn. Liberal thinking style involves working on tasks that
involve novelty and ambiguity. With this new learning method, Milka is clear in
his learning task and this will lead to the decrease in score from 4.8 to 3.8.
267
The second discovered method helps Milka to enjoy an easy-going and interesting
social setting to learn. External thinking style involves working on tasks that
allow for collaborative ventures with other people. With this new learning
method, Milka can have more collaborative ventures with other people. This can
therefore increase the score from 4.6 to 5.4.
Milkas second limiting belief is I want to learn communication skills but I feel
myself do not know how to express myself and this stops me from learning. The
second discovered study method gives him a new social setting to express himself
easily. Accordingly, this can help him change the limiting belief.
Overall remarks
During the first and second practice of NLP six-step reframing, Milka
discovered two new learning methods.
His two discovered learning methods are related to his initial thinking styles.
These methods may also help Milka in changing his limiting beliefs.
268
Case 15 Pig
Data_Pig
Posttest Thinking Styles Test 1 31 March 2012
Data_Pig
Posttest Thinking Styles Test 2 7 April 2012
269
Data_Pig
Posttest Thinking Styles Test 3 12 May 2012
The Thinking Styles pretest of Pig shows she is relatively strong in the thinking
styles of monarchic, and external.
This means that Pig is strong in working on tasks that allow complete focus on
one thing at a time (monarchic).
Also she is strong in working on tasks that allow for collaborative venture with
other people. (External)
The first limiting belief of Pig is that she wants to learn counselling but she thinks
she is young and she is too rational that she cannot learn empathy and these stop
her from learning.
The second limiting belief of Pig is that she wants to learn German but her
perception that she does not have enough time and her perception that she does
not have a clear objective which makes her feel powerless and these two
perceptions stop her from learning.
During the practice of the first NLP six-step reframing, Pig has discovered a
new way of learning that she can start learning to understand her own feelings
first.
270
This discovered method can explain Pig has changed her first limiting belief as
she can increase her empathy power by understanding her own feelings first.
As Pig is strong in monarchic thinking style, this means that she is strong in
working on tasks that allow complete focus on one thing at a time Her first
discovered learning method involves focusing on understanding her own feelings
first.. This matches closely with the monarchic thinking style character.
As the newly discovered learning method enables Pig to understand her own
feelings first, this increases the degree of novelty and ambiguity. Accordingly, the
score of liberal thinking style increases slightly from 5.4 to 6.
As the newly discovered learning method enables Pig to understand her own
feelings first, this to a certain extent, is to build up a collaborative venture with
herself. Accordingly, the score of external thinking style increases slightly from
5.8 to 6.6.
During the second practice of NLP six-step reframing, Pig has discovered a
second learning method that she can start enjoy learning German and then learn it
bit by bit..
As Pig is strong in monarchic thinking style, this means that she is strong in
working on tasks that allow complete focus on one thing at a time Her second
discovered learning method involves focusing on enjoying learning German first
and then learn it bit by bit.. This matches closely with the monarchic thinking
style character.
Internal thinking style involves working on tasks that allow one to work as an
independent unit. It is not surprising that Pigs discovered second learning
method can help her to focus on learning German happily and then learn it bit by
bit. This results in making her to focus more on other peoples feeling instead of
just herself in order to learn happily. The score of internal therefore decreases
slightly from 4.8 to 4.2.
271
Pigs second limiting belief is I want to learn German but my perception that I do
not have enough time and my perception that I do not have a clear objective
which makes me feel powerless and these two perceptions stop me from
learning.
The second discovered study method helps her to focus on a happy learning
attitude and this gives her a clear objective. Her perception that she can learn bit
by bit simply changes her previous perception of not having enough time.
Accordingly, this can help her change the limiting belief.
Overall remarks
During the first and second practice of NLP six-step reframing, Pig discovered
two new learning methods.
Her two discovered learning methods are related to her initial thinking styles.
These methods may also help Pig in changing her limiting beliefs.
272
Case 16 Lauren
Data_Lauren
Pretest Thinking Styles Test 10 March 2012
Data_Lauren
Posttest Thinking Styles Test 1 10 March 2012
Data_Lauren
Posttest Thinking Styles Test 2 17 March 2012
273
Data_Lauren
Posttest Thinking Styles Test 3 20 April 2012
The Thinking Styles pretest of Lauren shows she is relatively strong in the
thinking styles of monarchic, hierarchical and external.
This means that Lauren is strong in working on tasks that allow complete focus
on one thing at a time (monarchic).
Also, she is strong in distribute attention to several tasks that are prioritized
according to ones valuing of the tasks (Hierarchical)
Finally she is strong in working on tasks that allow for collaborative venture with
other people. (External)
The first limiting belief of Lauren is that she wants to learn exercise science but
her perception that she has weak mathematics foundation and her poor
communication with her professor stops her. The second limiting belief of Lauren
is that she wants to do her assignment that she has to hand on time but her
perception that she does not have enough time and the difficulty and information
overload of the assignment stop her from doing well.
During the practice of the first NLP six-step reframing, Lauren has discovered a
new way of study that after her professor has finished a lecture, she can revise
274
his notes and highlight those parts that she does not understand. Then she can ask
her classmates those parts that she does not understand between breaks during
lectures the next day.
This discovered method can explain Lauren has changed her first limiting belief
as she can find ways to change her perception about learning.
As Lauren is strong in hierarchical thinking style, this means that she is strong
in distributing attention to several tasks that are prioritized according to ones
valuing of the tasks Her first discovered study method involves prioritizing tasks
to learn step by step. This matches closely with the hierarchical thinking style
character.
As Lauren is strong in external thinking style, this means that she is strong in
working on tasks that allow for collaborative venture with other people. Her first
discovered study method involves asking her classmates questions This matches
closely with the external thinking style character.
As the newly discovered study method enables Lauren to arrange different small
tasks in priority, this is in fact another type of creativity. It is not surprising that
the score of legislative increases slightly from 5.2 to 6.8.
The newly discovered study method enables Lauren to evaluate and judge her
own performance. This leads her think of a new way to revise notes and use spare
time to ask her classmates. It is not surprising that the score of judicial increases
from 5.6 to 6.6.
The newly discovered study method obviously breaks the existing rules and
procedures that Lauren used to cling to. It is not surprising that the score of
conservative decreases slightly from 5 to 3.4.
The newly discovered study method involves several tasks for Lauren to achieve.
It is not surprising that the score of oligarchic increases slightly from 5 to 6.
The newly discovered study method decreases Lauren the flexibility to deal with
different tasks. It is not surprising that the score of anarchic decreases slightly
from 4.4 to 3.
275
Method discovered in the second NLP six-step reframing
During the second practice of NLP six-step reframing, Lauren has discovered a
second study method that that she can sleep a bit earlier the day before and then
she can seek her mothers help in waking me up next morning. This can help her
to work on her assignment more efficiently.
Laurens second discovered study method involves several tasks that are
prioritized according to her valuing of the tasks This matches closely with her
hierarchical thinking style.
Laurens second discovered study method involves asking her mother to wake her
up in the morning. This matches closely with her external thinking style.
As Laurens second method involves sleeping earlier the day before and the next
day waking up relies on her mothers help. This increases the degree of novelty
and ambiguity. The score of liberal therefore increases slightly from 5.8 to 6.8
The second discovered study method lessens Laurens dependence on clear rules
and established procedures. The score of executive therefore decreases slightly
from 5.2 to 4.2.
Overall remarks
During the first and second practice of NLP six-step reframing, Lauren
discovered two new studying methods.
Her two discovered study methods are related to her initial thinking styles.
These methods may also help Lauren in changing her limiting beliefs.
276
Appendix J
Case 1 Hung
Case 2 Fok
Case 3 Ka Ho
Case 4 Rammy
Case 5 Lawrence
Case 6 Jeffrey
Case 7 Ivy
Case 8 Heaveni
Case 9 Toni
Case 11 Fishball
Case 13 Shirley
Case 14 Milka
Case 15 Pig
Case 16 Lauren
277
Case 1 Hung
First Interview
Data 22 January 2011_Hung
T: Hung, lets have an interview concerning the six step reframing process youve
learnt. Firstly I would like to ask in the process of six step reframing, what you
see, what you hear and what you feel.
H: I see myself some obstacles in my routine study. The first problem is that I
see how I face the passages I dont like to read, that situation and my feeling
towards it. The second scene is that I see myself after finishing a piece of
homework I get the bad feeling of doing it not good enough that I am disinterested.
These are the two scenes I see.
T: Okay. What about the changes in the six step reframing process? What do you
see?
H: What I see in the process the changes Actually the main change is that I get
an answer to myself. Through maybe some scenes actually in my daily
life actually maybe an idea flashes in or I hear of an idea but this time this
experience helps me organize all these. Or, maybe there are some other answers
that I have never thought of before.
T: For example what are they? Can you give more details?
H: Yes, I do.
T: Why?
H: Because they grant me some various methods to face the same situation as I
find that I have to face these situations in future. It gives me the opportunity to try
if these methods are possible. I believe they are helpful.
278
T: Can you describe your discovered experiences?
T: Yes, like the experience of the change in your beliefs. How is it like?
H: Through self asking in the state of meditation I ask myself, and then ask
how to solve these problems. Then it seems like a voice tells me or some images
tell me or some as I follow these to do, and after that the feeling of lessening of
my unhappiness appears.
T: Do you find the NLP six step reframing process affecting you in your studying?
H: No.
Second Interview
Data 29 January 2011_Hung
T: Okay, Hung, we will have the second interview with you. Basically we would
like to ask about the effects of the six-step reframing on you. Just now when you
have the second six-step reframing, what do you see, hear and feel?
H: I see more or less the same things I saw last time. I see myself facing a small
pile of essays. I am less stressful when facing these essays than before. My
experience is that my brain seems to become more relaxed and less nervous when
reading these essays.
H: Yes, I like this because I dont have this kind of experience before. Usually I
am nervous when reading essays. Another new thing that I have just left out is
that there are difficulties in even reading a few passages. But after this test, it
279
makes me finding some solutions. The experience reminds me some situations
when I talk with other people, which help me to get rid of the puzzling emotions.
T: I see. How do you think the whole process of doing this NLP six-step
reframing a second time can influence you?
H: I guess it influences me because ... Last time I worked out some solutions like
breaking down a passage into sections, which makes me less nervous. But today
when I do this process once again, it reminds me that whenever I have problem
with a certain method, I can have another method to solve that problem.
H: I do feel this method should be helpful to me. But since there is a gap of a
week ... if I try this method in this interval time ... as in the last week I did not use
the method, I think that it may be better comparatively if I had used the skill last
week.
T: I see. Okay. Do you have any good idea of how to remind yourself in using
these methods?
H: Actually I havent started to read the stuff. I will try. I tell myself that I will try
those methods when I read articles. This week I am less busy and will read ...
Therefore, the nervousness doesnt emerge.
Final Interview
Data 26 March 2011 _Hung
T: Hung, I would like to have the NLP final interview with you after a months
time. First of all I would like to ask if you still remember the discovered study
methods in the two NLPs that we have done in the past month.
H: Yes, I remember.
280
H: The first one is about understanding a large number of passages or long
passages bits by bits for better comprehension. The second method is discussing
more with classmates on the content of study.
T: Thank you. Did you use these discovered study methods in this last month?
H: Yes, I did.
T: How is it?
H: When I read passages, I wont force myself to read that much for once. I would
distribute paragraph by paragraph to myself for reading. After finishing the first
paragraph, then I read the next paragraph. I try this method during this month. As
for discussion with others, I didnt do it purposefully but we discuss just when we
gather together for projects. I did use this method.
T: In the last month did you practice the six step reframing NLP techniques?
H: I practised once. After I have finished the six-step reframing, I feel myself to
be more relaxing. In the NLP process I read a small paragraph in a relaxing mood.
I can feel the relaxation.
T: In the six step reframing process, did you discover other study methods?
T: Here are the report of the data of your two NLPs the past month and their
initial interpretations. I would like to ask your ideas concerning the recordings. As
revealed by the report, your thinking styles are dominant in judicial, global and
external areas. Do you agree?
H: I agree.
T: The report shows your limiting beliefs, too; and your practice of the first NLP
six step reframing process, and your discovery from it. Do you agree to these?
T: It also mentions about your first NLP six step reframing in relation to your
limiting beliefs. Do you agree to this part?
H: Agree.
281
H: I agree. In our first NLP I myself did evaluate my study method about why it
made me so nervous and would not want to continue with it. During the
process and because of this evaluation, I find out the bit-by-bit learning
method for what I have to study.
T: I see. In the interpretation report it mentions after the first NLP you discover
the first method. Then in between there are changes in two areas, the
hierarchical and liberal thinking styles. Do you agree to the mentioned changes?
H: I agree.
T: The report also tells that in the first method, you got changes in both
monarchical and conservative thinking styles. Do you agree to this? Do you
have any other comment?
H:
H: I think so.
T: In the report it shows the second NLP practice and your second discovered
study method. Then it tells the change in the external scores. Do you agree to
this part of the report?
H: Yes, I agree.
H: Um.
T: We go to the part on learning styles of the report. That is the part on the study
process questionnaires. As revealed by the data of the report your deep learning
scores do not change that much across all the tests, including the fourth last test
just finished. Your surface learning scores decrease continually from 27 to 19.
What do you think about this decrease?
H: I think the decrease is reasonable because before that, I forced myself to read a
lot in a short period of time. I didnt have to think and understand. I just finished
282
the reading, noted down some points. Thats all. The new method is that I read bit
by bit. It allows me more time to read and comprehend. Therefore, I wont force
myself to memorize so many things once and for all as before any longer.
T: Therefore, the surface learning scores drop. Some information is about the
record of the several conversations. Do you agree to these records?
H: I agree.
T: Thank you. Do you have anything to say on top of our interview questions
above?
H:
T: Lets go back the fourth test first. Im sorry. Lets return to the part in the
report in this month thats past. Then there is the change in the fourth thinking
style ~ presentation. Lets put back this section. The change in the fourth thinking
style on presentation is that except there is a great change in external, there are
no big changes. Do you agree to this finding?
H: I agree.
T: There is an interesting change in the external style. It drops from 6.8 for the
third case to 5.8 which is similar to your figure in the first and second time of
more or less like 5.8 and 6.0. Why do you think there is such a change in the
external style?
T: You mean during the past month you had two presentations.
H: Yes, two. These two presentations are of the important subjects. After I have
finished the second NLP I remembered Id found that I needed to discuss more
with others. This helps my understanding in the subject matter. But for these two
presentations, although I share and discuss with classmates, I find that the level of
in-depth discussion is lower than what Ive anticipated. This may be due to the
discussion time limitation and the frequency of meetings is not enough, too. Still
also because of our time constraint, I seldom discuss with other classmates not
involving in the projects. This real situation is different from what I see in the
method of NLP. My expected situation in NLP should be there is more time for
discussion and the discussion is more in-depth. However, these two presentations
are not as ideal as I have imagined.
T: This explains why the external score drops from 6.8 to 5.8.
283
T: Thank you. Then do you have anything to add to all the previous questions Ive
asked?
H: I got bad moods during this last month since I have a quarrel with a friend.
This affects my motivation on doing the homework well. I know that I have to do
well but my motivation is low. But I still find that in NLP the bit-by-bit learning
method is useful. I try this method and it helps me in the understanding in
academic subjects. It releases the pressure in my study.
H: Thats all.
284
Case 2 - Fok
First Interview
Data 31 January 2011_Fok
T: For now I would like to do with you an interview after the six step reframing
process. Firstly I would like to ask you about in the six step reframing process
what you see, what you hear and what you feel.
T: Okay.
F: My head also feels very hot, very very heavy. It feels like going to fall down.
T: Um.
F: Yes, its really very heavy. The whole scene is like that. The most impressive is
the feeling, the feeling of the very very heaviness.
T: I see. Do you have any obstacles in your studying? What do you see?
F: The obstacles I see are maybe as he mentions some American policies, lots
of question marks appear in me. Many newspapers appear suddenly in my brain.
There are no contents in those newspapers, just only outline boxes of space. It is
like I havent read that newspapers so I dont know what he is talking about. Or, I
havent searched for any data, information, so that I dont understand what he
talks about. These are what I see if we say about the obstacles.
T: I see. You would really want to learn it well but they are something hindering
you from doing so. Maybe they are some very difficult theories like the American
policies that you are able to deal with.
F: Yes. They are something I dont have experience, something I have not
touched on.
T: I see.
F: Um.
285
T: After the six step reframing process do you have any newly discovered
experiences?
F: I discover from the obscured newspapers that I should read more newspapers.
Should read for a very period of time the newspapers for accumulation [of the
news happened]. This is what I should have done. In the six-step reframing
process creativity requires me to think of a solution. What is mentioned is to
read more news reports and newspapers. At that time I see myself watching news
reports. However, when I was reviewing the news reports, I saw myself have my
eyes on my watch. It seems like I am in a hurry.
T: Um.
F: Therefore, I find that even though I have set aside some time for newspapers
reading, I have tried that for some time but I am not doing that attentively. As I
am watching, I am at the same time thinking about what to do next, what places I
have to go to. It reminds me to allow for myself more space in connecting with
these things unfamiliar to me.
F: I feel that these discovered experiences are not strange to me. They are a
reminder. Although they are not strange and I know them for all the time, I wont
feel as my head feels very heavy that I know I highly value about it or it is
what I really want to chase after it. It reminds me to pursue this, to improve.
T: Okay, I see. What do you find the effects of the six step reframing process
toward you?
F: The effect is the feeling The feeling of the heaviness of the head is very
strong. The feeling of falling down is really strong. It reminds me of my own
ignorance and I am very helpless too at that time. Therefore, in order not to have
this feeling again after the six step reframing process, just now have made
use of the creative method to think it over, and then the me after that is very
relaxed. I am much lighter. What I pursue is that I can make notes during lessons,
feeling relaxed and knowing what the teacher talks about. I feel that I have a
greater motivation in spending more time on news viewing.
286
are. That would be a little bit better. The feeling after that is much lighter than
before.
F: Thank you.
Second Interview
Data 7 February 2011_Fok
T: Ms F, nice to have the second interview with you. We have just finished the
second six-step reframing. I would like to ask what you see, what you hear and
what you feel.
F: At the very beginning I saw the lecture theatre which I saw last time. There was
a lecturer lecturing out there in the theatre but I cannot hear what he says and he
does not see me, too. He just keeps on talking and talking and I dont know what
he is talking about. When I am asked which part should be responsible for this
image, I feel both my head and my shoulder are very heavy. It seems like there
are many things pressing on my head and my shoulder.
T: Yes.
F: Then you teach me to use a balloon to move away the rock. Although, the rock
is moved away, I still feel a bit dizzy. As for the heaviness on my shoulder, I also
use a piece of light shawl. My feeling at that time is lighter. The feeling of
dizziness also alleviated. Then I also feel that I am very of light weight. No,
not very light but I was asked what I use that is the creative self. The
creative self is actually my left hand. My left hand keeps working out the solution.
The other disagreeing parts of my body are mainly my right hand which seems
like looking down upon my left hand. My left hand says, You may watch more
news reports. Not only news report, search for more information. The right
hand challenges it unceasingly. However, the challenges from my right hand are
unreasonable. It cannot continue and cannot rebut. The conclusion is that
watching news is not sufficient. [I] should search more information according to
the news. Then I can understand all that the teacher talks about during lessons.
After this solution has come out, I go back to the vision in the lecture theatre. I
can see the lecturer smiling to me though I still cannot hear what he is speaking. I
can guess from the movement of his lips that he is talking something about
medical system. I have got a feeling that I know more than before.
287
T: Its quite good. Do you like your discovered experience?
F: Yes, I do. It is because its like no excuse. For example, say like watching
the news. It is not something that I cannot work for. It is not like just sitting in the
class without any working that Ill know all from the teacher. But in fact there are
many methods. I do think of the situation that I try hard on those methods. It is
possible. As the information technology is so flourishing nowadays, I may just
surf on the web, press a few buttons. Its very fast. I may not need to read a lot but
at least I can look at the titles, or reading one piece is good. It helps me
understand more of what the teacher says.
T: Its very good. How do you think the whole process of doing this NLP six-
step reframing model a second time can influence you?
F: I think one of the greatest influences is the creative self and other disagreeing
parts of my body. As I havent gone through the image/situation deeply, I tell
myself that Im not competent. However, after the dialogue Ill know that it may
not be impossible. It is just because you do not try. Or, you dont believe that you
are capable.
T: I see.
F: This is the first [influence]. The second is the feeling of relaxation which
makes me happy. I like this feeling that can motivate me to work out what I have
just mentioned and suggested above.
F: No.
F: Thanks.
Final Interview
Data 27 March 2011 _Fok
288
T: I am so happy that we can this final interview. I would like to ask that in this
month and more you have done twice the NLP six step reframing and have
discovered some study methods. Do you still remember those study methods?
F: Yes, I remember. It is to watch news report more, at least having one hours
news everyday and try to search for related information to the news in addition to
just knowing the news.
F: I did in the first two weeks, and then I used them less and less after that.
T: During the latter half of the period the number of times that you use these
methods is getting less and less.
F: Yes.
T: Have you practised the six-step NLP reframing during this period of a months
time?
F: I find that my emotions affect my feelings towards the results very much,
affects if I can discover any new methods. Or, my emotions affect whether I can
relieve and whether I can find out answers to what I want/need.
F: No.
T: Okay. Here is the initial report on your first thinking style test, the second, the
third and the fourth one just finished this month; and your learning style test. The
report is an initial interpretation and it is shown to you just now. Do you agree to
the details of this report?
F: Agree.
T: All agree?
F: Um.
289
T: I discover that after a months time and more, you have changes in some items
of thinking styles in between the period of the third and the fourth thinking style
test. For example, the judicial score is of 4.8 in the third test changed to 5.4 in
the fourth test. Do you think this change is related to your discovered study
method? Why is there such a change?
F: I feel that this change is not much related to the discovered study method. The
change may be due to the many projects I need to do recently. When I cooperate
with the others in projects, I have to be critical in their work and then evaluate my
own work. This may make me to become more ready to judge others work.
F: Yes.
T: Okay. Your global area score is from 5.8 to 6.4. You are used to score highly
in the global area. Why is there an increase? Do you see it related to your own
discovered study method?
F: Yes.
T: Okay. Another area hierarchical your score increases slightly from 4.8 to 5.4.
Do you think this increase is related to your discovered study method?
F: The relationship is weak. The main reason is when Ive got lots of projects and
homework I need to learn to set priority to the work. Therefore, the relation is not
obvious.
F: Yes.
T: Okay. Another area is liberal the score in the third test is 5.4. It drops a little
bit to 4.6. What do you think about this change, this drop?
290
T: Liberal is this one Involve novelty and ambiguity.
F: I think the drop is because I read lots of Hang on, let me think about it.
T: Liberal concerns ambiguity and maybe you can take a look at the
opposites on this side.
F: I guess the drop is because view let me see wait because of the
study method learned I have watched many different news reports and have
learned many different things and then I discover that behind these news there
involve many different views. Therefore, I wont just follow what the others
sayings. On the contrary, I dont follow the things reported or the descriptions laid
out. I will think over whether the content/sayings are correct, and then to decide
my own position. Therefore, I follow less on tradition and rules.
T: Just like the idiom Cho follows Sius rules ... just follow rules.
F: Yes.
F: Um.
T: Another area is executive thinking style where your score increases from 3.2
in the third test to 4.2. Executive is about the thinking style on clear instructions
and the actual working out of something. Why is there an increase; and is there
any relation to your discovered study method?
F: It is because the plentiful homework and projects. When we gather for projects,
I need to think about what to talk about first. When we write a paper, we also need
to structure everything well and clearly. Therefore, this change is related to the
homework I need to do.
T: Okay. As for the local thinking style your score falls from 3.0 in the third test
to 1.8. Your local score falls all the time right from the beginning. Your first test
score is 4.6, then, 3.6, and then 3.0, now 1.8. It keeps falling. Do you think it is
related to your discovered study method in NLP?
291
method, I dont pay much attention to details. I prefer more on the holistic ideas
behind.
T: I see. Lets look at another area anarchic. Your score was 3.8 in more than a
month before. It drops slightly to 2.6. Do you think this change is related to your
discovered study method in NLP?
F: Yes, its related. At the beginning when I started to view various news report
and to listen to different people reviewing those news, I accept all those ideas
straight forwardly. However as I have also mentioned just now, to be able to
think is very much related to ones concepts and the mindset. Therefore, as I
know what my ideas are, no matter how great in amount and how varied the
information I receive, I know what my thoughts are. Then, I need not to be very
flexible in viewing various things.
T: Okay. The last area of your change in thinking style is the external thinking
style. Your score falls from 4.8 to 3.8. Your score in this area is very stable in the
previous times. Do you think this change is related to your discovered study
method?
F: Its half related in the sense that when I listen to peoples ideas, there are so
many different viewpoints. It pushes me to find out my own viewpoints. When I
have found out my viewpoints, I wont care too much about what the others think
about me. I will then focus more on what I actually think and believe.
F: Yes.
T: Now lets focus on the score changes in the learning style. As revealed by the
score changes in the learning style in the past month, your surface learning style
doesnt change much, just change from 19 to 20. As for your deep learning style,
overall it doesnt change much too, around 42, 43. In what ways do you think is
this related to your discovered study method or your life events in this one and a
half month?
F: I guess the reason for its steadiness is related to my concept that study should
be in depth, so deep learning is constant. On the contrary, surface learning
changes from 24 at the beginning to 20 is because of the discovered learning
method. It makes me to release myself from concerning too many details, and
from spoon feeding all the self prepared factual information into my brain. Rather,
I would focus on whether I understand the information or not. Even though I may
not understand, never mind. What is more important is that I do know how I think
for the whole picture. Therefore, the surface learning score is lower. I wont force
myself just to rote memorize all things.
292
T: Okay. Here we also have our first and second interview records of 31 January
and 7 February. Do you have any comments concerning these interview data?
F: I feel that when I use NLP or the six step reframing process, emotion is an
influential factor. If I do not have steady emotions, even though I adopt this
method, the effect or the result will not be obvious. I feel that we have to be in a
very stable mood when using this method. Do not try to use the method if you are
very depressed. Otherwise, what you think under this framework is all blue and
hopeless.
F: Thank you.
293
Case 3 Ka Ho
First Interview
Data 1 February 2011_Ka Ho
T: Lets have an interview after finishing the six step reframing process. I would
like to ask what you see, what you hear and what you feel during the process. Can
you describe those?
K: I dont hear much. Mainly they are images. The images are voiceless even
though they are images of talk. I saw two scenes. The first one is in the library,
seeing myself studying. The other one is about some friends talking about the
academic results. At that time I feel some heat in my hands. Except this feeling, I
dont have other significant feelings. During the whole process, there are images
mainly.
T: Could you describe more about any of your other discovered experiences?
K: Yes, I do. You let me see the image afterwards. As I see my own scene of
studying, I find that Im more happy and relaxed. In my daily study, I always feel
nervous and worried about myself falling behind and worse than the others. When
I have a review, I find myself to be more relaxed and happier than before.
294
T: I see. How do you find the six step reframing process affecting you?
K: I find it making clearer to me what I have acquired already. That means it tells
me clearly that I have been as those have been mentioned are not very creative,
but still I have to follow those methods to see if there are any positive effects.
K: No the only one thing is that I have no idea about the tiredness during the
six step reframing process. I am a little bit tired.
T: I see.
K: The whole process is okay. I have done the NLP before, which is very very
very difficult in the thinking. But this one is quite it is easier than I dont
expect it is easier than what I have imagined for the emergence of images in
my brain.
K: Thank you.
Second Interview
Date 9 February 2011_Ka Ho
T: Hello, Ka Ho. It is the second interview with you after the six-step reframing
model. I would like to ask what you see, what you hear and what you feel in the
whole process.
K: In the whole process, I can hear nothing just like the last time. The feeling is
also nothing special. Last time, my hand felt a bit hot but I do not remember if I
had mentioned it last time. This time, there is not this kind of feeling. As for the
images the main difference is the location, changing from the library to home.
There is also a desk. On it there are articles instead of notes.
295
T: Yes, the process that you have experienced concerning learning. What stops
you from learning?
K: I think my limiting belief is that I dont understand what the articles talk about.
The reasons may be due to the difficult words or they are difficult to be
comprehended.
K: During the process there are some methods helping me to solve the problem.
One of the methods is reading notes and books or searching some information
from the internet to enrich my background knowledge. Then when I read the
articles, it wont be so difficult relatively as there are some difficult concepts in
the articles that he [lecturer] may not explain very clearly. Through this method, I
have clearer concepts when coming to understanding the content of articles, it is
much better. Another method that I discover is to read the first part and the last
part of the articles. Although this is the second method, ... it comes out when I
was asked later. But err as you have asked me the feeling in the process. I
dont have much feeling concerning this method. In the previous discovered
method I mention, that is reading notes, books or internet information to get
clearer concepts, which I have a more relaxation feeling even though it is not a
very great feeling. I feel less heavy. As for the feeling on reading the first and the
last part [of articles] the difference is not great.
K: They are quite okay, which means these experiences inspire me that besides
reading this or that way, there are other study methods that help me. I can try
although I may not succeed. It allows me an opportunity to try on other methods
and see if I can have better comprehension after trying these methods.
T: How do you think the whole process of doing this NLP six-step reframing
can influence you?
K: I think this NLP six-step reframing model affirms me with some methods. It
is quite like last time. Be honest it is just like last time I may have thought of these
methods. But I havent reinforces these methods. The practice of these NLP skills
helps me reinforce these methods which are only like a flash in my mind. This
skill recalls these ideas and reminds me that these methods can help me next time
when I come across the same situation. I can try them on, like that.
K: There is one thing that I did not mention last time. It asks about the creativity
and there is another part asking about the thing which limits me most. I find that
these two points are very very difficult for me to figure out. Which parts limit me?
296
You ask me about which parts of my body limit me. I really try to ask my hands
or legs, and have asked my heart, liver, spleen, lung and kidney. I ask them all but
still not much response from them. Therefore, I just use my common sense to
respond to this question because I cannot get response from my body. Then, okay,
it is my brain because learning is related to the brain. It may be due to my
background in science that I think that brain is responsible for the limiting
beliefs.
T: Okay.
K: Another thing concerns asking the creative part of myself. At the very
beginning I dont know how to ask because I dont know from where the creative
Ka Ho is. After that I tried to take a deep breath and I imagined that there is
another Ka Ho.
T: Okay.
T: I see.
K: The situation is quite funny that this imagined me does have gestures
thinking about what to do. Ah, he thinks he may do like way. I see these images
concerning the so called creative Ka Ho. It makes me to locate the methods more
easily because when I was asked for the first time to find the creative part of
myself, I dont know how to find out. How should I ask and find out? It was the
same last time but maybe I didnt mention it last time. I would like to say here
that I imagined another me there, and then to ask him.
T: Okay.
Final Interview
Data 26 March 2011 _Ka Ho
T: Okay, Ka Ho, lets have the final interview to see the experiences youve got in
this month and more since the NLP six step reframing practice. I would like to ask
297
if you still remember the study method you learn between the first and second
NLP practice.
K: For the first practice I mainly discovery the method of mind mapping in
organizing what Ive studied. I use the mind map to study. For the method used in
the second practice I focus on reading articles. I read some books to get a general
idea before reading the articles. Then I read the article, the introductory and the
concluding part, to get its main ideas.
T: Okay, thank you. Did you try using these study methods in this last month?
K: I havent used mind mapping in the past month because of the constraint of
time. During the last month there were examinations one after another, so I dont
have time for mind mapping. As for the second method of reading articles, I did
use this method but not as frequent since there are not so many assignments for us.
We mainly worked on examinations in the past month.
T: Okay. Did you try the six step reframing NLP techniques?
K: No.
T: Here we have an initial interpretation about the test on your thinking style,
showing all the three pretest and posttests about your thinking style, plus the
fourth one, the posttest just finished. We have four tables listed here. I would like
to ask you some details. The test shows that in your first pretest the global,
oligarchic and external thinking styles are dominant in you. Do you agree on this
conclusion by the professionals?
K: I agree on my global and external thinking styles but for oligarchy I guess as I
study in the university I have to finish many assignments in a limited period of
time. So, I need to do several tasks at the same time. This is the main reason.
Therefore, it may not be related to my study method.
T: You mean the learning environment in the university requires you tackle with
multiple tasks at the same time, results in your high marks in the oligarchic
section.
K: Yes.
T: Which method, instead of oligarchy, do you think is most in line with you?
K: I will say monarchic because my style is to focus on one thing first, and then
another, attend to things one by one. However, it is difficult in the university level.
298
K: Yes.
T: Lets have a look at the initial interpretation. Do you agree to your limiting
belief as reported?
K: I agree.
T: Do you agree to the discovered method in your first experiment with the NLP
six step reframing?
K: Agree.
T: Then, do you agree to the relationship of the first NLP reframing and your
limiting belief?
K: Agree.
T: Do you agree to the relationship of your initial you score highly in global
thinking, and the first discovered method?
K: Agree.
T: You agree.
K: Yes, agree.
T: Do you agree that your first discovered method may affect the change in
liberal style; do you see any relationship between these two?
K: Yes, they are related because liberal is about the tolerance on abstract
concepts. As Ive discovered the method of mind mapping helps organize some
abstract thinking to interrelated information, so it helps me understand the
meaning of abstract concepts.
K: Yes.
T: Do you agree, as stated in the interpretation report, about your first discovered
study method and the change in local thinking style?
K: Um, agree.
T: In the second NLP there discovered some of your new study methods, as
shown in the report, do you agree?
299
K: Agree.
T: Do you agree that these new methods are related to your limiting belief, too?
K: Agree.
T: Do you agree that these secondly discovered study methods are related to your
further change in local and anarchic thinking styles?
K: Yes.
T: Lets see We will go to the part on your study process questionnaire ~ about
learning, in the interpretation report. As shown by the learning data, it is obvious
that your surface learning style among all the cases, there is a slight increase at the
beginning, when it comes to the fourth time it becomes constant. As for the deep
thinking style, it increases slightly in the beginning, and then it drops a bit. Then it
increases a lot to 34 at last, which is 29, 33, 27, and then to 34. I would like to ask
how you would explain these data.
K: I guess surface learning because the subject I study requires me to use rote
memory. Therefore, there is no great change in surface learning because this is a
requirement of the subject to memorize the content. As for deep learning, there is
an increase in the beginning because mind mapping makes me clear about
concepts. Mind mapping helps my deep learning. A later drop may be possibly
because I didnt use this method that week and my secondly discovered method is
no longer mind mapping but rather, how to read articles. To read the beginning
and the end of an article, so there is a drop but I am not very clear why it is so.
In the later times until this fourth time there is an increase in deep learning, I
guess the main reason is during this period of time I got chances to read
articles. I know more deeply of the subject. I find that contents being understood
are easier to be memorized. This may be the reason. In addition, there are
examinations during this period. I have to find methods of memorizing things, so I
think maybe if I can spend more time on comprehension, it will be easier for me
to memorize.
T: I see. Lets shift the focus to the change in thinking styles in this month. I find
that from the third thinking style test to the fourth one, the one we have just
finished, there are some interesting changes as below. In the third time the
legislative of 5.8 falls to 4.8. How do you explain this?
300
K: Err.
T: There is an obvious change in liberal, too. It changes from 5.4 for the third
time to 4.4 the fourth time. What do you think about this? 4.4 is also like your
original score in the first time. Why is there such a change in liberal?
T: In the third case local is 3.2. It goes to 2.4 in the fourth test a month later.
How do you interpret this change in data?
T: I see. It can be seen that monarchic has a slight change from 5.0 in the third
test to 4.4 in the fourth test, a slightly drop. What do you say about this change?
T: As I can observe in the third test monarchic increases from 3.8 to 4.2, a slight
increase. How do you see the change in this area?
T: Thank you. Do you have any comments about the previous interview data?
301
K: No.
K: No.
K: Not at all.
302
Case 4 Rammy
First Interview
Data 31 January 2011_Rammy
T: Rammy, its very happy that we can have an interview about the six step
reframing process. I would like to ask what you see, what you hear and what you
feel in the whole process.
R: I see the scene of myself having lesson. I feel the weight of my head, and then
I feel ... During lesson it is rather stressful because many contents are taught once
and for all. After that I ask myself and get some answers. I feel relaxed then, but I
havent practised and dont know if it works.
T: I see. There are some things impeding your study. What are they?
R: My thinking is a bit confused. And I dont know very well about the things I
have to learn. That means I dont quite know what to do. I dont know where to
start to study.
R: Um um um um.
T: Why?
T: What are the effects of the six step reframing process to you? How are they
affecting you?
R: The six step reframing process allows me know about the obstacles to my
study, which are quite unknown to me. I dont quite feel these obstacles. Also, it
lets me know the difficulties in my study no anyway the blockage to my
moving ahead.
303
T: Do you have any other comments?
R: After that in my lessons, I will try out seriously the answers Ive got just now.
R: Yes.
R: What I get is that before lessons I prepare for the contents of that lesson in
order to allow myself to have some ideas first. This can help relieving the sudden
accumulation of many things and I can have a more relaxing lesson. After the
lesson, I also revise what is taught. This helps to reduce the future burden by
spreading out the study materials across a longer span of time.
R: Thank you.
Second Interview
Data 7 February 2011_Rammy
T: Rammy, nice to have finished the second six-step reframing and we have an
interview with you. I would like to ask in the whole six-step reframing process,
what you see, what you hear and what you feel.
R: I see the situation that I attend lecture this morning. Then I feel in both
hands and my head lacking of strength and a bit numb but the degree of weakness
and numbness is not that great as that in the first practice of the NLP skill. Then
Terry teaches me to take deep breath to inhale some strength of power to my
hands. I do feel there is strength in my hands and the weakness in my head
disappears. After that I look back at the situation attending class this morning, I
have less feeling of resistance. The feeling is good. I do not feel any great either
likeness or dislike of having lesson. I incline to have positive feeling.
T: I see.
R: As for the part which asks about the creative part of myself My [solution] is
that I can search some relevant information outside lecture time especially videos
304
in order for myself knowing better. Videos are more interesting and easier to be
remembered. I think this method is not difficult and must be more interesting than
simply reading words. Then I ask myself once more that if next time when
lecturers play videos, I will pay more attention to the details and will mark down
important points as the videos chosen by lecturers will be good and most helpful
to our study. I think it is just paying more attention in class, should not be that
difficult. I believe that the two methods I have discovered are highly possible. I
can easily switch on the computer and get those related videos. It should not be
difficult to find. Basically thats all.
R: I guess this discovery makes me understand that I can learn in a more relaxing
way. I dont need to read words, notes and books deadly. I can have something
which is lively and interesting. I myself am impatient to reading words. When I
have to read a lot of words, I will just skim through my reading and skip quickly.
For a five or six minute video may present a few pages of information. It shortens
the time.
T: I see. How do you think the whole process of doing this NLP six-step
reframing can influence you?
R: I will try to apply the discovered methods inspired by this NLP six-step
reframing in the future.
R: Thank you.
305
Final Interview
Data 19 March 2011 _Rammy
T: Rammy, I would like to have the final interview with you about the whole
process of the two NLPs conducted last month and then some changes after that.
Firstly let me ask if you still remember the discovered study method learned in the
two NLPs last month? Do you remember?
R: I remember. In the first NLP I learned that before each lesson I can pre study
the notes. After each lesson I may also review the whole lesson about what the
lecturer has taught. In the second NLP I learned that whenever videos are played
during lecture, I should pay great attention to those videos. It is because since a
video is chosen to be played by the lecturer, it should be helpful to us. I can also
search from the internet for videos about some concepts I dont understand,
because for me videos are better than words in the sense that videos impress me
more and facilitates my understanding and comprehension.
T: Thank you. During the last month have you tried these discovered study
methods?
R: Yes, I have.
R: I study the notes before lessons, and then revise them once more after the
lesson. As for videos um Last week we had a test. I got a concept that I
didnt quite understand. Then I search from YouTube to see if theres any video
talking about that concept. There was, and then I viewed it, like that.
T: Did you redo in the past month the method of the six-step NLP reframing?
T: Okay. Here we have a set of records about your changes in the thinking styles.
You have done altogether four questionnaires. I have done an initial interpretation
from these records and would like to ask for your ideas and comments after
reading this report. As revealed by the report you are strong in three thinking
styles of legislative, executive and oligarchic. Do you agree that you are
strong in these three types of thinking styles?
R: Agree.
306
T: It is seen from the report that there are some changes in the process especially
during the fourth month. Oh, no, sorry. The changes are particularly obvious after
this month. The changes are obvious in the fourth test. Several points are
highlighted. We may talk about these results first. Lets say your legislative in
the third test was 5.0 and it was very constant at 5.0 all the times. Then it changed
to 5.6. Do you think this rise is related to your study method? Or, is there other
events affecting you?
R: I think this is not related to academics. In this past month I use to love
dancing very much and I teach the youths dancing. Recently they asked me to
design a dance for them. Therefore, during this month I have to think of the
gestures, motions, and the stage effects. Since I focus a lot on these areas, maybe
it helps increase my creativity. It may not be related to the academic study.
R: Um.
T: Ive also noticed that your oligarchic is changed from 5.2 to 5.6 this month.
Do you think ? Oligarchic means you have lots of tasks. I believe that you
know what it means after coming across the information just now. Why do you
think you have such an increase in this ability? Is it related to your discovered
study method and your academic study?
R: I feel that it is related to academics because there were ongoing tests, projects
and assignments in the past month. Obviously, all these have to be done
simultaneously so as to be completed before deadlines.
R: Um.
T: It is also seen from the figures that in the past month your hierarchical that is
about grades and ranks. In this aspect youve got a slight change, too, from 4.8 to
5.2 in the hierarchical change. Do you feel that it is related to academics of this
month, or other things?
R: I think it is related to what I have just mentioned that there were many tests,
projects and assignments in the past month. Therefore I set up a schedule
according to the deadlines and should complete the task of the earliest deadline.
R: Um.
307
T: I see. It is also shown that the local which means regional and restricted
changes from 3.0 to 3.6. This 3.6 is close to your 3.4 again in the first test. What
do you think can explain the change in local?
R: I think it is related to academic study. In the past month I was doing a project
with some classmates about the developmental delay of a child. We did an
interview with this child. We videotaped the interview. After the interview we
divided the work among us. Each of us does involves in certain parts. I guess the
score change may be due to this reason.
R: Um.
T: I see. Another area is conservative. Your score in this area changes from 4.2
to 4.8. What do you think has happened attributing to this slight increase?
R: I think for our project each group has to see the lecturer and let him/her
know what we have done. When we meet him/her, he/she has amended our
presentation method and has suggested some changes to us, so that we have a
much clearer outline to the audience when we do the presentation. We do have
followed his/her suggestions and amended a little bit of our presentation.
T: That means to follow some rules from the lecturer. And this may explain this
slight change in score.
R: Yes.
308
R: I think during the period that I learn about NLP, the semester has begun for 2-3
weeks. I think if I learn NLP before the start of semester, the result may be better.
Because the semester has already begun and something has been taught but I still
havent learnt NLP, so I feel that new contents are continuing upcoming but what
have been taught are still not well learnt. Stress comes from this.
T: Is your stress due to that you are still not yet adapted to the new learning mode
in the new semester?
R: Yes.
R: Um. Usually as I come across some new concepts or new tasks, I will feel my
inability to start those. I need some time to warm up, get used to the scope, and
then I will start to be running smooth.
T: Okay, I see. Another guess is that you may not believe in two things. The first
one is the NLP skill and the second one is your discovered method or your ability
in using this method. As a guess, therefore, it leads to the small changes of the
data in the first few tests. What do you think these guesses?
R: I believe in NLP but I rather doubt my ability in working it out. I also believe
in what I have discovered in NLP.
R: Um.
T: Rammy, lets look at the part on the learning questionnaire. Altogether four
learning questionnaires are done. For the first three times your deep learning score
is all 22. Then in the fourth time it is 26 after one month. The surface learning
score is 31, 31, and then it falls a bit in the third time, 26, and then in the fourth
time after one month, it goes back to 31. What will you say about this trend? Why
is it so?
R: Um err
T: May be we focus on the deep learning. Deep learning score does not change at
the beginning. One month later the deep learning score increases. What happened
in the month that made your deep learning score increase?
R: I said that in the second NLP I learnt the method of using video in helping my
study. I have mentioned that in the past month we had projects, and then we
videotaped the child. After that I viewed the video and performed analysis. I think
this is helpful to my deep learning.
309
T: Okay. Why the surface learning falls? That means you use few rote memory
learning. Then after one month the surface learning rises again to the original
level. What does the rote memory learning happen to you during the past month?
R: I have mid-term test in the past month. I need to study. As I study child
development, lets say at what age a child walks, at what age it does this, and at
what age it does that. These are factual information. I can just rote learn, no
comprehension.
T: Rammy, do you agree to the two previous audio taped interviews that a set is
given to you for review?
R: I agree.
T: Do you have anything else to add to all the questions we have discussed so far?
Anything else comes out from you?
R: No.
R: Youre welcome.
310
Case 5 Lawrence
First Interview
Date: 10 August 2011 _ Lawrence
L: I saw two images of myself. One was that I was sitting in front of the desk in
my study room. I was reading the dissertation of other people and taking them as
reference materials. Another image was Oh let me add more information on the
first image. When I was reading the reference materials, I felt tired and wanted to
close my eyes. So I tried to move my hands and write. Another image was a
similar one with an image of myself, a desk and a chair. Also, there were some
reference materials on the desk. The only difference was that it happened in my
office as I sometimes do the research in my office. And hence, there were two
images. I didnt hear any sound but I could only see some pictures.
