09-Ttto P1 M9

PRINCIPLE 11: SEE WHAT YOU WANT, GET WHAT YOU SEE
Introduction to This Principle

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“Success Principle #11: See What You Want, Get What You See” is essentially visualization and is one of the
most effective tools that can help your participants accelerate their success. Visualization was not taught in
schools, and many people have heard about it but not really taught how to do it.
In This Principle
Concepts
See What You Want, Get What You See
How Visualization Improve Performance
Demonstrations
Skyscraper Visualization
Seagull/Jackhammer
Perception (Fly Slides)
Stop Scaring Yourself
Feldenkrais Visualization
Exercises
Questions to Entertain – Skyscraper
Questions to Entertain – Seagull/Jackhammer
Worksheets
Images Worksheet

Copyright © 2018 Self Esteem Seminars, L.P. All Rights Reserved. Jack Canfield and The Success Principles
are trademarks of Self Esteem Seminars, L.P. 7/19/18

See What You Want, Get What You See: Concept
Context
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Visualization greatly accelerates the achievement of any success in three profound ways – 1. It activates the
creative powers of your subconscious mind. 2. It focuses your brain by programming its Reticular Activating
System (RAS) to notice available resources that were always there but were previously unnoticed. 3. It
magnetizes and attracts you to the people, resources, and opportunities you need to achieve your goal. It is
the most underutilized success tool you possess.
Overview
The more you visualize, the more effective you will become. The process of visualizing is really simple – All you
have to do is close your eyes and see your goals as already complete. By sharing the visualization
demonstrations with your participants, you can teach them how to unlock and utilize this powerful tool.
Objectives
• Visualization is one more step in our system for success and one more tool to accelerate your success
and your participants' achievement of their goals.
• Participants will learn in order to effectively change our behavior; we first need to visualize ourselves
doing the new behavior.
Support
PowerPoint slides

Skyscraper Visualization: Demonstration
Context
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The important psychological premise in effect here: “All images or mental pictures tend to produce
corresponding physical conditions and reactions.” Every image or picture, which we hold in our mind will
create a physical reaction in our body and will thereby affect our experience and our behavior.
This exercise is designed to demonstrate the enormous effect that images held in the mind have over the body
and the fact that the body cannot tell the difference between a real event and vividly imagined one. This
exercise will bring new awareness to the participant.
They may recognize and recall physical reactions during the guided visualization.
Possibly identify other negative areas they visualize.
Understand that they may choose to replace “catastrophic” images with affirming “desired outcome” images.
FACILITATOR TIP: If you see three dots appear in the guided imagery scripts, this indicates a pause of about
five seconds. If you see "pause” in parentheses, this indicates a longer pause of about 15 seconds.
Part One:
Have the participants stand up and close their eyes. Ask them to take a few deep breaths and to relax. After a
few seconds take them on the following guided visualization:
“Imagine you are standing in the middle of a small terrace on top of one of the tallest
buildings in the world like the Sears Tower, the Trans America building or the Empire State
Building... Look down at your feet in your mind's eye and notice what you're standing on.
Are you standing on asphalt, marble, metal, or granite? What's the terrace made of? ... Then
imagine looking up and seeing what time of day it is. Is it daytime or nighttime; sunrise or
sunset? ... As you look up you can also notice what the weather's like. Is it overcast or sunny?
Can you feel the sun, the breeze or the cold air on your skin?
Are there any sounds up there? There might be traffic noises, wind helicopters, and air
conditioning systems. Whatever it might be, notice what you hear... In a moment I'm going
to as you to walk to the edge of the terrace, but I want you to realize there's no railing at the
edge of this terrace... (pause)...
So... very slowly and carefully walk over to the edge of the terrace. When you get to the
edge, put your toes right up against the edge and look down. As you're looking down, way
down below, you can see little tiny dots of people and cars. Notice what you are feeling in