T: What have you discovered during the NLP six-step reframing practice?
L: I have discovered that I have a skill. But Im not sure whether this is a skill or a
new discovery. Humans usually use their eyes to look at things and hands to write.
For me, my eyes always get tired when I read. However when we input some
information, we can only use our eyes so even I get tired, I cant let my eyes
closed. I have discovered a new method of letting my hand write something
automatically even my eyes are closed. So I dont know if this is a new discovery
but I have never tried this method in doing my research or having such thinking
style in my daily work. Or I can really try out this new method because there is a
saying in Chinese Success comes from trying.
T: Do you mean that your new discovery is a new learning method, which even
you feel tired, your hands can give you some inspiration on your work?
L: Yes, you are right. In my view, I did not try this method before so this might be
a new method that I can use in my learning. But for other people, this might not
be new to them as they could have been trying out such practice in their work.
Therefore, for me, after the six-step reframing practice, I might try out this
method if I feel like doing so when my eyes get tired.
311
L: Sure! I like this. It is because I did not think of this method in my logical
thinking consciously. I discovered this method from my unconscious mind. And it
seems that such new discovery has no harm on me, so I think it is good.
L: Firstly, about what kind of influence brought in was that it helped me discover
a method that I have never thought of. Although Im not sure if this method is
effective on me as I did not try this method before, I believe that Success comes
from trying which I have mentioned just now. And the second question is?
L: At the moment, I havent tried this method so I dont know if it is useful for me
or not. But how it influenced me was that I could gain a new method in learning
and I can try out such discovery which I has no experience on is quite good. And I
will treat this method positively and naturally as it appears no harm on me and
might eventually bring me some unexpected outcome.
Second Interview
Date: 17 August 2011_ Lawrence
T: Hi Lawrence. Nice to have an interview with you for the second time. And I
would like to ask, what did you see, hear and feel during the whole process of
NLP six-step reframing in learning?
T: What have you discovered during the NLP six-step reframing practice?
312
try to write down my thoughts of my study; for example the page number of the
book that I have read till. Another method is that I can try to speak out the key
points of my thoughts to remind myself before talking to the others. I think the
two methods are quite accessible to me.
L: In the six-step reframing process, I have already asked all parts of my body
about the two discovered methods and my body parts think they are acceptable.
However, the methods might not be totally satisfactory as there might be some
better methods to deal with my obstacle. But at the present moment, I cant find
any other methods so my body parts are satisfied with the new discovery.
L: Yes there might be some, but at the moment there arent any better ones.
T: How do you think the whole process of NLP six-step reframing can
influence you?
L: Before that, I didnt really think of the ways to overcome my obstacles. I didnt
think thoroughly on how to deal with my thoughts when people approach me
while I am concentrating on my thinking. I think it comes naturally that I will put
away my thoughts when people find me. But after the process, I have discovered
some methods that I have never thought of. Now I know I can write down the
page number of the book that I have read till or speak out the key points of my
thoughts to remind myself before I talk to the others. I think these two discoveries
can help me later on to deal with such situation.
T: Ok. Its such a nice interview with you Lawrence. Thank you very much.
Final Interview
Date: 18 September 2011_ Lawrence
T: Hi Lawrence. Nice to have a final interview with you. And I would like to ask,
can you remember the study method(s) that you discovered during the practice of
the NLP six-step reframing a month ago?
313
L: There are a few types of my study methods. One of them is Ok. As I have
mentioned before, when I feel tired after studying for a period of time, my eyes
need to take a rest. And when my eyes are closed, I can at the same time try to
write and jot down my notes. But I found out this method is not comprehensive
enough. There are some steps I would like to add in this method. I discovered that
in my mind, I would first brain storm my ideas and it might take for a short or
long period of time during the brain storm process. After that, I will write down
the points that I think they are important. Writing down the important points
serves as a reminder as I know that my short-term memory can disappear quickly.
If I dont write them down, I will easily forget my ideas.
T: Ok. So you have also discovered the second method, do you remember what is
it?
L: The second method that I have discovered is that my thoughts will be easily
distracted by the environment surrounding me. So if I try to use such method, it
can help me avoid most of the disturbance.
T: Have you used the study methods that you discovered in this month?
L: Yes, I have tried to use these study methods in the previous months. But I want
add that I didnt use it on purpose, but I believe that I have used the methods
randomly without noticing it. I cant tell you how many times I used these
methods, but I believe that I did try.
314
T: So you have just read about the preliminary interpretation of your thinking
style test. And it seems that you would like to make clarifications on some parts
like practice of the first NLP six-step reframing right? What are your comments
on your set of data about the Thinking Styles tests?
L: Actually what has been written on the interpretation is correct, and I would like
to further elaborate on this. I think the more effective study method for me is to
first brain storm my thoughts and ideas. Whatever the ideas are appropriate or not,
I will then scan through the ideas in my mind. After scanning out those useful
ideas, I will write them down on a piece of paper. The whole process helps to
create a more effective study method rather than only writing down the ideas. As
my brain works quickly that some information which has been processed will be
easily forgotten. Therefore I need to immediately write down my thoughts. To
summarize, there are two steps I would like to add, first is to brain storm the ideas
and second is to write down the useful ideas.
L: Yes, basically I agree with all the reported data of the interpretation.
T: Ok. And I would like to ask for your feedback since we have just completed
the fourth posttest which was the final Thinking Styles test. What do you think
about the changes happened between the third and the fourth posttest? I have
observed the legislative score changes from 6 to 5.2. What do you think about this
change?
L: I think the reason behind the legislative score drops is because during this
period of time, I was mainly working on the research methodology. And generally
I think the research methodology is quite mechanical which does not require too
much on my creative thinking. Somehow I think this part is quite operational and
it doesnt require my creativity. Therefore the legislative score might drop. (08:40)
T: I have also observed your executive data in which the score drops from 5.6 to
4.6. Why do you think there is such a change?
L: Ok. Why would type 2 executive score drops? In my view, I was previously
working on a full-time job but now it has been reciprocated. That is my major job
is now changes to part-time and Im now full-time in doing research. Doing full-
time research doesnt require too much on following the rules or guidelines. On
the contrary, I only need to follow the guidelines for my part-time job during
nighttime. Therefore it can be explained the reason why my executive score drops
is mainly due to the guidelines lessen.
315
T: Ok. I have also noticed the external score drops from 6.6 to 6.2. How will you
explain such change?
L: Ok. Why would type 3 external score drops? My view is similar to the reason I
have just mentioned. It is because my current full-time job is doing research while
my part-time job is teaching. In addition, my full-time job does not require me to
communicate a lot with my colleagues. The external score was previously higher
was because I needed to contact quite a lot with my colleagues in my teaching
administration job. And at present I can concentrate on my research so I guess that
is the reason why the external score is now lower.
L: I think generally Im now quite clear about the research requirements and what
does it need from me.
316
Case 6 Jeffrey
First Interview
Date: 5 October 2011_ Jeffrey
T: Hi Jeffrey. Im happy that we have completed the six-step reframing for the
first time. So this is the first time to have an interview after this. And I would like
to ask, what did you see, hear and feel during the whole process of NLP six-step
reframing in learning?
J: Ok. When I closed my eyes, I thought about the image that you asked me to
imagine. I imagined a situation when I was working on something and my mind
was disturbed by the other stuff.
T: Can you elaborate clearly the thing that you were doing inside the image and
what kind of stuff disturbed you?
J: Ok. What I saw was what I first saw wasummfirstly I was working in
my office, working on something very important. But suddenly something passed
through my mind or appeared in front of my eyesight in which they wanted to
attract my attention. These attractions distracted me easily and made me do other
things. Then at the same time when I wanted to deal with the things in my second
thought, another third thought came into my mind. And then I started to deal with
the things in my third though. Eventually I found out that I should be doing the
first thing in my mind.
T: Ok. I understand. So could you find a way to solve the arising problem?
J: Whether I could find a way at first I could not until you asked me to use my
creativity and see if it could give me a hint, it really helped me to find an idea to
overcome the problem.
T: So can you tell me more about the concrete method that you have discovered?
J: The first method I have discovered is to ignore the thoughts. That means even
they pass through my mind or appear in front of my eyesight I will just ignore or
not look at them. But then when you asked me if the thoughts were disturbing me,
I would think they were. One of the obvious reasons was because Im afraid that I
would miss something even more important. Secondly, I have tried to use my
creativity to see if I could find any methods to solve the problem. I have
discovered another method is to allow myself to look through my thought and
decide whether it is important or not. If I think it is not that important, I will just
put it aside. However, when I think deeply and consider my other concerns, I will
317
still feel insecure. It is because even though I think my thought is not important at
this moment, after some time it might become important and I will miss it out.
T: So have you discovered a final method which you think its successful and
satisfying?
J: Ok. The final successful method is to build up a system with different storeys
which is like a drawer, or a box, to manage the new thoughts which come through
my mind. I will classify the thoughts into different priorities: the most important
thought at the top and the least important thought at the bottom. There may be
more kinds of classifications, for example, colors, etc. and actually I have not
thought of this too much in detail. But I have a new idea about how to put my
thoughts into the drawer and where they should be put initially. After that I will
feel much more secure to deal with the thought placed at the top and wont be
distracted by the other less important thoughts or disturb my ongoing work.
T: Are these the methods of all? Or do you have a discipline that guide you how
to work on the methods?
J: No. To further think about the method, Im afraid that the thoughts that I have
stored cannot be updated because I did not manage the system or the drawer very
well. The information stored inside system may not be able to reflect my current
situation. Therefore I think of a method to solve this problem by managing the
system every day: to reprioritize or to check whether the orders of the thoughts
are still correct or not. After regulating the system again, I can have the most
updated system to follow when I get back to my office to work.
T: Do you mean that your new learning method is to build up a mental picture of a
drawer with different storeys and to place your flying thoughts into different
storeys according to different priorities of importance? You will also update the
stored thoughts every day so to decide if the information is useful or to find out
those you might have missed out, right?
J: Yes.
T: Why?
318
focusing on a particular work since the other thoughts have already stored in the
drawer.
T: Ok. How do you think the whole process of NLP six-step reframing can
influence you?
T: Ok. Very well said, Jeffrey. Thank you for the interview.
Second Interview
Date: 13 October 2011_ Jeffrey
T: Hi Jeffrey. Nice to have an interview with you for the second time. And I
would like to ask, what did you see, hear and feel during the whole process of
NLP six-step reframing in learning?
J: Of course I dont like this experience and therefore I want to find some methods
in order to solve the problem.
319
T: So are there any methods to solve the problem?
J: The first method I have discovered is to defer the problem. I can tell my
colleagues to wait for a while and give me some time to deal with the matter that
sooner or later I will get back to them. The second method is to have a balance
in my heart and I need have a clear standard to decide what is right or wrong, to
think clearly what the situation is actually about. As a result, the relationship with
my colleagues and my emotions wont lead to an imbalanced standard.
T: So throughout the NLP six-step reframing process, can you conclude all the
useful methods?
Secondly, I need to put my focus on joy and peace not only the relationship with
my colleagues, but to put more on my religion, that is my faith in God and words
of God. It is because the relationship with God is eternal and never changes while
with my colleagues, the relationship is not totally reliable and will change.
T: How do you think the whole process of NLP six-step reframing can
influence you?
J: The NLP skill helps me firstly calm myself down, it provides me a calm
environment to help me clear the unnecessary information in my mind and helps
me focus on the current matter that I need to solve and think about how to solve it.
In daily life, there are lots of different kind of matters which disturb me and
makes me cant concentrate on dealing with one certain matter. Therefore, this
method helps me to organize and structure the information in order to solve
problems. Secondly, it broadens my horizons in thinking the new methods easily.
It also makes me to be more open to accept new things and inspirations which
320
make me become more open-minded and creative and not to let my thoughts
restrict to a fixed frame.
J: The NLP skill also helps me to have a peace of mind. I feel peaceful after
having some methods to solve the problem.
Final Interview
Date: 13 November 2011_ Jeffrey
T: Hi Jeffrey. Nice to have the final interview with you. We are going to talk
about your condition after taking the NLP process in the last month. And I would
like to ask, can you remember the study method(s) that you discovered during the
practice of the NLP six-step reframing a month ago?
J: Yes, I remember.
J: During the first NLP experiment, the method I discovered was to build up an
excel table or a drawer with different boxes to store different tasks so that I can
prioritize them. In the second NLP experiment, I discovered three methods to
solve a problem. The first method was similar to the previous one which was to
build up an excel table to store the useful information needed in solving a problem,
making a decision or assessing the situation. The second method was to build a
balance in my heart. To solve a problem, I need to base on the standard of the
balance to decide whether the situation is sensible or not, is right or wrong. The
third method was about the criteria in setting the standard. I think the standard
was set according to Gods words.
T: Have you used the study methods that you discovered in this month?
J: Yes, I did.
T: Ok. Have you practised the NLP six-step reframing in this month?
J: Partially I did practice one to two steps, but I did not practice from the first to
the sixth steps.
321
T: And do you agree with the comments on draft interpretation report about your
previous two reframing tests?
T: Yes.
J: I think I have a much busier workload in recent month which I have to deal
with more unexpected and urgent tasks. Therefore, this made me more difficult to
look at the global picture among the different tasks. As a result, the score dropped.
(04:01)
T: Ok. So why do you think the hierarchical score would drop from 7 to 5.6?
J: Theres the same reason behind the drop of the hierarchical score. Since I have
a busier workload and more urgent tasks to deal with, the original control level
that I used to prioritize the tasks is not enough for me. That means the
prioritization level of the tasks cannot really help me to manage all my recent
urgent tasks. And therefore I was less able to prioritize my work.
T: Ok. So why did the score of the executive think style increased from 3 to 5?
How did you explain such rise?
J: This related to the nature of the more concrete tasks which I have worked on
recently. I have dealt with a number of cases of the customers enquires and I
have helped them by answering their questions. So I just work according to their
enquiries.
T: Ok. I understand. I also discover the score of your oligarchic thinking style
increased from 4.8 to 6.2. Why do you think theres such a rise?
J: Its because the hierarchical score dropped due to the lack of prioritization. And
that means I was not familiar with the current status of the tasks. In other words,
there were fewer priorities which fit in the definition of oligarchic.
322
T: Do you have any comments to the above questions?
J: No, I dont.
323
Case 7 - Ivy
First Interview
Date: 15 October 2011_ Ivy
T: Hi Ivy. Im happy that we have completed the six-step reframing for the first
time. So this is the first time to have an interview after this. And I would like to
ask, what did you see, hear and feel during the whole process of NLP six-step
reframing in learning?
I: Actually I saw my car in my home. So the car appeared and I was on my car. In
fact I was quite afraid. There were several screens flied over me. One of them was
that I was afraid of driving as I feared colliding with the cars coming towards me.
When I encountered such situation, I would maneuver my car in order to keep
away from the coming car. For me, this is an unchanged habit. The second screen
was that I traced back my experience of helping someone to drive. The car was
borrowed from my friend. I nearly broke the tier of that car. The whole incident
was quite scary and after that I was quite reluctant to drive. So now when I look
back, I understand why I seldom drive again because Im afraid of these incidents
will happen again.
T: What have you learnt during the NLP six-step reframing practice? Anything
struck you?
I: I have learnt that I really want to drive to the destination safely but Im afraid of
having similar incidents happen again. Therefore I do not dare to drive at present.
I: Yes.
I: Yes.
T: Ok. So have you discovered any methods to overcome this limiting belief?
324
T: That means the method you have discovered is to learn more from your elder
brother about how to drive, to observe more so that you can learn it.
I: Yes. And just now towards the end of the process, there was another screen
flied over me. I discovered that I can play more DV games on driving.
I: Yes, and this appeared at the very end of the process. After everything were
agreed.
T: That means after the agreement of the NLP six-step reframing process?
I: Yes.
T: And theres another signal about playing more DV games about driving.
I: Yes.
I: Yes.
T: Good. Very good. It means there are two methods you have discovered.
I: Yes.
I: Yes, I like it. But I think the first one did not work very well. I always
practised this method in the past.
T: You are talking about the first method, right? To observe more on your elder
brothers driving.
I: Yes.
325
T: Do you want to play more games about driving to improve your driving skills?
I: I will try.
T: How do you think the whole process of NLP six-step reframing can
influence you?
I: How it influences me
I: I would pay more attention especially to the details. Maybe in the past I
seldom pay attention to the details. I would focus on the large picture such as the
road but I would neglect some minor stuff such as [the details of the driving style
of my brother]. Im too focused on the cars driving towards me and I do mind
about the cars staying too near me such as on the one lane-two way. Im fear of
driving out of the white line which I always care about this kind of stuff.
T: I see. So this NLP six-step reframing can help you think about the details,
right?
I: Yes.
Second Interview
Date: 22 October 2011_ Ivy
T: Hi Ivy. Nice to have an interview with you for the second time. And I would
like to ask, what did you see, hear and feel during the whole process of NLP six-
step reframing in learning?
I: I saw I was in the ward standing in front of the medicine trolley and I was
holding the distribution board. I was doubting whether I should distribute the
medicine to the patients. I was afraid of such action.
T: Was there any limiting belief that you would like to learn during the process?
326
I: Limiting belief
I: I would like to learn how to distribute the medicine correctly but Im afraid of
distributing them wrongly its because when the patients medical situation
changes, the medicine that was at first arranged for him/her might not be suitable
anymore. In addition, I need to seek for the doctors help because I do not know
what to do.
I: Yes. I have discovered that I can actually discuss the situation with my group
mates or staff. For example I can discuss the medicine interaction with my study
group. Through discussion, I can remind myself the useful information which I
need to remember. Then, I can try to recognize the medicine which has similar
appearance or name and how to distribute them. When I have finished
memorizing this factual information, I need to study some of the cases to know
more about how to deal with different real situation which are all about
application.
I: Yes, I like it. It is because I used to study through rote memory which made me
feel really hard.
T: I see. How do you think the whole process of NLP six-step reframing can
influence you?
T: I see.
I: So maybe by listening and speaking, I can learn better than just reading the
words.
327
I: Anything to addIn the past, I focused very much on rote memory in which I
would somehow neglect the other possible study methods. Maybe when I get used
to one method, I will continue to adopt it. Now I discover that I could try to
modify my way to do the same thing.
Final Interview
Date: 22 November 2011_ Ivy
T: Interviewer
I: Ivy
T: Hi Ivy. Nice to have the final interview with you. We are going to talk about
your condition after taking the NLP process in the last month. And I would like to
ask, can you remember the study method(s) that you discovered during the
practice of the NLP six-step reframing a month ago?
I: Yes, I remember.
I: The first NLP experiment was about my driving problem. I discovered I can
observe my elder brothers driving to learn from his driving skills. Another
method was that I could play some DV games about driving to improve my
driving skills. The second NLP experiment was about the distribution of medicine.
I need to let me think about it I need to discuss the medicine issue with my
classmate, to recognize the appearance of the medicine and some detailed things
about them. And then I need to apply what we have discussed on the real case.
T: Have you used the study methods that you discovered in this month?
T: Ok. Have you practised the NLP six-step reframing in this month?
I: No, I havent.
T: And do you have any comments on the interpretation report about your
previous two reframing tests?
I: I think the analysis of the report is quite similar to my learning styles. I think
they are reasonable.
328
T: Do you have any comment on the interview data?
I: No, I dont.
T: Ok. So referring back to the final posttest Thinking Style 3 questionnaire data,
I found out that some data has slightly changed throughout the previous months,
for example, the Local score. What do you think about the slight change of the
Local score?
T: Ok. So why do you think the Oligarchic score would slightly change?
T: Ok. I also found that External is one of your strengths. So why do you think the
External score would slightly increase?
I: May I ask, if it turns out the result is consistent, does it mean that the effect still
exists?
T: Yes, I guess if the consistency holds for a month, the effect still exists. Ok?
I: Ok.
329
I: I want to ask one more question. Does it mean that for the appeared dominant
styles, as long as I follow my existing characteristics to learn, my progress will be
quite effective?
T: Yes, in my opinion, it will be better for you if you follow your dominant styles
to learn.
I: Ok.
I: No, I dont.
330
Case 8 - Heaveni
First Interview
Date: 5 November 2011_ Heaveni
T: Hi Heaveni. Im happy that we have completed the six-step reframing for the
first time. So this is the first time to have an interview after this. And I would like
to ask, what did you see, hear and feel during the whole process of NLP six-step
reframing in learning?
H: Ummat first I saw myself sitting on the tables inside a secondary school
classroom. Then, I sat there and lay my face downwards. Later on an image of a
computer flashed through my mind. So this was the initial picture. And I felt quite
nervous and tired. It was because the environment made me ready to do
something.
T: So was there anything that you wanted to learn but stuck you?
T: What learning method have you discovered during the NLP six-step
reframing practice?
H: What method I have discoveredI discovered there were a few steps to carry
outI could first read the guidelines or regulations, often I could not understand
them or did not want to put effort to understand them. But then I found out
thatok, at least I have carried out the first step, for the second step I would ask
other people how to do the task if I did not understand. After I have asked the
others, I would combine the concepts and the practical sharing since the other
people would tell me about their working experience. Combining all these I might
be able to find out the solution.
T: Ok. I see. That means your discovered method was to first read the guidelines
and instructions, and then asked the others, so it would be made you feel easier
and suitable to work out the solution.
H: Yes.
331
T: Do you like your discovered experience? Why?
H: Yes, I like it. Umm it seemed more concrete to tell myself how to work step-
by-step. And it consisted of two things. In the past, when I encountered some
difficulties, I would ask the other people for help first. However, different people
had their own opinions, I did not know which should be the correct one. So now,
it is the contrast. I would first read the basic rules or regulations to grasp the
founded concepts. After that I would ask for the others confirmation to know
more about the details. This would give me some concrete ideas on how to carry
on the next step.
T: Ok. How do you think the whole process of NLP six-step reframing can
influence you?
H: Ummnothing special. But the picture I saw just now was similar to the steps
I mentioned. The steps were more concrete in telling me what I should do. It was
just like walking along the way, I need to first prepare for it that I have to hold the
map in my hand. I have to study it and try to walk. When I do not know the way, I
can still talk and ask the other people. Then I will be able to find out the route.
Second Interview
Date: 12 November 2011_ Heaveni
332
ask, what did you see, hear and feel during the whole process of NLP six-step
reframing in learning?
H: Umm I myself wanted to plan the timetable well. At first I saw an image of
a timetable, with empty tables and nothing written on it yet. The empty tables
seemed quite vague and did not have much action to be taken. And I thinkas
we have mentioned what struck meso usually there are some sudden events
happen or some people contact me and want to ask me out for mealall these
will disturb my plan. For example, I might have already planned to take a rest, but
then it turned out I have to meet the others. And in the process, my ear has
informed me some signal; very often I receive phone calls from the others, the
sudden events happened because I received those calls or meeting my friends
because I received their calls so it really depends on my ear to complete my
timetable and to plan my daily activities. This really matters as I do not really
know how to reject the others. So when I hear some people want to meet me, then
I would have already changed what I have first planned.
T: I see. Can I describe your limiting belief in this way? You wanted to learn
planning your timetable well but some sudden events like people inviting you to
go out and have a meal would disturb your learning, which made you cannot
listen and learn well.
H: Yes, I will.
H. Yes.
T: What learning method(s) have you discovered during the NLP six-step
reframing practice?
H: What I have discovered ummas I have mentioned just now, there was
another part reminded me that I could use my creativity to act out my plan. The
part was my knee. I think that the knee could bring out a lot of energy like to get
ready to take action. It reminds me that I have to write down my timetable
systematically and I should change my targets into some short tasks, so that I
could complete them easily. But the struggle is that some tasks are really not that
short. At last I was told that the big tasks could actually be divided into smaller
parts. I could first achieve a particular part in order to work out the next step. Yet
in this process I still have some struggles about having too much workload that
make me feel tired. The whole thing does not only involve my ears, but my
shoulders are also telling me that I am tired and it may not be possible for me to
complete all the tasks. But then suddenly there is a flash in my mind reminds me
that I can let myself have a half day rest, during that half day, I should not to
arrange any work for myself to do, so that I can gain back some energy.
333
T: Can I describe your discovered learning methods in this way? Firstly, you need
to plan some short term tasks in your timetable. Secondly, if there are long tasks,
you need to break them down into smaller parts. Thirdly, you need to arrange a
half day rest once in a week so as not to make you too tired.
H: Yes.
T: Why?
H: Actually I think I had a thought of these methods before, but I did not have
much strong belief and confidence to work it out. Then I saw a picture about I
started to fill in the timetable, as it was a blank timetable at first with empty tables.
And I started to hold a pen and fill in the timetable to arrange my routines.
T: How do you think the whole process of NLP six-step reframing can
influence you?
H: I think it helps me to understand how to work out something step by step. And
it also helps me to find out my struggles, foresee what will obstruct me, what will
affect my plans. Throughout the struggles, I can find out the solutions to lessen
the influence bring from the obstacles. As a result, I can carry out my plan more
smoothly.
Final Interview
Date: 9 December 2011_ Heaveni
T: Hi Heaveni. Nice to have the final interview with you. And I would like to ask,
can you remember the study method(s) that you discovered during the practice of
the NLP six-step reframing model a month ago?
334
H: Yes, I remember.
H: The first method was about how to work in a systematic way. The second
method was about how to set my time schedules and priorities of my work.
T: Have you used the study methods that you discovered in this month?
H: Yes, especially in my work. As I have encountered a task that I have not dealt
with it before, so I really had to first study the guidelines and I would asked the
others when I did not understand. I had a more basic concept to work on the task.
And I had more confidence to work on it.
T: Ok.
H: On the other hand regarding my time schedule, as I was really busy at work
during the previous month, I had really chosen some of the work that I must do
and to complete them first. So basically I could meet my time schedule and it was
around 80-90%.
T: Ok. Have you practised the NLP six-step reframing in this month?
H: No, I havent.
T: And do you have any comments on the interpretation report and interview data
about your previous two reframing tests?
T: Ok. So referring back to the final posttest Thinking Style 3 questionnaire data,
I found out that some data has slightly changed throughout the previous months,
for example, the Oligarchic score slightly decreased from 6.2 to 5.2. What do you
think about the slight change of the Local score?
H: Umm actually I am still able to do different task. But, in the previous month,
there was a particular task that I must complete it. So I set this task in a very high
priority and therefore I have devoted a lot of time to complete this task. As a
result, I might have put less time on the other fragmental tasks.
H: No.
335
Case 9 Toni
First Interview
Date: 5 November 2011_ Toni
T: Hi Toni. Im happy that we have completed the six-step reframing for the
first time. So this is the first time to have an interview after this. And I would like
to ask, what did you see, hear and feel during the whole process of NLP six-step
reframing in learning?
TONI: Actually I saw images of myself learning in a lecture hall. In those images,
there werent any sounds, but I felt happy. So there werent any sounds and I was
learning in the lecture hall. And then concerning the limiting belief, I could see
a dollar sign, an image of it, I heard a lot of sounds, with different people giving
sincere opinions and afterwardsconcerning different body parts umm
T: Ok. Can you tell me about your limiting belief once again?
TONI: My limiting belief was having the limited resource that was money and
different peoples voices and opinions
T: That means you want to learn an educational system, but the voices from
different people and the limited resources stopped your learning. And this was
your limiting belief, right?
T: What learning method have you discovered during the NLP six-step
reframing practice?
TONI: Later, my creative part reminded myself that I should read more about the
details of the course and all the information about the educational system. So that
I could know more about what exactly it is and I could be clearer about it. During
this process, there might be some unexpected outcome that could make me feel
clearer and I could feel less worried.
T: So the method you have mentioned was to keep finding more information
about that educational system, which would make you feel clearer and also lessen
the distractions made by the others opinions despite the limited resources.
336
TONI: Yes, thats right.
TONI: Yes, I think this was quite a special experience because I seldom have a
chance to discover such new method of learning.
T: Ok. So how do you think the whole process of NLP six-step reframing can
influence you?
TONI: No.
Second Interview
Date: 12 November 2011_ Toni
T: Hi Toni. Nice to have a second interview with you. And I would like to ask,
what did you see, hear and feel during the whole process of NLP six-step
reframing in learning?
TONI: During the process, I firstly had a talk with my body parts about my
limiting belief. I searched and I had a feeling of dont feel like to do anything,
dont really mind and dont really want to work on something. I feel like
lacking persistence. I also saw an image of myself busy in working. These
feelings and image were telling me the limitation of time and also not persistent in
learning. And afterwards
TONI: At first I saw an image of myself learning guitar with my friends happily.
And this reminded me that I used to have a thought of wanting to learn guitar. But
337
eventually I stopped learning guitar due to my work, my mood and I was lack of
persistence.
T: So that means you wanted to learn playing guitar well but you didnt have
much persistence and you didnt have enough time, which hindered you from
learning it. Is that right in describing your limited belief?
T: Ok. What new learning method have you discovered during the NLP six-step
reframing practice?
TONI: New learning methodI firstly asked my heart what sincere intention I
was holding behind this limiting belief. This reminded me that nowadays there are
a lot of pop songs are about umm at that time I was thinking to promote
some positive messages and I saw an image with symbols of love and world
peace. I want to bring these values out though playing the guitar. These images,
symbols and feelings were brought out from my heart.
T: I see.
T: Can you describe your methods discovered in learning in a more realistic way?
TONI: The discovered method was to put my guitar in a more eye-catching place
so that I can spot the guitar easily. When I spot the guitar, I will take it out and
play with it and practice more. I will also jam some songs with my friends and
create some new songs. As a result, I can create more songs that can spread the
positive messages to the others.
TONI: Yes, I like it. It is because in the past, I used to neglect this part. I felt
regret that I did not play with the guitar. When I first bought the guitar, I had a lot
of thoughts and plans about playing with it but eventually I did not act them out. I
often think about my guitar and I will feel regret. So now I see myself clearer
about what to do and I have the motivation to take action. At least I have a nearer
direction about what to do next. The discovered experience reminded me that next
time when I see my guitar, I will think about my plans, and I will squeeze more
time to play with it even 10 minutes before dinner. Yes I need to act it out step-
by-step.
T: How do you think the whole process of NLP six-step reframing can
influence you?
338
TONI: Ummthe process of six-step firstly, in my daily life, as I have
mentioned just now, it helped me recall the things that I wanted to learn and to
pick it up again. That means it helped me recall the things that were stored in my
mind in which I have forgotten. Secondly, in my busy life even though at times I
had these thoughts flashed across my mind before, I would just leave them and
would not deal with them. I would give excuse to myself to deal with them when I
have time. Thats why these thoughts have been neglected. But the six-steps
helped me recall the thoughts and reminded me to value these things again. More
importantly, six-steps helped me to deal with them and these methods would
not make me disagree with them or bring any conflicts. To me, I felt good about
six-steps. It brought out a lot of benefits in many aspects of my life.
Final Interview
Date: 9 December 2011_ Toni
T: Hi Toni. Nice to have the final interview with you. We are going to talk about
your condition after taking the NLP process in the last month. And I would like to
ask, can you remember the study method(s) that you discovered during the
practice of the NLP six-step reframing a month ago?
TONI: Yes, I remember. Firstly, it was about the educational system and I would
like to know more about it. The method was to read more details about it, to visit
the website in order to know more about the educational system in different
aspects. Another one was about guitar. I remember I needed to put the guitar in an
eye-catching place so that I could practice more with the guitar.
T: Have you used the study methods that you discovered in this month?
TONI: Yes, I have. I have put the guitar in an eye-catching place and I have really
played with it. For the educational system, I have really visited some websites to
read the details and to think about which direction I should go.
T: Ok. Have you practised the NLP six-step reframing in this month?
339
TONI: No, I havent.
T: And do you have any comments on the interpretation report about your
previous two reframing tests?
TONI: No, I dont have any comments.
T: Ok. So we have just conducted the third posttest. I found out that some data has
changed throughout the previous months, for example, the Executive score
changed from 4 to 5.2. What do you think about it?
TONI: I think as I have become a new senior in my work, there are a lot of clear
instructions and structural tasks in this post. Therefore, it brought out such effect
in my work.
T: Ok. I have also discovered that your local thinking style score changed from
2.4 to 4.2. Why do you think there is such a change in your local thinking style?
T: Ok. I have also discovered that your global thinking style score changed from
3.2 to 5.2. How will you explain such a change in your local thinking style?
TONI: The reason is because I have just attended a project management training
programme today. In the programme, it talked about a lot of overall picture of the
process, risk management about how to interpret the picture. So there are a lot of
overall concepts in my mind, which might affect the posttest.
TONI: Umm Yes I have. After I have conducted the tests, I found out that there
is a voice in my mind calls me to work out those study methods. For example, it
calls me to go to the websites and look for the information about the educational
system. It also calls me to put the guitar in an eye-catching place so that I can
practice it. The voice often reminds me.
340
Case 10 Yao Yao
First Interview
Date: 4 December 2012_ Yao Yao
T: Hi Yao Yao. Im happy that we have completed the six-step reframing for
the first time. So this is the first time to have an interview after this. And I would
like to ask, what did you see, hear and feel during the whole process of NLP six-
step reframing in learning?
Y: In the previous process, I saw a lot of wave like there was water and light.
Then I felt a little bit dizzy because there was a lot of wave sweeping around me.
And then I saw myself sitting at the back row inside the classroom and I saw the
teacher lecturing. Umm thats all.
Y: Im not sure but the lecture was conducted in English. I didnt know which
subject it was, but the medium of instruction was English.
T: So was there anything that you wanted to learn but stuck you?
Y: My teachers accent was very strong and I could not understand what he or she
was talking about. Or maybe I sat too far away that I couldnt listen to teacher.
T: Ok.
Y: UmmWhen I could not understand what the teacher was talking about, I
would feel nervous. Could not understandumm
T: So what exactly was your limiting belief? What kind of thing did you want to
learn but struck you?
Y: At that moment my mind was thinking how I wanted to learn English so badly.
However, I could not understand what the teacher was talking about.
Y: Yes.
341
T: So what learning method have you discovered during the NLP six-step
reframing practice to help you solve this problem?
Y: Since in the NLP practice, I could ask my body parts, I could search my
bodymy mind inside my brain. I think such rewhat?
T: Reframing.
Y: I must concentrate my attention on the teachers lecture. And there was another
method maybe I have to repeat
T: You discovered the second method, which was to repeat what your teacher has
said.
Y: Repeat what the teacher has said and what I have seen that means repeat
those English.
T: Repeat those English. That means there were two methods in total.
Y: Yes.
Y: I like it definitely. It was because its really hard to search for the source
actually. If I find it by myself, it will be very difficult to find the source. For the
reframing process, I could ask my body. At first it might be quite silly to do that,
but it turned out very useful to ask my body. It was because I did not have such
experience previously, I would not ask myself, right?
T: Ok. How do you think the whole process of NLP six-step reframing can
influence you?
Y: Umm I think such method was very new to me. I havent tried this method
before. Actually such method of asking my body parts was very useful.
T: Very useful.
Y: It was because I really had to search inside my body and my brain to seek for
its reaction. I could know the real answer according to its reaction.
342
Y: Umm Why would I have headache?
Y: I felt a little bit dizzy and my head was very painful.my forehead part.
Y: Maybe I felt too nervous firstly. Maybe I dont know. Or maybe the wave
made me dizzy. This could be one of the possible reasons. Umm I think maybe
during the searching process, I was too focused in it.
T: Too focused and too intensive. I think you have already answered your
questions. Thank you for your interview. Thank you Yao Yao.
Second Interview
Date: 11 December 2012_ Yao Yao
T: Hi Yao Yao. Nice to have a second interview with you. So we have just
completed the six-step NLP reframing for the second time. And I would like to
ask, what did you see, hear and feel during the whole process of NLP six-step
reframing in learning?
Y: I saw myself in a very bright classroom, stood in front of the blackboard and
couldnt speak anything. Then my face showed that I was nervous and anxious.
Y: I think maybe because I felt shy, I didnt have much confidence and I was
afraid that my speech would not be accepted by the others, maybe.
343
T: I see. So actually you wanted to learn to present well, but then you discovered
that you were shy and lack of confidence, which struck your learning.
Y: Yes.
Y: I think so.
T: So in the previous process, could you find any body parts responsible for your
limiting belief?
T: The top of your head was responsible for the limiting belief.
T: So when you asked the top of your head again, could you find any positive
intention?
Y: I wanted to tell the others about what I knew and I wanted to let the others
know my ability. My ability could be shown to the others and not only shown
from what I said. It should be more than that.
T: That means your positive intention was to tell the others your ability through
presentation.
Y: Yes.
T: Could you find out the body part that is responsible for your creativity?
T: Your forehead.
Y: I felt itchy.
T: Itchy, right?
Y: Yes.
T: So what did the itchy signal tell you in the problem you have to solve? Keeping
your positive intention while helping you to overcome your limiting belief? What
did your forehead suggest?
344
Y: It suggested that before I make my presentation, I could practice a few more
times.
T: You could practice for a few more times before you present.
T: So how did they other body parts react when you made this suggestion?
Y: They all disagreed because I had the same experience before. I prepared well
but I freaked out when I was on the stage. I forgot what I had said and it was an
unpleasant experience. They told me that it was useless for me no matter how
many times I did the presentation.
T: So when you ask your creativity again, did your forehead suggest any other
methods to you?
Y: It suggested me not to think too much. It was useless for me to think too much.
I should directly tell the others what I know and I should not care about what the
others think.
T: So the second method suggested that you have to focus on telling the others
what you know and its already enough. Be focused and do not care about what
the others think.
Y: Yes.
T: So when you asked the other body parts about this method, did they have any
objections this time?
Y: No objection. But I have asked this for a long period of time. It was because
such method was not easy to carry out. Building up confidence is a long-term
process. It is not easy for me to tackle it.
T: I see. That means you have already discovered another method even though it
may take a long period of time to practice.
Y: Yes.
Y: I like it of course. I could find out my weakness and try to solve it. I think I
like this experience.
T: How do you think the whole process of NLP six-step reframing model can
influence you?
345
Y: Umm I think such problem has already existed but I did not realize how
much it has influenced mehow deep it has influenced me. It has been a long
time since I had my last presentation. Maybe I felt depressed previously but I have
already forgotten it after a few days. So this problem has not yet disappeared from
my heart. It has been there but I did not really aware of it. Without the upcoming
presentation, I will not realize how much fear I have and how much confidence I
am lacking in facing my presentation. So this experience helped me discover my
problem and the methods to tackle it. I think I gained a lot from this experience.
Y: Why did I feel so itchy on my forehead and why could I be that focused?
Actually my attention is easily affected by the others.
T: So why did you think you would feel so itchy on your forehead?
Y: I think maybe it was implying something. Maybe my body has reaction just
like giving a command. Like the army reporting to the commander, like a signal.
T: I believe you have already answered your questions. Thank you for your
interview. Thank you Yao Yao.
Final Interview
Date: 10 March 2012_ Yao Yao
T: Hi Yao Yao. Nice to have the final interview with you. We are going to talk
about your condition after taking the NLP process in the last month. And I would
like to ask, can you remember the study method(s) that you discovered during the
practice of the NLP six-step reframing a month ago?
Y: The first study method was that I have to concentrate on the teachers lecture,
and then I have to repeatrepeatrepeat what the teacher has said. This was the
first discovery. The second study method was wasto concentrate on what I
am saying and I dont have to care about what the others think.
T: Have you used the study methods that you discovered in this month?
346
Y: Erh actually I have used the second study method. Since it was about doing
a presentation, I have used such method and I found out that I have improved a lot.
T: Ok. Very good. Have you practised the NLP six-step reframing in this month?
Y: Yes, I have practised for once. But maybe I was too tired and I could not read
those criteria. As a result I could not discover anything.
T: You could not discover anything. That means you have practised for one time.
Y: One time.
T: Do you have any comments on the interpretation data about all your previous
thinking style tests?
T: Ok. So referring back to the final posttest Thinking Style 3 questionnaire data,
I found out that some data has slightly changed throughout the previous months,
for example, the Local score. Initially it was 5.6. What do you think about the
large increase of the Local score to 6.4?
Y: It was because in the previous week, I have done a lot of data collection for my
paper. So I have pointed out a lot of data, concrete data. So there might be such a
big change.
T: I also observed that you Internal score last month was 4. For this month, the
internal data is 5.2. So why do you think about the change?
Y: Because in the last semester, the SPST was group presentation. So I had to
cooperate with the others. But in this semester, it changes to individual
presentation. Therefore in most of the time I have to rely on myself. I have to
complete all the work by myself. So this might be the reason behind the change of
the Internal score.
Y: No, I dont.
347
Case 11 Fishball
First Interview
Date: 11 February 2012_ Fishball
T: Interviewer
F: Fishball
T: Hi Fishball. Im happy that we have completed the six-step reframing for the
first time. So this is the first time to have an interview after this. And I would like
to ask, what did you see, hear and feel during the whole process of NLP six-step
reframing in learning?
F: I saw myself sitting in the classroom that I used to have Physio class. There
was a lecturer standing at the front of the classroom, holding a microphone and
lecturing. And then there were a lot of classmates sitting around me and listening
to lecture. I could hear the lecturers voice and he was transmitting the PT
knowledge to me. I felt demotivated in attending the lecture because I was lack of
confidence and I did not have much motivation to deal with the knowledge.
(00:58) After that I followed your guidance to find out the body part which was
responsible for such limitingfactorlimiting belief. The body part that had the
strongest feeling was my eyes. And then the positive intention of my eyes was
to
T: Ok. I want to ask, what is your limiting belief? What did you want to learn but
struck you?
F: I wanted to receive the physio knowledge but my demotivation and the lack
of confidence struck me.
T: And then? How did you search your body part to help you?
F: I searched that my eyes told me that they had the positive intention behind.
They told me that I wanted to learn the knowledge because I hope that I could
confidently help the patients in future and I could find a stable job.
F: After that I discovered my hands, which my hands had the strongest feeling.
And they said
T: Ok.
348
F: And the method that the creativity had suggested was that if I change my
thinking when I attend the lectures, imagining that the knowledge is not that
difficult as I think and I have the ability to deal with them. ThenI will feel
calmer, I will have more confidence and feel more relaxed.
T: So eventually you have discovered a method to help you solve your limiting
belief. Can you describe your method again?
F: The method was that when the lecturer started to teach, I should not bear a fear
mind to attend the lectures. I should immediately remind myself that actually I
could have the ability to listen, to comprehend the knowledge and to remember
them. Also the knowledge is not that difficult to me. Such method can enhance
me to comprehend the knowledge.
T: Why?
T: How do you think the whole process of NLP six-step reframing can
influence you?
Second Interview
Date: 18 February 2012_ Fishball
349
ask, what did you see, hear and feel during the whole process of NLP six-step
reframing in learning?
F: At first I stood beside the swimming pool and I wanted to learn swimming. But
I was afraid that I did not know how to manipulate my breath, which struck my
learning. And then I asked and felt my body part about what was affecting my
belief
F: Yes, limiting belief. And I felt stressed on my chest. I asked about its positive
intention behind and it told me that to learn swimming was a good thing.
Everyone knows how to swim and I should not be unskilled with swimming.
Therefore I wanted to learn swimming. But then it knew that my learning was
struck by the breath, so I asked the other body part that was responsible for
creativity to suggest me some methods to overcome the obstacles. (01:30) After
that I found out my knee. My knee gave me a suggestion that I could imagine
myself being a corpse swimming. I asked my whole body parts about their
reaction towards this suggestion, they felt that it wasnt actually nonsense but it
would be quite difficult to pretend a corpse and swim. Later on I asked my knee
about this suggestion again and see if it had any other opinion, my knee said if
pretending a corpse is hard, then I can try to lie on the water and swim. That
means my head has to face upward and I can try to feel what floating is, which
might be easier to act out. So I asked my whole body parts again and they also
thought that such method was easier as it was a common practice among
swimmers. Once I have tried lying on the water, it would be easier for me to feel
how to swim like a corpse. Basically thats all and they agree with such method.
T: That means your new discovered method is that first you have to lie on the
water and try whether you can float on the water and try to feel it. After you have
got used to it, you will try to pretend a corpse and swim. And this is your new
study method.
F: Yes.
F: Yes, I like it. It is because I think after going through this experience, it will be
easier for me to learn swimming next time.
T: How do you think the whole process of NLP six-step reframing can
influence you?
F: I think having such experience can help me solve the problem using different
perspectives. It gave me some new input and inspiration in helping me to use
other methods to solve the problem.
350
T: Do you have any questions?
F: No.
Final Interview
Date: 17 March 2012_ Fishball
T: Hi Fishball. Nice to have the final interview with you. And I would like to ask,
can you remember the study method(s) that you discovered during the practice of
the NLP six-step reframing a month ago?
F: Yes I remember.
F: The first method was to receive knowledge about physiotherapy. I told myself
to have more confidence and assure myself I am able to comprehend the
knowledge. This was my first study method. Another method was that I wanted to
learn swimming. As I was weak at breathing, I firstly asked myself to lie on the
water like a corpse and swim. After I grasp the feeling, I can face downwards and
try to swim. This was my second study method.
T: Have you used the study methods that you discovered in this month?
F: Umm No.
T: Ok. Have you practised the NLP six-step reframing in this month?
F: Umm No either.
T: And do you have any comments on the interpretation report and interview data
about your previous two reframing tests?
F: I agree with them and I dont have any questions with them.
T: Ok. So referring back to the final posttest Thinking Style 3 questionnaire data,
I compared the previous data and I found out that some thinking styles data has
changed throughout the previous month. Firstly, the Executive style scored 4.6,
351
which was a month ago and now decreases to 3.8. What do you think about the
decrease of the score?
F: I think its because in the previous week, I didnt have any task that required
me to follow the rules and steps to carry out. And maybe recently there were
something happened on me that made me felt unhappy, which led me did not have
much confidence to carry out some tasks. Also, during the process of doing the
questionnaire and till now, I felt a bit headache. This might also affect the score.
T: I see. I also observed that the Judicial style scored 4 one month ago. But now it
decreases to 3.2. What do you think about the change of the Judicial style score?
F: Ummmaybe because last time when I did the test, I needed to make a lot of
judgments every day as I was going through the placement. But in the previous
week, I was quite free and I did not have to make any judgments or think too
much. This might be one of the reasons. I am also in a bad mood and feeling
headache.
T: I see. I also observed that the Hierarchical thinking style scored 4 one month
ago. But now it slightly decreases to 3.4. What do you think about the decrease of
the Hierarchical style score?
F: No.
352
Case 12 Siu Yau
First Interview
Date: 27 February 2012_ Siu Yau
T: Hi Siu Yau. Im happy to have an interview with you and we have completed
the six-step reframing for the first time. And I would like to ask, what did you
see, hear and feel during the whole process of NLP six-step reframing in
learning?
S: At first I felt that my head was transmitting some signal to me, I felt like
having a heavy head and I heard a voice telling me the thing that I wanted to learn
most. I also saw that the thing I wanted to learn most situated in my workplace.
T: Have you discovered any body part that is responsible for this limiting belief?
T: I see. So have you discovered the positive intention behind your limiting belief?
T: So have you discovered any body part that is responsible for creativity?
S: Yes.
353
T: So how did the left part of your head respond when you ask about how to solve
your limiting belief and positive intention? What did the creativity part suggest
you?
S: It first suggested me to relax and try to find out the things happen around me
that are interesting and positive. But when I talk to my colleagues, I have to be
aware of not to offend the others. I have to talk slickly and find the right time to
talk about the right things.
T: And the topics of conversation should also relate to your colleagues, right?
T: Ok. So this is the new study method that you have discovered, right?
S: Yes.
T: Why?
S: Because I can learnthrough the calm process, I can find out how to learn
effectively.
T: Ok. How do you think the whole process of NLP six-step reframing can
influence you?
S: The power element was Jesus because I saw an image of Jesus during the
process.
S: Yes.
354
S: Ummnothing special to add in this first time.
Second Interview
Date: 5 March 2012_ Siu Yau
T: Hi Siu Yau. Nice to have a second interview with you. So we have just
completed the six-step NLP reframing for the second time. And I would like to
ask, what did you see, hear and feel during the whole process of NLP six-step
reframing in learning?
S: Yes, and I saw some words appeared in my right brain, telling me to relax.
S: Yes.
S: UmmI felt like there was some burden on me and made me couldnt learn.
T: There was some burden on you and made you couldnt learn.
S: Yes.
T: So can I say that you want to learn to relax, but there is some burden inside
your heart that made you couldnt learn?
S: Yes.
S: Yes.
T: Ok. So could you discover any positive intention behind this limiting belief?
355
T: To protect yourself. So could you discover any body part responsible for your
limiting belief?
T: The right part of your head. Siu Yau, could you discover any body part
responsible for creativity?
T: Ok. So your religious belief, which is Jesus, consists of your creative part.
S: Yes.
T: So for your creative part, Jesus, did He suggested any method to help you learn
relaxation and keep your positive intention at the same time?
S: Yes.
S: Ummit is I have to hold Jesuss hand so that I can learn to protect myself and
relax.
T: So your new study method is that you can actually hold Jesuss hand, so that
you can learn to protect yourself and relax.
S: Yes.
S: I like it.
T: Why?
S: Because after I have discovered this experience, I had secure and peaceful
feelings.
356
T: You had secure and peaceful feelings.
S: Yes.
T: How do you think the whole process of NLP six-step reframing can
influence you?
S: I think I have gained a power to find out what I want to learn and how to learn
it.
T: Ok. Do you have any questions and comments about the above process?
Final Interview
Date: 5 April 2012_ Siu Yau
T: Hi Siu Yau. Nice to have the final interview with you. And I would like to ask,
can you remember the study method(s) that you discovered during the practice of
the NLP six-step reframing a month ago?
S: Yes, I remember. Throughout the two NLP process, for the first time I
discovered the study method was I have to be relaxed first and to pay more
attention about the interesting and happy things happen around me so that it will
be more convenient for me to build of topics of conversations with the others. The
second method was that I have to depend on the power given by my religious
belief to lower the stress I have in my daily life.
T: Have you used the study methods that you discovered in this month?
S: Yes, I have.
T: Ok. Have you practised the NLP six-step reframing in this month?
T: Do you have any comments on the interpretation report about your previous
thinking style tests?
357
S: I have two areas of comments in terms of posttest one and two. Firstly, in
posttest one, the initial anarchic score of 5 decreased to 3.6 in posttest two. I did
not agree that such change was due to my stress. I think as in posttest two, I
discovered that I could only depend on the power given by my religious belief to
solve the problem and stress encountered in my daily life. Therefore, I think I did
not have much flexibility to choose other methods to deal with the problem
encountered in my daily life. Thats why such ability dropped. On the other hand,
the initial legislative score of 4.2 in posttest one decreased to only 3 in posttest
two. I think it was also due to what I have discovered in posttest two that I could
only depend on the power given by my religious belief. Therefore, I could not use
my creativity and the score dropped.
T: Ok. So referring back to the interpretation report, for the data change in the
previous month, I find out that from posttest two till posttest three, there are a few
slight changes. For example, the legislative score of 3 slightly increases to 4.
What do you think about this change?
S: I think this is due to a number of new tries I have encountered recently, which
enhances my creative thinking. For example, I seldom did exercise in the past.
Now I try to go hiking with my friends. I have also tried to apply the study
method I have discovered in my first NLP, which is to lead in some new topics of
conversation when I communicate with my colleagues. So these positive effects
might enhance my creativity.
T: I also find out that another area, which is hierarchical, its score of 5.8 in
posttest two slightly decreases to 5.2. How will you explain this data?
T: The third area, which is oligarchic, its initial score of 5.8 in posttest two
slightly decreases to 5 in posttest three. What do you think about this slight
change in the oligarchic score?
S: Umm I believe this is related to my recent life. As I do not have to deal with
a lot of work at the same time, I can let myself have a pause and only focus on
working one single thing.
S: No.
T: Do you have any additional comments regarding the above questions or do you
have any inquires?
358
S: No.
359
Case 13 Shirley
First Interview
Date: 3 March 2012_ Shirley
T: Hi Shirley. Im happy to have the first interview with you. So we just have
completed the six-step reframing for the first time. And I would like to ask,
what did you see, hear and feel during the whole process of NLP six-step
reframing in learning?
S: The situation was that I wanted to read the bible, but I was very tired and I
wanted to go to bed. Therefore I could not do that.
T: Does it mean your limiting belief is that you want to read the bible, but your
tiredness and sleepy mode struck you, which made you could not read the bible?
S: Yes.
T: So later on have you discovered any body part responsible for your limiting
belief?
S: My brain and it guided me to think about the positive intention, which was I
wanted to take a rest.
T: So you have discovered your positive intention behind your limiting belief that
was you wanted to take a rest.
S: Yes.
T: So have you discovered any body part responsible for your creativity?
T: That means the creative part of your hands suggested you a new study method.
The study method was that you can actually go to bed earlier the night before, and
you can wake up earlier in the next morning. When you wake up you can read the
bible immediately. Or you can try to replace the time lounging in bed with reading
the bible. So this method can help you solve the problem.
S: Yes.
360
T: Did your other body parts object with this method?
S: No.
T: Why?
S: Yes.
T: How do you think the whole process of NLP six-step reframing can
influence you?
T: How it influence you is that it made you to be more confident and persistent on
the new study method.
S: Yes.
S: No, I dont.
Second Interview
Date: 10 March 2012_ Shirley
361
S: Firstly I saw myself wanting to learn to play the piano. But there were some
feelings appeared in which I thought I didnt have much talent in music and I
would not have much time to practice it, so I would not be able to learn. This was
my belief.
T: So you limiting belief was that you wanted to learn to play the piano, but you
thought that you didnt have much talent in music and much time to practice it in
which struck your learning?
S: Yes.
S: Yes.
T: So have you discovered any body part responsible for your limiting belief?
S: My hands. They also reminded me the positive intention behind, which was: I
wanted to learn to play the piano because I wanted to worship God.
T: So later on when you searched through your body, have you discovered any
body part responsible for your creativity?
T: Your legs.
S: Yes.
S: My legs reminded me that the day before I learn to play the piano, I should
reject the activities arranged at night and spend the night to practice piano. And
during the day I learn the piano, I should also spend some time to practice it first.
After I have finished the piano lesson, I should also find some time to practice it
immediately.
S: Yes.
S: Yes. It is because it gave me hope to learn to play the piano and I wont be
afraid of having no ability and time.
362
T: How do you think the whole process of NLP six-step reframing can
influence you?
S: No, I dont.
Final Interview
Date: 10 April 2012_ Shirley
T: Hi Shirley. Nice to have the final interview with you. Last interview for the
research. And I would like to ask, can you remember the study method(s) that you
discovered during the practice of the NLP six-step reframing a month ago?
S: Yes, I remember. The first one was about reading a bible. I have discovered
that the dayevery dayshould be each night before that I have to go to bed
earlier. Go to bed earlier and the next day I cannot lounge in bed. I have to spend
that time to read the bible. The second one was about learning to play the piano. I
have discovered that the day before I have the piano lesson, I should reject all the
appointments, etc. I have to stay at home and practice the piano. And during the
day I have the piano lesson, I should spend some time to practice it before I have
the lesson. After I have the piano lesson, I have to practice it again at home. So
these are my two study methods.
T: Have you used the study methods that you discovered in this month?
S: Yes, I have.
S: Yes.
T: Ok. Have you practised the NLP six-step reframing in this month?
363
T: You have practised once. Have you discovered any new study method?
S: No.
T: Do you have any comments on the interpretation report about your change of
your thinking styles in the previous two tests? Do you agree or disagree?
S: I agree with most of them. But there is one part relationship between of the
second discovered method and Shirleys increased in Judicial thinking style I
want to make here. I think this is true and has the possibility in it. In addition, I
think that maybe the brothers and sisters in my religious group also practice very
hard in order to play the piano or learn the musical instruments. So their
experience makes me think that as long as I try hard, I am also able to learn it.
T: So you are evaluating the methods that the others have used, which has
affected your thinking, right?
S: Yes.
T: Do you have any comments on the interview data about your previous thinking
style tests?
S: Most of them are correct. But there is an amendment I want to make, which
was the first interview on 3rd of March. It was about my positive intention, and
that time I answered I want to rest. But actually it should be amended to I want
to know God more.
T: I see. Do you have any additional comments with the above questions?
S: No, I dont.
364
Case 14 Milka
First Interview
Date: 31 March 2012_ Milka
T: Hi Milka. Nice to have the first interview with you. We have just completed
the NLP six-step reframing. And I would like to ask, what did you see, hear and
feel during the whole process of NLP six-step reframing in learning?
T: Maybe let me ask you first, what did you want to learn and what struck you?
T: What did you want to learn very much and what struck you?
T: Knowledge that helps you to think. But what struck you then?
T: That means you wanted to learn the knowledge about thinking, but you thought
that you did not have enough patience and you would feel bored with it. Also, you
thought that you did not have much time to learn this and these factors struck you.
Am I right?
M: Yes.
M: Yes.
T: Ok. So have you asked any part of your body that was responsible for your
limiting belief?
365
M: My legs.
T: Your legs. Ok. So have you asked your legs about their positive intention
behind your limiting belief?
T: Your positive intention behind was that you wanted to know more about the
world and yourself. So was there any of your body part responsible for your
creativity?
T: Your hands. So did your creativity have any perfect method to overcome your
limiting belief, and keep the positive intention behind?
M: Ummmaybe I can listen to some gentle and relax music before I learn. This
can help me to have a better mood or to feel more interested to learn the
knowledge.
T: Ok. That means your new discovered study method suggested that before you
learn the knowledge about thinking, you can listen to some gentle music. And
then you can start learning so that you can feel more relaxed.
M: Yes.
M: I like it. Because it can help me to feel less nervous and stressful before I learn.
T: Ok. How do you think the whole process of NLP six-step reframing can
influence you?
M: Ummit gives me morewhen I need to learn the knowledge and that I may
feel very difficult, I can try this method. For example, listen to some music
beforehand.
366
Second Interview
Date: 7 April 2012_ Milka
M: I saw the environment was quite colorful and there were some people, familiar
people there.
M: I wanted to learn some oral skills and skills to communicate with people. But I
thought that sometimes I did not know how to express myself and I did not dare
expressing myself.
T: You did not know how to express yourself and you did not have the courage to
express yourself struck you.
M: Yes.
T: So does it mean that your limiting belief was you wanted to learn oral and
communication skills, but you thought that you did not know how to express
yourself and did not dare expressing yourself that struck you cannot learn.
M: Yes.
T: So have you discovered any body part that was responsible for your limiting
belief?
M: My heart.
T: Have you asked your heart about the positive intention behind the limiting
belief?
M: I wanted to let the other know about my thought and I also wanted to spread
the things that I know or my belief to the others and let them understand.
T: That means you wanted to tell the others about what you know and your belief
through applying the oral and communication skills?
M: Yes.
367
T: So have you discovered any body part that was responsible for your creativity
in daily life?
M: My hands.
T: So have you tried to ask your hands about a perfect method that can help you
overcome your limiting belief you have mentioned previously, and also keep your
positive intention?
M: To join some group that is interesting. To join some activity that involves
more people, more familiar people.
T: That means your new discovered study method was that you can join more
interesting group to provide you more opportunities to express yourself, so that
you can learn the oral and communication skills.
M: Yes.
T: Why?
M: Because in the past I had also joined these kinds of groups but I did not grasp
the chance to express myself. But this discovered experience told me that I can
actually make good use of these chances to express myself more and practice
more.
T: I see. So how do you think the whole process of NLP six-step reframing can
influence you?
T: That means you might have missed out the chances in your previous
experience but from now on you can grasp those chance and use it.
M: Yes.
M: No.
368
Final Interview
Date: 12 May 2012_ Milka
T: Hi Milka. Nice to have the final interview with you. And I would like to ask,
can you remember the study method(s) that you discovered during the practice of
the NLP six-step reframing a month ago?
M: Yes, I remember. The first method was, when I learn the thinking ways,
beforehand I can listen to some gentle music relax myself and enhance my interest
towards learning the thinking ways. For the second one, I wanted to learn some
communication skills. I discovered that I can join some group and I can practice
my communication skills in the group, so to help me more.
T: Have you used the study methods that you discovered in this month?
M: Yes, I have. I have used one method, which was when I learn the thinking
ways or some other knowledge, I would listen to some gentle music beforehand to
relax myself. But for the second method, I havent had a chance to use that as I
did not have the opportunity to join some group.
T: Havent had a chance. Ok. So do you have any comments on the interpretation
report about your change of your thinking styles in the previous two tests?
M: Actually I agree with them mostly, except there is one point about my initial
oligarchic thinking styles and my second study method in which I do not quite
agree with it. Rather, another point about the initial judicial and my second study
method were quite matched. Probably my judicial thinking was through my self-
reflection and evaluation and evaluation of others performance in order to know
more. And in my second study method, I will join more groups to communicate.
Through this process of communicating with the others, I can reflect myself and
also evaluate others performance.
369
changes to 3.6. Also, the local score was 3.6 last month and now it is 5. So is there
anything special happened in this month related to the change of thinking styles?
M: Yes, there is. So in the previous month, I had some voluntary training. In the
training, it mentioned some subtle skill about being a volunteer. So it affects me
that I might think in a more subtle way. So the local score might increase as I
think more in details. In contrast, I neglect the big picture so the global score
dropped.
M: No, thanks.
370
Case 15 Pig
First Interview
Date: 31 March 2012_ Pig
T: Hi Pig. Im happy to have the first interview with you. So we just have
completed the NLP six-step reframing for the first time. And I would like to ask,
what did you see, hear and feel during the whole process of NLP six-step
reframing in learning?
P: At first I saw myself in a room, there was a chair and I was sitting next to a
person talking to him/her. Then I felt that actually I wanted to learn counseling.
Throughout this process, I found out that my head was telling me I wanted to
learn this.
T: You wanted to learn counseling, but were there anything struck you and made
you could not learn?
P: What struck me was I thought that I am still young, and I am a rational person,
which seemed difficult to have the empathy to understand the others feelings.
And thenumm...I have searched and my hands told me that I can actually learn
to feel about my own feelings first.
T: I see. So your limiting belief was that you wanted to learn counseling but you
thought that your age is still young and you are rational that makes you cannot
feel the others feelings, the empathy, which struck you. Later on you have
discovered that your head was responsible for your limiting belief.
P: Yes.
T: And you have also discovered your hands were actually responsible for your
creativity, right?
P: Yes.
T: So your hands were responsible for creativity, they should have suggested
some methods to you. So what was the method?
T: So your new discovered study method is to first feel about your own feelings.
P: Yes.
371
T: And I also want to ask, when you talked to your head, have you found out the
positive intention behind the limiting belief?
T: So your positive intention behind was that you wanted to help the others.
P: Yes.
T: So you have found out a new method. And I want to ask do you like your
discovered experience? Why?
P: Yes, I like it. Because it seems that I have become convinced with my mind
now. Or I am now surer about what I have thought briefly in the past.
T: How do you think the whole process of NLP six-step reframing can
influence you?
P: I think it provided me space and time to think step by step in solving thisthis
difficult problem.
P: No, I dont.
Second Interview
Date: 7 April 2012_ Pig
T: Hi Pig. Nice to have a second interview with you. So we have just completed
the NLP six-step reframing for the second time. And I would like to ask, what did
you see, hear and feel during the whole process of NLP six-step reframing in
learning?
P: There was an idea came out by itself and told me that I wanted to learn German.
T: You wanted to learn German, but was there anything stuck you?
372
P: I would think that I was very busy with my daily life and I did not have much
time. Also I felt that there wasnt any immediate goal for me to learn so it turned
out I didnt have much motivation.
T: That means you wanted to learn German, but you thought that you didnt have
much time to learn it well. You also thought that you didnt have a clear goal to
motivate you to learn. And these two factors struck you.
P: Yes.
P: Yes.
T: Ok. Have you asked any of your body part that was responsible for your
limiting belief?
P: My shoulders.
T: Your shoulders were responsible for it. So later on have you asked your
shoulders about the reason why you wanted to learn German? Or was there any
positive intention in it?
P: Actually during the time when I went to Europe, I found out that I like
Germany very much. And when I had my placement, I needed to communicate
with the German. I discovered that I wanted to know German so that I could
understand what they said in order to communicate with them.
T: So thats the positive intention about why you wanted to learn German.
P: Yes.
T: So have you discovered any of your body part that was responsible for your
creativity in your daily life?
P: My pair of hands.
T: Your pair of hands. So have you asked your hands about your limiting belief:
you wanted to learn German but you thought that you didnt have much time and
didnt have a clear goal to motivate you to learn and struck you. But then you had
a positive intention: you wanted to learn German to communicate with the
German because you had your placement there. So have you asked your hands
whether there is a perfect method to help you solve the problem?
P: I think I can enjoy first and dont have to think about I need to learn well
immediately, rather I have to learn it bit by bit, slowly.
373
T: So that means you new study method was that you have to first take an enjoy
attitude to learn German, and then you learn it bit by bit slowly. It is not necessary
to force yourself to finish learning it quickly. So is this your new discovered study
method?
T: Why?
P: Because it seemed that it solved something that I still havent thought about
thoroughly.
T: That means it helped you solve the thing you havent thought about thoroughly.
P: Yes.
T: How do you think the whole process of NLP six-step reframing can
influence you?
P: I think this is good because it gives me a particular time to think about the
problem.
P: Yes.
P: No.
Final Interview
Date: 12 May 2012_ Pig
T: Hi Pig. Nice to have the final interview with you. Last interview for the NLP
research. And I would like to ask, can you remember the study method(s) that you
discovered during the practice of the NLP six-step reframing a month ago?
374
P: Yes, I remember. The first method was to learn to feel about my own feelings.
The second method was to enjoy learning German and learn it bit by bit.
T: Have you used the study methods that you discovered in this month?
P: For the first study method, I have used it, which was to feel about my own
feelings. But for the second study method in learning German, I havent had a
chance to do so.
P: No, I havent.
T: Do you have any comments on the interpretation report about your thinking
styles?
T: Ok.
T: Any others?
P: Yes, I have. Also on page 2 about the limiting believes of me, it mentions that
my first limiting belief was that I learnt counseling because I was comparatively
young, rational andcomparatively rational and therefore I cannot learn empathy.
I think its not too appropriate to say cannot learn empathy. It will be more
appropriate to say does not have enough empathy.
P: Yes, I have. On page 1of the report, there are three tables. The first thing I want
to talk about is the executive item in the pretest table. Its score was 5 but then for
posttest test 1, the executive score was 5.6. The increase of 0.6 was because I
375
think learning to feel about my own feelings is the first step. It is like a procedure
that when I know how to feel about my own feelings, I will be able to feel about
the others feelings afterwards.
P: Yes, I have. The second thing is, in posttest 1, the liberal score was 6. In
posttest test 2, the liberal score was 5.4 and there was a decrease of 0.6. The
reason was when I have the learning method to enjoy learning German, to learn it
bit by bit; having this new method and clear goal can lead to the drop of the
ambiguity. The third thing is that in posttest test 1, the conservative score was 5.2.
But in posttest test 2, the conservative was 6 with an increase of 0.8. I think this
was related to the nature of job I had during that week, which was quite a routine,
repetitive work and stuck to rules and procedures. This led to the increase in the
conservative score.
T: I also observe that we have just finished the posttest 3 questionnaire. I saw that
in this month, there were some changes especially in judicial, it changed from
score of 5.8 last month to 6.6 this month. Pig, what do you think about the
meaning behind this change? Why is that? What happened in this month that led
to such change?
P: In this month, I was going through the probation of my work. During the
probation process, my boss had been keeping on to evaluate my working
performance in the past three months. This would also lead me to evaluate about
how I have performed in my work. So I think this would affect my judicial score
with having an increase.
P: No, I dont.
P: No, I dont.
376
Case 16 Lauren
First Interview
Date: 10 March 2012_ Lauren
T: Hi Lauren. Im happy to have the first interview with you. We have just
completed the six-step reframing for the first time. And I would like to ask,
what did you see, hear and feel during the whole process of NLP six-step
reframing in learning?
L: Just now I entered a scene, which was a classroom. There was a professor in
front of me and he was teaching a subject called Exercise Science. For this
subject, I have been learning not really well. So in that scene, we were having
tutorial. The teacher had prepared a lot of questions for us beforehand and asked
us to prepare. Howevermaybebecause I did not know how to solve many
questions as I was weak at Mathematics. Therefore the teacher said something
quite harsh to me and made me embarrassed.
T: So Lauren, what do you think you wanted to learn in that situation but what
stuck you?
T: So have you asked any of your body part that was responsible for your limiting
belief?
T: So have you asked your ears about the positive intention behind your limiting
belief?
L: Actually I have asked my ears and they led me to think about the futureas I
am studying physiotherapy, when I work in the hospital in future, how I teach the
patients to do the exercises greatly benefits the patients. Actually this subject is
not as simple as I thought. It benefits my future career and helps my patients a lot.
377
T: So does it mean that your positive intention behind was, you wanted to learn
this subject Exercise Science well to benefit future patients?
T: So later on have you discovered any body part responsible for your creativity?
L: Ummalso my ears.
T: Also your ears. Ok. So have you asked your creative part about howas you
have a limiting belief: you wanted to learn Exercise Science well but you
thought you had a weak Mathematics foundation and you could not communicate
well with your professor. All these factors struck you, but you had your positive
intention that you wanted to learn well this subject and if you learn well, it will
benefit your future patients. So how can you create a perfect study method?
L: Umm it told me that, eventually there was a method asking me to revise the
notes again after the professor taught me. I also have to mark down the things I do
not understand so that the next day, in between the lecture during the 15 minutes
break time, I can ask my classmates. For example, how to calculate the
mathematical question and probably they will be willing to answer me.
T: I see. Such a new study method. So do you like your discovered experience?
L: Actually I like it. Because in the pasthow should I sayin the past I also had
a brief picture about this method but throughout the days I didnt want to face it,
probably I was lazy. I didnt want to revise immediately after the teacher has
taught me or ask the classmates on the next day. Maybe I was lazy and I didnt
want to do that. But this experience helped me truly face my thought and gave me
confidence to act it out. It seemed telling me that if I am willing to do, probably I
can make it and I will gain more confidence.
T: How do you think the whole process of NLP six-step reframing can
influence you?
L: I think this is quite novel to me because I used to think that my body parts are
my body parts. For example, our hands help us write or accomplish other tasks in
daily life and they dont have any feelings. But this NLP experience made me
think that I can actually feel what signals do my body parts transmit to me to help
me know more about the true self and to notice my real thoughts, which is very
novel.
L: Probably not.
378
T: Thank you for your interview.
Second Interview
Date: 17 March 2012_ Lauren
T: Interviewer
L: Lauren
L: Actually I wanted to mainly work on my assignment well, but I did not have
enough time that I might work slowly and slower than the others.
T: So what is your limiting belief? What did you want to learn but stuck you?
T: That means you think you wanted to work on the assignment well, but you
think you do not have enough time and somehow that piece of assignment is quite
difficult?
L: Yes.
T: The difficulty and too much information overloaded you and struck you?
L: Yes.
T: Ok. So have you asked any part of your body that is responsible for your
limiting belief?
379
L: Actually they were my eyes.
T: Eyes. So have you asked your eyes if there is any positive intention behind
your limiting belief?
T: So your positive intention is that you wanted to work well on your assignment
to change your professors perspective towards you and that you have to ability to
work on the assignment well.
L: Yes.
T: So have you discovered any body part responsible for your creativity?
T: So have you asked your ears if there is any perfect method that on one hand it
can help you overcome your limiting belief and on the other hand, keep your
positive intention?
L: UmmActually yes. At that time I saw my mums face but I did not know the
reason behind or what it meant. Afterwards I saw an image like dawn and I
thought aboutas my mum usually gets up very early to go to work. This might
suggest to me that I do not necessarily have to work till too late, I can try to get up
earlier so that I can work better with my assignment with a clearer mindset. And
ifas I always think that I should not be able to wake up early. So maybe my
mum has to get up early to work, she can help me with waking me up. So they
suggested this method to me.
T: Ok. So your new discovered method was that you need to get up earlier and
request your mum to wake you up.
L: Yes.
L: I have to sleep earlier. It is hoped that I can sleep earlier and get up earlier so
thatas I will have a clearer mindset if I get up in the morning.
T: That means your new discovered method your new discovered method is that
you have to sleep earlier the night before, so the next morning when your mum
gets up early, you can ask her to wake you up as well. You will work more
efficiently when you get up earlier.
380
L: Yes.
L: Actually I like it. I used to think that I am not able to wake up early. I prefer
sleeping a bit later and work more during that period rather that waking up in the
morning as I think I cant. But in this experience, it suggested that it might benefit
me if I get up earlier. If I think I cant get up early, I might need someone to help
me. For example, asking my mum to wake me up could be a good way. So I think
I can have a try.
T: How do you think the whole process of NLP six-step reframing can
influence you?
L: I think it gives me some new input and forget about the stubborn thinking I
used to have. For example, I used to believe that I should not be able to get up in
the morning, and I can only work at night in order to finish the work. But this
experience gives me new direction that I might try to swap my timing. If I get up
earlier, it might help me to work more efficiently or even better as I might have a
clearer mindset in the morning. I always think that I cannot wake up earlier
because I think I am not able to do that. So why cant I ask somebody to help me?
For me, the experience gives me some new method.
L: No, I dont.
Final Interview
Date: 20 April 2012_ Lauren
T: Hi Lauren. Nice to have the final interview with you. We have just completed
the questionnaire for posttest three about the intellectual styles. And I would like
to ask, have you tried to use your two discovered study methods in the previous
month?
L: No.
381
T: Sorry. Do you still remember the study method(s) that you discovered during
the practice of the NLP six-step reframing a month ago?
L: I remember.
T: What are they? Can you briefly describe what are they?
L: After the first NLP, the method I have thought about was I have to read the
notes after the teacher has finished the lecture. And I have to note down what I
dont understand so that the next day when I get back to school, I can ask my
classmates about it during break time in order to save time.
L: The second study method was wasas I wanted to increase the efficiency in
working on my assignment, I should sleep earlier but what if I could not wake up
in the morning as my mum goes to work very early, I can ask her to wake me
up so that I can wake up earlier to work on my assignment.
T: Ok. So have you used the study methods that you discovered in this month?
L: No.
L: No.
T: So now we have the interpretation report of the thinking style tests. So just now
you have gone through the report, do you agree with the whole report?
L: Actually I agree with most of them but there are two points abouttheafter
finishing the NLP, the reason behind the change of oligarchic score increased
from 5 to 6. I think during that time I have three things to deal with. Firstly I have
to work hard during lecture to understand what the teacher is talking about.
Secondly I have to know how to calculate the mathematics that the subject
requires me to do. Thirdly I have to build up a good relationship with my teacher.
These three factors are equally important and have to be dealt with at the same
time. So I am thinking thats why the oligarchic score increased.
T: Ok. So in this interpretation report, do you still have anything you disagree or
want to add?
382
L: Umm yes. After the first NLP thinking style test, my anarchic score dropped,
which indicated that my flexibility decreased. The reason behind was that at that
time I did not have much choice and I could only do that. Thats why the
flexibility dropped since there werent any other methods to choose.
T: Ok. So referring back to the final posttest Thinking Style 3 questionnaire data,
I compared the previous data and I found out that some thinking styles data has
significant change from posttest two to posttest three throughout the previous
month. Firstly, the liberal thinking style scored of 6.8 decreases to 5.6. What do
you think about it? What happened in this month?
L: Its because in this month, I have just finished a difficult project (for me it is).
At that time the teacher gave us very broad topics and did not have much specific
instructions. Our whole group thought that we could actually follow the direction
we wanted to. But at last when we had a consultation with our teacher, we found
out that actually our teacher already had a plan that he think we should work on.
So he preferred us to work on a particular way. Therefore when we filled in the
questionnaire, I thought that the teacher did not allow us to follow the direction
we thought about, but we had to follow his direction that he had already set. So it
seemed to kill out originality. So yes...
L: Yes.
L: Yes.
T: Ok. So why did the executive style score increased from score of 4.2 to 5.4?
L: Why the executive score increased was actually I think that it was about
working on that project. If the teacher had given us clear guidelines beforehand,
telling us what to do, it would be better and we would not have gone through so
many obstacles. Thats why when I filled in the questionnaire, I would think about
if therere clear instructions to follow, which was related to executive, it would be
better. Thats why it increased when I gilled in the questionnaire.
T: That mean when you filled in the questionnaire, you thought that it would be
better if there were more guidelines.
L: Yes.
T: So when you filled in the questionnaire, you believed it would be better to have
more guidelines and this explained why such data would increase.
383
L: Yes.
T: Ok. I also observed another data, which was conservative. The conservative
score was 2.2 one month ago. But why the conservative score becomes 3.6 now?
L: Actually it related to the same project again. Previously my classmates had got
some work that the students did last year. But at that time we thought that we
should not follow what the past students had done, rather we should follow our
own direction. But then at last the outcome was not quite positive. It turned out
that it would be better to follow what the past students had done. So when I filled
in the questionnaire, I thought that its better to be more conservative. Thats why
it increases now. (06:31)
T: Ok. I also found out that your external score slightly dropped from 6.2 to 5.4.
Why do you think there is such a slight decrease in external thinking style?
L: Because it also related to the same project. As my group members were not
quite willing to do, or when I asked them to work on certain thing, the outcome
was not what I expected. So I thoughtwhen I filled in the questionnaire I
thought it might be better to do individual project. It would be quite troublesome
to depend on the others. Due to this reason, the external score might have dropped.
T: Ok. So it might not be that ideal in having a cooperative relationship with the
others.
L: Yes.
L: No.
T: Other than the questions I have asked, do you have any additional comments or
questions?
L: No, I dont.
384
Appendix K
Case 1 Hung
Case 2 Fok
Case 3 Ka Ho
Case 4 Rammy
Case 5 Lawrence
Case 6 Jeffrey
Case 7 Ivy
Case 8 Heaveni
Case 9 Toni
Case 11 Fishball
Case 13 Shirley
Case 14 Milka
Case 15 Pig
Case 16 Lauren
385
Case 1 Hung
First Practice
T: Terry (Interviewer / Researcher)
H: Hung
T: Hi Hung, I would like to invite you to enter the state to conduct the six step
reframing Now I want you to relax yourself. Try to use your nasal cavity to take
a deep inhaleand then use your mouth to slowly exhale. Use your nasal cavity
to take a deep inhaleand then use your mouth to slowly exhale. Relax your
shoulders as well. Use your nasal cavity to take a deep inhaleand then use your
mouth to slowly exhale. Very good. Hung, I would like to invite you to let the
first limiting belief appear. If you can, you can nod your head and notify me.
Thats right. Hung, what is the limiting belief? Can you describe about what you
can see in front of youthe visual, sound, feeling of the body or a sentence.
H: I can see a pile of paper. They are all in English. And then I tell myself, I better
not to read them.
T: That means I want to read all this pile of paper and information. And because
of the amount and they are in English disturb me and make me do not want to
learn. Is it?
H: Yes.
T: Hung, I would like to invite you to search a part of your body. That part of
your body is responsible for your limiting belief. Try to search through it. Search
through it it may be a visual signal, it may be an audio signal or it may give you
a feeling of the body. It tells you that I am the one responsible for it. It will give
you a Yes signal and tell you I am related to this belief. This part will be like
this. When you find it, you can try to nod your head and notify me. Ask around
and see which part is responsible for this belief. (03:26)
T: That means you ask yourself and you are responsible for this right? Alright. So
if you do not have any specific Yes signal, can you say If I am responsible for
this, whether I like it or not, can it be different kinds of signal that appear? For
386
example if I am responsible for this, the image maybe nearer to me. Or if I am
responsible for this, it does not affect me that much so the image maybe further
apart to me. Can it be like this?
H: Um.
T: Very good. So you are very clear about the part you are responsible for. Hung,
I would like to ask you, you want to read this information, and you know that
there is a large amount of it, but they are in English with a large quantity, so you
are not interested to continue to learn and disturb you. So what is the positive
intention behind this belief? Ask yourself, the positive intention. Will there be any
sound, visual image, feeling of your body, a sentence tells you that I have this
positive intention? You may use any visual image, sound, feeling of your body
or sentences to tell yourself. You can focus your mind on your breathing. You can
relax more. Ask your deep level of positive intention what it is. I have a belief,
but what is the positive intention behind this belief? (06:49) [long pause] We have
plenty of time. We can search through it slowly. Ask the positive intention what
kind of way will it appear and tell you.
H: Um.
T: What is it Hung?
H: Actually I want to read them all but every time when I read it bit by bit it
spends me a lot of time. Although I want to continue, I prefer not to read it when
it spends too much time because I just read a little of it.
T: So the positive intention is that I want to read them all. But in the reading
process, I think it wastes my time and makes me do not want to continue to
learn. Am I right?
T: You cannot work on it in that period of time. But I need to repeat once again,
the positive intention is that I have the perseverance and I want to finish reading
it bit by bit. This is the positive intention, is it?
H: Um.
T: Lets keep this positive intention. So actually I have the positive intention, I
have a large motivation that I want to finish reading it bit by bit. But I need to
replace or change the thing that is disturbing me. Its quantity, its waste of time
and the language are the things that disturb me. Hung, you are clear about this. I
want to invite you to search through a creative part of yourself. Ask that part, I
have the positive intention and I want to learn them all. I can learn them bit by bit.
But is there any ways that can remove the things that disturb me? Can the creative
387
part gives me some suggestions to help me learn better? So to help me overcome
or change the things that disturb me? Ask the creative part and see if it gives you
any signal. It can be visual, audio, feeling of the body or some words that tell you.
Search through it and ask it. [long pause] You can focus your mind on your
breathing. Relax yourself. Your creative part will tell you the answer that you
want naturally.
T: What is it?
H: Every time when I do not want to learn is because I can see the pile of it. If I
can take it out portion by portion and ignore the pile of it, I think it will be better.
H: Portion by portion.
T: Yes. As first it was a pile, now try to separate it and frame it on just one portion.
Can you?
T: Alright. So take this method and ask the part which is responsible for your
belief, which is yourself. Ask if there is any disagreement if I work like this.
Ask your visual, audio or feeling of your body and see if there is any special
signal that if you work like this is not workable?
H: At last it is ok.
T: It seems ok. Now I would like to invite you to focus on that portion of it and
the process that you are facing it. So has your belief already solved the quantity
problem? I just need to read one portion of it in learning. Just read it first.
H: Um.
388
T: So I would like to invite you, when you open the reading, is there any language
inside? Some English.
H: Um.
T: So I would like to invite you to ask the creative part. It is in English, how to be
better? Ask the creative part how to solve this problem. [long pause] Try to focus
your mind on your breathing. Ask the creative part, it will slowly give you the
answers. Yes, I see you nodding your head. What have you found?
H: Actually I have already solved the major problem just now. For English, I
think that there are a lot times I am too focused on each and every word. Actually
I can quickly scan through it and read the first and last part of it at the beginning.
Actually I know there are a lot of methods but I didnt use it before.
T: I see. So actually there are a lot of methods. You can read the first and last part
of it, do not be too focused on each word and help you read faster, right?
H: Um.
T: So take this method and ask the part which is responsible for your belief and
see if there is any disagreement if you work like this.
H: No disagreement.
T: No disagreement. Very good. Now Hung, I want you to see a picture once
again and you are facing just one portion of information, and when you read, you
discover that you have some methods such as reading the first and last part of it,
there are many methods to read English, and you can read it smoothly. Feel that
happiness of learning. Is it ok? Alright. Hold this picture and feeling of your body.
Is there any feeling of your body?
H: No.
T: Then hold this picture and tell yourself I can read the information that I like
portion by portion and I have ways to better deal with English. Is it ok?
H: Um.
T: Thank this belief and thank yourself. Now please focus your mind on your
breathing. Try to take a deep breath, and then use your mouth to slowly
exhaleTry to take a deep breath, and then use your mouth to slowly
exhaleTry to take a deep breath, and then use your mouth to slowly exhale.
Move your shoulders, arms, legs and come back to this room. So we have
completed the reframing practice.
389
Second Practice
T: Terry (Interviewer / Researcher)
H: Hung
T: Hi Hung, we are going to do the second six step reframing practice. Later I
would like you to tell me the limiting belief that you had just now and let it appear
once again. Lets explore whether we can discover more methods to deal with this
limiting belief. Now I want you to relax yourself. Try to use your nasal cavity to
take a deep inhaleand then use your mouth to slowly exhale. Try to use your
nasal cavity to take a deep inhaleand then use your mouth to slowly exhale. Try
to use your nasal cavity to take a deep inhaleand then use your mouth to slowly
exhale. Try to use your nasal cavity to take a deep inhaleand then use your
mouth to slowly exhale. Very good. Hung, I would like to invite you to let
limiting belief you had just now, the visual image, sound or feeling of your body
to appear in front of you once again. What is it?
T: Ok. So are you going to deal with the small portion of it which is places on
your desk?
H: Yes.
T: Ok. Try to ask a part your body. That part of your body is directly responsible
for this. That part of your body will deal with the small portion of reading.
H: Um.
T: Relate it first. So try to ask I still have a small portion of it to deal with. So is
there any positive intention behind dealing with the small portion of it? Try to ask
that part and see if there is any visual image, sound or feeling of your body that
answers you. Now you still have to deal with a small portion of it.
H: Um.
390
T: Thats a very good discovery. So tell yourself that I have the positive intention
behind, I can first finish the small portion of it and slowly finish the rest bit by
bit.
H: Um.
T: So can you take this positive intention and ask the creative part of you, ask the
creative part of you Do I have any other creative methods to deal with this small
portion of reading better and more effectively? Let the creative part to tell you
through any sound, feeling of your body or visual image to answer you. Try to
focus your mind on your breathing. Imagine that you are breathing in a strong
powerand exhale something that you dont want. Try to take a deeper inhale,
relax a bit more. Let the creative ideas appear. (05:38) [long pause]
T: I see.
T: So actually one of the methods is that even though there are just a few readings,
I can still find my classmates to discuss with me so to let me understand even
more. Is it?
H: Yes.
T: Very good. Thank the creative part of you. Now take this method and slowly
walk towards yourself you can see yourself right? This is a first person
experience. In front of you is a small portion of reading. Can you imagine there is
a classmate who you are familiar with that you can talk to and solve the problems
of this reading together.
H: Um.
H: Yes.
391
T: Very good. Thank different parts of your body. Ask them if there are any other
ideas or disagreement.
H: No.
T: Hung, please focus your mind on your breathing. Try to take a deep breath, and
then use your mouth to slowly exhaleTry to take a deep breath, and then use
your mouth to slowly exhaleTry to take a deep breath, and then use your mouth
to slowly exhale. Try to relax your shoulders, fingers and toes. If you can, you can
slowly come back to this room. We have completed the six-step reframing
practice. Thank you.
392
Case 2 - Fok
First Practice
T: Terry (Interviewer / Researcher)
F: Fok (Baoja)
T: Hi Fok, we are going to conduct a six step reframing practice. Now I would
like to invite you to sit in a comfortable position, relax your arms and legs. Both
feet should be stepping on the floor. Try to use your nasal cavity to take a deep
inhaleand then use your mouth to slowly exhale. Try to use your nasal cavity to
take a deep inhaleand then use your mouth to slowly exhale. Very good. Try to
use your nasal cavity to take a deep inhaleand then use your mouth to slowly
exhale. Try to use your nasal cavity to take a deep inhaleand then use your
mouth to slowly exhale. Take a deeper inhale. Very good. And relax more. The
time when you exhale can be slower than the time you inhale. Try to use your
nasal cavity to take a deep inhaleand then use your mouth to slowly exhale.
Very good. Now I would like to invite you to search a situation where you are
learning. A learning that you really care about. It may be some sounds, feeling of
your body or visual image. If you have found it, you can nod your head and notify
me.
F: Um.
F: Its in a lecture and the lecturer is talking about something related to politics.
However, I cannot understand what the lecturer is talking about.
T: Something unfamiliar. Is the belief that I want to learn the thing that he/she
talks about. But what he/she is talking about is unfamiliar that makes me unable
to understand?
F: Yes.
T: Ok..very goodthat is the thing that disturbs you. Can you try to ask one of
your body parts that responsible for this belief?
F: Um.
T: Ok. Ask this body part what is positive intention behind. Ask it I want to
hear what the lecturer said, however, what he/she is talking about is unfamiliar
393
and abstract to me. This makes me unable to understand. I have this belief behind.
What is the positive intention?
F: I want to know more.I want to know more about the topic before his/her
lecture. Therefore, I can understand more during the lectures.
T: the positive intention is I want to know more. Is it? And that means I am a
person who like learning. You want to learn more and you suggested some
methods that it would be better if you can know more about the topic before you
have the lectures. The positive intention is good because you want to know more.
Now, you keep this positive intention. Can you invite a part of Fok which is the
creativity part of you? Ask it I have this positive intention and I want to learn as
well. Is there any creative method helps me to learn for satisfying this positive
intention?
F: Spare more time to watch the news but I dont have time.
T: Umone of the ways is to spare more time to watch the news but at the same
time you have another limitation is that you dont have time.
F: Um.
T: How about lets ask the creative part I want to spare more time to watch the
news but I dont have time. Ask your creativity part about how to solve this
problem. Believe that you have the creative power to help you solve the problem.
F: A set.
T: A set of local newspapergoodnow take this creative method and ask the
part that responsible for your limiting belief and ask your other body parts
whether they have disagreement?
T: Dont believe that you can. Ask the disagreement why they dont believe, Is
there anything that disturbs me?
F: Actually I can
394
T: Actually you can. Ask them once again and see any signals of disagreement.
You have to know that your creativity part can help you to solve the problem. Ask
them clearly for any disagreement. If they dont believe, what dont they believe?
F: No objections.
T: No objections. Now take this method to ask your creative part. Apart from
watching the news daily that means forcing yourself to read a set of newspaper.
Is there any method can help you learn better and understand what the lecturer
says about those abstract things?
T: Read the modern history books. Good. Can you ask the other body parts of this
method and see if there is any disagreement?
F: No disagreement.
T: No disagreement. Good. Ask the part that responsible for creativity Is there
any other methods which can help me? It may be a feeling, sound or signal
F: No.
T: No. Congratulations Fok. Now we hold these two methods. Can you try to
imagine a situation? When you are listening to this lecturers lecture, tell yourself
actually that I can read a set of news every day. I also read a lot of books related
to modern history.
F: Um.
T: Hold these two beliefs to attend his/her lecture. How do you feel now? (09:34)
T: The head feels much lighter. Good! Tell yourself that I have found two
methods that can help myself. Ok or not?
F: Um.