your body... (pause).… Now allow yourself to walk or crawl back to the middle of the
terrace.… When you get back to the middle, open your eyes and come back into the room
at your own pace. Take as much time as you need to make the transition. There is no hurry.
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By show of hands, how many of you felt something happen in your body as a result of doing
that?”
Once the participants have all opened their eyes, ask them to share with you and the rest of the group what
they experienced in their bodies as they walked to the edge of the terrace. Tell them you are not interested in
what they saw or heard, but what they felt in their bodies.
Some students will respond with things that they saw or emotions they experienced. Use the following script
to get them back on the right track:
Student Response: “I couldn’t walk to the edge; I had to crawl.”
Facilitator Response: “That’s neat, but what I’m more interested in now is what you were
feeling in your body during the experience.”
Student Response: “I felt scared,” or “I felt excited.”
Facilitator Response: “Where in your body did you experience the fear?” or “What did you
experience physically that you are calling excitement?”
Students will usually respond with something like,
Student Response: “I felt a tightness in my stomach,” or “I felt tingling all through my
body.”
Facilitator Response: “Now that we have been sharing for the last few minutes I would like
you to consider the following questions:”
POWERFUL QUESTIONS
“Where was your body really?”
“So what was your body responding to?”
“Who created the image?”
“So, who created the experience you had in your body?”

“Can anyone think of other examples of images you create which produce physical
reactions in your body?”
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“Here in the room, sitting on my chair.”
“The image I created in my head.”
“I did!” (All you, as the leader, did was to say the words; they created the images!)
“I did!” (And, what’s more important, we all do this constantly. We hear words and then we
create the picture.)
Examples would be butterflies before a football game, muscle tension when you think of your boyfriend with
another girl, physical excitement when you think of somewhere you want to go, a hollow feeling when you
imagine being rejected, salivating when you think of a lemon, etc.
Part Two: Capacity to Fly

To demonstrate mental imagery can be used in a positive way, have them close their eyes and return to the
top of the skyscraper. However, this time they are going to do it with the full awareness that they have the
capacity to fly.
They can imagine having wings on their back like an angel or a bird. They may also imagine that they can fly
like Superman or Superwoman. This time they are going to walk to the edge, gently bend their knees, and
jump off— with the full awareness that they can fly.
Ask them to close their eyes and to follow along with you:
Use the following script to facilitate this exercise:
“Just close your eyes again if you are willing take a deep breath and let yourself relax…
Imagine once more that you are standing on top of the same terrace on top of the same
skyscraper as before, only this time you are totally confident in your ability to fly. You realize
you are totally safe… So, let yourself walk to the edge of the terrace and when you get there,
just gently bend your knees, push off, and fly… (pause)… Notice what it feels like to fly…
You are absolutely free to create whatever experience you want…(pause)… after a while, let
yourself fly to any place on the planet that you would really like to be right now… it might
be a favorite vacation spot, a place you like to go when you want to be alone or a special
place you like to go to be with someone your really like… When you get there, just let

yourself gently land and spend a minute either enjoying yourself, doing whatever you would
like to do there…(pause for one minute)… In a moment I’m going to ask you to open your
eyes and return to the room,.. Whenever you’re ready, just gradually open you eyes and
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bring your visual awareness back in to the room. Take as long as you want… Great!”

Skyscraper: Questions to Entertain
Questions to Entertain
•
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Did you experience your body differently this time?
• How was it different?
• What made it different?
• How do you think these insights could affect the way you live your daily life?
• What are the other areas in your life in which you scare yourself with negative, “catastrophic” images?
• What more positive images could you replace those with?
• How could you use positive, contrasting images to empower yourself to take action rather than to let
your fear run you?
Jot down some of the images that will support you taking action and being more successful.
1. ___________________________________________________________________________
2. ___________________________________________________________________________
3. ___________________________________________________________________________
4. ___________________________________________________________________________
5. ___________________________________________________________________________
6. ___________________________________________________________________________
7. ___________________________________________________________________________
8. ___________________________________________________________________________
FACILITATOR TIP: Dr. Maxwell Maltz claims that the unconscious mind cannot distinguish between an
imagined event and a real one. He cites research on basketball players at Ohio State University. Those who
only “warmed up” in their minds by imagining successfully sinking ten consecutive foul shots did twenty
percent better in competition than those who actually took ten warm up shots. What one imagines affects
performance.