T: Now I would like to invite you to focus your mind on your breathing. Try to
take a deep breath, and then use your mouth to slowly exhale. Try to take a deep
breath, and then use your mouth to slowly exhale. Try to take a deep breath, and
then use your mouth to slowly exhale. Try to take a deep breath, and then use
your mouth to slowly exhale. Very good. Try to move your fingers, toes,
shoulders and different parts of your body. When you ready, please open your
eyes slowly and come back to this room. Very good! Congratulations.
395
Second Practice
T: Terry (Interviewer / Researcher)
F: Fok (Baoja)
T: Hi Fok, I am happy to conduct the second six step reframing practice with
you. Now I would like to invite you to sit in a comfortable position. Try to use
your nasal cavity to take a deep inhaleand then use your mouth to slowly exhale.
Try to use your nasal cavity to take a deep inhaleand then use your mouth to
slowly exhale. Try to use your nasal cavity to take a deep inhaleand then use
your mouth to slowly exhale. Try to use your nasal cavity to take a deep
inhaleYou can take a deeper inhale. Very good. Then use your mouth to slowly
exhale. Try to use your nasal cavity to take a deep inhaleand then use your
mouth to slowly exhale. The time when you exhale can four times the time you
inhale. Try to use your nasal cavity to take a deep inhaleand then use your
mouth to slowly exhale. Very good. Try to use your nasal cavity to take a deep
inhaleand then use your mouth to slowly exhale. Fok, now I would like to
invite you think about a situation where you were learning last time. Search a
familiar but undesirable learning situation. Ok! Thank you. What is it? Can you
describe it?
F: Yes.
T: Dizzy and drowsyok. Now try to search a part of yourself. That part of you
is responsible for the learning difficulty. Or can I say in this way? Do you mean
that I want to learn the topic of politics but I dont know why something
disturbs me.
F: Yes.
T: Can you feel the thing that disturbs you? What is that about?
396
T: A heavy stone on the head okis it a strong feeling?
F: Yes.
T: Cant hear anythingyou can just see him talking with no sound.
F: Yes.
T: Ok now Fok, I try to use a displacement method or waving method to help you
diminish the feeling, ok?
F: Um.
F: Um.
T: Can you imagine that there is a balloon on the stone and the balloon is growing
now?
F: I can.
T: The balloon is growing bigger and biggerand keeps growing. The balloon
has a power which can hang the stone and put the stone aside little bit. Can you?
F: I can.
T: Good. Try to use the balloon to move the stone away from the head and let it
float above your head. The balloon brings the stone towards the sky gradually.
Can you do that?
F: I can.
T: It has moved away, right? Ok, say goodbye to itSay Goodbye and it is
away from you.
F: OK.
397
T: Now I invite you to feel your shoulders. Do you still have discomfort on your
shoulders?
F: Still have.
T: What is it?
F: A kind of pressure.
T: An invisible pressure. Can you imagine that you have a scarfa thin scarf on
your shoulders. This scarf has a magical power which makes your shoulders
relaxed. Because it has a magical protective power and protect you from harm.
Try to put the scarf on your shoulders slowly and if its alright.
F: I can.
T: Have you put it on your shoulders? Try to feel your shoulders, how do you feel
about your shoulders?
F: I know which country he is talking about but I dont understand the content.
T: The mouth movement. It seems like he wants to deliver some messages about
certain countries. But you dont know what it is.
F: Yes..
T: I see. Is it I want to understand the whole lecture of what is talking about. But
the content of it makes me unable to understand. Is it the limiting belief?
F: Yes.
398
T: Good. Very good. Try to invite the body part which responsible for this
limiting belief. Search it and where is it?
F: Um.
F: Yes.
T: Now try to search a part of your body which is the creative part. Is there any
creative part?
F: Yes.
T: How about you ask this part I want to learn something but there are some
messages that disturb my understanding. What positive intention behind? Ask the
creative part what is it about?
F: Yes
T: Yes. Very good. Congratulate yourself. How about ask your positive intention
part and creative part about what method that you can know more as well as
overcome the difficulty mentioned just now? Ask it to give you some signals. It
can be sound, feeling or visual images.
F: Sound.
F: Um.
T: Tell yourself that you can watch more news...the news with sounds. Is it? Try
to ask the other parts of the body and see if there is any disagreement.
F: There is disagreement.
399
T: There is disagreement. Ask what kind of disagreement is it?
T: You may not be able to understand all the things even you watch the news now.
Ok. Bring along this disagreement to ask your creative part. Yes You did it
well. You suggested watching news. But even watching the news now, you cannot
solve all the problems. Ask your creative part for any better suggestions? Ask it.
F: Find the information related to that topic but not just watch the news.
T: Find the informationdoes it mean the information about the topic in the
lecture?
T: Read the information according to topic. Take this suggestion to ask other parts
of the body see if there is any disagreement?
F: No disagreement.
T: No disagreement. Is it?
F: Um.
T: GoodSay thanks to your different parts of body. OK try to ask the creative
part. Is there any better suggestion? It is a good suggestion already. Ask it.
F: No
T: No. Is it? Say thanks to the creative part. Fok, now I invite you to hold this
suggestion, watching the news. Imagine that you are in a situation that I read the
information of the lecture beforehand.
F: Um.
T: And then its like through the information you find some related news. Read
again. Imagine that you have assimilated all the knowledge. Very good! Try to
take a deep inhale. Wow, I have assimilated all the knowledge. Through the
deep inhale, tell yourself you have assimilated all the knowledge.
F: Um.
T: Very good! Bring along this knowledge and walk back to the lecture hall and
look at the lecturer. What do you feel?
400
F: I have eye contact with him.
F: He smiles to me.
T: He smiles to you.
F: Relaxing..
T: Good. Try to listen to or look at the content of the lecture. Can you feel
anything?
F: Nothing... but I know briefly the lecture topic is something about medical
treatment.
T: I see. Thank yourself first and say thank you to the situation you saw. Tell
yourself that you have new resource and new method. When I come across with
similar situation later, I can do better.
F: Um.
T: Try to focus your mind on your breathing. Try to take a deep breath, inhale
some strong power. Try to take a deep breath. Imagine you inhale a lot of resource
and exhale slowly. Try to take a deep breath, and then slowly exhale. Try to take a
deep breath, and then slowly exhale. Very good. Try to take a deep breath, and
then slowly exhale. Try to take a deep inhale, and then slowly exhale. Good. Try
to relax your fingers, toes, move your shoulders and different parts of your
body. When you are ready, please open your eyes slowly and come back to this
room. You know you are doing a six step reframing model practice.
F: Um.
401
Case 3 Ka Ho
First Practice
T: Terry (Interviewer / Researcher)
K: Ka Ho
T: Hi Ka Ho, now I would like to conduct the six step reframing practice with
you in order to try to change the limiting belief of your learning. First of all, I
would like you to relax, put your feet into a flat position and sit in an appropriate
position. Try to focus on your breathing. Try to use your nasal cavity to take a
deep inhaleand then use your mouth to slowly exhale. Try to use your nasal
cavity to take a deep inhaleand then use your mouth to slowly exhale. The time
when you exhale can be slower than the time when you inhale. Try to use your
nasal cavity to take a deep inhaleand then use your mouth to slowly exhale. Try
to use your nasal cavity to take a deep inhaleyou can take a deeper inhaleand
then use your mouth to slowly exhaleTry to use your nasal cavity to take a deep
inhalevery goodand then use your mouth to slowly exhale. Very good. Try to
use your nasal cavity to take a deep inhaleand then use your mouth to slowly
exhale. Very good. Ka Ho, I would like to invite you to search for a situation
where you are learning. They can be sound, visual image or the feeling of your
body to appear. If you have found it, you can nod your head and notify me.
K: Um. (02:40)
K: Yes.
K: At that time I am not. At that time I have just finished taking a few exams and
some of the results have just released and then a group of friends are talking about
the grading.
T: So it is about the release of the results. Can you try to search more about some
situation where you were learning? Apart from this release of the examination
results. You can relax more. We have plenty of time and you can search through it
slowly.
402
T: So you see a pile of notes. Is there anything disturbing you?
K: Yes.
T: What is it?
K: Um.
T: So can I say it in this way? I really want to study the notes but something
disturbs me and makes me cannot understand. What are those things that
disturb you?
K: Yes, mainly about memorization. There are a lot that I do not understand but I
still need to recite them
T: You do not understand a lot of them but you still need to recite them.
K: Yes.
T: So can I say it in this way? I really want to learn all this pile of notes.
However, as it requires a lot of my memorization and the amount of
memorization is too much which disturbs me and makes me cannot learn well.
Is it more accurate to say so?
K: Um.
T: So what you see is sound, visual image of the feeling of your body?
K: Mainly it is my memory.
K: Visual image. Mainly visual image. I see myself looking at the pile of notes
and thinking about how to recite them all.
T: I see. Ka Ho, now I would like you to search a part of your body which is
related to your limiting belief. That limiting belief is I really want to learn all
this pile of notes. However, as it requires a lot of my memorization and the
403
amount of memorization is too much which disturbs me and makes me cannot
learn well. Ask your body and see which part is responsible for this limiting belief.
That part of your body should give you a signal. Search through your body and
see if its here.
K: Umm
K: I dont know.
K: No
T: Think about where is this limiting belief from. Ask your limiting belief Where
do you come from?
K: My brain.
T: It comes from your brain, right? Ok. So now talk to your brain and ask Are
you responsible for my limiting belief? Does your brain give you any response?
K: It answers yes.
T: It answers yes. Very Good. So now, try to ask the parts of your body in which
this part of Ka Ho is very creative. Only you know where it is. You tell yourself
Actually I want to learn the piles of notes but it requires too much of my
memorization. And ask yourself What is the positive intention behind? There
should be a positive intention. Ask yourself what the positive intention is.
T: You want to help the patients. Very good. So now you hold this positive
intention, and ask the creative part of Ka Ho I have a positive intention in which
I want to read of the notes in order to help the patients. However, it requires a lot
of my memorization which makes me cannot recite and disturbs me. Are there
any ways to solve this problem?
T: Use penmanship. Ok. Thank your creative part. So now hold this method of
penmanship and ask your brain, which is responsible for the limiting belief and
ask other parts of your body, is there any disagreement to help myself? Let them
discuss if its workable.
404
K: Not workable.
T: It wastes a lot of time. Ok. So penmanship wastes a lot time. Can you take this
feedback and ask your creative part Although you suggest using penmanship, it
wastes a lot of time. Are there any methods?
K: To scream loudly.
T: To scream loudly. Ok. So your creative part suggests another method which is
to scream loudly. Now hold this method and ask your brain that is responsible for
the limiting belief. And ask the other parts of your body and see if there is any
disagreement.
T: Why is it difficult?
T: So now you take back this disagreement and ask your creative part Its
difficult because we are not allowed to scream in the library. Is there any other
method which can help me study the notes? I have the positive intention which is
to help the patients. Due to too much information and I am not able to recite them
all, how can I solve this problem?
K: Read the notes earlier and read them for a few more times.
T: Read them earlier and read for a few more times. Ok. So now take this method
and ask your brain. And ask the other parts of your body if there is any
disagreement.
K: No,
T: No disagreement. Good. Thank your body parts, thank your brain. Thank your
creative part. Very good. So now Ka Ho, I would like you to focus on your
breathing. Try to take a deep breath, and then use your mouth to slowly
exhaleTry to take a deep breath, and then use your mouth to slowly
exhaleTry to take a deep breath, and then use your mouth to slowly
exhaleVery good. If you can, move your fingers and toes. If you are ready, you
can come back to this room. You know that you are doing a six-step reframing
model practice. You can look around the room. Ok Ka Ho, have a try, can you
still see yourself looking at the piles of notes on my hand?
405
K: Yes.
T: Ok. Imagine you are using your method, you are reading it earlier. How do you
feel?
K: It is still here.
K: Ok.
Second Practice
T: Terry (Interviewer / Researcher)
K: Ka Ho
T: Ka Ho, Im very happy to invite you to the second one which is one week after,
the second time of the NLP six step reframing practice. Actually at the first
place, I would like you invite you to sit in a comfortable position.
K: Um, ok.
T: And then your mind has to focus on your breathing, try to use your nasal cavity
to take a deep inhale, and exhale by using your mouth cavitytry to use your
nasal cavity to take a deep inhale, and slowly exhale by using your mouth
cavitytry to use your nasal cavity to take a deep inhale, and slowly exhale by
using your mouth cavityyou can try to take a deeper breathe and the time
when you exhale by using your mouth cavity, it can be three to four times longer
than the time when you inhale. Yes very good very good. You can take a
deeper breathe and then slowly exhale take a deeper breathe Ok. Ka Ho,
now I would like to invite you to search a scene about your learning. Anything
relates to your learning circumstances. When you have searched it, please notify
me by nodding your head. [long pause] Yes you can search slowly, we have
plenty of time. Yes you cant find any? You can slowly search through some
visual images, sounds, feelings on your body, or maybe some incidents you
encountered before? The learning circumstances you encountered before? Maybe
you have search through it last week? No matter its new or old, as long as it pops
up in your mind, it is also acceptable. (03:30) [long pause] Try to take a deeper
breath, and exhale slowly through your mouth cavity try to imagine you are
inhaling a strong power, and the power can help you fully relax then use your
406
mouth cavity to slowly exhale... Try to inhale a strong power, and use your mouth
cavity to slowly exhaleTry to inhale a strong power, and use your mouth cavity
to slowly exhale. Ok. Any learning circumstance pops up in your mind? Is there
any?
K: Um.
K: ErhVisual image.
K: Actually it is similar to the previous one. But the venue changes to my room.
And there is a person sitting it should be me, sitting down, and then reading a
pile of a pile of it should be articles.
T: So you see yourself sitting inside a room and reading some articles. Is it?
K: Yes.
T: So what thing disturbs your learning? Can you try to feel about it?
K: Also about I dont understand the article as I keep on reading it. I read a couple
of times for some vocabulary but I still cannot understand.
T: You cannot understand the vocabulary as you keep on reading it. So do you
mean that you actually want to learn all the articles, but many vocabulary make
you cannot understand while you are reading. Is it?
K: Learn all the articlesor maybe to understand what the article wants me to
learn.
T: Ok. Let me repeat, actually I want to understand what the article means. But
the vocabulary inside the article makes me cannot understand, that is why I
cannot proceed. Is this your limiting belief?
K: Yes.
T: Ok. Can you ask your body, which part is responsible for this limiting belief?
Search through it. Scan through it, search through it. Which part of your body is
responsible for this limiting belief?
407
T: Again its your brain. Ok. So now you try to ask your brain, yes you have this
limiting belief, however, what is the positive intention behind this belief? Every
belief has its positive side, so what positive impact does it give you?
K: Um.
T: Have you discovered it? A creative part of Ka Ho? So can you bring this
positive intention and ask him, just now you have found out your limiting belief,
in which you want to be able to read the article, but the vocabulary in the article
disturbs your learning. So can you ask the creative part of Ka Ho, what ways can
it help solving this problem? To make it better? Ask him, and see what answer he
gives you. It maybe a signal, a feeling maybe a visual image, it may also be
sound. Find out the creative part of Ka Ho provides what signal to you.
K: Um it is a picture actually.
T: A picture, with books and computers. Why? For you, what is the reason for this
picture? Creative Ka Ho gives you a signal which is books and computers. So
what does it mean? Ask him. What does it mean by books and computers?
K: Actually there are others there is one more image, which is a pile of notes.
T: A pile of notes.
K: Um.
T: There are books, computers and a pile of notes. Ok. So under such
circumstance, what signal does creative Ka Ho bring to you? It maybe some hints
to solve your problem.
408
K: Erh use these three things to help me understand some relevant background
knowledge.
K: No.
T: No, right? Thats great. So now try to ask creative Ka Ho again, are there any
other methods? Thank creative Ka Ho for this method, but are there any other
ways, which can help you learn better?
T: Read the start and the end. What does it mean? Read the start and the end of
the article
K: Read the start and end of the article first. And read the rest afterwards.
T: Good. So now try to grasp this method, which is to read the start and the end of
the article first, in order to solve the problem in reading the article. Can you ask if
there are any objections from your other body parts?
K: No.
T: No. Thats great. So ask your creative part. Is it enough with so many methods?
Are there any new things pop up?
K: No.
T: So at this moment there isnt. Ok. Now thank your creative part. Ok. Ka Ho, I
would like to invite you to imagine yourself sitting in the room, he is reading an
article, and actually he can use the books, computers and a pile of notes to
understand the background knowledge of this article first in order to read well. Ok.
What is your feeling now if he acts in this way?
K: Less confused.
T: Less confused. Thats great. In addition, he can further read the article by
reading the start and the end of it first, and read the rest afterwards. If he acts in
the way, how do you feel?
409
K: Nothing special.
T: Nothing special. You notice that you have done this in order to help yourself.
Ok. So now you try to walk into Ka Hos body. Its like live going inside, in first
person reading the article, feel the previous feeling you have just had, alright?
Thank yourself. Thank all your methods. Ok. Thats great. Now I invite you to
focus on your breathing. Try to take a deep breath, and then use your mouth
cavity to slowly exhaleTry to take a deep breath, and then use your mouth
cavity to slowly exhaleTry to take a deep breath, and then use your mouth
cavity to slowly exhale very good. Try to take a deep breath, and then use your
mouth cavity to slowly exhale Try to move your fingers and toes Very good.
Ok. Yes lets come back. Thank you Ka Ho.
410
Case 4 Rammy
First Practice
R: Rammy
T: Terry (NLP Practitioner)
T: Hi Rammy, I would like to conduct the first six step reframing practice with
you. Now I would like you invite you to sit in a comfortable position, try to relax
yourself. Try to focus on your breathing. Try to use your nasal cavity to take a
deep inhaleand then use your mouth to slowly exhale. Try to use your nasal
cavity to take a deep inhaleand then use your mouth to slowly exhale. Try to
use your nasal cavity to take a deep inhaleand then use your mouth to slowly
exhale. You can take a deeper inhale. The time when you exhale can slower. Very
good. You can take a deeper inhale. Very good. Rammy, I would like to invite
you think about a learning situation. Allow your thinking to search through it. In
this learning process, is there anything that disturbs you and makes you cannot
learn well? If you have found it, you can nod your head and notify me.
R: Um.
R: Umm it is about the recent start of the semester, during the practicaland I
am inside the classroom.
R: Umm I think the concepts are very difficult. And I dont have much idea
about what the teacher is teaching. I am not familiar with what the teacher is
teaching.
T: I see. So can I say in this sentence? I want to learn the concepts but they make
me feel so confused. Is it appropriate to describe like this?
R: It is appropriate.
T: Ok. So I would like you ask about actually there is a part of your body which
is responsible for your limiting belief. You can try to ask which part is responsible
for this belief. See if there is any signal. It can be sound, feeling of your body or
visual image tell you that Yes, I believe in this way.
T: I see. Your brain tells you that it is responsible for that. Can you try to ask your
brain, Yes, I really want to learn these concepts but they make me feel so
411
confused. What is the positive intention behind? See if there is any sound,
feeling of your body or visual image tell you that.
R: Umm I think that when I need to attend the class, I feel that my head is very
heavy as I do not quite understand the class, I feel quite confused so I feel that
my head is very heavy.
T: Yes so I want to learn the concepts, but the concepts are very confusing
and my body feels that my head is very heavy. So what is the positive behind
this feeling? I feel so oppressive when I am learning, there must be the good
side of it. Ask the responsible part of your body, ask your brain, what is the
positive side of it although I have such feeling. You can search through it slowly.
We have plenty of time. [long pause] What is the positive intention? What is the
positive energy?
T: Think about it slowly. Is there any special signal that notifies you? Or
something that reflects you, Rammy, about your character?
R: Umm..
T: That belief is that I want to learn the concepts but I feel very confused and
the related feeling is that my head feels very heavy. It seems that there is some
feeling that is disturbing me. But what is the positive intention behind?
R: Umm... actually I want to be more relaxed when I am attending the class and
not to be so stressed. I want to be more hea. I want to learn in a relaxing mood.
But what we need to learn is too much and too intensive that my head feels very
heavy and there is some stress.
R: Yes.
T: So now hold this positive intention I want to learn in a more relaxing way.
Can you ask the creative part of yourself, search through it, the creative part of
Rammy, can you ask her I want to learn in a more relaxing way in that situation.
Is there any way that can help me learn in a more relaxing way?
R: Actually I can scan through the powerpoint before attending the class. That
means I can have some brief concept on what that lesson is about. So that when I
attend the lesson, it will not be like transmitting everything into my mind at once.
412
T: I see. So the creative Rammy tells you that actually I can prepare and read the
powerpoint before the lesson and briefly know what it is about so that I will not
feel that intensive when I am attending the lesson. And I can feel more relaxed
during the lesson. Is it?
R: Yes.
T: So this suggestion is very good. This is a good way to solve the problem. So
can you ask the other part of your body, If I want to solve this problem using this
method in future, is there any disagreement? Ask them if they disagree on it.
R: No.
T: Thats very good. So thank yourself, thank the other parts of your body, thank
your creative part. Now ask your creative part again, is there any other method?
The first method is a very good one, is there any other method?
R: Umm I can revise the lesson again after class. It wont take me a long period
of time but I can review what the teacher has taught in the lesson. That means I
can consolidate what I have learnt in that lesson. Otherwise I will start to forget
them after a period of time and it will be very hard for me to pick up the concepts
again later on.
T: I see. So the creative part of you tells you that actually I can consolidate the
relevant information after the lesson and it saves some of my time in future.
R: Um.
T: Hold this method and ask the other parts of your body, If I try to use this
method in future, do you have any disagreement?
R: No.
R: Um.
R: Yes.
T: So keep that relaxing feeling. Thank yourself and hope that I will use this
method in the future. OK. Rammy, I would like you to focus on your breathing.
413
Try to take a deep breath, and then use your mouth to slowly exhaleTry to take
a deep breath, and then use your mouth to slowly exhaleTry to take a deep
breath, and then use your mouth to slowly exhaleTry to take a deep breath, and
then use your mouth to slowly exhale Try to move your fingers and toes. Move
your shoulders and the other parts of your body. When you are ready, please open
your eyes and come back to this room. Congratulations!
Second Practice
T: Terry (Interviewer / Researcher)
R: Rammy
T: Rammy, now we are going to do the second time of six step reframing
practice. Just like last time, you can relax and enter the situation. Now please
relax yourself, sit in a comfortable position and focus on your breathing. I want
you to take a deep breath and then slowly exhale. Try to take a deep
inhaleand then slowly exhale. Try to take a deep inhaleand then slowly
exhale. Try to take a deep inhaleand then slowly exhale. You can take a deeper
inhale. Very good. Try to take a deep inhaleand then slowly exhale. The time
when you exhale can be three to four times longer than the time when you inhale.
Try to take a deep inhaleand then slowly exhale. Take a deeper inhale. Very
good. Rammy, I would like to invite you to search once again a situation where
you are learning. See if you can search a scene where you have difficulty in
learning. If there is, please nod your head and notify me.
R: Um.
T: This morning when you are attending the lecture. So what disturbs your
learning?
R: I think the feeling is less oppressive than last time. But I feel a little bit
likefeeling of paralysis? I feel like having tight hands and legs. I feel more on
having tight hands, and also my head. But it is not like last time feeling heavy, I
feel lack of strength.
T: I see. Now focus on your hands. How does your hand feel? Lack of strength or
paralysis?
R: Umm I feel more like lack of strength. Just a slight feeling of it.
T: Try to focus your mind on your breathing, imagine that you are breathing in a
strong power. Slowly exhale something that you dont want. Try to breathe in
414
again a strong power. Try to transfer this power like a warm current to your hands
and breath in again a strong power slowly transfer to your hands. You can take
a deeper breath. Very good. Can you feel the warmth going into your hands?
R: Um.
T: So keep this feeling. Now focus on your head, how does your head feel?
R: Umm now it is just like the normal feeling. The feeling that I had just now
disappears.
T: Very good. So congratulate yourself first. Now try to go back to the situation
where you are learning and attending a lecture. Actually what is disturbing you?
R: I think the lecturer only teaches us the concepts. Maybe he needs to teach
many concepts in one lesson, so he cannot go through every concept in detail.
Maybe he expects us that he teaches us the brief picture of it and later on we
need to go in detail by ourselves for example reading books. We cannot just read
his notes. I think.
T: I see. So can I say it in this sentence? I want to learn all the concepts in the
lecture, but there are too many concepts and it seems that the lecturer does not
explain in detail enough, so they disturb me and make me cannot learn. Is it
accurate to describe like this? Do you have any modification?
R: It is accurate.
T: Now lets try to take this limiting belief and ask your body. See which part is
responsible for this limiting belief. Ask and search through it. Is there any part of
your body tells you that I am responsible for this?
T: So your forehead is responsible for this belief. Now I want you to search the
creative part of Rammy. Can you find it? It has many inspirations. Gives you a lot
of creativity.
R: Its my brain, but more on the central and back side of it.
415
T: The central and back side of your brain. Try to ask those parts, I have such
limiting belief just now, which is I want to learn many concepts, but maybe
because of the time constraint, the lecturer just teaches briefly and does not have
enough time to explain so they disturb my learning and make me cannot learn. So
what is the positive intention behind this limiting belief? What is the positive
intention? Try to ask the creative part of Rammy.
T: So the positive intention is that your lecturer gives me some brief concepts
and wants me to take the initiative to learn more. Is it?
R: Yes.
T: So lets keep this positive intention and try to ask the creative part of Rammy,
How can I solve this problem so that I can learn more concepts and have this
positive intention, and make me feel easier to understand the concepts so they will
not disturb me? Are there any better methods? It may remind you through sound,
visual image or feeling of your body. Try to ask the creative part of Rammy.
R: Umm I can search the information on the internet but it needs to be more on
video so that I can better memorize them. I dont like reading too many words.
For example, I remember he is now teaching what are the typical postures or
movement of the patients who have stroke. So just now he showed the video to us
and I think this method is more interesting and easier to memorize it.
T: So that means you can search some relevant video in advance, so that you can
master the relevant information.
R: Yes.
R: Um.
T: Now hold this idea and ask different parts of your body including the part that
is responsible for your limiting belief. Ask them Is there any disagreement? See
how they respond to you. If I solve the problem in this way, is there any
disagreement?
R: No disagreement.
T: No disagreement. Good. Now ask the creative part of Rammy and see if there
is any method that can help you. Ask her.
416
R: If the lecturer can continue to show some videos in future, I need to pay
attention to the videos and mark down the main points.
T: So that means when the lecturer shows the video next time, I need to mark
down the main points so it is easier to help me.
R: It is because the videos that he chooses for us should be those he thinks they
can help us learn and suitable for us.
T: So take this idea and ask the other parts of your body. If I do this in future, do
you have any disagreement?
R: No.
T: Very good. So Rammy, I would like to invite you to go back to the situation
where the lecturer is teaching. Look at that situation because you already have
two methods. Take these two methods into that situation. How do you feel now?
R: The feeling that I have previously disappears. Umm I did not feel like
attending the lecture before but now I think I can. I wont resist too much on
attending lectures.
R: Yes.
T: Good. So hold this feeling. So now Rammy, I would like you to focus on your
breathing. Try to use your nasal cavity to take a deep breath, and then use your
mouth to slowly exhaleVery good. Try to use your nasal cavity to take a deep
breath, and then use your mouth to slowly exhaleTry to use your nasal cavity to
take a deep breath, and then use your mouth to slowly exhaleVery good. Try to
use your nasal cavity to take a deep breath, and then use your mouth to slowly
exhaleTry to move your fingers, arm, shoulders and legs different parts of
your body. Tell yourself that you are doing the six-step reframing model
practice. When you ready, please open your eyes slowly and come back to this
room. Congratulations! Thank you.
417
Case 5 - Lawrence
First Practice
T: Terry (Interviewer / Researcher)
L: Lawrence
T: Hi Lawrence, I am happy to conduct the first six step reframing practice with
you. Now I would like to invite you to relax yourself, and slowly close your eyes.
Try to use your nasal cavity to take a deep inhaleand then use your mouth to
slowly exhale. Try to use your nasal cavity to take a deep inhaleand then use
your mouth to slowly exhale. Try to use your nasal cavity to take a deep
inhaleand then use your mouth to slowly exhale. The time when you exhale can
be four times longer than the time when you inhale. That means you can exhale
slower. Try to use your nasal cavity to take a deep inhale take a deeper
inhaleand then use your mouth to slowly exhale. Very good. Try to use your
nasal cavity to take a deep inhaleand then use your mouth to slowly
exhaleLawrence, I would like to invite you to be in a relaxing mode, allow your
brain to appear any sound, visual image or the feeling of your body about your
learning. If you have found any signal about your learning, you can nod your head
and notify me. (02:02)
L: I can see a picture, I am inside my study room where I am reading some papers
and facing the computer and writing something.
T: Very good. Ok. So you are learning something right? So what are you learning
about?
T: Very good. I would like to ask, is there anything that you want to learn but
disturbs you?
L: I know that I need the skills, but what disturbs me is thatfirst of all, I do not
know where to find the skills to solve this problem. It is because for example
reading books reading books may not be able to solve the problem completely.
418
The books can give me some general answers, but they are not specific enough to
solve my problem. So I try to seek for my friends help can I continue to say?
T: Lawrence, can you use a simple sentence to tell me what I want to learn, and
what is disturbing me. Fill in the blanks for me.
L: What is disturbing me is that it seems that I have done this before but it
seems not. I think I have done this before but Im not so clear about it. That means
I have done some of it but not completely. Another thing which disturbs me is
T: You can do some part of it but you cannot do some part of it is something that
disturbs you?
L: What it means by doing some part of it is that I have tried to do some writing
analysis, I have tried to link the hypothesis, methods and the answers from the
questionnaires together. I have already done this. However, I am not able to link
them together clearly. So it turns out that they are not totally relating with each
other. So what disturbs me is thatI believe that I have some skills the skills
about the research method which I am not able to handle it well. Therefore during
this period of time, I have read some successful examples and I have read the
methods done by the others, for example
T: Lawrence, lets stop here. How about lets say it using this sentence, I want to
learn the skill to help me link the research hypothesis but I discover that I
dont have enough information so it disturbs me. Is it appropriate to say it in this
sentence? Or you want to modify this sentence? Please be reminded that I want to
ask about what disturbs you but not how to solve the problem.
419
L: Yes, lack of information. I think this is the main thing which disturbs me.
T: How about you try to take a deep breath and ask the inside you, if the limiting
belief is I want to learn something but something that disturbs me. Is there any
sound, visual image or the feeling of your body that tells you about this? They are
not your logical thinking.
L: I can only see myself sitting in front of my working desk and searching the
information that I downloaded before. I am reading the information and analyzing
them in detail.
T: Can you try to repeat your limiting belief I want to learn something but
something is disturbing me this fill in the blanks and say it in a simple sentence?
L: To describe it in a simple way, I want to have the skill to relate the hypothesis,
questionnaires and analyzing method systemically. However, what disturbs me is
that I did not have enough information previously so that I am encountering some
obstacles.
L: Ha ha!
T: So now ask yourself, which part of your body is responsible for this limiting
belief? That means which part of your body is related to your limiting belief?
Search through your body parts, think about which part, which part of your body
is related to it and will think in this way?
T: Ok. So ask yourself, actually I want to learn the skill to help me solve the
problem that I encounter in my research but there is something that disturbs me
which is the lack of information. So what is the positive intention behind? What is
the positive side that makes me think that there is a lack of information and
disturbs me? There should be a good side behind it. What is your positive
intention?
T: Thats very good. Actually you are a person who has the positive intention to
improve yourself.
L: Yes.
420
T: Try to find the body part which has the creativity. Search through your body
and see where the most creative part is. Ask that part of your body, How can I
hold this positive intention which is to keep improving myself but I can solve my
limiting belief?
T: So ask your hand, how can it help you to keep your positive intention, which is
to keep improving yourself with this positive intention, and can solve your
limiting belief that you had just now? Are there any methods?
T: Thats alright. What can you see and hear you can say it out.
T: Ask your eyes and brain, how they can cooperate with your hand so to solve
your limiting belief.
L: I cant think it clearly because my hand can only be the output but cannot be
the input. My eyes are the input and it cannot be vise versa that my hand be the
input.
T: Lawrence, your body is not dead, it has life. That means your eyes, brain and
hand have an independent life. Ask them and they will tell you. Dont assume that
they are just separate thing. When you say it out, there might be some visual
image, feeling of your body or sound appears and notifies you.
L: Im not sure if this is the answer, but after hearing what you have said, my
hand tells me thatyou might think it is very funny. It tells me that my hand can
actually touch the object. For example, it can flip through the book, it can pick up
the pen and write. It tells me that it can execute such function. Although it isnt
the eyes and cannot see the things, it has the feeling to touch the things. For
example when it touches the chair, it knows that it is in rectangle shape or it is
sharp. It tells me that it has such function.
T: Thats very good. So how can it help you to solve your limiting belief?
421
L: It helps me in a way that when my eyes are tired, my hand canwhen I am
tired and cannot read the book, my hand can help me flip over the book, write
something
T: Or to feel it?
L: Maybe I should say it in this way. When my eyes are ready and can function
again, they can cooperate with my hand.
T: Thats a good method. So when you are tired and you want to learn the skills to
solve the problem in your research, and when you discover that you are lack of
information that disturbs you, actually you can write some creative thing naturally
with your hand, to have the inspiration so to breakthrough this problem. Is this the
method that you have just generated just now?
L: I believe that your words remind me another thing. I have not tried such
method before and usually when my eyes are looking, they also need to look at
my hand when it is writing. So I have not tried this method before. But I think that
if I try more, I will succeed. Maybe when my eyes are tired and need to take a rest,
my hand can take a pen and write something unrelated that may produce
something creative at the same time. When my hand has written something
creative and wait till my eyes can function again, they might be able to creative
even more new ideas.
T: Thats good! You havent tried this before so this is a new method right?
T: So hold your newly discovered method, which is when you are very tired and
cannot read the information, your hand can write anything which might pop up
some creative ideas. Use this method and ask the other parts of your body, do they
disagree with it?
L: They do not have any disagreement because when my eyes are tired, the other
parts of my body will not be tired. So they will not disagree with it.
T: Ok. I see. So that means Lawrence you have discovered a new learning method.
422
T: So when you discover that you are very tired but you want to learn some skill
to solve the problem in your research, and at the same time you do not have
enough information to solve the problem, you may use your hand to be creative to
write something on a piece of paper. This may come out some new ideas and help
you. Is this complete to say so?
T: Ok. Very good. So now imagine yourself looking at the Lawrence in the room.
Try to think even he cannot do the research at the moment, his hand is like a
living thing and can write to help him solve the problem. Try to see if there is any
sound, visual image or feeling of your body.
L: One image is that I am in my room and my eyes feel tired so I use my hand and
pick up a pen to pretend writing. Another image is that I am sitting in my office
and doing the same thing but the environment is different. So there are two
images.
T: Ok. Very good. So keep this visual image. Lawrence, I would like you to
slowly take a deep breath. Try to use your nasal cavity to take a deep inhaleand
then use your mouth to slowly exhaleTry to use your nasal cavity to take a deep
inhaleand then use your mouth to slowly exhaleTry to use your nasal cavity
to take a deep inhaleand then use your mouth to slowly exhale.Try to use
your nasal cavity to take a deep inhaleand then use your mouth to slowly
exhale.Try to use your nasal cavity to take a deep inhaleand then use your
mouth to slowly exhale.Very good. Try to use your nasal cavity to take a deep
inhaleand then use your mouth to slowly exhaleTry to move your shoulders,
necks, hands and legs. If you are ready, you can slowly open your eyes and come
back to this room. Congratulations Lawrence.
Second Practice
T: Terry (Interviewer / Researcher)
L: Lawrence
T: Lawrence, Im happy to conduct the second six step reframing practice with
you. Now I would like you invite you to sit in a comfortable position, and then
423
relax yourself. You can close your eyes and focus on your breathing. Try to take a
deep inhale, and then use your mouth cavity to slowly exhaleTry to take a deep
inhale, and then use your mouth cavity to slowly exhaleTry to take a deep
inhale, and then use your mouth cavity to slowly exhaleTry to take a deep
inhale, and then use your mouth cavity to slowly exhaleTry to take a deep
inhale, and then use your mouth cavity to slowly exhaleVery good. Try to take
a deep inhale, and then use your mouth cavity to slowly exhaleTry to take a
deep inhale, and then use your mouth cavity to slowly exhaleand the time when
you exhale by using your mouth cavity, it can be four times longer than the time
when you inhale. Try to take a deep inhale, and then use your mouth cavity to
slowly exhaleTry to take a deep inhale, and then use your mouth cavity to
slowly exhaleVery good. Lawrence, I would like to invite you to go to a place
where you learn. See if you can find some scenes, they can be visual information,
or sound, or feelings appear from your body.
L: I found it.
L: It is the room where I study there. It is the room at my home. I usually sit in
front of the desk facing the computer, to use the computer. Even if I do not need
to use it, I will also sit there and use that desk to read and write.
T: Is there anything you have discovered that you really want to learn, but there is
something disturb you?
T: Can you find your limiting belief? Limiting belief means you want to achieve
certain learning goal, but it seems that there is something at this moment
disturbing my learning. Is there any?
L: At this moment, I cant say it is limiting fully because I have found some
information in hand, and the information is helpful to me initially. I think I need
to spend some more time to read through it. It somehow gives me some benefits,
so I cant totally say it is my limiting belief.
T: So what do you really want to learn? You want to immediately work on your
research or what?
424
T: So is there any other things, other tiny things that disturb your success?
T: Definitely.
T: Actually can I describe your limiting belief in this statement? I would like to
suggest this to you. I really want to learn and achieve the method that can help
me complete my dissertation. But my concentration ability is being affected
by many other miscellaneous matters. What might have disturbed me is my
concentration ability. That means I want to learn how to work on my
dissertation, but I am lack of the concentration ability. Does this make a
complete sentence for your limiting belief?
L: Yes, you can say so. At this moment. I think I can concentrate on my mind, but
this matter happens quite suddenly that I need to handle it and in urgent. So it
might not be the reason I cannot concentrate. At this moment when distributing
my time, I need to focus on this urgent and important matter like applying visa.
This is so all of a sudden
T: Or can this sentence be rephrased like this? I really want to learn the method
that can help me finish the important things of dissertation faster. But I find out
that I am not good at time management, so it disturbs me.
425
L: Not good at time management but I do not really agree on that. Because I
have thought about this before
T: So what is it? There must be something that is disturbing you. If there isnt,
you would have already finished your dissertation. You can finish it within two
days. There must be something that disturbs you. What is it?
L: Umm maybe I should say this is not an excuse but in this period of
time Im still working on my full-time job, so even when I was thinking about
something or to work on something, there will be some colleagues come and chit
chat with me. I am not defending myself for an excuse, but in fact at this
moment, I suspect this may be the case. I think I myself, I can fully concentrate in
an environment without any disturbance. But if there is someone I can deal
with sounds, but if someone finds me, needs to discuss with me, it naturally
disturbs my thinking. Even when I have certain ideas, when there is a colleague
calls my name, my mind will be cut off.
T: Ok. So let me rephrase the sentence about your limiting belief again. I really
want to immediately achieve the goal which I can combine my dissertation. But
some disturbance from other things or people will disturb my learning.
L: Yes, you can say so. I will agree more on this saying. Umm sounds will not
affect me, but if someone calls my name, and I need to put down my work and
work on their things and discuss with them
T: Lawrence, I would like to invite you to tell me your limiting belief sentence.
L: My limiting belief
T: You do not need to analyze your limiting belief. You just need to describe what
is disturbing you. I want to achieve something but something disturbs me.
T: But if your limiting belief only happens in your office, that means when you
are at home, you will not encounter any problem when you are learning? Is it?
L: You can say so. Especially when I close my door, I can fully concentrate. If I
opens my door, my family members might watch TV or chat chatting might
not but if they see me, it will stimulate my nervesand it feels like there is
some disturbance. So I need to I discover that I need to work in an isolated
environment in order to be fully focused.
426
T: Ok. So this can happen in your home or office. Can you say out your limiting
belief once again? Please do not analyze it. Please say the sentence. What disturbs
you? What do you want to achieve and what disturbs you?
L: Yes. Because
L: Yes.
T: So now I would like to ask you, which part of your body is responsible for this
limiting belief? You believe that something is disturbing you
L: The most direct one are my ears. If I cannot hear someone is calling my name,
I do not have to put down my work and chat with them. If I cannot hear, I can
continue to work. So the most direct part of my body is my ears.
T: Really there isnt any? Can you try to ask yourself, if there is any that signal
tells you, what is the positive intention behind? Some good intention? Try to see if
any of your body parts tell you about this. It maybe a visual image, sound, or
feeling on your body.
L: So maybe I can say that Im not sure if this countsbut maybe I can say
that in my work, when my colleagues come and find me, if they encounter
some problem in their work, which means they cannot handle by themselves, they
approach me and should be thinking I am able to help them. So the positive
intention maybe they think I have the ability to help them. And if this happens at
home, like if my parents call my name, they wants to care about me so they find
me. So are these positive intentions?
427
T: So it seems yes. The feeling actually comes out naturally. So actually the inside
you has already answered you. When my family members disturb me, I can ignore
them. But the problem is, the positive intention behind is that I am able to help the
others. Another positive intention is that I can have a caring communication with
my family members. So these are my positive reactions. So now, can you try to
search through the positive part of yourself? Ask him, I have such positive
intention although I am being disturbed, but actually my positive intention is
to help others and to have a caring interaction with my family members. So how
can I keep this positive intention, but also learn at the same time? Any methods?
T: Ok. You ask your creative part. Ask your creative part and see if there is any
visual image, sound or body feeling? Do not analyze it, just let them pop up in
your mind. Ask him. Ask him like it is a living creature. Any special images hint
you? There may be some hints, especially those images. Some human sound or
the feeling on your body. Is there any? We have plenty of time. You can let them
pop up slowly. Try to take a deep breath, inhale a strong power. Slowly exhale.
Let your body to answer it. You do not have to use power. Which is your creative
part?
L: It might not count as creativity. But there is one thing like if I am reading a
book on a certain page, then I can mark down on the page where I stop. To rudely
say this, I need to immediately serve the person who finds me. I will not upset
him or her and I know the part I am working on at the same time. But it seems not
about creativity.
T: Yes it is. It is what your body part has told you. So this is one of your methods,
to mark down where you stop. Are there any other methods? Can you think of two
more? Ask him what can keep up your positive intention and help you learn better.
T: You cant really think of any. Thats ok. We have plenty of time. Ask him what
are the images, sounds or body feelings pop up. It might be some tiny image,
sounds or body feelings that have popped up try to search through it ask him.
Try to take a deep breath, imagine you are breathing a strong power, use your
mouth cavity to exhale. Let your body part to solve your problem. Tak a deep
breath, use your mouth cavity to slowly exhale. Let your body part to pop up the
signal that you might be able to see. Slowly let it pop up. Let the signal appears.
Slowly let it appear. We have plenty of time. It seems that there is something. So
what is it?
428
L: Also about what I can do is to mark down I have been up to, the process I am
working till.
T: Also about marking down. Mark it down before you are being disturbed.
L: At this moment I only have such answer. So I said its so confusing because
even there is something pop up, its about such method.
T: Also about such method, to mark it down. As long as I have a detailed record, I
dont mind they are confusing. Work on the important ones first, as long as I have
my way to mark it down. Right?
L: Yes.
T: Ok. So thank yourself. Thank your creative part on telling you this method. So
now, try to ask yourself, if you try this method in future, which is when you are
disturbed by the others, you will mark down your work first, to know what your
progress is. If you use this method in future, ask if your body parts agree with it.
L: I think they definitely agree with it. Because I have spent a long period of time,
at least a few minutes to think and it only popped up this method. I believe there
is other method, but I couldnt find any..
L: Like apart from marking my work down by using my hand, I can also say it out
orally.
T: You can ask yourself. Ask your body parts. Ask your creative part if this is the
method.
T: Lawrence, I would like to invite you to relax your two hands first.
L: Ok. Yes.
429
T: If you use your hand to mark down first, and then use your mouth to say it out
before being disturbed by the others, is it ok for you?
L: I think thats better. After I use my hand to write, I use my mouth to say it out.
But the problem is, the others may not be able to wait me.
T: This might not be the case. Before someone disturbs you, you can hold on,
work on your thing first, is it ok?
T: So the method is, before someone disturbs you, you can hold it on first, use
your hand to write down your work, or say it out the work you are up to. Then
you can handle the other works. Is it?
T: Ok. Use this method to ask your body parts, see if they agree with it.
L: They agree with it. Use my hand to write and my mouth to say it out
T: Ok. Try to imagine a place where Lawrence is learning. You see that someone
is disturbing him, but he can immediately use his hand to mark down his work
and use his mouth to say it out and hold on, and then handle the disturbance. Do
you feel comfortable when you see this image?
T: You are satisfied with it. Ok. Thank you the Lawrence you have seen. Thank
yourself. If you can, please try to slowly take a deep breath, take a deep breath,
and then use your mouth cavity to slowly exhaletake a deep breath, and then
use your mouth cavity to slowly exhaletake a deep breath, and then use your
mouth cavity to slowly exhaletake a deep breath, and then use your mouth
cavity to slowly exhaletake a deep breath, and then use your mouth cavity to
slowly exhale Try to move your fingers and toesIf you can, please come back
to this room. You know you are doing a six-step practice. Thank you Lawrence.
430
Case 6 Jeffrey
First Practice
T: Terry (Interviewer / Researcher)
J: Jeffrey
T: Jeffrey, Im very happy to conduct first six step reframing practice with you.