Seagull/Jackhammer Visualization: Exercise
Use the following script to introduce the exercise:
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"This is a very dramatic exercise, one that easily and quickly makes the point that it is almost
impossible to perform counter to the images we hold in our minds. This exercise is designed
to illustrate that behavioral change is much easier if it is preceded by or accompanied by a
change in self- image. It is impossible to have an image, a self- image, or self-concept of
who you are, what you’re doing or what you’re capable of, and then successfully try to do
something else.
"Every image or picture, which we hold in our mind, creates a physical reaction in our body
and thereby affects our experience and our behavior. The body literally cannot move
contrary to a vividly and consistently held image. Therefore, in order to change a habit or
behavior, we must change our self-image to include the new habit or behavior. Otherwise,
any changes we make will be very difficult and most likely short-lived."
Set Up
Depending upon the size of the available area for movement, select about a dozen volunteers, to come to the
front of the room or up on the stage or (after moving the chairs to the side of the room) try to use the entire
group to demonstrate. Everyone needs to stand in such a way as to create a personal space similar to what
they would do in an aerobics class.
Split the group in two groups, A and B. Say the following to group A:
Script
Say the following seagull script to group A:
“I want you to close your eyes, and imagine in your mind a seagull floating gracefully in the
air. See it gently, easily, effortlessly gliding through the air...* When you have that picture of
a seagull vividly in your mind, I want you to nod your head... Great. Now, with your eyes
about a quarter of the way open so that you can see the floor in front of you and have a
sense of where your neighbors are, I want you to move like a seagull, keeping the image of
the seagull vividly in your mind...(pause)... Okay. Sit tight while I go over to the other group.”
Turn to group B and say the following jackhammer script:

“I want you to close your eyes and imagine a jackhammer. See it moving rapidly up and
down in short, jerky, staccato movements... When you have that picture of a jackhammer
vividly in your mind, I want you to nod your head... Great. Now, with your eyes about a
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quarter of the way open so that you can see the floor in front of you and have a sense of
where your neighbors are, I want you to move like a jackhammer, keeping the image of the
jackhammer vividly in your mind...(pause)... Okay.”
FACILITATOR TIP: Make sure everyone in the group knows what a jackhammer is. It is a hand held machine,
powered by compressed air, for drilling rock and breaking up pavement. You may even want to show a slide of
one.
Turn back to group A and continue:
“Once again, close your eyes and imagine that effortless, graceful seagull, floating on an air
current, barely moving its wings. When you have that picture vividly in your mind, nod your
head... Good. Now keeping the image of the seagull vividly in your mind, I want you to open
your eyes a quarter of the way and move like a jackhammer...(pause)... Great.”
FACILITATOR TIP: Most students will have a great deal of difficulty moving like jackhammers while thinking of
a seagull. Their movements will be somewhere in between jerky and graceful, or they will be frozen and
unable to move at all.
Turn finally to group B and say:
“Close your eyes again, and imagine that jerky, staccato jackhammer, bouncing up and
down on the pavement. When you have that picture vividly in your mind, nod your head...
Good. Now keeping the image of the jackhammer vividly in your mind, I want you to open
your eyes a quarter of the way and move like a seagull...(pause)... Great.
Again, students will have a tough time making their bodies move counter to the image they are holding in
their heads.

Seagull/Jackhammer: Questions to Entertain
Ask the following questions to the group to wrap up the exercise:
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"Let’s talk about what you experienced when you were holding one image and trying to
move like the other image.
• What was the internal image expressing?

• What was your experience as you held one image in your mind and tried to move like
a different one?
• What were you feeling?
• What made it different?"
FACILITATOR TIP: Have the participants share anything they noticed about their bodies the second time, when
they were holding an image counter to how they were trying to move. If any participants claim that it was easy
to move the second time, ask them if they were holding the image firmly in their minds. Most will admit that
they had to let go of the image in order to move as requested.
Script continued.
“The point of this is to illustrate that it’s impossible to have an image, a self- image, self-
concept of who you are, what you’re doing or what you’re capable of and then try to do
something else. You can do it, but look how it comes off.
If we can get the image, the behavior, the intention and the goal all aligned, then we see
perfect jackhammers and very graceful seagulls. That’s what happens in life. If you’re holding
the subconscious image of “I'm not capable,” “I'm not athletic” or “I'm not graceful” then
when you try to do something, it will be incredibly difficult if not impossible.
Actually, getting that image and the intention lined up is useful, powerful, and effective. You
get more leverage by working within your visualization than you get working out here in
reality. So it’s important that we spend time visualizing ourselves being and doing and
having those things we want to be, to do and to have.”

Images: Worksheet
Based on what you experienced, you learned that your images must be in line with the behaviors you want to
create for yourself, what one self-image will need to change in order to produce your desired change in
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behavior?
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Jot down some of the images you will ‘see,’ feel, hear and do to create this new image.
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Stop Scaring Yourself: Exercise
Context
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This exercise is designed to dramatically prove how most of the fear we experience is self-created by imagining
catastrophic events in the future. Participants will recognize and recall physical reactions during the guided
visualization. Participants will become aware and accept responsibility for negative images they have created.
First, ask participants to find a partner and to sit directly facing them. Ask them to maintain eye contact during
the entire exercise. Maintaining eye contact will help to deepen the level of awareness. Ask them to respond
back and forth, beginning sentences with the words “I am afraid to.” It is important to emphasize that they fill
the blank with things they are afraid to do.
For example, do not say, “I am afraid of spiders” but rather, “I am afraid to touch (or to hold) spiders.” Allow
the sharing for about three minutes.
After the participants have shuttled back and forth for about three minutes, ask them to stop. Draw their
attention to the new sentence, and ask them to go back and repeat all of their same “I’m afraid to’s,” but to
translate the previous sentence into the new structure. For example, “I’m afraid to touch spiders,” would
become, “I’d really like to touch spiders, and I scare myself by imagining that if I did they would bite me, and I
would get sick and die.” “I’m afraid to tell my daughter how I feel about her new boyfriend,” would become,
“I’d really like to tell my daughter how I feel about her new boyfriend and I scare myself by imagining she’d
scream at me and tell me to mind my own business.”
Point out to the participants the importance of using “and” rather than “but” in the sentence. The use of “and”
helps emphasize the simultaneity of the desire and the action. They are simply stated as two facts co-existing
in time and space: they are not contradictory, as the “but” would imply.
Once the participants have understood the directions, ask them to begin. Again, three or four minutes will
probably be enough time for them to complete this part of the exercise.


Worksheet (also have on PowerPoint)
I’m afraid to ___________________________________________________________,
I’d really like to ________________________________________________________,

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I scare myself by imagining _______________________________________ if I did.
Potential debriefing questions:

What did you learn about your fear?
Who created it?
Would you share some examples of what happened?
How do you think these insights could affect the way you live your daily life?

How Visualization Improves Performance
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The Perception: Demonstration
Introduction
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This demonstration is a quick illustration of how things that we don’t perceive are still there. Opening up our
ability to see more, look for more possibilities and see more resources is a key to successful living. The fact that
we do not always perceive what is there and need to look for possibilities is sometime lost in translation. This
exercise drives home our entrenched patterns of perception. Participants will recognize that they are not
seeing everything that is available. Participants will be challenged to look at problems, opportunities, and
situations with more scrutiny.
Support
Overhead Needed
FINISHED FILES ARE THE RESULT OF YEARS OF SCIENTIFIC STUDY COMBINED WITH THE EXPERIENCE OF MANY
YEARS
Script
Use the following script to facilitate the perception exercise.
“On the screen, let’s all read the sentence aloud on the count of three.
Finished files are the result of years of scientific study combined with the experience of
many years.
Facilitator Action: Cover the sentence or move the PowerPoint presentation to a blank slide.
“That’s a weird sentence, isn’t it? Anyway, in just a moment, I’m going to put it up there
again for 10 seconds. I want you to count the number of times the letter ‘F,’ ‘F’ as in ‘Frank,’
appears in that sentence. Don’t count aloud; keep your total to yourself. You have 10
seconds to count the number of ‘F’s’ in the sentence. Here we go.”
Facilitator Action: Show the sentence again and then remove it after exactly 10 seconds.
“How many counted three F’s?”
Facilitator Action: Tell the group the percentage of hands that are raised. Usually about half of participants.


“How many counted four F’s?” (Say the number.)
“How many counted five F’s?”
“How many counted six F’s?”