Now I would like to invite you to sit in a better position, try to focus your mind on
your breathing. Try to take a deep inhaleand then use your mouth to slowly
exhale. Try to take a deep inhaleand then use your mouth to slowly exhale. Try
to take a deep inhaleand then use your mouth to slowly exhale .Try to take a
deep inhaleand then use your mouth to slowly exhale You did it very well.
You can inhale more deeply. Very good. Inhale more deeply. Very good. Jeffrey,
now I would like to invite you to think about a situation where youre learning. It
can be sound, body feeling or visual image. If you have found it, try to nod your
head to notify me.
Very good. Jeffrey, I want you to try to search through the sound, body feeling or
visual image if there is any limiting belief appears? For example, you want to
learn something, but something might be hindering you. If you have found it, you
can tell me what it is. We try to focus our mind on our target.
J: Umm one of the scenarios is I am working and there are many tasks. Some
are very urgent while some are not. Most of them are quite urgentsome are not
that urgent. During the multi-tasking process, I want to prioritize the tasks.
However, it does not follow my will, it cannot follow my initial plan to prioritize
them. Eventually I have spent time on the work which I didnt think I need to
prioritize them. As a result, I spend less time on those works which I really need
to work on.
T: I see. So can I say in this way? Your limiting belief in this scenario is I want
to prioritize the tasks that are really important but I dont know why something
is hindering me and affect me which makes me not being able to prioritize them.
431
J: Another scenario is that I hope I can try to spend more time to pray and study
the bible. But there are many things that I need to do and I dont have enough
timeeventually I think I did not do enough.
T: That means in this scenario you said I want to learn to spend more time on
praying or studying the bible but there are other things hinder me and time is not
enough so I cannot do it.
T: In these two scenarios, which one do you think you can use your body to feel
it is more urgent and important to solve it? I think your heart will tell you. It
should be the first thing that appears.
T: Ok. So how about lets focus on solving the problem about your work first?
J: Sure.
T: So try to see if you can see yourself working? In your work, you want to learn
something and prioritize something, right?
J: Yes.
T: Ok. But there is something hindering me and makes me cannot prioritize, right?
J: Thats right.
T: So now, Jeffrey, can to ask yourself, which part of your body is responsible for
this limiting belief? Which part is responsible for it? That part might give you a
sound, body feeling or visual image and tell you that it is responsible for the
limiting belief I want to prioritize my work but something is hindering me and
makes me cannot prioritize them. Search through it slowly. We have plenty of
time. Can you find that part of your body? Around which part?
J: Umm
T: When you ask yourself I have this limiting belief, which part gives you some
reaction and gives you a signal? They are linked with each other.
J: Ok. That means I want to prioritize the work but something is hindering me
432
T: Your cerebrum.
J: Or actually the first feeling is from my hands. But when I think again it might
be my cerebrum.
T: Does your cerebrum send you stronger signal? What is the signal?
J: Ummthere are some other things pop up. Even though at the moment I am
focusing on one task, suddenly there are other things pop up. Maybe after two
minutes there are other things pop up and occupy my cerebrum, or slip
inother new things come in so I will immediately focus on the new things that
come in.
T: I see. Ok. Very good. So ask your cerebrum I want to prioritize my work but
something is hindering me. What is the positive intention behind? See what
signal do you cerebrum send to you, what is the visual image, sound or body
feeling that tells you about your positive intention?
J: You meanthe positive intention about something that pops up or the positive
intention about wanting to prioritize my work?
T: You ask it about this question I want to prioritize my work but something is
hindering me. So cerebrum, do you know what is the positive intention behind?
Your cerebrum might send you a signal through visual image, sound or body
feeling about your positive intention and only you can read it.
T: I see. Now, Jeffrey, I would like to invite you to search through the other parts
of your body, a creative part, that means when you have lots of creativity, that
part of your body will react to you.
J: Yes.
433
T: You can ask that part, How can I hold my positive intention, which is I can
finish the work quicker and better but at the same time I wont be easily hindered
by the other thing which affect my prioritization.
T: Yes, ask it What are the ways that I can hold my positive intention and will
not affect my prioritization?
T: Your ears. So ask your ears What are the ways that I can hold my positive
intention? I do not want something to hinder me every time when I prioritize the
work, and makes me cannot work well. How to avoid it and make it cannot
disturb me? And help me prioritize better? What are the methods? Let your ears
send you a signal. It can be sound, body feeling or visual image and tell you how.
J: That means I need to see what is something new that can avoid it, avoid the
thing which disturbs me. Umm
J: The first method is to close my ears and ignore it. That means when something
is coming in I will ignore it.
T: That means the disturbance that is affecting you to prioritize your work.
J: Yes.
J: Yes.
J: Other methods I will receive it but once I receive it I will throw it away.
T: Once you receive the disturbance, you will throw it away. Is it?
434
J: Yes.
T: Very good, very good. So thank your ears for having a new learning method.
So when the disturbance comes, you will either block it or receive it and throw it
into the rubbish bin. Is it?
J: Yes.
T: So first ask the other parts of your body, if I, Jeffrey, encounter many tasks
which need me to prioritize in future when I work, and there is disturbance that
hinders me, I need to use the method which is to ignore it or throw it into the
rubbish bin when it comes, do the other parts of your body disagree with it?
T: One by one first. Ok. The first method is to ignore it. Is there any objection?
Any difficulties? Any objection?
J: Ummyes.
T: Afraid of missing out the important things. So there are objections, is it?
J: Yes.
T: So ask the other parts of your body, If it comes, I will filter some of it and
then throw it into the rubbish bin, is there any objection?
J: Umm still have a little bit, but not as strong as the previous one.
T: So ask your creative part, Those two methods are not really good. Are there
any better methods? Or improved ways so that I can handle the disturbance
better?
435
J: BetterOk.
T: Ask the creative part, ask your ears. They disagree with them.
J: Ok. They think of something like a wardrobe. Inside there are a lot of
partitions. So from the top to the below, maybe the top part is the most important
thing while the below part is the least important.
T: Ok.
J: So when there is something new comes, I will think about how important it is
and I will put it inside the wardrobe.
J: Yes.
T: Very good. So now, you ask the other parts of your body again. I have a new
method, when I need to handle the disturbance, I will put the information of the
disturbance into the wardrobe. Inside the wardrobe, it is divided into different
classifications with different importance. Ask them if there is any objection.
J: Maybe there are a lot of things inside the wardrobe, as a result I do not have
enough time to manage the wardrobe. Ortoo muchwhich make me not able to
manage it. Not enough time to manage those which have already sorted
outsorted out according to the importance. Or sometimes there is some change
but I do not arrange them immediately. I do not update the situation in the
wardrobe. As a result, when I need to use the wardrobe, some of the information
is already out-dated. That means not updated enough. Not that suitable to use.
T: Although this method is quite good, there is still some objection among the
body parts. So take this method and ask your ears, Are there any better methods
which can solve this problem?
J: OkThey tell me that I should make it as a habit and look at the wardrobe
every day. I need to rearrange it regularly. No matter how busy I am, I need to
rearrange the wardrobe.
436
J: Yes, yes.
T: So take this method and ask the other parts of your body, see if there is any
objection?
J: Basically no objections.
T: No objections, very good. Thank the other parts of your body. Jeffrey, now I
would like to invite you to imagine a situation about the future Jeffrey. He needs
to sort out different information and when he encounters disturbance, he can call
the wardrobe inside his brain and put them in different partitions. Moreover, this
Jeffrey can have the self-discipline to update the wardrobe every day. When you
see this image, how do you feel?
T: The peace of mind. Good. Very good. Thank the future Jeffrey. Now you can
try to walk into the future Jeffrey and form into one person. If you can, please nod
your head and notify me.
J: Ok.
T: Try to feel that you have this ability whenever you encounter the disturbance
from work. You are able to deal with it automatically. Is it ok?
J: Umm
T: Feel that positive feeling. Good, very good. Now I would like to invite you to
inhale deeply, and then use your mouth to slowly exhale. Inhale deeply, and then
use your mouth to slowly exhale. Inhale deeply, and then use your mouth to
slowly exhale. Inhale deeply, and then use your mouth to slowly exhale. Inhale
deeply, and then use your mouth to slowly exhale. Try to move your
fingerslegsshouldersyour facethen you can slowly come back to this
room. We have just done a six-step reframing practice. Congratulations! Thank
you Jeffrey.
Second Practice
T: Terry (Interviewer / Researcher)
J: Jeffrey
T: Jeffrey, Im very happy to conduct second six step reframing practice with
you. Now I would like to invite you to sit in a better position, try you place your
437
feet onto the floor. Your body should be touching the back of the chair. I would
like to invite you to try to use your nasal cavity to take a deep inhaleand then
use your mouth to slowly exhale. Try to use your nasal cavity to take a deep
inhaleand then use your mouth to slowly exhale. Try to use your nasal cavity to
take a deep inhaleand then use your mouth to slowly exhale. Try to use your
nasal cavity to take a deep inhaleand then use your mouth to slowly exhale. Try
to use your nasal cavity to take a deep inhaleand then use your mouth to slowly
exhale. Very good. You can inhale more deeply. Try to use your nasal cavity to
take a deep inhaleand then use your mouth to slowly exhale. Try to use your
nasal cavity to take a deep inhaleand then use your mouth to slowly exhale.
Very good. Try to take a deeper inhale. Try to use your nasal cavity to take a deep
inhaleand then use your mouth to slowly exhale. Jeffrey, now I would like to
invite you to enter a situation where you want to learn. Let the situation appear. If
you have found it, please nod your head and notify me. What can you see?
J: I can see a working place, in my office. The situation is, I encounter some
challenges in my work and I need to solve it urgently. There is some
misunderstanding in my work. Previously there was something that I did not work
well so my colleague is now in a difficult situation. So I need to solve this
situation. Before solving this situation, I need to clarify this matter and to find out
what is the reason of it. I need to explain to my colleague about the fact. The fact
is when I am facing some potential conflict, I am quite nervous and anxious. I am
quite in a hurry to improve the relationship between the colleague and me. I will
also over-worry about affecting the relationship with the colleague which might
influence my neutral standpoint towards the incident.
T: So is there anything that you really want to learn but hinder you?
J: I want to learnto deal with something urgent and when I encounter some
conflicts, I can keep calm and not to feel anxious. I need to keep calm so that I
can look at the things clearly but not because of the relationship with the others
which might affect my judgment or the way that I deal with the incident.
J: Thats right.
T: Ok. So try to ask yourself, which part of your body is responsible for this
limiting belief?
438
T: Thats right.
J: Ummwhich part
T: Um. [pause] Ask which part of your body is responsible for it?
J: Ok. Umm
T: Ask clearly. See what signal does it give you. It might be a sound, visual image
or body feeling that tells you it is responsible for that.
T: Your heart. Your heart is responsible for that. So try to ask your heart Inside
this limiting belief, what is the possible intention behind? I will be affected by the
negative relationship with my colleagues but what is the positive intention that I
want to do?
J: My positive intention isI want the others to look at the whole part of the
incident, not just one part of it. I hope that I can help the others to look at the
perspective that I see as well. So that we can come to a compromise and a win-
win situation. Eventually the incident can be solved and the relationship will be
recovered.
T: The positive intention is quite rich! You want a win-win situation, you want
the others be clear about the incident and a good relationship with one another.
J: yes.
T: Now, try to ask the creative part of your body, search through it. Ask it What
are the ways that I can keep my positive intention and a good relationship with
one another? Also, everyone can be clear about the incident so to have a win-
win situation? And therefore can help you solve the problem. Ask it. What are
the creative method? Maybe there isnt only one. Ask it. Not only one method.
T: Your eyes. So ask your eyes, What are the ways that I can hold my positive
intention and solve my problem perfectly?
439
J: I think first of all the problem is I will be anxious, nervous and to be hurry
about solving the problem. The first thing I need to do is to buffer the incident
instead of being hurry about to solve the problem. That means I should not be
hurry about making a conclusion. I need to allow time for myself to look at the
incident more clearly. To find more information, the past information, so that I
can look at a complete picture, in order to come up a conclusion in my heart and
to make the decision.
J: Also I need to have a balance in my heart, an equal balance. I should not bring
up some unnecessary sacrifice for the sake of the relationship with the others. I
should not bring up unnecessary sacrifice and should not come up a conclusion or
to express my standpoint to the others without looking at the incident clearly. So
there should be a fair standard in my heart.
T: Can you simply summarize your methods? Repeat your methods again. Are
there two methods in total?
J: Yes.
T: Repeat your method in simple and short. The latter one is with the balance,
how about the former one?
J: The former one is not to be hurry, try to buffer. Tell the others to wait and let
me check the information first or tell the others to give me some time to
understand the situation before answering you.
T: The second method is to have a balance inside your heart, to balance the
incident fairly.
J: Yes. And it should not be imbalanced because of the relationship with the
others.
T: So try to take this method and ask the other parts of your body. See if they
agree what you have said. Is there any objection?
J: Because they will be a bit hurried and they think the others will be hurried
about getting my answers or my opinion. Or even during meeting, I might not
have time to search for the information. So what can I do? I cannot procrastinate
every time. (13:06)
440
T: So they object the first method.
J: Yes.
J: The second methodok. That means the balance. I think there isnt any
objection.
T: So can you take their opinion and ask the creative part of your body, which are
your eyes. Ask your eyes, There isnt any objection on the balance method, but
there is objection on the not to hurry method. So is it workable if I only take the
balance method? Or are there any other methods?
J: UmmI think it is not enough if I only have the balance method. I still need
to deal with it and communicate with the others. If there is any new
methodummI think if I have a clear understanding on the incident and I have
a clear mind inside my heart, then I dont need to tell the others to give me some
time to clarify the incident. Inside my heart I have already known the progress of
the incident and what are the things that need to be solved at the moment. I need
to be prepared for every such incident and I need to be clear about them so that
whatever incident happens, I am able to react on it immediately. I think its all
about the preparation beforehand.
J: Yes.
T: So that when your colleagues ask you about the urgent incident, you can also
respond to them. And with the balance method, is it?
J: Yes.
T: So take these two methods and ask the other parts of your body if there are any
objections?
J: UmmMy brain has objection. It objects the first method. Because it says
You already have a lot of work to do, if you need remember everything clearly,
you will not be able to do so. I dont have very good memorization and I will be
overloaded. So this method may not be feasible. So I need to ask my eyes right?
441
J: My eyes can think ofanother workable methodinstead of memorizing them
inside my brain, I can memorize them in an excel table. I can record downwrite
downthe important condition of each incident. I can write down their status and
keep updating them. When there is a new condition, I will update them. So even
though I may not be able to memorize them in my brain, I can open the excel file
whenever I need it.
T: Ok. So take this new method, this excel table, the excel table with regular
updates and the balance inside your heart method, ask the other parts of your
body, see if there is any objection.
J: Not much objection. But my heart tells me that I need to update the table
regular, dont forget to do it.
J: And my heart can think of something else. One reason which causes this
disturbance is my emotion, or I can sayI care too much about my position in
others and how they perceive me. I can say I care too much about the relationship
with the others. So my heart will tell me, these are the factors that might make it
imbalance. So what are the ways to solve thisummmy head tells me that I
need to leave this mindset of caring too much about the relationship with the
others or putting it into a heavy position. I do think that I should not only put my
happiness and peace on the relationship with the others but I should put more on
the things that are eternal and will never change. Just like
J: Just like my religious faith. My faith towards Gods justiceI should obey his
teaching and follow his teaching of justice so that I will find peace and I can do
the right thing. When I put the source of happiness and peace more on the eternal
and unchangeable God, on his teaching, I will be confident that I will not make
the mistakes. And my emotion will not be easily affected by my relationship with
the others.
T: I see. So take this discovered method, you put your value on your faith to the
eternal God, and for the other method which helps you, you need to put them in
the excel table regularly. Also, you need to have a balance in your heart to deal
with the incidents. So to conclude, there are two or three methods?
J: I should say there two methods. Because for the balance to have the
balance, I need to first put this balance on Gods hands. How to calibrate this
balance is to follow Gods teaching and his justice. So there are two methods.
T: I see. So there are two methods, one is the excel table, another one is to put the
balance on Gods hands in your heart.
442
J: Yes. And also I need to put my happiness and peace on God.
J: Yes.
T: Lets count three methods then. So for these three methods, can you ask your
body parts and see if there is any objection?
T: Very good. Jeffrey, now I would like to invite you to imagine a situation about
the future. You see yourself in a working environment where you are learning and
dealing with some matters. You find out that you have some contact with the
colleagues and at this moment, you have a balance in your heart which is from
God. You also have the peace and happiness from God. All these help you have
the habit to update the things you learn onto the excel file. When there is some
urgent incident happens, you can call the excel and use it. When you see these
methods and incidents and see yourself, how do you feel?
J: My feeling is I have the peace of mind and I dont feel anxious. The things
are arranged systematically. They wont be disordered and can solve the problem.
When my colleagues need me, I can give them feedback. And there is a happy
discovery which is when I feel peace, I have more ability to think on their side
and help them successfully. When I have peace, I have more strength and time to
think on their side and to consider more about their situation.
T: Very good. Now I would like to invite you to focus your mind on your
breathing. Try to inhale deeply, and then slowly exhale. Try to inhale deeply, and
then slowly exhale. Try to inhale deeply, and then slowly exhale. Try to inhale
deeply, and then slowly exhale. Try to move your
fingerstoesshouldersother parts of your body. Tell yourself that you are
doing a six-step reframing practice. And then you can slowly come back to this
room.
443
Case 7 - Ivy
First Practice
T: Terry (Interviewer / Researcher)
I: Ivy
T: Ivy, Im very happy to conduct first six step reframing practice with you.
Now I would like to invite you to relax, your legs should be touching floor, relax
your hand. Try to focus your mind on your breathing. Try to use your nasal cavity
to take a deep inhaleand then use your mouth to slowly exhale. Try to use your
nasal cavity to take a deep inhaleand then use your mouth to slowly exhale. Try
to use your nasal cavity to take a deep inhaleand then use your mouth to slowly
exhale very good. Inhale more deeply, use your mouth to exhale slowly. Try to
use your nasal cavity to take a deep inhale and then use your mouth to slowly
exhale. Good, very good. Ivy, now I would like to invite you to think about a
situation where youre learning, no matter thats about your academic, your
interest, or your work. So you let the sound, visual image or the body feeling
appear. If you have found it, try to nod your head to notify me.
T: Very good Ivy. And I now would like to invite you to find something in your
situation, you want to learning something, but something might be hindering you.
Search if there is such thing? Ask if theres visual image, sound or feeling telling
you this thing? Is it yes? So Ivy can you tell me whats the situation?
I: Um.
T: Good. So you want to learn driving well, is there anything hindering you?
I: Yes.
T: What is that?
I: I am afraid of crashing
T: You are afraid of crashing I want to learn driving well but I am afraid of
crashing.
I: Yes.
T: So, this is your limiting belief. Thats good. Can you try to ask if there is any
part of your body responsible for this belief? Try to ask them, search through your
body, which part is responsible for this belief? That part may send a signal, it may
444
be a sound, or visual image, or a body feeling, telling you that I am responsible
for this belief. Yes, you found it, what is that part?
I: Hands.
T: What?
I: Hands.
T: Hands. So ask the hands what is positive intention behind this belief? There
must be something good behind. Although I want to learn driving, I am afraid of
crashing. But there should be some positive intention behind. What is the
positive intention? Ask your hands, see if there is any signal telling you what is
the positive intention behind?
T: Yes, the positive intention is I want learn driving, but of course I want to be
safe. Ivy, now I would like to invite you to search for your body part which is
responsible for creativity. Ask this part, I want to learn driving but I am afraid of
crashing. Is there any method that can hold my positive intention, which is to be
safe, but to also let me learn driving well? Ask this creative part, search through
it, and ask it to give you a signal.[long pause] We can search for it slowly, we
have plenty of time. Ask this creative body part, any part which is responsible for
creativity? Yes, which part is responsible for creativity, Ivy?
T: You are floating up. Um. Good, so let it float up. Umm you ask your body,
may be the brain, the head, or the heart. Different people have different parts
which are responsible for this creativity, or may be for you, is your whole body
part? Let it float up, it doesnt matter. It reflects the active side of a person. Can
you find this creative part?
I: Um.
I: My heart.
T: Yes, your heart. Good, very good, so you ask your heart, I want to learn
driving, but I am afraid of crashing, but I have positive intention, by which I want
to be safe. Can you provide a better method for me? So that I can solve this
problem? I will learn well Let it give you a sound, visual image or body feeling
to tell you what is the method. Let the sound, body feeling or visual image to tell
445
you what the method is. Can you find it Ivy? You cant find it? Try to ask if there
is any signal for you, it may only be a visual image, sound, or body feeling. So
you ask this feeling if there is any change and give you a better method. You ask
it exactly I want to learn driving. What is the method? It seems that you find
something, what is it?
I: Disagree.
T: Disagree, ask it, Any better way than not to drive? See if there is another
method?
T: Um. One of the ways is to observe how your family members drive. Yes. Good.
Very good. So that means I want to learn driving. Although I am afraid of
crashing, I will do better when I observe how my family members drive. Ok. So
you use this new method, ask other parts of your body, ask if they have any
objections?
I: No.
T: No objections, very good. Thank the other parts of your body. So Ivy, now I
would like to invite you to imagine a situation, which you are driving in the future.
Before you drive, you observe how your family members drive. It seems that you
have their ability transferred to you. Imagine they are in your body, you can drive
as well as they can. Is it ok? It seems that the techniques of your family members
have been transferred to you Ivy. So if you have this driving method, how do you
feel?
I: Better.
T: Better, um. You feel better. Does it mean feeling peaceful and confident?
I: Um.
T: Good, very good. Now I would like to invite you to focus on your breathing.
Try to inhale deeply, and then use your mouth to slowly exhale. Try to inhale
deeply, and then use your mouth to slowly exhale. Try to inhale deeply, and then
use your mouth to slowly exhale. Good. Yes, you can move your fingers and toes,
move different parts of your body, tell yourself you are working on a six step
reframing practice, and then you can slowly come back to this room. If you are
ready, you can open your eyes slowly. Thats quite good! Thank you!
446
Second Practice
T: Terry (Interviewer / Researcher)
I: Ivy
T: Ivy, Im very happy to conduct second six step reframing practice with you.
Now I would like to invite you to relax, your feet should be touching floor, relax
your body. Put your hands in a comfortable position. Try to focus your mind on
your breathing. Try to use your nasal cavity to take a deep inhaleand then use
your mouth to slowly exhale. Use your nasal cavity to take a deep inhaleand
then use your mouth to slowly exhale. Very good. Use your nasal cavity to take a
deep inhaleand then use your mouth to slowly exhale can be slower. Use
your nasal cavity to take a deep inhale and then use your mouth to slowly
exhale. Use your nasal cavity to take a deep inhale and then use your mouth to
slowly exhale. Use your nasal cavity to take a deep inhale and then use your
mouth to slowly exhale. Very good. Use your nasal cavity to take a deep inhale
and then use your mouth to slowly exhale. Ivy, now I would like to invite you to
think about a situation where youre learning. Search through it. If you have found
it, try to nod your head to notify me. Let those situations appear. You can search
through it slowly. We have plenty of time. Let those situations appear slowly.
[long pause] What is that situation?
I: Ward.
T: Ward. Is it?
I: Um.
T: So in that situation, is there anything that you want to learn but something
might hinder you? Yes, you have. What is it, Ivy?
T: Yes, you are afraid of making decision there. Any situation that you are afraid
of making decision? You can let a situation appear in which you want to improve
it and learn better. [long pause] You can search through it slowly. We have plenty
of time.
I: Because because a lot of times the medicine will affect the patients
condition. But a lot of times due to their body condition, we need to decide
whether we should distribute that type of medicine to the patients.
447
T: So you are afraid of distributing the medicine. But the patients have different
body condition. So you are afraid that if you distribute them wrongly, the
medicine will affect the medical treatment. Is it?
I: Um.
T: Ok. But is there any better way to distribute the medicine? Can I rephrase it as
I want to distribute the medicine better, but Im afraid of making the wrong
decision. Is this your limiting belief?
I: Yes, it is.
T: Good. Ivy, can you ask yourself, Behind this limiting belief, which part of my
body is responsible for this belief? Ask this part of your body. That part of your
body might give you a signal, telling you Im responsible for this belief. Yes,
which part of your body is responsible for it?
I: My feet.
T: Your feet. Can you ask your feet What is the positive intention behind this
limiting belief? I am very afraid of distributing the medicine wrongly, so what is
the positive intention behind? Ask it, see if there is any visual image, sound or
body feeling tells you. Yes, what is it Ivy?
T: You want the patients to be healthy and safe. Thats a very good positive
intention.
So try to search for a creative part of your body. Ask that creative part, I want to
solve the problem of distributing the medicine well but Im afraid of making the
wrong decision. Is there any way that I can keep this positive intention and solve
the problem as well? Firstly, try to search for the creative part. Can you find that
part? Which part is it?
I: My eyes.
T: Your eyes. So ask your eyes, In what situation I can distribute the medicine
and will not be afraid of making the wrong decision, and to keep the positive
intention of wanting my patients to be healthy and safe? Let the eyes tell you
what are the ways let it appear. [pause] Is there any visual image, sound or
body feeling appears? What is it, Ivy?
I: Talk to my friends.
448
I: Study group.
T: Study group. Discuss first and think about how to distribute. Is it? Good. Very
good. Try to use this method I will discuss with my friends first, discuss and
understand more then distribute the medicine. Try to take this method and ask
the other parts of your body, see if there is any objection. [pause] Ok. Is there any
objection?
I: Yes.
T: Not enough. So ask the creative part, your eyes There is an objection saying
that its not enough. Is there any better method? Or add something more to make
it better? [pause] Yes, there it. What is it?
T: Using different pictures to recognize the medicine. That means you need to be
familiar with the medicine, right?
I: Um.
T: Good. So take this method. That means you need to discuss with your friends
first, then recognize the names of the medicine. This method includes two parts is
it? Try to take this method and ask different parts of your body. See if there is any
objection. Do the other body parts have objection?
I: Um.
T: In this way you will not memorize the medicine thoroughly. Ok. So take the
objection and ask the creative part of your eyes, Discuss with my friends and
recognize the colours and shapes of the medicine, is it? But it seems that I cannot
memorize the medicine thoroughly. How can I modify this method better? There
is an answer, is it? What is it? What did the creative part tell you?
I: Do case study.
T: Do case study. That means you need to study more case by case?
449
I: Um.
T: That means you need to first discuss with your friends, and then recognize the
shapes and colours of the medicine and do the case study one by one. Try to take
these three parts of method and ask the other parts of your body. Ask if there is
anymore objection?
I: No.
T: No objection. Good. Very good. So thank the other parts of your body. Thank
your creative part. Now I would like to invite you, Ivy, imagine one day you are
in the situation where you are distributing the medicine. But before you distribute
the medicine, you see yourself discussing the medicine with your friends, and
then you familiarize yourself with revising the shapes and colors of the medicine.
Moreover, you are studying very hard for the case study. After finishing all these
works, you distribute the medicine. Can you see these images?
I: Um.
T: More relieved. Very good. Thank yourself. Now I would like to invite you to
focus your mind on your breathing again. Try to use your nasal cavity to take a
deep inhaleand then use your mouth to slowly exhale. Use your nasal cavity to
take a deep inhaleand then use your mouth to slowly exhale. Use your nasal
cavity to take a deep inhaleand then use your mouth to slowly exhale. Very
good. Take a deeper inhale. Very good. Try to move your fingers, toes, arms, legs,
neck and other parts of your body. Tell yourself you are working on a six step
reframing model practice, and then you can slowly come back to this room.
I: Um.
T: Very good! You can develop the spirit of six-step! We keep on asking and
having a dialogue and keep on improving. Try to look around. You went in quite
deeply, I saw your stiff hands and legs. Quite deep I think. Its good that it is
finally related to your study.
T: Ok. Lets look at it again. Do you still remember the picture of distributing the
medicine?
I: I remember.
450
T: So now you look at yourself after going through all these processes and
distributing the medicine, how do you feel?
451
Case 8 Heaveni
First Practice
T: Terry (Interviewer / Researcher)
H: Heaveni
T: Hi Heaveni, I am very happy to conduct the first six step reframing practice.
Now I would like you invite you to sit in a good position. Try to focus your mind
on your breathing. Try to use your nasal cavity to take a deep inhale, and then use
your mouth to slowly exhale Try to use your nasal cavity to take a deep inhale,
and then use your mouth to slowly exhaleTry to use your nasal cavity to take a
deep inhale, and then use your mouth to slowly exhaleTry to use your nasal
cavity to take a deep inhale, and then use your mouth to slowly exhale you can
take a deeper inhale and exhale slower. Try to use your nasal cavity to take a deep
inhale, and then use your mouth to slowly exhale. Ok. So Heaveni, I would like to
invite you to go to a situation where you are learning, or you want to learn
something in that situation. Try to search if there are any situations, it may be a
sound, a visual image, or the feeling of your body that tells you about this
situation. If you have found it, you can nod your head and notify me. Very good.
In that situation, is there anything you would like to learn? Try to search if theres
anything you would like to learn, but something is disturbing you.
H: Um
H: Um ..
H: Um.
452
T: Ok. So try to hold this belief and ask any parts of your body. See if any part of
your body is taking the responsibility of this belief? If it is responsible for this
belief, it will give you a signal. It may give you a visual image, a sound, or feeling
of your body Yes, I am responsible for this belief. Can you find this body part?
H: Um.
H: Um The brain.
T: The brain. I see. So try to search, I have this limiting belief, I want to learn the
systematic working process, but my personality is quite carefree, which
sometimes make me very disorganized, and therefore I cannot learn well. But
there is a positive intention behind this belief, what is this positive intention?
H: Um .
T: Any other positive intention? Any positive intention for you carefree
personality?
T: Good. So you keep this positive intention. Try to take this positive belief, and
find any parts of your body which is very creative. What do you think this part
will be? This part will always send you some creative ideas.
T: Um good.
453
H: They are the shoulders and mouth.
H: Umm... shoulders.
T: Shoulders, good. So lets try to ask the shoulder, I have a limiting belief that I
want to learn to work systematically but my carefree personality leads me to a
disorganized way, therefore I cant learn well. But I do have a positive intention. I
want a systematic working process, but I want flexibility and the space for
creativity. How can I have a method to satisfy both? Ask it, any methods to
satisfy both? See if it gives you a visual image, sound or feeling of your body and
tells you.
T: Put down some burdens. Yes, the method is to put down the burdens. Yes.
T: I see. So one way to learn is that you have to put down some burdens before
you learn. And you would learn it better. Good. So lets keep this method. Try to
ask the other parts of your body. Ask the whole body and see if any other parts of
your body disagree with this? If I use this method to learn in future, put down
the burdens before I learn, any other body parts disagree with this? Do they send
any signals to tell you if it is ok or not?
H: Um most of the other parts think there is no problem, feeling very relaxed.
But my brain.
H: Um what does it disagree with? It thinks this cannot help work out well.
T: It thinks this cannot make the things work well. Good. So you take this
disagreement from the brain to ask your shoulders. Shoulders, if I have this
suggestion, put down the burdens before I learn, so that I can satisfy both, but it
may fail in working it. Ask if the shoulder if there are any better methods. [long
pause] We can ask them slowly, we have plenty of time.
454
T: Relax, and try to walk forward, and there would be no problem. So this time it
adds something on it, put down burdens, and try to walk forward. Ok, you try to
take this method, and ask the brain, see how it reacts?
H: It says, If you do not work in an organized way, you will easily do wrongly or
make mistake. Orviolate some departmental guidelines.
T: Ok. You take this answer, and ask your shoulders, Although relax and walk
forward seems ok, I may make mistake when things arent organized. Even relax
and walk forward may make mistake, or violate some departmental guidelines.
Are there any better methods to satisfy both situations?
H: It says, It doesnt matter, just do it. Read before you work on it, if you dont
understand, just ask the others.
T: Thats right. So use the previous methods, relax and walk forward, read before
working on it, if you dont understand, then ask the others. So it enhances the
method, is it? Ok, so ask the brain if it still disagrees with this method, is this ok
or not?
T: Can have a try. So ask other parts if your body, any other disagreements? If I
use this method, relax and walk forward, read before working on it, and talk with
others.
H: Um no .
T: No disagreement, very good. Heaveni, Now I would like to invite you to look
at visual image, you are using this method to work on your daily systemic stuff,
you relax and walk ahead, read information beforehand, and ask the others before
you work on it. When you look at this picture, look at this you, how do you feel?
T: Ok. Good. Very good. I now invite you focus on your breathing. Try to inhale
deeply, and then use your mouth to slowly exhaleTry to inhale deeply, and then
use your mouth to slowly exhale Try to inhale deeply, and then use your mouth
to slowly exhale. Very good. You can move your fingers, toes, and different parts
of your body. When you are ready, you can come back to this room, and tell
yourself I am doing a six step reframing model practice.
455
H: Um.
Second Practice
T: Terry (Interviewer / Researcher)
H: Heaveni
H: Heaveni , I am very happy to conduct the second six step reframing practice.
Now I would like to invite you to sit a good position, your legs can touch the floor,
relax your body. Try to focus your mind on your breathing. Try to use your nasal
cavity to take a deep inhale, and then use your mouth to slowly exhaleTry to
use your nasal cavity to take a deep inhale, and then use your mouth to slowly
exhale Try to use your nasal cavity to take a deep inhale, and then use your
mouth to slowly exhale you can do it slower. Yes, very good. You can inhale
deeper and exhale slower. Very good. Heaveni, now I would like to invite you to
search for a situation in your brain by which want to learn. Let these ideas come
up, and then choose one which would benefit or help improve your learning. It
may be sound, visual images or feelings of your body. You can search it slowly.
Are there any situations?
H: Um.
T: Some grids.
T: I see. Good. So you want to plan the timetable systematically, but what is
disturbing you, disturbing you from planning good or learning?
456
H: Um.
H: Um.
H: And very tired, I am very tired. I want to add some exercise times in my
timetable but sometimes I am too tired that I prefer resting at home, and dont go
out.
T: I see. So at first you want to add some exercise time in your timetable, so we
are referring to the planning process. But you might be too tired that you are not
able to fulfill the timetable. So lets try to reorganize it. I want to learn how to
plan my timetable effectively, but there are many sudden incidents, like friends
invitations and my tiredness, which disturbs me from planning effectively. Is it
more appropriate to describe in this way?
H: Yes.
H: Good. So try to ask your body, which part of your body is responsible for this
belief? Which parts of your body is responsible for this belief to think like this?
See if it gives you a signal?
H: Ears.
T: Ears. Good. So you try to ask your ears, You are responsible for this belief,
but what is the positive intention behind this belief? Everything has a positive
intention. In this belief, I want to plan my timetable effectively, but some sudden
incidents like friends invitations and my tiredness, which disturbs me from
planning. But what is the positive intention behind this belief, which I want to
achieve?
H: Um like the case for friends, we havent seen each other for long time, and I
want to care about them through these dinners, or sometimes, facing their
invitations I dont want to say no. When they call me, I dont know how to
reject.
H: Um.
457
T: Is this your positive intention?
H: Yes.
T: Ok. Congratulations, so you find the positive intention of your belief. So try to
take this belief of positive intention, I want to plan my timetable effectively, to
have a better situation. But I want to take care my interpersonal relationships.
Try to ask any parts of your body which is creative, how to satisfy both? Search
through your body, which part is responsible for creativity?
H: Creative parts?
T: Try to search for it. Which part is responsible for creativity, which can give
you more inspirations?
H: Knees.
T: Yes, knees, the creative parts, it would send some signals giving you hints. Ask
it the questions I want to plan my timetable effectively, but I want to consider
my interpersonal relationships, and not to be disturbed by some sudden incidents.
I have this positive intention behind, so any methods to make both sides
satisfied?
T: You can try to focus your mind on your breathing. Try to inhale deeply, and
exhale slowlyTry to inhale deeply, and exhale slowly yes, very good. Very
casually, just ask your knees, Are there any inspirations or signals for me?
T: Energy.
T: Yes.
458
H: And after 15 minutes of exercise, the body may feel better, and have more
energy to handle other daily stuff.
T: I see. So the knees are giving you suggestion, the method is I can try to set
short-term targets, which could be achieved more easily. And this would be less
likely to be disturbed by others, so is this workable? So you bring this suggestion
to ask other parts of your body, Are there any disagreements if I do in this way?
Is this method ok to plan the timetable?
H: Um... some disagreements. Some tasks cant be achieved in this short time.
T: There are some disagreements, like there are some tasks which cannot be
achieved in this short time. Like what kinds of tasks?
H: Like writing reports will take longer time, may need a whole afternoon or three
to four hours to write.
T: Ok. I see. Good. So you take this disagreement to ask your creative part, knees,
There are some tasks which can work out, but some cannot. Any other methods
which can satisfy both?
T: Yes.
H: Actually the tasks could be divided into different parts. Like writing half or
one-third of the report, and then have a pause.
T: I see. So I can set some short-term tasks, and breaking the long-term tasks
into many short-term tasks. So this is the suggestion it gave you. So try to take
this suggestion to ask other parts of your body. See if they have any other
disagreements?
H: Shoulders.
T: Yes. Although the tasks are being broken down, it will still be very tired. There
is still the tiredness which cant be solved. So take this disagreement to ask the
knees, Yes, we can handle the short-term tasks, and break down the long-term
tasks, but the body will be very tired, Any more better methods to satisfy both
sides?
459
T: Do exercises and sleep earlier. This is the response from knees.
H: Um.
T: Good. So try to take this suggestion I can set short-term tasks, and break down
the long-term tasks, and do exercise and try to sleep earlier. Can this method
work? Try to ask the other parts of your body, see if they still have
disagreements?
T: Yes, so ask the knees again, Still very tired, any more better methods? Very
casually, let your knees answer you.
T: Umm...is it possible to find half day in a week, which is fixed, for myself to
take a rest. So that means the method is to set up some short-term target, and to
break down the long-term tasks, and try to sleep earlier, do some exercise, and
have half day from a week which is for myself to rest. See if this is possible?
T: Ask if any other parts have disagreements? They have answered you yes, can
try to do so?
H: No disagreements.
T: no disagreements. Ok, thank the other parts of the body. So now try to think
about Heaveni yourself, she is now planning the timetable, she is able to plan the
tasks in short-term, and break down the long-term tasks. And think of another
picture, she can find some time to do exercise, and sleep earlier, and find half day
in a week to take a rest. When you see this picture, how do you feel?
H: I have a little bit confidence, and some expectations. Expecting that I may
really have some time for myself.
T: Yes. Good. Thank yourself for this discovery. So Heaveni, I would like to
invite you to focus on your breathing, Try to inhale deeply, and then use your
mouth to slowly exhaleTry to inhale deeply, and then use your mouth to slowly
exhaleTry to inhale deeply, and then use your mouth to slowly exhale thank
460
yourself, tell yourself you are doing a six step reframing practice. You can open
your eyes and slowly come back to here.
461
Case 9 Toni
First Practice
T: Terry (Interviewer / Researcher)
TONI: Toni
T: Hi Toni, I am happy to conduct the first six step reframing practice with you.
So later on I will lead you into the subconscious state. Now I would like you
invite you to sit in a comfortable position. Try to focus on your breathing. Try to
use your nasal cavity to take a deep inhaleand then use your mouth to slowly
exhale. Try to use your nasal cavity to take a deep inhaleand then use your
mouth to slowly exhale. Very good. Try to use your nasal cavity to take a deep
inhaleand then use your mouth to slowly exhale. Try to use your nasal cavity to
take a deep inhaleand then use your mouth to slowly exhale. Very good. Toni, I
would like to invite you think about a situation where you want to learn
something. You can search through your brain, see if there is any situation where
you want to learn something. This situation may be sound, visual image or feeling
of your body. Allow them to appear.
TONI: Um.
T: You have found it right? So in that situation, is there anything that you want to
learn?
TONI: Yes.
T: Is there anything that you want to learn but there is something disturbs you?
That means you always cannot learn something. Is there any? Try to search
through it. Let the visual image, feeling of the body or sound appear and remind
you. There is something that I want to learn, but there is something that disturbs
me.
TONI: Umm..I can see some rationala picture with the money patternsthe
feeling of my body with rational thinking and a lot of sound from different people.
They are the ideas give to me by different people. Thats the sound.
TONI: I want to learn a system that I can carry out in my educational field in the
future, which fulfills the educational aim.
462
T: You want to learn a system that can fulfill the educational aim but what
disturbs you?
TONI: What disturbs me is there is a picture with the dollar sign, which is the
linkage to my real life. Regarding the sound it seems that it is the sound of
having lot of people around me giving me opinion.
T: So what kind of meaning does the picture with the dollar sign and the sound of
people have on you?
TONI: Meaning it seems that they are some reminder. They are the obstacles
that slower down my learning and also some considerations that slower down my
learning.
TONI: The dollar sign is the sign of slower down my learning while the sound of
different ideas makes me have many considerations. A symbol that tells me I
dont know which way I should go.
T: Ok. Very good. So does it mean that I want to learn a system to carry out
education but my resources will slower me down and the opinions given by
many people will distract me.
TONI: Yes.
TONI: Yes.
TONI: Yes.
T: So while you have your limiting belief, you can then ask any parts of your
body, search through your whole body, see which part is responsible for this
limiting belief. Let that part gives you a signal. If that part of your body is
responsible for this limiting belief, it will send you a yes signal. It can be a visual
image, sound or feeling of your body to tell you that I am responsible for that.
TONI: My cerebrum.
T: Cerebrum.
463
T: Any others?
TONI: My heart.
T: Your heart. Is it a sound?
T: It maybe your cerebrum and heart send you the signal at the same time.
TONI: Maybe.
T: Ok. So try to ask your cerebrum and heart, I have such limiting belief, which
is I want to have a system to educate people but there are some resources,
peoples opinions disturb me. So how can I keep this? What is the positive behind
this limiting belief?
TONI: Umm my cerebrum tells me that listening to different opinions can help
me choose the right way to go and it is afraid of regretting it because it is an
important decision.
T: Yes.
TONI: Positive intentionmy hearts says that it wants to help more people
through this system but the feeling comes out but it is struggling at the same
time. It is struggling between the resources that I have in real life.
T: I see. So your positive intention is that I have the heart to help the others but
I am afraid that I will miss some of the opinions and make a bad decision. I am
also worried about the lack of resources.
TONI: Yes.
T: Good. Toni, I would like to invite you to search through a part of your body.
This part of your body is responsible for your creativity. It is very skillful and it
gives you a lot of ideas. It is a part of creativity. Which part of your body is
responsible for it?
TONI: It is invisible. It is like the soul it is like the air inside my body.
T: It is like the air inside your body. Ok. So can you ask the creative part I
actually have a limiting belief that I want to learn an educational system. But I am
disturbed by the sound of many people many opinions which affect me and
464
cannot make the decision. And I think that the resources are not enough to use. I
have the positive intention which is I want the educational system to help many
people. But Im afraid that I will miss some sound and cannot make the decision.
Im also afraid that the resources will be wasted. Ask that part, ask what are the
ways to satisfy the two situations? See what indication it gives you. You dont
have to be rush. We have plenty of time.
TONI: My creative part gives me some answers and suggestions. It tells me that
first of all I can try to do more searching work. I can first try to search more
information so that I can have more resources to be clear about what kind of
system it is how to learn. Also it tells me not to worry too much. It is because
throughout my searching process, there might be some unexpected arrangement.
T: Ok. Thank your creative part. So actually you have found a method. The
method is that I can search more information about the educational system that
I want to learn. Also I dont need to worry too much about the resources of
peoples opinions because there might be some unexpected result appears. So take
this method and ask the other parts of your body. See if there is any disagreement.
TONI: No.
T: No disagreement, right?
TONI: No.
T: Toni, now I would like to invite you to slowly imagine after a period of time,
you have found a lot of information. Imagine a picture in which you may be
deciding a very constructive educational system. How do you feel when you see
yourself?
T: Very good. So thank yourself. Now I would like you to focus on your breathing.
Try to use your nasal cavity to take a deep breath, and then use your mouth to
slowly exhaleTry to use your nasal cavity to take a deep breath, and then use
your mouth to slowly exhaleTry to use your nasal cavity to take a deep breath,
and then use your mouth to slowly exhaleVery good. Move your fingers and
toes. Tell yourself you are doing the six step reframing practice. If you are
ready, you can slowly come back to this room. Ok.
Second Practice
T: Terry (NLP Practitioner)
TONI: Toni
465
T: Toni, I am happy to conduct the second time of six step reframing practice
with you. Now I would like to invite you to sit in a comfortable position and your
feet should be stepping on the floor. Try to focus on your breathing. Try to use
your nasal cavity to take a deep inhaleand then use your mouth to slowly exhale.
Try to use your nasal cavity to take a deep inhaleand then use your mouth to
slowly exhale. Relax more. Slow down. Try to use your nasal cavity to take a
deep inhaleand then use your mouth to slowly exhale. You can take a deeper
inhale and exhale slower. Very good. Try to use your nasal cavity to take a deep
inhaleand then use your mouth to slowly exhale. Try to use your nasal cavity to
take a deep inhaleand then use your mouth to slowly exhale. Try to use your
nasal cavity to take a deep inhaleand then use your mouth to slowly exhale.
Very good. Toni, I would like to invite you to search through your brain and see if
there is a situation where you want to learn more and improve. You want to learn
better. It can be a sound, visual image or feeling of your body and appear in your
mind. If you have found it, please nod your head and notify me. Lets try to search
it slowly. (02:29) [long pause] We have plenty of time, we can search it slowly. Is
there any scene, any situation where you want to learn? Whatever it was a scene
you saw before or it was repeated or it was some new scene, they are totally
acceptable. Your brain will tell you what it is, let it appear and see what the signal
is.
TONI: Um.
T: Ok. Very good. You guys are jamming music together, what do you want to
learn?
TONI: Um.
T: Very good. So actually you want to learn to play the guitar well. But what
disturbs you?
TONI: My perseverance.
466
T: Perseverance. I see. So is it appropriate to describe in this way? I want to
learn to play the guitar well with my friend but I dont have perseverance and
this thing disturbs me, which makes me cannot learn well. Is it appropriate to
say so?
TONI: Yes.
T: And also the time. That means I really want to learn to play the guitar well
but I dont have perseverance and the time constraint usually disturb me which
make me cannot learn well. Is this your limiting belief?
TONI: Yes.
T: Ok. So try to find a part of your body, which part is responsible for this
limiting belief? Ask it. Search through it. It may give you a signal, which may be
sound, feeling of your body or visual image and tell you that Its me. I am
responsible for this limiting belief. Search through your body. (06:33) [long
pause] We have plenty of time, you can try to focus your mind on your breathing.
Try to breathe in a strong power, and then slowly exhale. Try to use this inhaled
power and help you search which part of your body is responsible for the limiting
belief.
T: In your heart. Your heart gives you a feeling and tells you about this limiting
belief. So if I say that the part of your body is your heart, is it appropriate?
TONI: Appropriate.
T: Ok. Try to ask your heart, I have this limiting belief that I really want to learn
to play the guitar well but I dont have perseverance and the time constraint
disturb me. So what is the positive intention behind this belief? I must have
something good that I want to achieve so I have this belief. Ask it, ask your heart
where the positive intention is. See if there is any visual image, feeling of your
body or sound that tells you. You can try to focus your mind on your breathing.
Just feel free, slowly inhale and then slowly exhale. Let your heart slowly answer
you. How do you feel? Maybe the sound, visual image or the feeling of your body
that tells you. What is the positive intention?
467
TONI: Peace.
T: So ask these two parts, the air with soul and the hands, ask them I have the
positive intention that I want to share love and peace but I want to learn to play
the guitar well in order to share the love and peace. However, I dont have the
perseverance and the time constraint disturb me and make me cannot play well.
Ask them What are the ways that I can satisfy the two situations? They may
be your hands or the air tells you through sound, feeling of your body tells
you what the suggestion is. [long pause] Lets slowly listen to their answers. We
have plenty of time. (15:05) See what does this creative part, the air and hands
give you what kinds of answers in which I can keep the sharing of love and
peace and help me solve the time constraint and the lack of perseverance?
T: To practice it. Good. This is a very good method. Try to take this method I
want to learn to play the guitar well and I want to share the love and peace.
Although I dont have perseverance and the time constraint, I have a method
which is to put the guitar in an eye-catching place. When I see it, I can remind
myself that I need to practice it. Take this methodtake this method and ask
468
different parts of your body and see if they have any disagreement. See if there is
any signal.
T: The space and where is should be. So now take this disagreement and go back
to your creative part, ask your hands and soul Yes, I can put the guitar in an eye-
catching place. But where should I put? Ask them and see what they suggest to
you.
TONI: Um.
TONI: It will not disturb me. I can also hang it on the wall.
T: Hang it on the wall. Good. So now you can say Actually my method is to put
the guitar in an eye-catching place. I can put it either at the corner or hang it on
the wall to remind me to practice it. So take this method, this new method and
ask the other parts of your body. See if there is any disagreement again.
TONI: No.
T: No disagreement. Good. Thank the other parts of your body. Very good. Toni,
I would like to invite you to imagine yourself, you are jamming music with your
friends and learning guitar. Ok. And when you do not need to practice it, you find
out that you can put the guitar at the corner or hang it on the wall. When you see it,
often you will go over there and take it and practice it. When you see this scene,
how do you feel?
469
TONI: Very happy.
T: Very happy and satisfied. Thank yourself. I would like to invite you to focus on
your breathing. Try to take a deep breath, and then use your mouth to slowly
exhaleVery good. Try to take a deep breath, and then use your mouth to slowly
exhaleTry to take a deep breath, and then use your mouth to slowly
exhaleTry to take a deep breath, and then use your mouth to slowly exhale. Ok.
Try to move your fingers, toes and different parts of your body. Tell yourself that
you are doing the six-step reframing model NLP practice. When you ready, you
can slowly come back to this room. Ok. You did very well! You went in very
deep!
470
Case 10 Yao Yao
First Practice
T: Terry (Interviewer / Researcher)
Y: YaoYao
T: Hi YaoYao, I am happy to conduct the first six step reframing model practice
with you. Now I would like to invite you to sit in a comfortable position. Your
feet should be stepping on the floor and relax your arms. Try to focus on your
breathing. Try to use your nasal cavity to take a deep inhaleand then use your
mouth to slowly exhale. Very good. Try to use your nasal cavity to take a deep
inhaleand then use your mouth to slowly exhale. Try to use your nasal cavity to
take a deep inhaleYou can breathe in deeper and slower. Then use your mouth
to slowly exhale. The time you exhale can be four times the time you inhale. You
can take a deeper inhale. Then use your mouth to exhale. Try to use your nasal
cavity to take a deep inhaleand then use your mouth to slowly exhale. Very
good. YaoYao I would like to invite you search an image, sound or feeling of
your body that is related to something you really want to learn but disturbs you.
See if theres any?
Y: English
Y: Myself.
T: Yourself. Oh. Yourself. Can you be more specific? I really want to learn
English but anything about myself disturbs me?
Y: Yes.
T: Is it?
Y: Yes. I want to learn English better but sometimes I dont understand English
when listening to it.
471
Y: I cant understandsometime the teacher speaks too fast and I cant
understand.
T: Sometimes the teacher speaks really fast and you cant understand what you
can learn.
Y: Yes.
T: I see. Let me describe better about the limiting belief. I really want to learn
English but the teacher speaks English in a quick speed which makes me unable
to assimilate the knowledge. Is it? Is it better?
Y: Yes.
T: Yes. Very good. Now, I would like to invite you to find other part of your body
which is responsible for this limiting belief. Ask yourself. Scan through yourself.
Y: My brain.
T: Your brain. Good. Your brain is responsible for this part. Can you try to ask
your brain, I have the limiting belief that I want to learn English better but the
teacher speaks so fast which makes me unable to assimilate the knowledge. Is it?
So what is the positive intention behind? Ask your brain and see what signal it
gives you.
T: Now, YaoYao. I would like to invite you to search and scan your whole body.
Which part is responsible for your creativity? Is there any specific signal tells you
that I am responsible for creativity? We can search slowly, we have plenty of
time. Try to search the whole body. Which part gives you the most creativity,
gives you the signal of inspiration?
Y: The mouth.
T: The mouth. Good. Yao Yao, Can you ask your mouth What are the ways that
I can solve the problem of my limiting belief I had just now, and as well as
keeping the positive intention. That means what are the ways that I can learn
English better, despite the fact that the teacher speaks very fast which disturbs you,
I want to learn English better because it is useful to my current course. Is there a
way to satisfy the both situations? Try to ask the mouth for any creative solution
472
to you? Allow any sound, visual image or feeling of your body that gives you
signal from your mouth? May be it is an image, sound or feeling of your body that
hints you the method. Try to ask it about any creative ideas. Does it have any
changes of content or frame that can help yourself?
T: That means repeat what the teachers said. Repeat for few more times can help
your learning.
Y: Ummnot only what the teacher said but all the words.English words..
T: Yes repeating all the English teaching and learning materials to make you
learn better.
Y: Yes.
T: Very good. This is an excellent method. Are any more methods? You can ask
your mouth if there is any. How about lets t repeat all the English teaching and
learning materials, lets ask about the other body parts, the whole body. Are there
any parts disagree and think this method is not workable?
T: The arms feel very heavy? Is there any objection from them?
T: Very heavyok..Are they sending a signal to you that you feel hard because
you have to write when repeating the English materials?
Y: They havent disagreed yet but they just feel very heavy. I dont know why.
T: Havent disagreed yet but they just feel very heavy. Ok. Ask your mouth again.
Although there are no disagreements to this method, is there any better method
that can satisfy the two situations at once? Apart from repeating the other things?
Let your mouth to give your more imagination to solve the problem.
473
T: Umthat means when the teacher is talking, you need to concentrate on what
the teacher says.
Y: Yes.
T: Very good. Take this method and ask your body parts, is there any objection?
Any special feeling from your body?
Y: No.
Y: Right.
T: Very good! Then try to use this method as your best method to help you ok?
When you listen to your teachers teaching, try to concentrate to what they said.
Put extra concentration to what the teachers said. Ok?
Y: ok.
T: Ok. Thank you Yao Yao. Now, try to focus your mind on your breathing.
Inhale slowly and exhale slowly try to inhale deeper and slowly exhale. Then
inhale slowly and deeplyand exhale slowly and deeplyGood. Very good.
Inhale even deeper...and use your mouth to exhale. Try to move your fingers and
toes and different parts of body. Ok slowly come back to this room. Thank you
very much YaoYao. Ok now I would like to ask
Y: Oh..it is hard
Y: Here.
Y: Yes
T: Ok. Relax first. Now I would like to ask if you imagine yourself that you are
learning English now but you suddenly have a power that you can concentrate and
understand what your teachers said. What do you feel now? Is it good?
474
Second Practice
T: Terry (Interviewer / Researcher)
Y: Yaoyao
T: Ok. Let it come out. No worries. This is relaxation Try to take a deep
inhaleand then use your mouth to slowly exhale. Try to take a deep inhaleand
then use your mouth to slowly exhale. Good. Yaoyao, now I would like to invite
you to a learning environment. Find a learning environment. You really want to
learn something. If you have found it, you can nod your head and notify me. Very
good. What is it? Can you tell me loudly what the situation is about?
Y: It is in the classroom.
Y: But I am speechless.
T: You are speechless. What do you want to learn but there is something disturbs
you?
Y: Yes.
475
T: Um. Actually your limiting belief is that I want to conduct a better
presentation but my shyness disturbs me Is it?
Y: Yes
T: So which body part in your body responsible for this belief? It may give you a
signal through a sound, an image or feeling of your body that tells you it is
responsible for this belief.
Y: Seems my head.
T: It seems your head. Ask your head I have this limiting belief...but what is the
positive intention, what is the positive intention behind? Ask your head and let it
answer you.
T: To tell others about your ability. So your positive intention is I want to do the
presentation but my shyness disturbs me. But the positive intention behind is
to tell others my ability. Is it?
Y: Yes.
T: Ok, very good. Now I would like to invite you to find the other parts of your
body. Find the part that is responsible for creativity. Which part responsible for
creativity? Search through it and see which part is responsible for creativity?
T: Ok. You head once again. Are there any different parts? Any different part in
the head is responsible for creativity? Is there any difference with part of the
limiting belief mentioned just now?
T: Ok the forehead. So which part is responsible for the limiting belief just now?
T: The middle part of the head. And this one is the forehead right? Good. Try to
ask your forehead which is responsible for creativity. Ask it I want to conduct a
presentation but my shyness hinders me. However, I have a positive intention and
I want to show the others my ability. Are there any methods that can solve the two
situations at once? Ask your forehead and see if it gives you any visual image,
sound or feeling of your body.
476
Y: Do more practice.
T: Do more practices before the presentation. Um. This is a good method. So try
to take this method and ask the other body parts to see if there are any
disagreements? Ask everywhere see if they think its workable? We have a lot
of time. You have to relax so to have a better quality.
Y: It is because I had an experience that I spent lots of time to practice before the
presentation. However, during the presentation was the same and I was still
speechless.
Y: Yes.
T: You had a similar experience. Then ask your forehead again, I had such
experience before. Do you have any better method?
T: Feel itchy on the foreheadit may be a signal. What does this signal tell you
about? [long pause] We have plenty of time. We must come up with a high
quality solution. We can practice a few more times. If it is not workable, is there
any better way?
Y: Dont be shy.
Y: Dont care too much. Dont care about whether I perform well or not. Just
focus on how to present the things that I understand and read it out.
T: Very good. Dont care about how others view our performance. Just read out
what you are focusing on. Is it?
477
T: Read out what you know. Dont care about others. Very good! Now take this
newly discovered method and ask the other parts of your body. Ask them if it is
workable. We have plenty of time. Ask them if they have any disagreements?
Y: No.
T: No disagreement. Very good. Then thank your forehead for the creative part.
Ok Yaoyao. Now I would like you to focus your mind on your breathing. Try to
take a deep inhale. Imagine there is a great power. Slowly exhale using your
mouth. Try to inhale deeply with a great power, and then slowly exhale using
your mouth. Very good. Try to inhale deeply with a great power, and then exhale
using your mouth slowly. Very good. Try to move your fingers, toes and other
parts of the body. If you are ready, you slowly can come back to this room. Goo!
Do you feel relaxed?
T: You feel itchy here. It is signal for you. Perhaps it has something to tell you.
The creativity has something to tell you. OK! Yaoyao, try to focus your mind on
my hand. Look at it and see if you can find a picture that you are conducting a
presentation in the future. At this time, you find that you are concentrating on
what you know and telling the others without caring how others view you.
Imagine that you have a great presentation and you can present all you have
known. How do you feel?
Y: Happy.
T: Happy. Is it? Then I give you back the image and memorize this image when
you conduct the presentation. Thank you very much.
478
Case 11 - Fishball
First Practice
T: Terry (Interviewer / Researcher)
F: Fishball
T: Hi Fishball, Im happy to conduct the first six step reframing practice with
you. Now I would like you invite you to sit in a comfortable position, your feet
should be stepping on the floor. You can put down your hands and relax. Try to
focus on your breathing. Try to use your nasal cavity to take a deep inhaleand
then use your mouth to slowly exhale. Try to use your nasal cavity to take a deep
inhaleand then use your mouth to slowly exhale. Try to use your nasal cavity to
take a deep inhaleyou can take a deeper inhaleyes, very good. Try to use
your nasal cavity to take a deep inhaleand then use your mouth to slowly exhale.
The time when you exhale can be about four times longer than the time when you
inhale. Try to use your nasal cavity to take a deep inhaleand then use your
mouth to slowly exhalevery good. Try to use your nasal cavity to take a deep
inhaleand then use your mouth to slowly exhale. Fishball, I would like to invite
you to go to a situation where you want to learn. Allow the sound, visual image or
the feeling of your body to appear. If there is any, let them appear. If you have
found it, you can nod your head and notify me.
F: Um.
F: Um.
T: That means I really want to learn the information that the teacher teaches, but
I think I am lack of the passion which disturbs me. Is this appropriate to
describe your limiting belief?
F: Yes.
T: So now you discover your limiting belief, try to ask or search through your
body parts, scan through your body, and ask which part is responsible for this
479
limiting belief? Or is related? That part of your body might give you a signal.
Lets search though it slowly. We have plenty of time.
T: Your eyes. Great. Now ask your eyes, you have such limiting belief, so what is
the positive intention behind this limiting belief? Ask them I really want to learn
the information given by the teacher, but I discovered that I was lack of the
passion which disturbs me. So what is the positive intention behind this belief?
F: I want to learn the knowledge, so that I can help the patients and I can find a
job at the same time. I can stably find a job.
F: My hands.
T: Your hands. Ok. Now try to ask your hands, treat your hands as a human, ask
them I have a limiting belief: I want to learn the knowledge taught by my teacher
in the physiotherapy class, in the lab. But the lack of passion disturbs me. On the
other hand I have a positive intention, my positive intention is that I want to learn
the knowledge to help the patients, and find a good job. Can you ask your hands,
is there any method that can fulfill both needs?
T: Ok. Let them think about it first, let then think through it, and see if they give
you any signal.
F: They think that as long as I dont perceive them as an impossible mission, nor a
difficult thing, then I am able to accomplish it. (06:30)
T: So it means that if you make yourself perceive that thing is not difficult, listen
to the information given by your teacher and memorize it, and tell yourself its
actually not that difficult so you will be able to accomplish it. Is the method
about changing your thought?
F: Yes.
T: So your method is that I need to think that the teachers lecture is not that
difficult and I will be able to understand. And naturally I will become more
passionate. Great. Congratulations! So now you can try to ask the other parts of
480
your body, scan through the body and see if there is any disagreement. If you
really need to work on this, do they disagree with it?
F: No. No disagreement.
T: Great. Congratulations. Its great that there isnt any disagreement from your
body. Now thank your hands, thank them for the creativity method in which from
now on, when I listen to the teachers lecture and if I think it is not difficult,
giving myself a change of my thought, I will be able to learn well. Great. So
now Fishball, I would like you to focus on your breathing. Try to take a deep
breath, and then use your mouth to slowly exhaleTry to take a deep breath, and
then use your mouth to slowly exhaleVery good. Try to take a deep breath, and
then use your mouth to slowly exhaleVery good. Try to move your fingers and
toes. If you know that you are doing a six step reframing model practice, you
can come back to this room. Thank you Fishball. You can look around the room.
Ok. Fishball, if I want to show you an example, on my hand you see yourself in
the physiotherapy lab, attending the lecture and listening to your teacher. At this
moment, you are using your method, your belief which tells you that what the
teacher is teaching is actually not difficult, I can totally understand it. How do you
feel?
Second Practice
T: Terry (Interviewer / Researcher)
F: Fishball
T: Fishball, Im happy to conduct the second six step reframing practice with
you. Now I would like you invite you to sit in a comfortable position, your feet
should be stepping on the floor, and you should relax your body. Try to take a
deep inhale, use your nasal cavity to take a deep inhale and then use your
mouth cavity to slowly exhale. Try to use your nasal cavity to take a deep
inhaleand then use your mouth cavity to slowly exhale. Try to use your nasal
cavity to take a deep inhalevery goodand then use your mouth cavity to
slowly exhale. The time you exhale can be slower. Try to use your nasal cavity to
take a deep inhaleand then use your mouth cavity to slowly exhale. Very good.
Try to use your nasal cavity to take a deep inhaleand then use your mouth
cavity to slowly exhaleand the time when you exhale by using your mouth
cavity, it can be four times longer than the time when you inhale. Try to use your
nasal cavity to take a deep inhaleand then use your mouth cavity to slowly
exhale. Very good. Fishball, I would like to invite you to go to a place where you
481
learn, you can search around. Which place do you want your learning to take
place? Try to search through it, it might be visual image, sound, or the feeling on
your body. If you have found it, you can nod your head and notify me.
F: Um.
T: Next to the swimming pool. Oh, this is very special. So in this scene, what do
you want to learn?
T: You want to learn swimming. Um. You want to learn swimming. So do you
think you will learn it in one time?
F: No, I wont.
F: Yes.
T: So that means I want to learn swimming, but I do not know how to breathe
disturb me. The breath of the inability to swim disturbs me. Is it?
F: Yes, yes.
F: Yes.
T: You can try to form it out. I really want to learn swimming, but it seems that
the breath of the inability to swim disturbs me. Ok. Try to ask your body parts,
which part is responsible for this belief? See if there are any sounds, image or
feeling on your body that has told you? It is me?
F: I think it is my chest.
482
T: Ok. Your chest is actually responsible for your limiting belief. So you try to
ask your chest, you really want to learn swimming, but the breath of the inability
to swim disturbs me. So what is the positive intention behind this limiting belief?
T: So this is a simple positive intention. You want to learn this skill, this skill is
actually very attractive. It thinks that everyone should be able to learn it. But you
just want to learn something that everyone needs to learn as well.
F: Yes.
T: Very good. This positive intention. Can you try to search through your body
parts, in which it is very creative? Search through it.
T: Ok. Your knees. Now you try to ask your knees. I really want to learn
swimming, but I do not know how to breathe when I swim. Such difficulty
disturbs me. But I have a positive intention, I think that swimming is a skill
that everyone should be able to learn. I really want to learn this skill. So how
can I fulfill both needs? They can be sounds, feelings of your body, or visual
images to tell you how to solve this problem.
T: So the solution is, when you are swimming, you just pretend yourself as a
corpse. This is a very special method. Thats all?
F: Yes.
T: So the method is, pretend yourself as a corpse while you are swimming, then
you will learn it. Try to use this method and ask your body parts, see if they
disagree with it. Is this method workable?
F: Their opinions are not so sure about it, but they do not object this method.
T: Opinions are not sure about it. What are the opinions not sure?
F: They think that when I practice this method, there is some difficulty.
T: Some difficulty. Yes, its hard to pretend a corpse. How about you bring this
opinion and ask your knees? Yes, the method you have created to pretend a corpse
483
is ok, but there is some difficulty. So how can we solve this difficulty? Ask your
knees. See how your knees respond to it.
F: They said I can try to lie on the water and feel about that feeling first.
T: That means your knee tell you, you can first try to lie on the water and feel
about whether it is manageable for you. And then you can pretend a corpse and
try to relax and swim. Is it?
F: Yes.
T: So now you adopt this combined method, and ask your different body parts,
and see if they disagree with it or give you any signals.
T: So finally they do not disagree with it and think it is easy. Ok. Thank your
different body parts. Thank them that you have a new method. Is it?
F: Yes.
T: Now try to Fishball, I would like to invite you to picture yourself. You are
lying on the water in the swimming pool, feel the water, and apply the method
which is to relax like a corpse. Then you try to swim. How do you feel?
F: Yes.
T: Very good. Congratulations! So you keep this feeling inside your heart.
F: Um.
T: I see you smiling. Very good. So now try to focus on your breathing. Try to
take a deep breath, and then use your mouth cavity to slowly exhaleTry to take
a deep breath, and then use your mouth cavity to slowly exhaleTry to take a
deep breath, and then use your mouth cavity to slowly exhale So now feel
yourself inside this room, move your fingers and toesmove your different body
parts. Tell yourself you are doing an NLP six steps reframing model practice.
And then back to this room. You can slowly open your eyes. Congratulations,
Fishball.
484
Case 12 Siu Yau
First Practice
T: Terry (Interviewer / Researcher)
S: Siu Yau
T: Hi Siu Yau, I am happy to conduct the first six step reframing practice with
you. Now I would like to invite you be in a relaxing state and to let your whole
body relax. You can sit in a comfortable position. Your legs should be stepping on
the floor. Your spine should be leaning to the back of the chair. Try to focus your
mind on your breathing. Try to take a deep inhaleand then use your mouth to
slowly exhale. Try to take a deep inhaleand then use your mouth to slowly
exhale. Try to take a deep inhaleyou can use your nasal cavity to take a deep
inhale...and then use your mouth to slowly exhale. You can slowly close your
eyes. Try to use your nasal cavity to take a deep inhaleand then use your mouth
to slowly exhale. The time when you exhale can be four times slower than the
time you inhale. Around four times will be alright. Try to use your nasal cavity to
take a deep inhaleand then use your mouth to slowly exhale. Try to use your
nasal cavity to take a deep inhaleand then use your mouth to slowly exhale.
Very good. Try to use your nasal cavity to take a deep inhaleand then use your
mouth to slowly exhale. Try to use your nasal cavity to take a deep inhaleand
then use your mouth to slowly exhale. Try to use your nasal cavity to take a deep
inhaleand then use your mouth to slowly exhale. Very good. Siu Yau, I would
like to invite you to find a place where you learn. Search through it. Allow your
brain to appear any sound, feeling of your body of ideas. If you have found it, you
can nod your head and notify me.
S: Um.
T: What is it?
T: You want to build up interpersonal relationship. So what you can see in front
of you is the sound, feeling of your body or visual image?
S: Feeling.
T: The situation is being with your colleagues and partner during practicum.
S: Um.
485
T: Very good. So what do you want to learn?
S: Umm I want to learn how to build up a topic of conversation with the others.
T: You want to build up the topic of conversation through getting along with
others.
S: Yes.
T: I see. So is it better to say like this? I want to learn how to build up a topic of
conversation in establishing interpersonal relationship but I am disturbed by
my own feeling of flinching. Is it appropriate? Any other additional comment?
S: Um.
S: Um.
T: Alright. So ask all the parts of your body and which part is related to this
limiting belief. It may be sound, feeling of your body or visual signal that is
related to it. It will quickly tell you.
S: Actually while you are asking me, my head is already having some drooping
feeling. Im not sure if it is.
T: Ok. So ask your head, it has some drooping feeling right? It has reaction. So
ask your head if it is responsible for the limiting belief. See if it gives you any
other signal. It may give you an idea, sound or feeling of your body and tell you if
it is.
S: Um.
486
T: Alright. So ask your head, is there any positive intention behind this limiting
belief? That means I want to learn how to build up a topic of conversation in
establishing interpersonal relationship but I am disturbed by my own feeling of
flinching and lack of confidence. So what is the positive intention behind? Ask
what the positive intention is.
S: Um.
T: Good. Try to hold this positive intention and search the other parts of your
body that is responsible for your creativity. Search around and see if there is any
reaction. See which part has a lot of ideas and creativity and gives you a signal.
Usually that part has a lot creativity.
S: Ummthe left part of my head is drooping the other parts do not have any
reaction but at this moment the left part is especially dropping.
T: The left side of your head gives you a strong dropping signal and tells you it is
responsible for creativity. So ask this creative part Actually I really want to learn
how to build up a topic of conversation in establishing interpersonal relationship
but I am disturbed by my own feeling of flinching and lack of confidence. But I
know that I have a good positive intention. My positive intention is to build up a
good relationship with the colleagues well when I work in future so that everyone
can be happy and I can be happy too. Ask it How can I overcome this limiting
belief? Is there any way that can satisfy the two situations?
S: Umm
T: Never mind, we have plenty of time. Ask it slowly. See if there are any ideas,
feeling of your body, visual image or sound that appears and reminds you
something.
S: Very loose.
T: Is there any ideas that your instinct thinks you can grasp it and explore more
idea?
487
S: At first I should be relaxed first. Dont be too tense and observe more about the
things that happen around me. To be more careful in observing the things happen
around and those things can be the topics anytime.
T: So the method is firstly relax myself, and then observe the things in detail
that happen around me. These details can be the resources of topics. Is it?
S: Um.
S: And it adds that the details should be happy and positive not just the things that
are negative or criticizing the others.
T: Very good. So that means let me repeat. The discovered method is firstly I
need to relax myself, and then I need to observe the positive and happy things
in detail that happen around me. So these details can be the resources of topics
that I can build up. Is it?
S: Um.
T: Good. Congratulations. So hold this method and ask different parts of your
body. See if they disagree with it if you really carry out this method to help you
learn. Is there any disagreement? See if there is any special signal comes out from
different parts of your body.
S: No reaction. My head does not have the dropping feeling anymore. There isnt
any special reaction from any parts of my body.
T: No reaction from any parts of your body. So do you think that they accept this
method?
S: Um.
T: Good. Thank different parts of your body. Siu Yau, I would like to invite you
to look further. Imagine that you are learning how to build up the topics for
establishing interpersonal relationship. You are very relaxed, your whole body
feels relaxed. And then you observe that in that situation there are some positive
and happy details. And you will then take these details smoothly and build up the
topics. You can see the Siu Yau being like this. Can you see her?
488
S: Umm the other people do not give feedback. Im not sureThey just say
Oh and they will not continue to discuss the topic that I have built up. So its
just like what happened before.
T: But you want to build up a topic right? For the topic is this goal achieved? At
least there is a topic.
S: I think the topic is not just about a topic. I expect that I want to learn apart from
building up a topic, I also want the others to be interested by the topic and want to
further discuss.
T: Alright. So hold this and ask the left side of your head, Actually I know the
method is that I need to be relaxed and observe the positive and happy details
happen around to build up the topics. But for these topicsare there any better
methods that I can build up a stronger topic that I can discuss with the other more
to build up interpersonal relationship? Ask it and see if there are any methods.
S: It answers quickly.
T: What is it?
S: It says apart from interestinghappy topics, the topics need to be related to the
others. That means not only do I feel interested and related to myself but also
related to the listeners.
T: Very good. So now rearrange your method. The method is firstly I need to
relax myself and then try to find out in that learning situation some details which
are positive, happy, interesting and related to the others. Is it? So these details will
be the topics in building up interpersonal relationship with the others. Is it better?
Is it ok?
S: Ummin that scene, that person is responding me and will continue to discuss
but the person is different. Different from the first time when I had the topic and
that person did not respond. The person has changed.
T: The person has changed. Ok. So are you satisfied with it? There are some
people respond to you.
T: What is it?
S: Umm I cant exactly find what it is but it seems that I am not really satisfied
with it.
489
T: No really satisfied. So ask what it is not satisfying with. Is there any better way?
Different people but can also build up topics. So what does it want? Are there any
ways to do better?
S: I am quite confused.
T: Just say a few important points, you dont need to say all the points. Ask it to
tell you the most important point. What is it?
S: Umm I think it means that I have to be careful not to offend the others. It
says a lot but it means that I should be more skillful in talking and to distinguish
what is more important and what is less important. So the concept I get is not to
offend the others even the topics are happy and related to the others.
T: Ok. Very good. So rearrange your method again. Actually I need to relax
myself and then try to find out the details happen around me which are
positive, happy, interesting and related to the others but I need to be more
skillful and the details should not offend the others. These can be the resources for
me to build up the topics in getting along with others. Is it ok?
S: It seems too much and it cannot listen clearly. It skips some of it.
T: It skips some of it. So lets slowly repeat once again to it. Ok?
S: Um.
T: Firstly I need to relax myself and then find out the details happen around
me in order to build up interpersonal relationship. These details need to be
positive, happy, related to the others, interesting. Also I need to be more skillful
and the details should not offend the others. So I am able to do it. Is it ok?
T: So you use this method? So you have imagined some people some their
feedback is not positive?
S: It isI cant speak much. I see the usual me that I dont speak much. It seems
that I am not really able to find the topic. I only focus on the last thing which is
490
not to offend the others so it makes me not dare to find a topic to talk about
because I dont know which topic will or will not offend the others.
T: Siu Yau, now I would like to invite you to inhale a strong power. Slowly use
your mouth to exhale. Imagine you are breathing in a strong power, this power
helps you to increase your self-confidence. Is it ok? Take a deeper inhale. And
slowly exhale. Imagine a strong power, take a deeper inhale... and then slowly
exhale. Feel the warmth of the power so to enhance your self-confidence. Is it ok?
Feel the warmth, feel the power fills your whole body.
S: Only have a little warmth. I can only feel a little warmth but not hot.
T: Actually its already enough, Siu Yau. The little warmth is already the energy
inside your body. Feel the little warmth again. Try to take a deep breath. Your
breath is not deep enough. Yes. Transfer the little warmth into different parts of
your body. Take a deeper inhale. Good. Very good. Thats right. Keep the little
warmth. Is it here? Alright. Siu Yau, you tell yourself I have this little warmth, I
have the self-confidence. I hold this self-confidence and take the method that I
had just now to search some resources, the resources that can help me build up
topics of conversation.
S: Um.
T: What is it?
T: Alright. So tell yourself I have saved some resources, I use them at the right
time. Imagine that there is an image in front of you. There are some colleagues
and you have found a topic. They are of course chatting or working on their own.
But you find the right time and pick up this method, you dont need to focus on
the content and you tell them. Imagine their reaction and they accept it and they
smile at you. It is because you are different. You have self-confidence inside you.
You are not afraid of expressing these topics. You can feel that your colleagues
receive your message and your hard work. Is it ok?
T: Dont focus on what the topics are. Imagine some abstract things. Just tell them
some abstract things and they have the reactions, which is Ok, I receive that. I
know you are working hard on it. Thank you Siu Yau. Can you imagine in this
way?
491
T: Thank those colleagues. Is it ok? Appreciate yourself. It is already very good. It
is not possible to have a method that all people respond to you. Do you feel that
you are already very successful?
S: Um.
T: Thank yourself. Thank a brand new you that you have such self-confidence and
ability. Tell yourself that you will continue to use this method, save a lot more
topics and wait till the right time to use it. Is it ok?
T: What is it?
S: When I tell myself that Its already very good, you need to continue to find
some suitable topics and find the right time to say it. And then inside my heart...
or headI dont know wherestill feel tied and tell myself to be careful.
T: Um. And then tell your fetter, you now try to inhale a deep and strong power.
Alright. You have the power right? Tell the fetter I have the power and I can
untie the fetter. Please ask the fetter to leave. Is it ok?
S: The fetter is just like a rope and tying myself in the image. But when I untie it,
it is still twisting around me. It is already untied
T: Ok. Try to inhale a strong power. Imagine that the power is protecting your
whole body. Even there is a rope outside, it will not hurt me anyway. Take a
deeper inhale. Yes. Very good. Take a deeper inhale. Is it ok? Tell yourself that
you need to depend on this power. It is just like the little warmth and power to
protect the body. Any fetters on your body will be untied. Take a deeper inhale.
Tell yourself whenever you do not have enough power, you can call this power to
protect you. Even the rope is here, just let it be. It will not hurt you. Is it ok? Let it
be. You have the power and you dont have to be afraid.
S: Um. The rope is still twisting around me but it is loosened now. It is not tying
tight myself and as what you have said, there is a power protecting around me and
the rope is just outside of it.
T: Very good. Thank yourself. Do not try to untie the rope. The rope maybe a part
of you. Just be with the rope. Live together. Thats alright. You have the power.
Thank them. Let it be. It is part of you. You have the power. When you need it
you can call it anytime.
S: But the image of myself although there is a power protecting me, it seems
that it is telling me it feels a little bit afraid. It has some insecure feeling.
492
T: Insecure feeling.
T: Try to take a deeper inhale because you did not inhale deeply so the power is
not enough. Transfer the energy into the insecure parts. Tell them I know this
insecurity but because I have the power. I can live with the insecurity. Is it ok?
S: Umm I tell them that I can live with the insecurity but it seems that it is not
that willing to do so. The image of me is not that willing.
T: Yes. Combine with it. Dont isolate yourself. Walk into it. Its just like entering
its body.
S: You said walk into it. So I can see myself surrounded by something and the
rope is in front of me.
T: Siu Yau you need to breathe in your power. You need to believe in your power.
This is the power of your life. In your whole life you need this power to protect
your body. Slowly breathe in. Now you have no choice. You only have this power
to protect your body in order to continue your path. Even though the rope is
twisting around you, so what? You have the power to protect your body. But
when you do not depend on your power, when you only focus on the rope, you
will be controlled by the rope. Take a deeper inhale. Yes, very good. Imagine a
stronger power. You have to remember, whenever you need it, you will have the
power to protect your body. Anything outside will not affect you. Take a deeper
inhale. Ignore this feeling. Imagine the power is from the above. Do you have any
religious belief?
S: Im a Christian.
T: Yes, imagine the power is from God. Imagine that Jesus gives you the power.
Thats right. Siu Yau, so this is the most important thing. You need to depend on
Jesus through your life. Let the power of God surround you anytime. Focus on
Jesus, ignore the rope. Is it ok?
S: But I can see it is because what I see is the power like a shield. And then
after several breathings, I can also see an image of Jesus appears. After that the
493
shield grows larger but it is transparent. And then in the middle of the transparent
object I can see that I am surrounded by the rope.
T: Yes. Siu Yau, you need to focus on Jesus. When Jesus is here, then so what?
Whats the matter even the rope is here? Dont look at the rope. You know it is
here is already enough. It will be here in your whole life. But you have Jesus in
your whole life. The power is from Jesus. Thank you Jesus. Tell Him that anytime
in your life when you need Him, He will be there. Not only as a shield, but also
protecting your whole body. Even there is anything outside, thats alright. You
have to trust Him. You wont be hurt. Is it ok?
T: Thank Him. Thats good. Even the other things are here, dont focus on them.
Ignore them. Thank Jesus. Alright. Thank Him that He gives you a new learning
method. Tell Him, when I am learning, I will use this method to build up the
topics of conversation. But I dont need to bother the response by the others. I
have already done what Jesus has asked me to. I have already carried out the
learning that Jesus asked. I only need to respond to not those people, but to Jesus.
Is it ok?
T: What is it?
S: Ummafter saying those words, it says if I ignore the responses given by the
others, its like I am being so self-centred. So its just like ignoring the others.
T: Look at Jesus. Ask Jesus what He wants to tell you. Dont listen to your head.
T: Nothing to say. Its ok. Just now He gave you hug right? Does He continue to
give you the power?
S: Now you ask me to look at Jesus, He is holding my hands. He does not say
anything.
T: Thats good enough. Let Him hold your hands. Jesus is here. What are you fear
of? Alright. Thank Jesus. Alright. Siu Yau, I would like to invite you to focus
your mind on your breathing. Try to take a deep breath, and then use your mouth
to slowly exhaleTry to take a deep breath, and then use your mouth to slowly
exhaleTry to take a deep breath, and then use your mouth to slowly exhale. Try
to take a deep breath, and then use your mouth to slowly exhale. Inside your heart,
you are still being with Jesus. Take Jesus inside your heart. And then try to move
494
your fingers, toes and different parts of body. Use your smile to take Jesus and
slowly open your eyes. Come back to this room.
Second Practice
T: Terry (Interviewer / Researcher)
S: Siu Yau
S: It seems not
T: Try to search again, never mind. Search it slowly, slowly. Let the visual image,
sound or feeling of your body slowly appear in front of you. Or you can invite
them to come out, thats ok. And see what you want to learn or something that
you are interested, or something you have learnt in the past and you want to learn
more. Search it slowly. We have plenty of time. If you have found this, you can
nod your head and notify me. It may not be related to academic, it can be anything,
something about your interest, life or sports, or anything. Something you want to
learn, but not learning smoothly. Anything?
T: No problem.
495
T: What are they? Can you tell me?
T: You want to learn to be more relaxed. You want to learn how to relax?
Relaxation?
T: Ok, good. Learn to be more relaxed. But is there anything that is disturbing you
and making you cannot relax? Do you think if there is anything disturbs you? Try
to feel it. Is there anything pops up that disturbs you and makes you cannot relax?
S: Nothing pops ups. But the right side of my head seems to be paralysis.
T: Paralysis. That is because of what? Ask it and see what makes it to be paralysis.
S: It doesnt say anything but it seems to be more paralysis after I have asked it.
T: I see. So try to guess the thing that I want to learn to be more relaxed but I
guess what is disturbing me. Ask it and see if it says yes or no.
S: Like what you have asked. I ask it Are you disturbing me?
T: Oh you ask if it is disturbing you. And it is even more paralyzed now. What are
they? Are they your worries? Your fear? What is it?
S: Ummit just says it is like a stone, very heavy. It says in this way.
T: Yes. Can it be described as some of your burdens in your heart which disturbs
you? I want to relax but some burdens in my heart disturb me. Is it clearer?
S: Um.
S: Um.
496
T: Is it? Alright. Siu Yau. Can we describe in this way? I want to learn to relax
but the burdens in my heart disturb me. Is it? Is this your limiting belief?
S: Um.
T: Ok. Ask if the right side of your head responsible for this limiting belief? Ask
which part is responsible for it and see where the signal is.
S: No reaction.
T: No reaction. Ask around and ask around your hands, legs, shoulderswhich is
more like to be? [long pause] We have plenty of time. Ask them slowly. They
must have a little reaction. Which part is more like to be responsible for the
creativity at this moment of you?
T: The left side of your head. Good. So the left side of your head is responsible
for your creativity. So try to ask the left side of your head, I have the limiting
belief that I want to learn relaxation, but the burdens in my heart disturb me. So
what is the positive intention behind this belief? Sorry, or we can ask the limiting
belief part first. Ask the right side, What is the positive intention? Give me some
signals, ideas or words. I want to learn relaxation but the burdens in my heart
disturb me. So I think in this way, what is the positive behind?
S: To protect myself.
S: No ways
T: No ways. Ask again. I want to invite you to take a deep inhale, try to take a
deep inhale, imagine Jesus gives you a strong power. And then use your mouth to
slowly exhale. Try to take a deep inhale, imagine Jesus gives you a strong power
497
through your breathing. And then use your mouth to slowly exhale. Try to take a
deep inhale, Jesus gives you a strong power. And then use your mouth to slowly
exhale. Feel that power. Yes, good. Hold that power. Take that power and ask the
left side of your head. The creative part. What are the ways? Please tell me how
can I learn relaxation and protect myself as well? Bring the power of Jesus to ask
it. Any ideas, sound or feeling of your body hint you?
S: UmmIt doesnt have any response. After breathing, I can see Jesus and I
knock the door and ask together. But
T: Very confused. It doesnt know how to answer. You can try to request Jesus to
ask it. Ask it in a positive way. Ask Jesus to hug it. Give it some power to answer.
Can you?
T: Ask Jesus to teach it. Ok. So ask Jesus if there is anything He can teach. What
are the ways? How about you ask Jesus? What are the ways?
T: What is it?
S: Depend on myself.
T: Depend on myself. Thats a good answer. I want to learn relaxation but the
burdens in my heart disturb me. However, my positive intention is, I want
to I want to protect myself, I depend on myself. Thats right. Thats the
keyword. How to depend on myself to learn relaxation? Can you think of any
methods to help yourself? There are many methods. For example, you can
practice the breathing you have learnt every day or do some exercise every
daymany other methods that may appear. Only you will know, depend on
yourself to know which is the best method. What is it?
T: Dont think too much. Dont think too much means your mind should not be
thinking the other matters and focus on learning one thing? Is it like this? That
means when I learn relaxation, I do not focus on my burdens and only focus on
relaxation. Only one thing. Relax as much as I can. Is it?
498
T: Disagree? The right side of your head disagrees. Ok. So ask Jesus. It disagrees.
So what are the better ways? Focus on relaxationdisagree what does it
disagree?
S: The right side of my head says the more I focus on relaxation, the more I
cannot relax.
T: The more you focus on relaxation, the more youthats good you have learnt
it.
S: Cannot relax. Its just like when I cannot get to sleep and when Im afraid of
not getting to sleep, then I will not get to sleep.
T: Hold your hand. That may be a signal. Will it be like every time when you
learn relaxation, you need to hold Jesus to learn? Jesus has a strong power. Is it?
Siu Yau? This is critical. Nothing has more power than Jesus. He can hold you to
learn. That means I want to learn relaxation but the burdens in my heart disturb
me. However, a breakthrough method is to hold Jesus and learn it slowly. So
that I can have the power. Is it?
S: No one disagrees.
T: No one disagrees. Good. Thank Jesus. Thank different parts of your body. It is
because they do not dare to disagree with it because Jesus strong power is here.
Alright? Ok. Siu Yau, congratulations. You have found a method. The method is
that I want to learn relaxation. Although the burdens in my heart disturb me,
I learn that whenever I want to learn relaxation, I will hold Jesus and He will
accompany me to learn. Is it? Affirm yourself.
S: Um.
499
S: Secure.
T: Very good. Now I would like to invite you to focus on your breathing. Try to
take a deep breath, and then use your mouth to slowly exhaleTry to take a deep
breath, and then use your mouth to slowly exhaleTry to take a deep breath, and
then use your mouth to slowly exhale. Try to take a deep breath, and then use
your mouth to slowly exhale. Very good. Feel that Jesus is being with you. Now
move your fingers, toes and different parts of body. If you can, slowly open your
eyes and come back to this room. Take Jesus into your heart. Good.
Congratulations.
500
Case 13 Shirley
First Practice
T: Terry (Interviewer / Researcher)
S: Shirley
T: Hi Shirley, I am happy to conduct the first six step reframing practice. Now I
would like to invite you so sit in a comfortable way.
T: No problem, your feet should be touching floor, your spine should be straighter,
hands relaxed, dont use any force and put in better way. Good. I would like to
invite you to focus your mind on your breathing. Try to use your nasal cavity to
take a deep inhale, and then use your mouth to slowly exhaleTry to use your
nasal cavity to take a deep inhale, and then use your mouth to slowly exhaleTry
to use your nasal cavity to take a deep inhale, and then use your mouth to slowly
exhaleTry to use your nasal cavity to take a deep inhale, and then use your
mouth to slowly exhale the time when you exhale can be four times the time of
inhale. Try to use your nasal cavity to take a deep inhale, and then use your mouth
to slowly exhalegood, very good. Shirley now I would like to invite you to go
to a situation where you like to learn, it may appear as sound, feeling of the body
or visual image. If you have found that, you can nod your head to notify me. Good,
very good. What is it, Shirley?
S: What I am learning?
S: Umm. What I want to learn, I want to learn how to look up the bible..should be
to read the bible
S: Um.
501
S: Yes.
T: What is it?
T: You feel sleepy. So actually you want to learn how to read the bible, but
sometimes you are disturbed by your tiredness and sleepy. Ok, so is this your
limiting belief?
S: Yes.
T: So your limiting belief is that I want to learn reading bible, but I am disturbed
by my tiredness and sleepiness. Is it correct to say in this way?
S: Yes.
T: So you hold this limiting belief, and try to search and ask different parts of
your body, see which part is responsible for this limiting belief? Search which
part is responsible for this? Ask them. Which part is. When you have found it,
please notify me.
S: The brain.
T: The brain, good. So now try to ask the brain, You are responsible for this
limiting belief, but is there a positive intention behind? See if theres sound,
feeling of your body or visual image that tells you.
S: Um.
T: Did they tell you something? You ask your hands and legs, see which parts of
them send you the signal? Of course it is ok. [long pause] You can search it
502
slowly, we have plenty of time. Ask which part is responsible for creativity? It
will surely send you a signal, saying I am.
S: Hands.