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“Anyone count seven F’s?”
Facilitator Action: Show sentence again with these letters circled, underlined, or highlighted:
OVERHEAD NEEDED
FINISHED FILES ARE THE RESULT OF YEARS OF SCIENTIFIC STUDY COMBINED WITH THE
EXPERIENCE OF MANY YEARS
“Are those the three that most of you saw?”
Show the sentence again with these letters circled or highlighted:
OVERHEAD NEEDED
FINISHED FILES ARE THE RESULT OF YEARS OF SCIENTIFIC STUDY COMBINED WITH THE
EXPERIENCE OF MANY YEARS
“So only (percentage or number) of you saw all of the ‘F’s.’ Here’s the question: Just because
you didn’t see them, does it mean they’re not there?”
The audience most likely will respond, “No.”
“No, they’re there. I like to refer to most average middle class Americans as three F people.
They see what the average person sees. Bill Gates, Michael Dell, George Lucas and all the
most successful entrepreneurs, sales people, etc. are seeing more F’s. They’re seeing more
opportunities. They’re seeing more resources. They’re seeing more possibilities and as a
result of that, they produce more, they attract more, and so on.
“Again, we’re just wanting to make the point that there are all kinds of resources in the world
we’re not seeing, and here’s the cool part, once you’ve seen the six F’s, you’ll never not see
them again."

Options:
Follow this with the slide.
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“There are five black objects on the screen.
“Do you see anything else?”
A few people will say, “Fly.”
You can tease them by saying, “A fly?”
They will respond with, “No, the word fly.”
“The word Fly?’”... (pause).... How many of you see the word fly? How many of you don’t? ...
(pause).... If you don’t see the word fly, ask someone who does to show it to you... (pause)...
How many still don’t see it? See if this helps. (Advance to this slide.)

The Feldenkrais Visualization
Context
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This exercise is designed to demonstrate the power of visualization in the accelerated achievement of your
goals. It is a quick exercise that may go before other guided visualizations.
Overview
Your brain is what the scientist call a 'teleological mechanism.' Teleological is a Greek word for "goal seeking."
If you set a goal and you visualize it clearly, your brain (your subconscious, inner GPS) will do everything it can
to figure out how to bring that into manifestation and reality.
Objectives
• Participants will recognize and recall the difference in their physical reactions as they visualize
different results.
• Participants will identify areas in their life where visualization may improve their productivity..
Procedure
Have participants stand and find a place that allows them personal space. Ask them to stretch for a moment if
they have been sitting for a long time. Ask them to put their feet about shoulder width apart. Tell them that
their feet are now glued to the floor. They are not allowed to pivot on their feet as they do the exercise. This is
important for the success of the exercise.
Script
"In a moment I'm going to ask you to lift your right arm up. I'm going to ask you to turn as
far as you can until you can't twist any further and notice where your hand's pointing.
"When you do this you're not going to be pivoting on your feet, your feet are going to be
glued to the floor. Stand with a nice solid stance, feet shoulder width apart. You can bend
your knees if you want, but you can't pivot your feet."
Demonstrate while you say,
"When you can't turn any further just pretend there's a laser beam pointing off the end of
your hand and notice where it's pointing. When you're turning if there is another person near
you, don't hit them on the head. But also don't let them stop you from turning. Just bend
your arm and then re-extend it as best you can. I want your turning only to be limited by
your inability to turn any further, not by running into an obstacle. Lock that into your memory.
Also notice what is to the left of this point. Take a digital picture of what you are seeing...

good. Now come back to the center and lower your arm. Now we're going to do something
that will give you an opportunity to transcend the current level of your production and
effectiveness in life. Let's put your arm up, we're going to go ahead, turn and go as far as
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you can. When you can't go any further, notice where your hand is pointing. Memorize that
point.
"Also notice what's to the left of that spot. Take a digital picture in your mind of what's
surrounding that point. Whenever you feel like you've got that, come back to the middle
and lower your arm.
"What I'd like you to do now is close your eyes if you're willing, and we're going to just
imagine lifting your right arm and moving it. You arms will actually stay by your side, but just
imagine that you are lifting your right arm again. Imagine you're moving it across your body
in the same direction you went last time, but this time you're able to go another foot to two
feet further than last time. There's no strain, there's no effort, there's no pain; you're just able
to.... (micro-pause)... go further.
"Create a new mental picture of where your hand will be pointing now. Use what you
remember from what you saw before to create a new picture of where your hand is now
pointing. Make it vivid, make it clear, make it real. See it in color; think it or visualize it as
clearly as you can. Excellent! ... (Pause)... Then imagine bringing your arm back to the middle
and down to your side, your eyes are still closed.
"You're going to imagine that one more time. So with your eyes still closed, imagine lifting
your right arm; imagine moving it across your body. You go to the first spot and again to the
second spot with no pain and no effort. You're just able to ... (micro-pause) ... go further.
See it clearly in your mind. Create that visual picture; use the power of your creative mind.
"Excellent work! Imagine bringing your arm back to the middle and down to your side, and
we're going to open our eyes.
"We're going to raise our arm up one more time, move your arm across your body and ...
(micro-pause) ... go as far as you can. See how far you can go, and notice what happens...
(pause)... Come on back to the middle.

By a show of hands how many of you went further? (I like to sing the theme to The Twilight Zone at this
point to inject a little humor.) Now take a seat for a moment."
Almost all of the participants will report going further.

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Trainer Insights Worksheet: What Did You Learn?
Part 1: Module 9: See What You Want, Get What You See
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□ Practice the Skyscraper Exercise script □ (Optional) Read Chapter 11 in The Success
□ Watch the Module Video

Principles

From the perspective of a participant:
1. Reflecting on this entire module, what was your most significant learning? (It is important to understand the
impact it has on you before you facilitate it with others.)
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2. How did this module increase your self-awareness?
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3. Which activity, demonstration, or exercise provided the most significant learning?
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4. Why does this matter?
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5. What difference could this insight make in your life?
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6. Did you notice any internal blocks that stopped you from fully participating in any of the exercises?
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7. What, if anything, are you still wondering about?
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Trainer Insights Worksheet: What Did You Learn?
Now thinking like a trainer: www.getwsodo.com
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1. How do you think this could affect participants in a workshop?

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2. What emotions might come up in a workshop? (resistance, fear, judgment, elation, excitement?) How might
you deal with it?
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3. Did you notice any internal resistance to any of the exercises, if so, what resistance did you have?
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4. How might this impact your ability to facilitate this exercise?
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5. How could you overcome your resistance to effectively facilitate this exercise?
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6. What parts of the video do you intend to review to deepen your understanding of this module?
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Notes:
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See What You Want, Get What You See 22

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PRINCIPLE 11: SEE WHAT YOU WANT, GET WHAT YOU SEE

Introduction to This Principle

Possibly identify other negative areas they visualize.

edge of this terrace... (pause)...

Student Response: “I couldn’t walk to the edge; I had to crawl.”

feeling in your body during the experience.”

Student Response: “I felt scared,” or “I felt excited.”

experience physically that you are calling excitement?”

Students will usually respond with something like,

Student Response: “I felt a tightness in my stomach,” or “I felt tingling all through my

you to consider the following questions:”

“Where was your body really?”

“So what was your body responding to?”

“Who created the image?”

“So, who created the experience you had in your body?”

reactions in your body?”

“The image I created in my head.”

create the picture.)

Part Two: Capacity to Fly

Use the following script to facilitate this exercise:

to illustrate that behavioral change is much easier if it is preceded by or accompanied by a

change in self- image. It is impossible to have an image, a self- image, or self-concept of

Turn to group B and say the following jackhammer script:

jackhammer vividly in your mind...(pause)... Okay.”

Turn back to group A and continue:

Turn finally to group B and say:

move like the other image.

• What was the internal image expressing?

when you try to do something, it will be incredibly difficult if not impossible.

having those things we want to be, to do and to have.”

I’m afraid to ___________________________________________________________,

I’d really like to ________________________________________________________,

Potential debriefing questions:

seconds to count the number of ‘F’s’ in the sentence. Here we go.”

“How many counted three F’s?”

“How many counted five F’s?”

“How many counted six F’s?”

“Are those the three that most of you saw?”

Show the sentence again with these letters circled or highlighted:

you didn’t see them, does it mean they’re not there?”

The audience most likely will respond, “No.”

“Do you see anything else?”

A few people will say, “Fly.”

You can tease them by saying, “A fly?”

They will respond with, “No, the word fly.”

Demonstrate while you say,

and lower your arm.

to.... (micro-pause)... go further.

and down to your side, your eyes are still closed.

we're going to open our eyes.

(pause)... Come on back to the middle.

Almost all of the participants will report going further.

□ Watch the Module Video

1. How do you think this could affect participants in a workshop?

See What You Want, Get What You See 22

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