T: Actually they are your hands. Good. So Shirley, Now I would like to invite you
to ask your hands, I have the limiting belief that I want to learn reading bible, but
I will be disturbed by my tiredness and sleepiness. However, I have positive
intention behind, I want to take rest. How can I satisfy both situations, to
overcome my limiting belief? Ask if your hands have any feeling of your body,
sound or visual image and hint you that there is a method. [long pause] Ask them
slowly, we have plenty of time, let them give you a signal, I belief the creative
part can help you solve this problem. Yes have you found that?
S: Um
S: Still searching.
S: A few pop up but Im not sure if they are the answer. (11:13)
T: What is that? Can you describe them? See if you can choose one from them.
S: Another one is to read straight after I get back home, and not to play with other
stuff, go to read bible immediately for a while.
T: Um... read it for a while after youve got home, and dont play other things.
Which one do you think is better?
T: Wake up earlier. So among these three options, which one is suitable for you,
which would make you less tired, and not sleepy?
S: Umm
T: You can choose, just compare those three, we can choose one by one, ask one
by one.
503
S: So may be the travel one first.
T: Good, let us ask about the travel choice first. Using the travel time to read bible,
which could make you less tired and sleepy, so try to hold this method, and take
this to the brain, it is because it is responsible forno take this to ask different
parts of your body. I have this method to overcome my limiting belief, using my
travel time to read bible, which might make me feel less tired and sleepy. Ask
them if they agree or not? If it is workable or not? See if they give you any sound ,
feeling of your body or visual images that answer you?
T: So some parts are answering you this. You may feel sleepy when you are
taking the ferry. Ok, so someone is objecting, try to search if other methods are
workable? Which one you would like you choose?
S: Umm then accordinglyread bible after I get home, and not to do other
stuffs. Immediately spend some time to read bible.
T: Read bible when you back home, not to play other stuffs and immediately
spend some time to read bible. See if this can overcome the limiting belief? Hold
this method, and ask other parts if they have any disagreements? See if this is
workable or not? Do they send you some signals?
T: Sometimes you to watch TV. So that means there are some disturbances. And
meaning this method may not be workable?
S: Um.
S: Um.
T: Wake up earlier. Ok, wake up earlier, and have a better and quiet environment.
Hold this method of waking up earlier and ask the other parts of your body, see if
they have any disagreements?
504
T: You are worried that you cant wake up. Ok. Take this answer to your creative
part Are there any other methods or something to do to improve these methods?
See how it will answer you?
S: For the second one, the home one, maybe the coming up TV drama series
will be less interesting. And so it may be able to carry out.
T: Um. Anymore?
S: The third one, actually I can use the time that I am procrastinating to wake up
and get up immediately to read bible, it should be ok. Just to make sure that I
wont procrastinate to wake up.
T: The third one is be more regular. Um... will better to say in this way? I want
to wake up earlier, to be determined not to procrastinate and read once I wake up.
This will be workable, if I carry out the process quickly, and have some changes
on my time frame. Is it?
S: Um.
T: Um. Try to keep this method, I try to wake up earlier, and read bible once I
get up, quickly read it, is it? And not to spend too much time. So now try to take
this method to ask your other parts of your body, see if they have any
disagreements?
S: Um.
505
T: Good. Take this new method and ask other parts of your body I have this new
method, sleep earlier on the previous day, and wake up earlier on the next day.
When I wake up, I immediately read bible. I use this method to overcome my
limiting belief. See if other parts of the body disagree with this?
S: No.
S: Very happy
T: Very happy, is it? Good. Thank yourself. Now I would like to invite you to
focus your mind on your breathing. Try to take a deep inhale, and then use your
mouth to slowly exhaleTry to take a deep inhale, and then use your mouth to
slowly exhaleTry to take a deep inhale, and then use your mouth to slowly
exhaleTry to take a deep inhale. And then use your mouth to slowly
exhaleYou can take a deeper inhale and exhale more slowly. Very good. You
can move your fingers, toes, move the different parts of your body and tell
yourself that I m working on a six step reframing model practice. You can
slowly open your eyes and come back to this room. Thank you.
Second Practice
T: Terry (Interviewer / Researcher)
S: Shirley
T: Hi Shirley, I am very happy to conduct the second six step reframing practice.
Now I would like to invite you to be in a relaxing position, your legs should be
touching the floor, you hands should be relaxed. Try to focus your mind on your
breathing. Try to use your nasal cavity to take a deep inhale, and then use your
mouth to slowly exhaleTry to use your nasal cavity to take a deep inhale, and
then use your mouth to slowly exhaleTry to use your nasal cavity to take a deep
inhale, and then use your mouth to slowly exhale the time of exhale can be four
times the time of inhale. Try to use your nasal cavity to take a deep inhale, can be
more deeply. And then use your mouth to slowly exhaleTry to use your nasal
cavity to take a deep inhale, and then use your mouth to slowly exhalevery
good. You can try to breathe in more deeply. Good, and then use your mouth to
slowly exhalegood, very good. Shirley, now I would like to invite you to go to
a situation where you want to learn something, let it appear as sound, visual image
or body feeling. Choose one situation that you like the most.
506
S: I want to learn playing the piano.
S: Um.
T: Good, in the situation, you want to learn playing piano, but is there anything
that is disturbing you and making you cannot learn well?
S: I feel that I dont have the music talent and dont have much time to practice it.
T: Is the situation like this? I want to learn playing piano, but I am lack of
music talent and time and they disturb me. Is it? Is this your limiting belief?
S: Um
T: Shirley, now I would like to invite you to hold this belief, and ask your body,
see which part is related to this belief? This part will when it is related it will
send you a signal. It may be the feeling of your body, it may be a sound or visual
image that tells you that it is related to this belief.
S: My hands.
T: Your hands, good. Shirley, now I would like to invite you ask your hands, I
have a limiting belief, I want to learn playing piano but I feel that I am lack of
music talent and time. But what is the positive intention behind? Ask the hands,
see what signals they send you, sound, feeling of your body of visual image?
T: Um. Actually you want to learn playing the piano but the lack of music talent
and time disturb you. However you have a positive intention behind, you want to
learn playing the piano because you want to take rest.
T: You want to learn playing piano but something is disturbing you, and there is a
positive intention behind this. Why you want to learn playing piano?
T: You want to learn playing piano, but something is disturbing you. But why you
want to learn playing piano?
507
T: You want to serve God. Is it?
S: Yes.
T: Ok. The limiting belief is that I want to learn playing piano, but the lack of
music talent and time disturb me. While behind this, I have the positive
intention, which is I want to serve the God after I have learnt how to play
piano. Shirley, now I would like to invite you to search through the other parts of
your body, that part is responsible for your creativity. Search through it and ask
what their reactions are. Which part is responsible for creativity?
T: The legs are responsible for creativity. Good. Very good. Shirley, now I would
like to invite you to ask the legs, I have a limiting belief that I want to learn
playing the piano, but I think I am lack of music talent and time that disturb me.
While I have a positive intention behind, which is, I want to serve God after Ive
learnt playing the piano. Ask if it gives you any methods to satisfy both
situations? It may give you a signal with sound, feeling of your body or visual
image. Ask if the legs have any methods to solve the problems? We can search it
slowly, we have plenty of time. Ask if the legs are sending you any signals?
S: There is one.
S: Before the day of the piano lesson, try not to go out, and take the time to
practice.
T: Before the day of the piano lesson, try not to go out, and take the time to
practice. Umm ...Can this help you with more practicing, and help you overcome
the problem of lacking music talent, by having more time before? Is it?
S: It should be.
T: Good. So you hold this method, before the day of the piano lesson try not to go
out, and take the time to practice. See if this method is helpful? Take this method
to ask different parts of your body, ask them if this method workable and if they
have any disagreements?
508
S: The night when I have finished the piano lesson, I need to continue to practice.
At least on the night I have piano lesson I need to practice and also practice when
I have time in-between. And the night before the piano lesson, I should not make
any dates, and stay at home to practice.
T: The method is, try not to go out before the day of the piano lesson, and take the
time to do the practicing. And practice more on the learning day, and practice also
on the night after the piano lesson.
S: Um.
T: This would be better. Try to take this method to ask other parts, see if they
have any additional conditions or disagreements?
S: No.
T: No disagreements. Thank the other parts of your body. Hold this method.
Shirley, now I would like to invite you to imagine a future Shirley in front of you.
She is learning to play piano. She has taken up some time before the day of the
piano lesson to practice. And now the time and space has shifted to the next day,
which is during her learning day, she has found some time to do the practicing.
And after the piano lesson, she still keeps practicing. Ok. Shirley, when you see
this picture, how do you feel?
S: Very excited.
T: Very excited. Very good. Congratulate yourself. Try to focus on your breathing.
Try to take a deep inhale, and then slowly exhaleTry to take a deep inhale and
remember the excited feeling, and then slowly exhaleTry to take a deep inhale
and remember the excited feeling. And then slowly exhaleTry to take a deep
inhale, and then slowly exhaleok Shirley, I would like to invite you move your
fingers, toes, and different parts of your body, and you are working on a six step
reframing model practice. Slowly open your eyes and come back to this room.
Thank you.
509
Case 14 Milka
First Practice
T: Terry (Interviewer / Researcher)
M: Milka
T: Milka, Im happy to conduct the first NLP six step reframing practice with
you. Now I would like you invite you to relax yourself, your feet should be
stepping on the floor, and relax your both hands. Now try to focus on your
breathing. Try to use your nasal cavity to take a deep inhale, and then use your
mouth to slowly exhaleTry to use your nasal cavity to take a deep inhale, and
then use your mouth to slowly exhaleTry to use your nasal cavity to take a deep
inhaleyou can take a deeper inhale and then use your mouth to slowly exhale.
Try to use your nasal cavity to take a deep inhale and then use your mouth to
slowly exhale. Imagine you are breathing in a strong power, and then slowly
exhale the thing that you dont wantImagine you are breathing in a strong
power, and then slowly exhale the thing that you dont want. Very good. Ok.
Milka, I would like to invite you to search some visual image, sound or feeling of
your body in which you want to enter a place where you are learning. Try to
search it slowly. When you have searched it, you can nod your head and notify me.
M: Um.
M: It is a classroom.
T: You arrive the earliest. Is there anything that you are learning?
T: So there is some interesting knowledge that you want to learn but it may not be
practical. Ok. Can you elaborate more concretely? What you want to learn and
what disturbs you? Try to search through it. See if your body gives you any sound,
feeling of your body or visual image in this situation.
510
M: I think I want to learn something which requires more on thinking or
something that needs to go in details. It means that I need to read many books
or I need to think a lot in order to understand. But I feel that I am tired and very
sleepy.
M: Um.
M: On one hand I feel tired, on the other hand it takes a long period of time and I
dont want to be bored or use a long period of time. (04:54)
T: Ok. Let me modify it a bit. I want to learn more knowledge about thinking
but I feel very tired and I think this learning takes a long period of time, so
they disturbs me. Is it correct?
M: Yes.
T: I see. That means I want to learn more knowledge about thinking but I feel
very tired and impatient. I also think this learning takes a long period of time, so
they disturb me. Is it more appropriate to say so?
T: Milka, I would like to invite you to search through different parts of your body,
scan through it. See which part of your body is responsible for this limiting belief.
That part of your body might give you a signal, which maybe a visual image,
sound or feeling of your body that tells you Yes, I am responsible for your
limiting belief. I am related to it. Try to scan through it and see which part tells
you about this.
T: A visual image.
M: Maybe the notes are in black and white colors and they are very boring.
511
T: Notes in black and white colors. Ok. Which part of your body shows this visual
image? Search through it and ask it. Where is this signal come from?
M: My eyes.
T: Your eyes. So it seems that your eyes are responsible for this limiting belief. Is
it? Search your body apart from your eyes.
M: Ummand maybe my legs feel tired after sitting for the whole morning so I
want to move around.
T: Ok. So maybe your legs. Ask your eyes and legs again which part is
responsible for the limiting belief. See which part gives you the signal.
M: I think they are my legs because they want to move and want to finish the task
as soon as possible.
T: I see. Now I want you to ask your legs I know that you are responsible for my
limiting belief, I want to learn more knowledge about thinking but I feel very tired
and impatient. I also think this learning takes a long period of time, so they disturb
me. Ask your legs if there are any positive intention behind this limiting belief?
Why do I still want to learn? What is the positive intention? Ask and see if there
is any sound, visual image or feeling of your body that tells you about this. Treat
them as a human and ask them.
M: For example maybe I still have a lot of a lot of work and responsibility
that a person needs to fulfill. So I cannot be stuck to this and I need to complete
the work as soon as possible in order to proceed the other work. (10:03)
T: That maybe your reason but it is not your positive intention. There must be a
positive intention. Why do you still want to learn? What is the positive intention?
Why am I so good that I still want to learn the knowledge about thinking? Ask
what is the positive intention behind. There are many things that disturb me but
I still want to learn the knowledge about thinkingwhat is the positive intention
behind? Lets search through it slowly. There must be the good side of it. Why do
you still want to learn the knowledge about thinking?
M: I think the knowledge about thinking can help me to understand this world
easier and to know more about myself.
512
part and see which part is responsible for this. Search through it and ask it and see
if there is any sound, feeling of your body or visual image that tells you about this.
M: My hand.
T: Your hand. Ok. Now I would like to invite you to ask your hand I have such
limiting belief, I want to learn more knowledge about thinking but I feel very tired
and impatient. I also think this learning takes a long period of time so they disturb
me. But I have the positive intention behind that I want to know more about
myself and the world. How can I fulfill all these? Ask your hand if there is any
method that can help you fulfill all these. See if there is any sound, feeling of your
body or visual image that tells you about this. You can search through it slowly.
Ask your hand slowly. We have plenty of time. [long pause] Actually you can
focus on your breathing. Try to breathe in a strong power, and use your mouth to
exhale slowly. Try to breathe in a strong power and use a relax emotion to ask
your hand, Do you have any sound, feeling of the body or visual image to me
and tell me how to fulfill my limiting belief and positive intention at the same
time? Are there any tips for me?
M: It tells me that I can listen to music. It may be better to learn and listen to
music at the same time. (16:47)
T: Listen to music. So it gives youre a suggestion that actually you can listen to
music. Is it listening to music can lessen your obstacles about your impatience and
your tiredness of learning. Can the music make you feel more comfortable?
M: Yes, listening to the gentle music can make me feel better and be more
interested to work on something.
T: Ok. So your hands suggest you that you can actually listen you music. Listen to
music in your working process or before you work?
T: Listen to music before you work and then you learn the knowledge about
thinking, right?
M: Yes.
T: So this is one of your newly discovered methods. Now hold this method, ask
the other parts of your body Do you think this method is workable? Do you have
any disagreement? Ask them if they have any signal which disagrees with it.
Scan through your whole body.
M: No disagreement.
513
T: No disagreement. Congratulations. Milka, I want you to imagine yourself
sitting inside a classroom, you are going to attend a course about the knowledge
of thinking. At this moment, you are listening to some gentle music. You can
enjoy this for a longer time. So the course starts to begin after the music stops
playing. Ok. Milka, how do you feel at this moment?
M: I think I can pay attention to the class and I will be interested to attend the
class.
T: Ok. Good. Congratulations. You can pay attention to it and be interested to the
class. Now come back to yourself. Focus on your breathing. Try to use your nasal
cavity to take a deep breath, and then use your mouth to slowly exhaleyour
breath is not deep enough. Try to use your nasal cavity to take a deep breath, and
then use your mouth to slowly exhaleTry to use your nasal cavity to take a deep
breath, and then use your mouth to slowly exhaleTry to use your nasal cavity to
take a deep breath, and then use your mouth to slowly exhaleVery good. Try to
move your fingers, legs and different body parts. When you are ready, then come
back to this room. Thank you very much.
Second Practice
T: Terry (Interviewer / Researcher)
M: Milka
T: Milka, Im happy to conduct the second NLP six step reframing practice
with you. Now I would like you invite you to relax yourself, sit in a comfortable
position, your feet should be stepping on the floor, and relax your both hands.
Now try to focus on your breathing. Try to take a deep inhale, and then use your
mouth cavity to slowly exhaleTry to take a deep inhale, and then use your
mouth cavity to slowly exhaleTry to take a deep inhale, and then use your
mouth cavity to slowly exhale. You can take a deeper breath, and then use your
mouth cavity to slowly exhale. The time when you exhale by using your mouth
cavity, it can be four times longer than the time when you inhale. Try to use your
nasal cavity to take a deep inhaleand then use your mouth cavity to slowly
exhaleTry to take a deep inhale, and then use your mouth cavity to slowly
exhaleTry to take a deep inhale, and then use your mouth cavity to slowly
exhaleVery good. Milka, I would like to invite you to go to a place where your
learning take place. Let those sounds, feelings of your body, visual images appear,
search through something you want to learn. If you have found it, nod your head
and notify me. You can slowly search through it. It maybe sounds, feelings or
visual images. [long pause] You can slowly search through it. We have plenty of
time. [long pause] You can take a deep breath, breathe in a strong power to let
you have stronger power to search through it. Try to take a deep inhale, and then
use your mouth cavity to slowly exhaleTry to take a deep inhale, and then use
514
your mouth cavity to slowly exhaleTry to search whether there is some scene
where you want your learning to take place venue or incident. They can be
sounds, feelings of your body or visual images that hint you.
T: A colorful place. Try to search through it. What o you want to learn in this
colorful place?
T: Some oral skills. That means you want to learn some oral skills. But is there
anything that disturb and make you cannot proceed this learning? [long pause]
M: Maybe previous I have some unsuccessful experience, which I was not dare to
speak up.
T: Ok. That means you want to learn some oral skills, but the previous
unsuccessful experience disturbs and that you cannot proceed to learn. Is it?
M: Yes.
T: Ok. I would like to ask if this is your limiting belief? I really want to learn
some oral skills. But the previous unsuccessful experience disturbs me and
make me cannot learn.
M: I think what caused the previous unsuccessful experience was that I was not
able to think fast or I did not know how to express myself. I think this is more fit
in describing it.
T: So it should be more appropriate to say I really want to learn some oral skills,
but I think I am not good at expressing myself and I think I am not able to
think fast. Thats why these two things disturb me. Is this more appropriate to
say so?
M: Yes.
T: Mlika, I would like to invite you to search any parts of your body, which
relates to this limiting belief. This body part is responsible for your limiting belief.
You try to scan through different parts of your body, and see which part will give
you signal of sounds, feelings of your body or visual images that relate to the
limiting belief.
515
M: Um.
T: So where does this stressful feeling come from? From which part of your body?
M: My chest.
T: So do you think that your chest relates to your limiting belief? Ask it. Scan
through it.
M: Yes.
T: Thats right. So actually your chest is responsible for your limiting belief. And
can you try to ask your chest, although I really want to learn some oral skills,
I think that I am not able to express myself and I feel that I think really
slow. These two things disturb me. But is there any positive intention behind?
Why do I want to learn some oral skills? Ask it. And see if there are any sounds,
feelings of your body or visual images hint you. Maybe let me repeat once again.
Your chest is responsible for the limiting belief. The limiting belief is that I
really want to learn some oral skills, but I think that I am not able to express
myself and I feel that I think really slow. I think these two things disturb
me. So try to ask your chest, is there any positive intention behind this? Why do
I want to learn the oral skills so much?
M: I want to bring out something that I know and my belief to let the others know
or gain from.
T: Um. Actually I want to learn the oral skills because I want to bring out
something I know and my belief to tell the others.
M: Um.
T: Very good you have this positive intention. Milka, I would like to invite you to
search through your body part that is responsible for your creativity. Scan through
your body parts.
M: My hands.
T: Your hands. Ok. Milka, can you ask your hands about I really want to learn
some oral skills, but I think that I am not able to express myself and I feel
that I think really slow, which disturb me. But I have a positive intention in
which I would like to let the others know my belief and thoughts. How can I
satisfy both needs? See if there is any signal of sounds, feelings of your body or
visual images hint you.
516
M: I think I can find some people I am familiar with or I trust to chat with them.
Find them more in order to express myself.
T: So actually there is a method pops up. That is I can try to find more people
I am familiar with and trust to chat with them. Try to practise with them.
Practise the oral skills. So it maybe better. So now you try to hold this method,
and ask your different body parts, ask them if they disagree with it. Is it workable?
M: This may not be the most workable method because I seldom initiate and
contact the other people.
T: So your body parts disagree with it because you seldom contact the others.
Lets go back to your hands, try to ask your hands, it seems that this method is not
really workable, is there any other better methods? See if there is any signal of
sounds, feelings of your body or visual image that hint you? [long pause] You can
treat your hands as a person and ask him.
T: So there is another method that you can attend some small group learning, or
gatherings that involve a group of people to learn in order to improve your oral
skills. Is it better? Is it this method?
T: That means you can attend some interesting gatherings or small group learning
in order to improve your oral skills. Is it?
M: Yes.
T: Ok. Try to bring this method and ask your different body parts, ask them if this
method is workable and if they disagree with it.
M: No disagreement.
T: So your newly discovered method is that you can actually attend some
interesting gatherings or small group learning in order to improve your oral skills.
Thats all, right?
M: Yes.
T: Milka, I would like you to look further, look at the future Milka, he is sitting in
a gathering. That gathering is interesting. That group of people is keep on talking
and discussing. So you have discovered this method. How do you feel?
517
T: More confident. Very good. So now try to focus on your breathing. Try to take
a deep breath, and then use your mouth cavity to slowly exhaleTry to take a
deep breath, and then use your mouth cavity to slowly exhaleTry to take a deep
breath, and then use your mouth cavity to slowly exhaleVery good. Try to take
a deep breath, and then use your mouth cavity to slowly exhalemove your
fingers move your toesmove your different body parts. When you are ready,
then come back to this room. Thank you very much.
518
Case 15 Pig
First Practice
T: Terry (Interviewer / Researcher)
P: Pig
T: Hi Pig, I am happy to conduct the first six step reframing practice with you.
Now I would like to invite you to sit in a comfortable position. Your feet should
be stepping the floor and relax your arms. Try to focus on your breathing. Try to
use your nasal cavity to take a deep inhaleand then use your mouth to slowly
exhale. Try to use your nasal cavity to take a deep inhaleand then use your
mouth to slowly exhale. Take a deeper inhale. Try to use your nasal cavity to take
a deep inhalevery goodand then use your mouth to slowly exhale. You can
take a deeper inhale. The time when you exhale can be four times the time you
inhale. It can be slower. Use your nasal cavity to take a deep inhaleand then use
your mouth to slowly exhale. Use your nasal cavity to take a deep inhaleand
then use your mouth to slowly exhale. Very good. Take a deeper inhale. Exhale
slowly. Pig, I would like to invite you think about a situation where you are
learning. It may be a sound, feeling or images. Allow your thinking to search
through it. If you have found it, you can nod your head and notify me.
P: Um.
T: Ok. You want to learn counseling. What can you see in that situation? What
can you see, hear and feel in that situation?
T: I see. You can chat with him/her. So you want learn counseling. Is there
anything that disturbs you and makes you cannot learn?
T: I see.
519
T: Can is it more appropriate to say it in this way I really want to learn
counseling but I am rather young, I think I am lack of empathy and being a
rather rational person. These factors disturb me and make me cannot learn well.
Is it?
P: Yes.
P: Um.
P: No at the moment.
T: Ok! Then hold your belief now and being like a scanner to scan your different
parts of body. Ask which body part is responsible for this belief. See if there is
any signal such as sound, feeling of your body or visual image that tells you that
the part is responsible for this belief.
P: The head.
P: Yes.
T: The head. Now, Pig, I would like to invite you to ask you head I have a
limiting belief. I really want to learn counseling but I think I am still young, I do
not have enough empathy and I am quite rational in which disturb my learning.
Ask your head What is the positive intention behind? Why do I want to learn
counseling?
P: Because I want to help others. I want to use my experience to help others and
understand others. I want to help those single-parent children. I want to help those
who lost their family members. I want to understand their feeling. Let them know
that there are people understand their feelings and someone can accompany and
help them.
T: Very good. So my have the positive intention is that I want help others such
as the single-parent children or those who lost their family members. I want
them to understand that there are some people who understand their feelings.
520
P: Um.
T: Very good. You have a nice intention. Now I would like to invite you to scan
your body part which is responsible for daily creativity the part which generates
a lot of ideas and creativity. Is there any special signal tells you that its me or
any image, sound or feeling of your body. Is there any body part responsible for
this creativity?
P: The hands.
T: The hands. OK. Pig, Now Can I invite you to ask your hands that I have a
limiting belief that I really want to learn counseling. However, I think I am still
young, I dont have enough empathy and I am a rational person and they disturb
me to learn. Yet, I have a positive intention behind that I really want to help
others.Ask your hands see if there is any method can satisfy both situations. Is
there any sound, feeling of your body or visual image tells you the method which
satisfy both situations and to solve the problems?
T: Thats ok. Lets search it slowly. Imagine your hands are human and ask.
Focus your mind on your breathing and inhale deeply. Imagine you are breathing
in great power. Then exhale slowly with something you dont like. Imagine you
are inhaling a great power. Then exhale slowly with something you dont like.
Hold this power and use it to ask your hands. Hands, can you tell me any
solution to satisfy both situations? See if there is any sound, image or feeling of
your body that tells you the method?
P: Umm
T: One of the methods is to wait till you grow older have more life experience. Is
it?
P: Um.
T: Then ask your hands whether there is any a better learning method. No worries.
It has a lot of creativity. It will generate to you slowly.
521
P: Ummmay be to start from sensing my own feeling first. So that it is easier
for me to sense how others feel.
T: Good. So sense your own feeling, discover your feeling first. Then it enhances
your power of empathy. So bring along this method. The discovered method is to
sense your own feeling first. Ask your other body parts and see if there is any
disagreement?
P: No.
T: Very Satisfied. Then say thanks to yourself. Ok. Now I invite you focus your
mind on your breathing. Try to inhale deeply and exhale using the nasal cavity.
Try to inhale deeply and exhale slowly using the nasal cavity. Try to inhale deeply
and exhale slowly using the nasal cavity. Very good. Now move you arms first,
then legs and come back here. Thanks you, Pig.
Second Practice
T: Terry (Interviewer / Researcher)
P: Pig
T: Hi Pig, I am happy to conduct the second NLP six step reframing practice
with you. Now I would like to invite you to relax yourself. Both feet should be
stepping on the floor and relax your arms. Try to focus your mind on your
breathing. Try to use your nasal cavity to take a deep inhaleand then use your
mouth to slowly exhale. Try to use your nasal cavity to take a deep inhaleand
then use your mouth to slowly exhale. The time when you exhale can four times
the time you inhale. Try to use your nasal cavity to take a deep inhaleand then
use your mouth to slowly exhale. Try to use your nasal cavity to take a deep
inhaleand then use your mouth to slowly exhale. You can take a deeper inhale.
Very good. Imagine you have a great power now. Use your nasal cavity to take a
deep inhaleand then use your mouth to slowly exhale. Very good. You can take
a deeper inhale. Very good. Pig, I would like to invite you think about a situation
where you are learning Allow sound, feeling of your body or visual images to
appear. If you have found it, you can nod your head and notify me.
522
P: Um.
T: What is it about?
T: You want to learn German. Yes. You want to learn German but is there
anything disturbs you?
P: Umm
T: Try to search it. See if there is any sound, feeling of your body or image that
tells you?
P: I feel thatit seems like there is no direct usage of German so I dont have
enough motivation to learn.
T: Um..That means you want to learn German. However, you feel that learning
German is not useful for you so that you dont have the motivation to learn
German. Is it appropriate?
P: Yes.
T: YesIs this one of your limiting beliefs for what I have just mentioned about?
Is there anything that disturbs you?
P: And I think that my life is busy and I have to manage a lot of things so I dont
have much space.
T: Ok. Is it better if I say I want to learn German but I think I have a busy life so
I dont have much space to learn. Also, I think that learning German does not
have direct usage. It is not quite useful and therefore I dont have much
motivation to learn. Is it more appropriate to describe it?
P: Yes.
P: Um.
T: Ok. Pig, I would like to invite to search around your different parts of the body.
See which part is related to this limiting beliefis responsible by this body part.
It may give you a sound, feeling of your body or visual image to hint you that
This limiting belief is responsible by me! Search around your body and see
which part is responsible for this limiting belief.
523
P: It seems that I cant really search it.
T: No worries! We have plenty of time. Lets search around the body and see if
there is any sound, feeling of your body or visual image sent from that body part.
It tells you that it is related to the limiting belief and is responsible for this
limiting belief. We have plenty of time. Search it slowly.
T: The shoulders. Is there any image, sound or feeling of your body that tells you
about this?
T: Some feeling.I see. Try to ask the shoulders You are responsible for the
limiting belief that I really want to learn German but I dont think I have much
time to do this. Also I think this is not quite useful so I dont have the motivation
to learn. You ask the shoulders I really want to learn German, what positive
intention behind? Why do I want to learn German? Ask the shoulders to see any
sound, feeling of your body or visual image that tells you.
T: After travelling more than 10 countries in Europe, you found that Germany is
your favorite country. So why do you want to learn German?
T: Oh..you want to learn German because you had your practicum in Germany.
So you want to learn German and have more communication with the locals. Is
this appropriate? This is a good positive intention.
P: Um.
T: Ok. Pig, I would like to invite you to find a body part that is responsible for
daily creativity. Search around the body and see any parts tell you through sound,
feeling of your body or visual image that tells you I am responsible for the daily
creativity.
T: The hands. Good. Pig, can you ask the hands that I have a limiting belief that
is I really want to learn German, however, I think that I am very busy and do not
524
have time. I also think that learning German is not quite useful so I dont have
motivation to learn. But I have a positive intention that I had a practicum in
German and I really want to learn German. So that I can go to Germany and
communicate with those who have cooperated with before and also with the
others. Is it? Ask your hands if there are any methods that can solve the two
problems? See if there is any sound, feeling of your body or visual image that
hints you a new learning method?
P: Yes. I dont need to force myself to think about the usage first.
T: I see. So your new learning method is I try to enjoy the learning first despite
the other factors. Try to bring this new learning method and ask the other parts of
the body whether it is workable or any disagreement from them.
P: No
T: No disagreement. Thats very good. Then thank your different parts of the
body. Pig, now I would like you to think about a prospect. You see the future Pig
sitting and enjoy learning German. When you see this picture, how do you feel?
P: I feel so free.
T: You feel that you learnt more things. Good. Now I would like you to focus
your mind on your breathing. Try to take a deep breath, and then use your mouth
to slowly exhale. Try to take a deep breath, and then use your mouth to slowly
exhale. Try to take a deep breath, and then use your mouth to slowly exhale. Very
good. Try to take a deep breath, and then use your mouth to slowly exhale. Try to
move your hands, legs different parts of your body. When you are ready,
please open your eyes slowly and come back to this room. Thank you, Pig.
525
Case 16 Lauren
First Practice
T: Terry (Interviewer / Researcher)
L: Lauren
T: Lauren, Im very happy to conduct the first six step reframing practice with
you. Now I would like to invite you to relax, sit in a good position, your legs
should be touching floor and dont put any force on your hands. Try to focus your
mind on your breathing. Try to use your nasal cavity to take a deep inhaleand
then use your mouth to slowly exhale. Try to use your nasal cavity to take a deep
inhaleand then use your mouth to slowly exhale. Try to use your nasal cavity to
take a deep inhaleand then use your mouth to slowly exhale The time when
you exhale can be four times the time you inhale. Exhale slowly. Try to use your
nasal cavity to take a deep inhale and then use your mouth to slowly exhale.
Try to use your nasal cavity to take a deep inhale and then use your mouth to
slowly exhale. Very good. Imagine there is a strong power inhale through your
nasal cavity. And then exhale the bad things or the things that you dont want.
Imagine that you are breathing in a strong power, the strong power will pass
through your body. Then use your mouth to exhale the things that you dont want.
Very good. Take a deeper inhale. Very good. Lauren, now I would like to invite
you to think about a situation where youre learning. It might be sound, visual
image or the body feeling. Search through your body. If you have found it, you
can nod your head to notify me. Ok. What is it, Lauren? You can speak out loudly
and tell me.
L: Um.
T: I see. So that means you want to learn well about a subject called Exercise
Science. But you think the teacher does not teach well so it hinders you. Any
other things hinder you as well?
526
L: I think I dont have the talent in that area. I need to do a lot of calculation but
Im not good at calculating. So I feel very stressful. I remember the situation I had
just now wasattending tutorial. The teacher had a lot of questions and asked us
to prepare beforehand. But there were a lot of questions that I did not know, so the
teacher was a bitsarcastic. Yes that was the situation.
T: How about I rephrase it in this way? I want to learn well about Exercise
Science but I think I lack the ability about Mathematics and I dont like my
teacher thinking that I do not prepare the knowledge well. These two things
seem hinder me. Is it more appropriate to say in this way? Any additional
comments?
T: Let me try to say in this way. I want to learn well about Exercise Science but
I think I lack the ability about the basic skill in Mathematics and I think I
cant communicate with the teacher. So these two things hinder me. Is it more
appropriate to say in this way?
L: Um.
L: Um.
T: Hold this belief, search through different parts of your body, ask them which
part is responsible for this. It might be sound, visual image or body feeling to tell
you. It will send you a significant signal and tell you it is responsible for that.
Which part is responsible for this?
L: Ears.
T: Ears. Ok. Lauren, I would like you to treat your ears as human and ask them,
Ears, you are responsible for this limiting belief. What is the positive intention
behind this belief? My limiting belief is I want to learn well about Exercise
Science but I think I lack the ability about the basic skill in Mathematics and I
think I cant communicate with the teacher. These two things hinder me. What is
the positive intention behind? Any good side of it? Especially on I want to learn
better about Exercise Science.
L: Actuallyalthough this subjectat first you might think that if you want to be
a physiotherapist in future and if you do not specialize in helping the athletes for
physiotherapy but working in the hospital instead, you do not actually need to
learn much about how to do exercise. You might think in this way before. But
527
actually when working in the hospital, if people move more and do exercise, it
will be a lot better when you take care of the patients. But I dont know why I
cannot learn well and I dont have the positive attitude to learn it.
T: How about if I say in this way? My positive intention is to learn this subject
well. So that it will more effective to help my patients to do exercise. My
positive intention is that I actually want to help my patients more. Is it?
L: Um.
L: Yes.
T: So actually you want to learn well about Exercise Science but there is
something that hinders you. But my positive intention about learning Exercise
Science well is because I want to help my patients. Try to search if there is any
body part responsible for creativity. Search through it and see if there is a signal
telling you that I am responsible for your creativity in your daily life.
L: Ears.
T: Ears again. So it repeats? Are there any differences between your left and right
ears? So they are your ears again. So ask your ears, What are the methods that I
can fulfill both situations? I want to learn Exercise Science well. Although I know
that I lack the ability about the basic skill in Mathematics and I think I cant
communicate with the teacher. But I have the positive intention which is to help
the patients in future. How can I solve this problem? So that I can learn well and
help my patients? Ask them to give you some solutions. They may be sound,
visual image or body feeling that hints you.
L: Um. It is because when we attend the class, the other classmates seem
understand well about what the teacher says. Previously I didnt attempt to study
with my classmates. How about you try to study with your classmates and when
you do not understand, they might be able to help you.
T: I see. So you have the discovery I can study with my classmates so that they
can help me with the things that hinder me. Is it?
L: Um.
528
T: Ok. Try to take this newly discovered method and ask the other parts of your
body. See if there are any objections. Ask them Is it ok? Do you have any
objections? If they have, they will send you a signal. If they dont have, there
wont be any signals. Ask around your body parts.
L: It seems that there is a sound telling me that I dont know if the others are
willing to study with me because everyone is busy.
T: So there is a part sends you a sound and tell you I dont know if the others are
willing to study with me. So what can I do? Take this and ask your ears again,
the creative part. Ask them So what can I do because I dont know if the others
are willing to study with me. Are there any better methods? You can ask the
creative part. Search through it slowly. We still have plenty of time.
L: Actually I dont need to find a time to ask the classmates to study together.
Did you try your best to read the notes previously? If you mark down the parts
that you dont know, you can see your classmates later on or ask them during the
break. They should be willing to answer you.
T: Um. That means you have a newly discovered method. The new method is, I
need to study the notes first and when I realize any parts that I dont know, I
can ask my classmates during break. I can talk with them casually when I
meet them. I will use this method to study and it may be better. So take this new
method, and ask the other parts of your body, see if there are any objections.
L: I feel very I think my effort pays off. Previously when I discussed with my
classmates, I felt speechless and did not know what to say. But now when I know
more about it and discuss with my classmates, it seems that the levels are no
longer that far apart with my classmates and I gain my confidence.
T: So you discover that you gain more confidence. Thank yourself. Now I would
like you to focus your mind on your breathing. Try to inhale deeply, and then use
your mouth to slowly exhale. Try to inhale deeply, and then use your mouth to
529
slowly exhale. Try to inhale deeply, and then use your mouth to slowly exhale.
Try to move your fingerstoesmove different parts of your
bodyarmslegsfaceif you can, you can slowly open your eyes and come
back to this room. You know that you are doing a six-step reframing practice.
Thank you very much.
Second Practice
T: Terry (Interviewer / Researcher)
L: Lauren
T: Lauren, Im very happy to conduct the second six step reframing practice
with you. Now I would like to invite you to sit in a good position, your legs
should be touching floor and relax your hands. Try to focus your mind on your
breathing. Try to take a deep inhaleand then use your mouth to slowly exhale.
Try take a deep inhaleand then use your mouth to slowly exhale. The time
when you exhale can be four times the time you inhale. Try to take a deep
inhaleand then use your mouth to slowly exhale You can take a deeper inhale.
Very good. Try to take a deep inhale and then use your mouth to slowly exhale.
Try to use your nasal cavity to take a deep inhaleImagine that you are breathing
in a strong power, and then exhale things that you dont want and then use your
mouth to slowly exhale. Lauren, now I would like to invite you to think about a
situation where youre learning. See if there is any sound, visual image or the
body feeling appears. If you have found it, you can nod your head to notify me.
Very good. Can you describe what is it?
T: Um. Rush. So there is an image with people around with a visual image.
L: Um.
L: A lot of computers.
L: A lot of computers.
530
L: Um. A lot of numbers.
L: Um.
L: Um.
T: Try to feel about what do you want to learn and what is hindering you. You can
search through it slowly. We have plenty of time.
T: You are rushing to work on an assignment. That means you want to learn about
working on an assignment.
T: You want to work on the assignment well. But what is hindering you?
L: Time and I dont understand those things. Moreover, the others seem working
really fast but I am so slow. I hope that I can work well but I am really slow.
T: Um. So can I say in this way? I want to work on the assignment well. But I
think I dont have enough time and I think I am hindered by the difficulty of
the work.
L: Um. And not only the difficulty of the work, but also the tones of
information that come to me.
T: How about I say it again? I want to work on the assignment well. But I
think I dont have enough time and I think the work is really difficult and it is
information overload, which make me cannot learn and hinder me.
L: Um.
L: Yes.
531
T: Lauren, I would like you to search through different parts of your body, see
which part is responsible for this limiting belief. It might tell you through a sound,
body feeling or visual image.
L: Eyes.
T: Eyes. Lauren, I would like you to ask your eyes, You are responsible for this
limiting belief, but what is the positive intention behind this limiting belief? Ask
them and see what signal do they send to you.
L: They says I want to work on the assignment wellbut I dont have enough
timeactually I think that I want to work on the assignment well so to change my
teachers perception towards me and will think that I am able to work on the
assignment well. But I dont have enough time to work on it and I cannot digest
that loads of information.
T: Um. So your positive intention is I want to work on the assignment well and
hope that my teacher can change his perception towards me.
L: Um.
L: Um.
T: Lauren, now I would like to invite you to search the other parts of your body.
Ask which part is responsible for your creativity.
L: Ears.
T: Ears. Lauren, I would like to invite you to ask your ears, I want to work on the
assignment well. But I think I dont have enough time and I think the work is
really difficult and it is information overload, which hinder me. But I have the
positive intention, I want to work on the assignment well and hope that my
teacher can change his perception towards me. Ask your ears. What are the
ways that can solve both situations? It might tell you through a sound, visual
image or body feeling. Search through it slowly. We have plenty of time. [pause]
You can treat them as human and ask them. You can use an invoice method to say
it out and ask them. They will answer you.
L: I can see
532
T: You can see your mum. So what implication does this visual image give you?
Why do they send this signal to you? Ask them why. See if there is any sound,
visual image or body feeling.
L: I guess it implies that as I usually work till late night and when I work till
late night I will feel tired. The next morning I will wake up late. So maybe it tells
me that You can sleep earlier at night and wake up earlier in the morning. So that
you can work more efficiently and will have more energy.
T: So they suggest you a method, actually you can sleep earlier at night and wake
up earlier in the morning. It helps to enhance your efficiency in working on the
assignment so that it can overcome what hinders you.
T: Why?
L: As my mum goes to work early in the morning. They may want to remind me
that actually I can ask my mum to wake me up when she goes to work so that I
can wake up early as well.
T: Um. Great! So the newly discovered method is that you can sleep earlier at
night and request your mother beforehand to wake you up in the morning. When
you wake up earlier, it may enhance your efficiency.
L: Um.
T: Is it?
L: Um.
T: So hold this method, take the message of this method and ask the other parts of
your body. Ask if they disagree with it. See if they send you any sound, body
feeling or visual image that tells you they disagree with it?
L: No disagreement.
533
L: I feel a sense of control.
T: So hold this feeling. Ok? Now I would like you to focus your mind on your
breathing. Try to inhale deeply, and then use your mouth to slowly exhale. Very
good. Try to inhale deeply, and then use your mouth to slowly exhale. Try to
inhale deeply, and then use your mouth to slowly exhale. Very good. Try to move
your fingersmove your toesmove different parts of your bodymove your
neck. Tell yourself that you are doing a six-step reframing practice. You can
slowly come back to this room. Thank you!
534
Appendix L
T: Po Chiu Sir, Im very happy to have an interview with you to talk about the
cases as an experienced NLP practitioner. How do you comment about the
researcher when he is conducting the research? So firstly, lets take a look at
Laurens case. Po Chiu Sir, what is your opinion in this case, about the how the
researcher carried out NLP six-step reframing, found the limiting beliefs, and also
the participant, Lauren, how she found her discovered learning methods. Were
there any problems in the procedures? Can you comment on it?
P: For the procedures, I have reviewed it. Its ok. It was smooth and was
according to the steps. There wasnt any problem. You can proceed.
P: Her state wasshe was able to enter the researchers requirement. And she
could use the researchers questions. And the content was very sensible and I
could see that she believed in this method.
T: So about Laurens case, do you have anything else that you want to comment?
********
T: Po Chiu Sir, this is about Ivys case. In Ivys case, as an NLP practitioner, how
do view the procedures carried out by the researcher?
P: The procedures were smooth and were carried out according to the six-step
reframing process. But for the later part, in future pacing, the interpretation and
conclusion, which was Ivys solution in dealing with the problem. For the
conclusion, there was a little bit deviation. So I think the result may bring a little
impact on the participant. The main reason is that the participant suggested a
method which was to do more observation. But then after the researchers
arrangement, it might interpret as putting oneself into others to learn driving. So I
believe this is one of the points that I have discovered.
T: So in Ivys six-step reframing, how do you comment on her state and reaction?
535
P: In the first interview, her state was acceptable. She did think within reasonable
timing. But for the second interview, it was obvious that she spent longer time to
think of her problems. I believe that this reflected her state was not fully entered
into the researchers standard. Here I also observe the same thing. For future
pacing, there wasnt any problem with the researchers interpretation. It was
correct. But the opinions given by the participants, Ivy, there were three different
methods. But I believe that these methods were carried out in different timing. In
the conclusion, when you carried out future pacing, the three things were put in
one situation at the same time. So it might be illogical. To be simple, when the
participant needs to distribute the medicine and finds her friends to ask at the
same time, to do the case study or even read some documents, it might not be that
suitable. Such arrangement may affect the participants ability to solve the
problem.
T: So about Ivys case, do you have anything else that you want to comment?
********
T: Po Chiu Sir, this is about Ka Hos case. As an NLP practitioner, how do you
view about the researcher in guiding Ka Ho to conduct the NLP six-step
reframing, to find his limiting beliefs and his newly discovered methods, the
learning method. How do you comment on this?
P: About Ka Hos case, I can see that his state was ok in the process and the
procedures were carried out according to the six-step. But for the last part, when
he was reviewing his method, I had a little bit observation. His limiting belief was
from himself not being able to memorize many things in a short period of time or
he was not able to memorize it. He suggested using mind mapping. But in the
later part, I believe that the researcher might add some other methods to help the
participant. For example, he needed to read the beginning and the end of the book.
This method was to help him to understand and comprehend more about the
content instead of using this method to memorize a lot of data that Ka Ho wanted
to. I guess this might affect the participants belief towards this. This is what I
have observed and it was mainly discovered from the second interview. For the
first interview, it was ok and no problem at all. And I dont find any problem that
I need to give additional comment.
P: In these two interviews, Ka Hos reaction was very good. He could enter the
state. He could express his own problem on the limiting belief.
********
536
T: Po Chiu Sir, this is about Lawrences case. So as an NLP practitioner, how do
you view about the researcher in guiding Lawrence to conduct the NLP six-step
reframing, to find his limiting beliefs and his discovered learning methods. How
do you comment on this?
P: In these two interviews, I can see that the procedures were correct. I dont have
any further comments on this.
T: How do you comment on Lawrences state and reaction in the two NLP six-
step reframing practice?
P: In the first interview, I dont see any instability in the participants state. But in
the second interview, the instability situation was more obvious. For example,
before he came to the interview, his mind was still on the USA visa. He also
revealed this during the interview. So in the interview process, at times there were
some anxiety brought out from the participant. This is what I have observed. This
also affected his searching on solving the problem, searching his creativity for the
solution. I could see that at times it was being affected. So the main problem in
this case was the participants state was not really good. This is my point of view.
********
P: So lets talk about the two interviews separately. For the first interview, the
procedures in six-step reframing, which was the last part about future pacing was
missed out. For the second interview, this situation did not happen anymore.
P: For the first interview, I discover that the participant could enter the state well
and she could try to search the methods in helping her to solve the problem from
her creativity. But I can see that the direction is thinking about the solution, her
original limiting belief was from herself in which she thought that she had the
mind but not the strength. But the direction given by the creativity was not from
raising the strength, but to change her mind set. She let herself believe that the
teachers teaching was not difficult and was very easy. This was a new direction
in helping her to solve her problem. I dont have much comment about this but I
think it might bring a little impact when she needs to carry out. But I think this is
a feasible method. However, for the second case, similar situation happened and
brought out a larger problem. In the second interview, when she talked about how
to solve the problem, she used a method which was to pretend a corpse to deal
with the swimming problem, especially on the problem on breathing. In this case,
I see that she spent much more time than the others to think and search for her
537
creativity. There were more pauses for her to think and I believe that in this part,
her state was not enough, or I can say, such response was not serious. So for this
part, I will give her this comment.
********
T: Po Chiu Sir, this is about Milkas case. As an NLP practitioner, how do you
view about the researcher in guiding Milka to conduct the NLP six-step reframing,
to find his limiting beliefs and his discovered learning methods. What comments
do you have?
P: For this case, it was carried out twice. For the first interview, there wasnt any
problem on the basic format of the procedures. But for the last part of future
pacing, it was quite rush to end it. As a result, the participant was not able to try to
digest or enter the state. The state was inside the classroom, attending the thinking
class and listening to music. This was too fast to stop and might affect the
participants ability to solve the problem and to believe in it. For the second
interview, the main problem was on his body condition. This situation was similar
to the first one. The first time he had got flu while the second time he had running
nose. I can see that in the process, he often sniffed and in the second interview he
requested a tissue paper. When I listened to it, I could felt how difficult it was. So
in the process, I believe that it was not quite smooth. It also affected his state. So
if there is any deviation, I think the main problem was from here.
P: I think he was not in a good state because he was sick at that time. On the one
hand he needed to deal the reaction from his body, on the other hand, he need to
focus simultaneously in response to the requirements given by six-step in entering
some thinking and emotion. For a person who was sick, it was quite difficult for
him. I believe that throughout the whole process, it somehow affected him.
********
T: Po Chiu Sir, this is about Jeffreys case. As an NLP practitioner, how do you
view about the researcher in guiding Jeffrey to conduct the NLP six-step
reframing, to find his limiting beliefs and his discovered learning methods. What
comments do you have?
538
P: The process was smooth and it was carried out according to the six-step
procedures. Here I dont have any further comments.
P: There were two interviews in Jeffreys case. The first thing I discovered was
that the participants creativity did not have very rich resources. I think. So he
spent more time than the others to think about the solution from his creative part.
He also needed to revise his suggested method for a couple of times. This is one
of his characteristics. This is his attitude in regards to his problems. So for the first
interview, his main problem was about dealing with the information. This was a
controllable item. Although he spent more time on searching his creativity for a
better solution, he did come up a feasible method. Of course I think that in the
process he might not be convincing enough, I believe he would accept it. For the
second interview, the problem related to interpersonal relationship. The main
problem was that his relationship with the colleagues was not really good. He
suggested a lot of methods. I can also see that there were at times pauses when he
was searching the solution from his creativity. He spent a lot of time to think but
this situation was more difficult than the problem he encountered in the first
interview. It was more difficult to be convinced as well. So for these two cases, I
compare the time spent and I have such observation.
539
Appendix M
1. From the point of view of a NLP practitioner, do you think the researcher has
practised correctly the steps of the NLP six-steps reframing to find out the
limiting beliefs and newly discovered learning methods of the selected cases.
Please comment.
540
Appendix N
- Concept of reframing
- NLP main frames such as the ecology frame, the outcome frame, the
backtrack frame, the contrast frame, the as if frame, the systemic
frame and the negotiation frame
- Context reframing
- Content reframing
541
Appendix O
Fok During the practice of the first and Same as that in the first NLP practice
second NLP six-step reframing,
Fok has discovered a new method of
reading relevant news first before the
lecture concerning abstract concepts
on contemporary medical systems.
Rammy During the practice of the first NLP During the practice of the second
six-step reframing, Rammy has NLP six-step reframing, Rammy
discovered a new way of study. The discovered the following study
method is that Rammy will do methods:
sufficient preparation by reading the
relevant materials. 1. She can search related videos
outside lecture time to help learn
better and she does think learning
from watching videos will be more
interesting than simply reading
words. In fact, she does not focus
long on words.
542
Ka Ho During the first practice of the NLP During the second practice of the
six-step reframing, Ka Ho has NLP six-step reframing, Ka Ho
discovered a new method of mind- has discovered the method of reading
mapping to help him organize his notes and books before the reading
study materials. of the articles and the method of
reading the first and last part of
the articles.
Lawrence During the first practice of the NLP During the second practice of NLP
six-step reframing, Lawrence has six-step reframing, Lawrence has
discovered a new way of study on discovered a second study method
how let his hand keep on writing that before he communicates with the
automatically so that ideas can be people he can write down his ideas
generated through this kind of writing about his study before he talks to
even when his eyes were tired and he them. Also he can use his mouth to
had to close his eyes. speak out the words to remind
himself where he stops.
Jeffrey During the first practice of the NLP During the second practice of NLP
six-step reframing, Jeffrey has six-step reframing, Jeffrey has
discovered a study method of building discovered three more methods.
up a mental picture of a drawer with They are:
different boxes and stored his flying 1.Building up an excel table so that
thoughts into the boxes according to Jeffrey can put all the useful
the different priorities of importance information in solving the problem
and he will also update the stored into the table. Jeffrey will also
thoughts every day. update the table from time to time to
see whether the information can help
him to solve the problem.
2.Jeffrey has discovered to put his
joy and peace and faith in God and
the words of God. Though the
relationship with his colleagues may
change, Jeffrey believes that God
will not change.
3.Jeffrey has built up a balance in
his heart. The standard of this
balance is based on the standard of
God. Jeffrey will use this balance to
measure the standard of the things he
has done.
Ivy During the first practice of the NLP During the second practice of NLP
six-step reframing, Ivy has six-step reframing, Ivy has
discovered two new ways of learning. discovered a second study method by
The first method she discovered is discussing with her classmates about
543
that she can observe more about the the names, appearance and details of
driving skills from her brother. The the medicine first. Later she can read
second method she discovered is that the details of the case in applying the
she can play more games about medicine.
driving and she can improve her
driving skills from that.
Heaveni During the first practice of the NLP During the second practice of NLP
six-step reframing, Heaveni has six-step reframing, Heaveni has
discovered a learning method with the discovered a second study method
following steps. Firstly, she has to that that can be carried out in the
read the guidelines and regulations of following steps. First, write short
her task. The second step is to ask term tasks in planning a timetable.
other people how to do the task. Second, if there are long tasks, break
Combining the other peoples it down into smaller parts. Third,
experience with the basic knowledge arrange half a day rest once in a
in the guidelines and regulations, the week so as not to make oneself too
task can be easily carried out. tired.
Toni During the first practice of the NLP During the second practice of NLP
six-step reframing model, Toni has six-step reframing, Toni has
discovered a new way of study on discovered a second study method
reading more details about the that he can put his guitar in an eye
educational system he is going to catching position in his house so
learn and this makes him more that this can remind him more to play
confident despite the limited it and play it with friends to create
resources and the different voices new songs.
from different people.
Yao Yao During the first practice of the NLP During the second practice of NLP
six-step reframing, Yao Yao has six-step reframing, Yao Yao has
discovered two new ways of study. discovered a second study method
The first learning method is to that just focusing on what she is
concentrate on what the teacher is going to present and ignore how
speaking. The second method is to other people look at her.
repeat herself the English the teacher
has presented.
Fishball During the first practice of the NLP During the second practice of NLP
six-step reframing, Fishball has six-step reframing, Fishball has
discovered a new way of study is that discovered a second study method
when she attends lecture, she should that to swim with her face up first
not be afraid but just affirm herself and after getting used to the feeling,
that she has the power to understand she can swim with her face down
and can absorb the knowledge. like a dead body.
544
Siu Yau During the first practice of the NLP During the second practice of NLP
six-step reframing, Siu Yau has six-step reframing, Siu Yau has
discovered a new way of study. This discovered a second study method
method is Relax first, then notice that before she can learn how to relax
some detailed materials in daily life by holding the hand of Jesus.
that is positive, interesting and happy.
These detailed materials can be used
as dialogue materials to improve
interpersonal relationship with other
people.
Shirley During the practice of the first NLP During the second practice of NLP
six-step reframing, Shirley has six-step reframing, Shirley has
discovered a new way of study that discovered a second study method
she can sleep a bit earlier the night that the day before she learns playing
before. The next morning she can piano, she can turn down all the
wake up a bit earlier. She can save up other appointments and she can
the time for struggling to wake up and practise playing piano the day
can read the bible. before. The day when she learns
playing piano she can squeeze time
as far as she can to practise. After
that, she can go home to do the
practice again.
Lauren During the first practice of the NLP During the second practice of NLP
six-step reframing, Lauren has six-step reframing, Lauren has
discovered a new way of study that discovered a second study method
after her professor has finished a that that she can sleep a bit earlier
lecture, she can revise his notes and the day before and then she can seek
highlight those parts that she does not her mothers help in waking her up
understand. Then she can ask her next morning. This can help her to
classmates those parts that she does work on her assignment more
not understand between breaks during efficiently.
lectures the next day.
Milka During the first practice of the NLP During the second practice of NLP
six-step reframing, Milka has six-step reframing, Milka has
discovered a new way of learning, i.e. discovered a second study method
Before he learns he can listen to that he can learn by participating in
some melodious and relaxing music some interesting group activities
to help himself. where there are people he is familiar
with so that he can learn how to
express himself.
545
Pig During the practice of the first NLP During the second practice of NLP
six-step reframing, Pig has six-step reframing, Pig has
discovered a new way of learning that discovered a second learning method
she can start learning to understand that she can start enjoy learning
her own feelings first. German and then learn it bit by bit.
546
Appendix P
Case-by-Case Analysis
Cases with marked increase in Type I thinking styles scores and with effect
size greater than 0.8
547
As legislative thinking style concerns with creative strategies to work on
tasks, Hung has creatively invented two learning methods for the same
problem after the NLP six-step reframing practice and this may explain
the increase in the legislative score.
548
Table P.4 Scores of Shirley on different Type I thinking styles:
Pre-test to Post Test 3
Judicial thinking style involves working on tasks that allow for ones
evaluation. The first discovered learning method of Shirley almost
involved no element of evaluation; this may explain why the judicial
scores fell between Pre-test and Post Test 1. However, Shirleys second
discovered learning method involved judging what would be most important
for certain particular days. This reflects there was obvious evaluation of the
procedures of how best to spend her time so as to learn better. Thus likely
explains why judicial scores rise between Post Test 1 and Post Test 2.
Global thinking style concerns with paying attention to the overall picture
or meaning of an issue. In Shirleys first discovered learning method, she
focused on technical details rather than looking at a big picture. This may
explain why the global scores decrease between Pre-test and Post Test 1.
However, Shirleys second discovered method clarified the overall
importance of piano learning as compared to appointment with friends. This
may explain why the global scores increased between Post Test 1 and
Post Test 2. The global scores remain unchanged in Post Test 3 after one
month of the two NLP practices. As the global style scores were relatively
lower than the other Type I styles scores, this may also explain the extent of
549
increase on this style is relatively larger than that of the others. There was
actually also increase in hierarchical scores from pre-test to post-test 2.
But somehow it dropped back to the origin level after a month.
So the increase in liberal scores may not be directly related to the methods
discovered in the NLP six-step reframing practice.
Putting together the increase of these judicial and global, scores seem to
agree with the problems and solutions discovered in the NLP practices.
550
Table P.6 Scores of Lauren on different Type I thinking styles:
Pre-test to Post Test 3
Global thinking style concerns with paying attention to the overall picture
of an issue. The first discovered learning method of Lauren that she could
revise professors notes and discussing with classmates might help her to
551
see things from a wider perspective and thus may explain the slight increase
in global scores between Pre-test and Post Test 1.
Laurens second discovered method of sleeping a bit earlier the day before
and then she can seek her mothers help in waking her up the next morning
to a certain extent relieve Lauren from the stress of when to wake up, this
may prepare her better for thinking in a wider perspective on how to re-
arrange her studying time and thus the global scores rise slightly between
Post Test 1 and Post Test 2.
L: Its because in this month, I have just finished a difficult project (for
me it is). At that time the teacher gave us very broad topics and did not
have much specific instructions. Our whole group thought that we could
actually follow the direction we wanted to. But at last when we had a
consultation with our teacher, we found out that actually our teacher
already had a plan that he think we should work on. So he preferred us
to work on a particular way. Therefore when we filled in the
questionnaire, I thought that the teacher did not allow us to follow the
direction we thought about, but we had to follow his direction that he
had already set. So it seemed to kill out originality. So yes...
L: Yes.
552
L: Yes.
553
tasks, break it down into smaller parts. Third, arrange half a day rest once in
a week so as not to make herself too tired.
554
Table P.10 Scores of Toni on different Type I thinking styles:
Pre-test to Post Test 3
Though the small fluctuations of the global scores have not been
discussed, Toni has explained in the final interview why there is a great
increase in global scores between Post Test 2 and Post Test 3. The
following is quotation from Tonis final interview report (Appendix J).
555
Researcher: Ok. I have also discovered that your global thinking style
score changed from 3.2 to 5.2. How will you explain such a change in
your local thinking style?
556
Table P.12 Scores of Rammy on different Type I thinking styles:
Pre-test to Post Test 3
1. She could search related videos outside lecture time to help learn better
and she did think learning from watching videos would be more interesting
than simply reading words. In fact, she did not focus long on words.
2. Another method that she had discovered was she could pay more
attention to the details that the lecturer played video in class. She could
mark down important points from the videos. She also believed the videos
that the lecturer used in the lecture would be helpful to her study.
557
Again, Rammy, in her second interview, expressed her view on her second
discovered learning methods. She said, I guess this discovery makes me
understand that I can learn in a more relaxing way. I dont need to read
words, notes and books deadly. She emphasized similarly the methods
relaxing effect and better follow the teaching instead of the methods
creativity. It may explain why the legislative scores did not rise between
Post Test 1 and Post Test 2.
Rammy has also expressed in the final interview that during the month
between Post Test 2 and post Test 3, she practised dancing and taught young
people how to dance. She was also involved in designing body movements
and dancing skills for the young people. She did think that the increase in
her scores of legislative within that month was related to her practice in
creativity in dancing. Evidence can be found in her final interview record in
which she said, I think this is not related to academics. In this past
month I use to love dancing very much and I teach the youths dancing.
Recently they asked me to design a dance for them. Therefore, during this
month I have to think of the gestures, motions, and the stage effects. Since I
focus a lot on these areas, maybe it helps to increase my creativity. It may
not be related to the academic study.
558
Judicial involves working on tasks that allow for ones evaluation and
Rammy has evaluated her learning as having insufficient preparation.
Therefore she has improved by reading the notes first before lecture and
using video on Youtube to help learning practical skills. This may explain
why there is a slight rise in judicial scores.
Global thinking style concerns with paying attention to the overall picture
of an issue. The global scores increase between the Pre-test and Post Test
1. As Rammys first discovered method was that she would do sufficient
preparation by reading the relevant materials. This helped her to broaden her
horizon in learning to grasp the central meaning of the lecture and the
global scores increase a bit. The second method also helped in this way.
559
Table P.14 Scores of Fok on different Type I thinking styles:
Pre-test to Post Test 3
During the first and second practice of NLP six-step reframing, Fok
discovered a new method of reading relevant news first before the lecture
and then the additional point that Fok should focus on aspects of the news
that concerns abstract concepts on contemporary medical systems.
Global thinking style concerns with paying attention to the overall picture
of an issue. Foks discovered learning method of reading relevant news
first before the lecture concerning abstract concepts on contemporary
medical systems could in fact broaden her horizon and help Fok get the
main idea of study. This may explain why the global scores rise between
Pre-test and Post Test 2.
Also, Fok herself has commented on the change in scores about liberal
thinking style. Record from her final interview report (Appendix J) has been
quoted as below.
560
Researcher: Okay. Another area is liberal the score in the third test is
5.4. It drops a little bit to 4.6. What do you think about this change, this
drop?
561
During the first practice of NLP six-step reframing, Yao Yao discovered
two new ways of study. The first learning method was to concentrate on
what the teacher was speaking. The second method was to repeat herself the
English the teacher has presented.
Judicial involves working on tasks that allow for ones evaluation. Yao
Yaos discovered methods from her first NLP practice involved almost no
evaluation and hence there was no change in judicial scores between Pre-
test and Post Test 1. However, in Yao Yaos second interview (Appendix J),
she mentioned that she evaluated her situation to discover her method of
learning after the second NLP practice. She judged that what the other
people were doing during her presentation was not important. Therefore the
judicial scores rise between Post Test 1 and Post Test 2.
562
Cases with increase in Type I thinking styles scores but with effect size less
than 0.8
During the first practice of NLP six-step reframing, Siu Yau discovered a
new way of study. This method was Relax first, then notice some detailed
materials in daily life that is positive, interesting and happy. These detailed
materials could be used as dialogue materials to improve interpersonal
relationship with other people.
563
learning method has reflected to a certain degree that she would prioritize
connecting to Jesus as the first and main step of her learning and these may
explain the increase in hierarchical scores between Pre-test and Post
Test 2.
While focusing on helping herself to relax, Siu Yau put little emphasis on
finding new ways in working in the actual task and evaluating how good or
bad her achievement was and that may explain the slight drop in the scores
of legislative and judicial styles.
Putting together the increase of the hierarchical scores, Type I scores has
increased slightly and the changes may be explained in relation to the new
learning methods discovered.
During the first practice of NLP six-step reframing, Ivy discovered two
new ways of learning. The first method she discovered was that she could
observe more about the driving skills from her brother in learning how to
564
drive. The second method she discovered was that she could play more games
about driving and she could improve her driving skills from that.
Expert validation interview data from another NLP expert reveals that during
the first NLP practice, Ivy mentioned that her learning method was to observe
and learn from her brother about driving. Yet in the last part of the future
pacing, the researcher led Ivy to imagine herself to be a driver and this might
be different from what Ivy meant. This might affect that Ivy did not so firmly
believe her discovery and this may explain why the Type I score rises only
slightly from Pretest to Post Test 1.
Also, during the second NLP practice, Ivy basically mentioned 3 methods:
1. She could discuss how to distribute medicine with her group mates or staff,
2. Then, she could try to recognize the medicine which has similar
appearance or name and how to distribute them,
3. She needed to study some of the cases to know more about how to deal
with different real situations which were all about application.
However, the researcher, in the final future pacing of this NLP six-step
reframing practice, led Ivy to imagine all the above three situations together.
This might be a bit confusing to Ivy and might affect her strength of belief to
her newly discovered methods.
Putting together, there was only a slight increase of the hierarchical scores,
but not the other Type I styles, and the changes may be explained in relation
to the new learning methods discovered as well as the imperfection in the
NLP six-step reframing.
565
11. The case for Pig
During the first practice of NLP six-step reframing, Pig discovered a new
way of learning that she could start learning to understand her own feelings
first.
Judicial involves working on tasks that allow for ones evaluation. The
judicial scores remain unchanged during Pre-test and Post Test 1 but rises
slightly between Post Test 1 and Post Test 2. The scores increase a lot
between Post Test 2 and Post Test 3. In both Pigs first discovered learning
method (i.e. to understand her own feelings first) and her second discovered
method (enjoy learning German and then learn it bit by bit.), these two
methods involve little evaluation and are thus reasonably to find little
increase in the judicial scores between Pre-test and Post Test 2. However,
the great rise in scores between Post Test 2 and Post Test 3 has been
explained by Pig herself in her final interview report in which she said, In
566
this month, I was going through the probation of my work. During the
probation process, my boss had been keeping on to evaluate my working
performance in the past three months. This would also lead me to evaluate
about how I have performed in my work. So I think this would affect my
judicial score with having an increase.
567
During the first practice of NLP six-step reframing, Jeffrey discovered a
study method of building up a mental picture of a drawer with different boxes
and stored his flying thoughts into the boxes according to the different
priorities of importance and he would also update the stored thoughts every
day.
For the decrease in hierarchical scores from 7 (Post Test 2) to 5.6 (Post
Test 3), Jeffrey himself explained in his final interview, Theres the reason
behind the drop of the hierarchical score. Since I have a busier workload and
more urgent tasks to deal with, the original control level that I used to
prioritize the tasks is not enough for me. That means the prioritization level of
the tasks cannot really help me to manage all my recent urgent tasks. And
therefore I was less able to prioritize my work.
Expert validation data reveals that Jeffrey has got a habit always amending
his own discoveries. This may reflect Jeffrey was not confident about his own
568
discoveries. During the second NLP practice, Jeffreys limiting beliefs
concerned with the relationship with other people and this was difficult to be
controlled by Jeffrey. Jeffrey thus spent relatively a longer time to search his
solutions and this might also reflect that Jeffrey was not in a stable trance
state. This may explain why the Type I scores fall slightly from 5.88 (Post
Test 1) to 5.68 (Post Test 2).
However, Jeffrey did not explain in any of his interview records why there
was the decrease in global and liberal scores from Post Test 2 to post
Test 3. It may still be possible that there may be unknown factors influencing
the styles.
For this case, it may be concluded that there may be several factors which
affect the fall in the subjects Type I scores.
1. The subjects character of not believing his own discovery by keep on
amending his discovery and this may cause the fall in Type I scores.
2. The subject was not in a stable trance state during the second practice and
may not believe firmly his own discovery.
3. Unknown factors that can influence the change in styles may exist during
the month after the two NLP practices.
4. The increase in global and hierarchical scores is balanced out by the
decrease in legislative scores.
569
Table P.26 Scores of Milka on different Type I thinking styles:
Pre-test to Post Test 3
Reviewing the audio tapes of the second NLP practice, it can be observed that
Milka had caught a very severe cold during the practice process. One incident
was that during the process Milka had stopped the researcher for a while
asking for tissue papers for sneezing. It is suspected that this might affect
Milkas concentration in the trance state and as a result his creativity might
also be affected. If this was the case, this may explain why the legislative
styles fall from 4.6 (Post Test 1) to 4.4 (Post Test 2) and the liberal styles
fall from 4.8 (Post Test 1) to 3.8 (Post Test 2). Based on this rationale, all
scores including the judicial, global and hierarchical scores may not be
accurate.
Expert validation data reveals that during the first NLP practice and in the last
part of the future pacing that the researcher ended the step relatively quicker
than usual. This may cause Milka not experiencing his discovered method
fully. This may affect the strength of belief of Milka to his discovered method.
The NLP expert also discovered Milka caught a cold during both NLP
practices. This may affect the result.
For this case, it may be concluded that there may be several factors that affect
the fall in the subjects Type I scores.
1. The subject was sick and was not fully in the trance state, the subjects
concentration may be affected and the result may not be accurate.
570
2. During the first NLP practice and in the last part of the future pacing that
the researcher ended the step relatively quicker than usual. This may
cause Milka not experiencing his discovered method fully.
Analyzing this case, it can be observed that the legislative scores increase
from 5 (Pre-test) to 5.2 (Post Test 1) and from 5.2 (Post Test 1) to 5.8 (Post
Test 2). This means that the NLP six-step reframing process has effectively
caused the legislative scores increase as the creativity Ka Ho is stimulated.
The only decrease happened during the month between Post Test 2 and Post 3.
For this, Ka Ho commented in his final interview report, It may be due to the
external reason that I got limited time on thinking creatively in problem
571
solving as tasks rushed to my schedule continually. Therefore, I dont have
many creative ideas. I just seek for advice from the others in order to finish
the tasks as soon as possible.
Another piece of observation is that the liberal scores increased with the
NLP six-step reframing practice from 4.4 (pre-test) to 5.4 (Post Test 2) but
then decreased from 5.4 (Post Test 2) to 4.4 (Post Test 3) in the following
month. Ka Ho also commented in his final interview report about the drop, It
may be because I didnt use mind map in the past month due to time
limitation. This may be the reason for my weaker understanding in abstract
ideas. Then, maybe I return to the original level.
Hartley and Plucker (2012:197) stated, In this theory, two styles have great
implications for creativity: the legislative style and the liberal style. In other
words, the scores of both these styles decrease may imply that creativity
decreases. This can be caused by the reasons mentioned by Ka Ho. The other
styles like judicial, global and hierarchical have no significant changes.
Global thinking style concerns with paying attention to the overall picture
of an issue. There is a decrease in global scores from 6 (Pre-test) to 5.4
(Post Test 1) and from 5.4 (Post Test 1) to 5.2 (Post Test 2).
Global thinking style concerns with paying attention to the overall picture
and central meaning of an issue. As Ka Ho is strong in global thinking style,
it is not surprising that Ka Ho is strong in paying more attention to the overall
picture of an issue and to the main ideas. The discovered method of mind-
mapping might be expected offering him help to organize his study materials.
However, the result was contrary to this expectation for the decrease in scores
of his global thinking style tended to decrease. A comment from Ka Ho in
his final interview report may help to provide some reasons. He said, It is
similar to what Ive described before. Because in the past month, the exams
and tests are like high heaps of waves over mountains and mountains. I dont
have much time and space for me to focus on details in understanding. So, I
can just focus on the general picture when there is not much time. When I
have more time, I can focus more on details.
572
Here Ka Ho actually mentioned he used to think about just the main idea.
What he wanted to do, if he had time, was to focus on the details. From this
perspective, concept mapping may not be seen as a way to obtain the main
idea, but to branch out for keeping in mind the various details. Once again,
the participants interpretation of the method is more important than the so
called objective one of an external observer.
As these methods focus on the notes, books and the first and last part
of articles, this may again narrow Ka Hos point of view to a small picture
instead of a large one. This again may decrease the scores of global
thinking style.
573
Table P.30 Scores of Fishball on different Type I thinking styles:
Pre-test to Post Test 3
There is also a fall of judicial scores from 4 to 3.2 between Post Test 2 and
Post Test 3. Fishball, in her final interview (Appendix J), explained herself,
Ummmaybe because last time when I did the test, I needed to make a lot
of judgments every day as I was going through the placement. But in the
previous week, I was quite free and I did not have to make any judgments or
574
think too much. This might be one of the reasons. I am also in a bad mood
and feeling headache.
Also, there is a fall of hierarchical scores from 4 to 3.4 between Post Test 2
and Post Test 3. Fishball, in her final interview (Appendix J), also explained,
I think maybe because at present I only have to focus on working on my
final year project and I do not have other tasks to work on and I do not have
to prioritize the tasks. So I do not have to use this kind of skill.
The expert validation data (Appendix L) also reveals that, during the second
NLP practice, the method that Fishball mentioned was to act as if she were a
dead body to swim. The NLP expert observed that she spent a relatively
longer period of time to search for this discovery and took the view that her
state was not that stable. The NLP expert also thought that Fishballs attitude
in answering the researchers questions was not that serious. This may reflect
again that Fishball was not in a stable trance state. This may explain why the
Type I scores fall from 4.36 (Post Test 1) to 4.08 (Post Test 2).
For this case, it may be concluded that there may be several factors affecting
the fall in the subjects Type I scores.
1. The subjects fear in her own discovery may sabotage creativity and this
may weaken the scores of the legislative style.
2. The nature of the subjects learning task does not stimulate the relevant
styles.
3. The subject was not in a stable trance state during the second practice and
might not believe firmly her own discovery.
4. Unknown factors that can influence the change in styles may exist during
the month after the two NLP practices.
575
Table P.32 Scores of Lawrence on different Type I thinking styles:
Pre-test to Post Test 3
Researcher: Can you find your limiting belief? Limiting belief means you
want to achieve certain learning goal, but it seems that there is something
at this moment disturbing your learning. Is there any?
It can be observed that Lawrence was in fact analyzing and critically arguing
what was the limiting belief. From a hypnotic point of view, when one is
analyzing definitions of a verbal cue, one is not deep in the trance state
(Farago, 1993). Also this non-believing attitude may sabotage creativity. This
576
may explain the legislative scores decreased from 6.6 (Post Test 1) to 6
(Post Test 2).
This reason explaining the above legislative scores can also be applied to
the fluctuations of the liberal scores that rise from 6.6 (Pre-test) to 7 (Post
Test 1) and fall from 7 (Post Test 1) to 6.6 (Post Test 2).
Judicial involves working on tasks that allow for ones evaluation. The
scores of this style dropped in the period.
Global thinking style concerns with paying attention to the overall picture
of an issue. One involves letting his hand keep on writing automatically so
that ideas could be generated and the other just writing down his ideas
while he was interrupted by people when he was studying. These two
actions may narrow Lawrences focus on a part of his picture while learning
rather than the overall meaning of tasks. Hence, this may explain why the
global scores remain unchanged in the first NLP practice and fall slightly
from 3.8 (Post Test 1) to 3.4 (Post Test 2) in the second practice.
577
before he talked to them. These two methods may include fluctuations in
prioritization in the subjects mind. Accordingly, the small fluctuations in the
hierarchical scores are acceptable.
The legislative scores also decrease from 6 (Post Test 2) to 5.2 (Post Test
3). Lawrence, in his final interview (Appendix I), himself explained, I think
the reason behind the legislative score drops is because during this period of
time, I was mainly working on the research methodology. And generally I
think the research methodology is quite mechanical which does not require
too much on my creative thinking. Somehow I think this part is quite
operational and it doesnt require my creativity. Therefore the legislative
score might drop.
However, Lawrence himself gave no explanation why the hierarchical
scores decrease from 6.6 (Post Test 2) to 6.2 (Post Test 3). There may be
unknown factors that influence the change in styles.
Also, expert validation data (Appendix L) reveals that Lawrence, during the
second NLP practice, was worrying about matter like American visa. The
NLP expert in doing the validation believed that there were scattered pieces
of anxiety throughout the practice and Lawrence was not in a good state. This
may explain why the Type I scores fall from 6.2 (Post Test 1) to 5.64 (Post
Test 2).
It is also noted that the scores of Lawrence were generally quite high in the
pre-tests, except for the global scores. This also means it may be very
difficult to make further increase. Interestingly, Lawrence criticized himself
for making too many judgments.
For this case, it can be concluded there may be several factors that affect the
fall in the subjects Type I scores.
1. The subjects not firmly believing in his own discovery may sabotage
creativity and this may affect the styles legislative and liberal.
2. The nature of the subjects learning task does not stimulate the
relevant styles.
3. During the second NLP practice, the subject was anxious and was not
in a good state.
4. Unknown factors that can influence the change in styles may exist
during the month after the two NLP practices.
578
Appendix Q
579
process, just now have
made use of the creative
method to think it over, and
then the me after that is
very relaxed. I am much
lighter. What I pursue is that
I can make notes during
lessons, feeling relaxed and
knowing what the teacher
talks about. I feel that I have
a greater motivation in
spending more time on news
viewing.
2nd I think one of the greatest Feeling
interview influences is the creative self
and other disagreeing parts
of my body. As I havent
gone through the
image/situation deeply, I tell
myself that Im not
competent. However, after
the dialogue Ill know that it
may not be impossible. It is
just because you do not try.
Or, you dont believe that
you are capable.
This is the first [influence].
The second is the feeling of
relaxation which makes me
happy. I like this feeling that
can motivate me to work out
what I have just mentioned
and suggested above.
Rammy 1st The six step reframing Specific methods-
interview process allows me know obstacles/problem
about the obstacles to my
study, which are quite
unknown to me. I dont quite
feel these obstacles. Also, it
lets me know the difficulties
in my study no
580
anyway the blockage to
my moving ahead.
2nd It helps me to overcome my Feeling
interview fear in studying. It makes me
less resistant to learning, not
like having headache once I
think of studying. It seems
like I have a method to start
with. Before that, I am
puzzled that what I should do
first, reading notes, or
reading books, or revising
things learnt before, or no,
there will be new things
tomorrow that I should
prepare for the new contents
or what.
Ka Ho 1st I find it making clearer to me Six-step reframing as
interview what I have acquired already. thinking steps
That means it tells me clearly
that I have been as those
have been mentioned are not
very creative, but still I have
to follow those methods to
see if there are any positive
effects. The whole process is
okay. I have done the NLP
before, which is very very
very difficult in the thinking.
But this one is quite it is
easier than I dont
expect it is easier than
what I have imagined for the
emergence of images in my
brain.
2nd I think this NLP six-step General belief (small
interview reframing affirms me with voices forgotten)
some methods. It is quite like
last time. Be honest it is just
like last time I may have
thought of these methods. But
581
I havent reinforced these
methods. The practice of
these NLP skills helps me
reinforce these methods
which are only like a flash in
my mind. This skill recalls
these ideas and reminds me
that these methods can help
me next time when I come
across the same situation. I
can try them on, like that.
Lawrence 1st Firstly, about what kind of Specific method
interview influence brought in was that
it helped me discover a
method that I have never
thought of. Although Im not
sure if this method is
effective on me as I did not
try this method before, I
believe that Success comes
from trying which I have
mentioned just now. And the
second question is? At the
moment, I havent tried this
method so I dont know if it
is useful for me or not. But
how it influenced me was
that I could gain a new
method in learning and that I
can try out such discovery
which I has no experience on
is quite good. And I will treat
this method positively and
naturally as it appears no
harm on me and might
eventually bring me some
unexpected outcome.
2nd Before that, I didnt really Specific method
interview think of the ways to
overcome my obstacles. I
didnt think thoroughly on
582
how to deal with my thoughts
when people approach me
while I am concentrating on
my thinking. I think it comes
naturally that I will put away
my thoughts when people
find me. But after the
process, I have discovered
some methods that I have
never thought of. Now I
know I can write down the
page number of the book that
I have read till or speak out
the key points of my thoughts
to remind myself before I
talk to the others. I think
these two discoveries can
help me later on to deal with
such situation.
Jeffrey 1st I think it helps me to clearly Six-step reframing as
interview analyze the situation that Im thinking steps
encountering. In daily life, I
usually mix up the six steps
when I encounter the same
situation and needs me to
solve the problem.
Sometimes I might initially
think about the first step, or
think about the second step
first or other steps, etc. And
eventually I cannot find the
best method to solve the
problem or if I can find it, I
wont think it is the best.
Therefore, the six steps
reframing helps me divide
my problem into smaller ones
and I can solve them one by
one. Moreover, I think the
six steps reframing model
has a review function.
583
Without using it, I usually
work on something once I
have an idea on it. I wont
think about whether the idea
is effective or suitable. The
pace of life is too fast that I
cannot reserve a time for
reviewing. However, I
discover that six steps
reframing helps me to keep
on reviewing my thoughts till
I think the created method is
workable and I will then
accept it. This avoids me to
accept those flawed methods
in a hurry and to use those
flawed methods ineffectively.
2nd The NLP skill helps me General belief (how to
interview firstly calm myself down, it achieve better thinking)
provides me a calm
environment to help me clear
the unnecessary information
in my mind and helps me
focus on the current matter
that I need to solve and think
about how to solve it. In
daily life, there are lots of
different kinds of matters
which disturb me and makes
me cant concentrate on
dealing with one certain
matter. Therefore, this
method helps me to organize
and structure the information
in order to solve problems.
Secondly, it broadens my
horizons in thinking the new
methods easily. It also makes
me to be more open to accept
new things and inspirations
which makes me become
584
more open-minded and
creative and not to let my
thoughts restrict to a fixed
frame.
Ivy 1st I would pay more attention Specific method
interview especially to the details.
Maybe in the past I seldom
pay attention to the details. I
would focus on the large
picture such as the road but I
would neglect some minor
stuff such as the body
language of my brothers
driving. Im too focused on
the cars driving towards me
and I do mind about the cars
staying too near me such as
on the one lane-two way. Im
fear of driving out of the
white line which I always
care about this kind of stuff.
2nd How it influences me It is Specific method
interview because I usually need to
study a lot of bits and pieces
but Im weak at memorizing
these bits and pieces in
printed words. I need to study
them for 6-7 times or jot
notes for many times in order
to remember them. But my
discovered method helped me
realize that even though I
study Chinese Medicine
which I have to memorize
lots of bits and pieces, I can
actually study with my friend
and through asking and
discussing with each other, I
can learn better. Therefore
this screen made me think
that I can actually study
585
medicine through this
method.
Heaveni 1st How it influenced meI Six-step reframing as
interview think it is quite important to thinking steps
my daily life experience
especially in my work. I
think currently I have
difficulties in my work that I
might spend a few hours to
deal with a task. So if I try to
carry out these steps, it may
be more systematic and
better. And it was interesting
that just now I saw a
pictureyou asked me what
image I sawsuddenly I saw
some clouds in front of me
and a person like myself.
There was a lot of space and
suddenly this person was
holding a map in her hand.
She was feeling excited but
she was not sure about where
to go. But to me, the message
behind this image was that I
have to read the map first, try
to find the way to go, and on
the way when I get lost, I can
ask other people.
2nd I think it helps me to Six-step reframing as
interview understand how to work out thinking steps
something step by step. And
it also helps me to find out
my struggles, foresee what
will obstruct me, what will
affect my plans. Throughout
the struggles, I can find out
the solutions to lessen the
influence bring from the
obstacles. As a result, I can
carry out my plan more
586
smoothly.
st
Toni 1 Ummhow it can influence Feeling
interview me I think it mainly makes
me clearer about the next
steps that I should do. I used
to feel confused and I do not
know what to do when I
encountered such situation.
After I have completed this
exercise, I feel clearer about
what I am going to do next. I
feel much more confident and
positive in my thinking.
2nd Ummthe process of six- Six-step reframing as
interview step firstly, in my daily thinking steps
life, as I have mentioned just
now, it helped me recall the
things that I wanted to learn
and to pick it up again. That
means it helped me recall the
things that were stored in my
mind in which I have
forgotten. Secondly, in my
busy life even though at
times I had these thoughts
flashed across my mind
before, I would just leave
them and would not deal with
them. I would give excuse to
myself to deal with them
when I have time. Thats why
these thoughts have been
neglected. But the six-steps
helped me recall the thoughts
and reminded me to value
these things again. More
importantly, six-steps
helped me to deal with them
and these methods would not
make me disagree with them
or bring any conflicts. To me,
587
I felt good about six-steps.
It brought out a lot of
benefits in many aspects of
my life.
Yao Yao 1st Umm I think such method Six-step reframing as
interview was very new to me. I thinking steps
havent tried this method
before. Actually such method
of asking my body parts was
very useful.
2nd Umm I think such problem Specific
interview has already existed but I did problem/obstacle
not realize how much it has
influenced mehow deep it
has influenced me. It has
been a long time since I had
my last presentation. Maybe I
felt depressed previously but
I have already forgotten it
after a few days. So this
problem has not yet
disappeared from my heart.
It has been there but I did not
really aware of it. Without
the upcoming presentation, I
will not realize how much
fear I have and how much
confidence I am lacking in
facing my presentation. So
this experience helped me
discover my problem and the
methods to tackle it. I think I
gained a lot from this
experience.
Fishball 1st I think whenever I lose my Feeling
interview confidence or when I feel
demotivated in attending the
lecture, it helps remind me
that I also have the ability to
learn the knowledge. It is not
that difficult. It helps me to
588
be more focused and build up
my confidence, I guess.
2nd I think having such Six-step reframing as
interview experience can help me solve thinking steps
the problem using different
perspectives. It gave me some
new input and inspiration in
helping me to use other
methods to solve the
problem.
Siu Yau 1st UmmI think it can avoid Feeling
interview me being lack of confidence.
It was because towards the
final stage of the six steps,
the process consisted of
power element that can
help me build up confidence
in talking with the other
colleagues. And I also
discovered that my religious
belief affected me in building
up my confidence.
2nd I think I have gained a power Feeling
interview to find out what I want to
learn and how to learn it.
Shirley 1st It influences me to be more Feeling
interview confident and persistent to
use the new method, new
study method.
2nd It influences me to be more General belief (how to
interview concrete to think about the achieve better thinking)
method to solve my limiting
belief. Yes, mainly is to be
more concrete to help myself.
Lauren 1st I think this is quite novel to Six-step reframing as
interview me because I used to think thinking steps
that my body parts are my
body parts. For example, our
hands help us write or
accomplish other tasks in
daily life and they dont have
589
any feelings. But this NLP
experience made me think
that I can actually feel what
signals do my body parts
transmit to me to help me
know more about the true
self and to notice my real
thoughts, which is very
novel.
2nd I think it gives me some new General belief (how to
interview input and forget about the achieve better thinking)
stubborn thinking I used to
have. For example, I used to
believe that I should not be
able to get up in the morning,
and I can only work at night
in order to finish the work.
But this experience gives me
new direction that I might try
to swap my timing. If I get up
earlier, it might help me to
work more efficiently or even
better as I might have a
clearer mindset in the
morning. I always think that I
cannot wake up earlier
because I think I am not able
to do that. So why cant I ask
somebody to help me? For
me, the experience gives me
some new method.
Milka 1st Ummit gives me The specific method
interview morewhen I need to learn
the knowledge and that I may
feel very difficult, I can try
this method. For example,
listen to some music
beforehand.
2nd It reminds me that I can General belief (to
interview actually do more to help become better learner)
myself in my previous
590
experience. There are some
methods that I did not use
before and now I can use
them.
Pig 1st I think it provided me space Six-step reframing as
interview and time to think step by step thinking steps
in solving thisthis difficult
problem.
2nd I think this is good because it Six-step reframing as
interview gives me a particular time to thinking steps
think about the problem.
591
Appendix R
592
Ivy The first limiting belief of Ivy was that Self emotions (fear)
she wanted to learn to drive competently
but her fear had stopped her.
The second limiting belief of Ivy was Self ability (correct procedure)
she wanted to learn how to distribute
medicine correctly to patients but she
was confused about the correct ways in
doing that.
Heaveni The first limiting belief of Heaveni was World tasks (complexity)
that I want to learn a task
systematically but the complexity of the
task stops me.
The second limiting belief of Heaveni World people (sudden events)
was I want to learn planning well my
timetable but sudden events like people
inviting me out has stopped me.
Toni The first limiting belief of Toni was that Self resources (lack resources)
he wanted to learn an educational
system but his limited resources and
different voices from different people World people (different voices)
had stopped him.
The second limiting belief of Toni was Self emotions (lack motivation)
that he wanted to learn playing guitar
well but his non-persisting learning
attitude had stopped him.
Yao Yao The first limiting belief of Yao Yao was Self ability ( English )
that she wanted to learn English but she
did not understand what the teacher was
teaching.
The second limiting belief of Yao Yao Self emotions ( shyness )
was that she wanted to do her
presentation but her shyness and lack of
confidence had stopped her.
Fishball The first limiting belief of Fishball was Self emotions (lack confidence
that she wanted to learn the physical and power)
therapy knowledge in lecture but her
lack of power and confidence had
stopped her.
The second limiting belief of Fishball Self ability (breathing)
was that she wanted to learn swimming
but her perception of her improper way
593
of breathing had stopped her.
Siu Yau The first limiting belief of Siu Yau was Self emotions (confidence)
that she wanted to learn how to create
common dialogue topics to improve her
interpersonal relationship but her lack of
confidence had stopped her.
The second limiting belief of Siu Yau Self emotions (tense)
was that she wanted to learn how to
relax but the heavy burden in her heart
had stopped her.
Shirley The first limiting belief of Shirley was Self emotions (too tired)
that she wanted to read bible but her
tiredness and sleepiness had stopped her
from focusing.
The second limiting belief of Shirley Self ability
was that she wanted to learn playing
piano but her perception that she had no Self resources (no time)
musical talent and her lack of time had
stopped her.
Lauren The first limiting belief of Lauren was Self ability (mathematics)
that she wanted to learn exercise science
but her perception that she had weak
mathematics foundation and her poor
communication with her professor had
stopped her.
The second limiting belief of Lauren
was that she wanted to do her
assignment that she had to hand in on
time but her perception that she did not Self resources (time)
have enough time and the difficulty and
information overload of the assignment World tasks (assignment
had stopped her from doing well. overloaded)
Milka The first limiting belief of Milka was Self emotions (impatience and
that he wanted to learn knowledge about boredom)
thinking but he thought he was impatient
and he felt boring and he thought he did
not have enough time and this had Self resources (no time)
stopped him.
594
The second limiting belief of Milka was Self ability (not knowing how to
that he wanted to learn communication express)
skills but he felt he did not know how to
express himself had stopped him from
learning.
Pig The first limiting belief of Pig was that Self ability (too rational)
she wanted to learn counselling but she
thought she was young and she was too
rational that she could not learn
empathy and these had stopped her from
learning.
The second limiting belief of Pig was
that she wanted to learn German but her
perception that she did not have enough
time and her perception that she did not Self resources (time)
have a clear objective which made her Self emotions (motivations) (no
feel powerless and these two perceptions clear objective)
had stopped her from learning.
595