LANLP Manual PDF

John James Santangelo’s
LANL P CERTIFICATION
TRAINING SEMINARS
NLP PRACTITIONER
CERTIFICATION MANUAL
NAME: _________________________________
John James Santangelo C. Ht.

5739 Kanan Rd. Suite #188 Agoura Hills, CA. 91301
Tel/Fax: (818) 879-2000 www.LANLP.com
TABLE OF CONTENTS
WELCOME TO LANLP 1 SECTION 6: STRATEGIES 68
Welcome from John 3 Theory of Strategies 69
About John James Santangelo 4 T.O.T.E. Model 73
Historical Magic of NLP 5 Logical Levels of Therapy 74
Strategy Elicitation Script 76
SECTION 1: INTRODUCTION TO NLP 6 Designing Strategies 79
Definition of NLP 7 Motivation Strategies 80
NLP Communication Model 10 Problems in Using Strategies 82
Five Principles for Success 11 Strategy Installation 83
State-vs-Goals 13 Deep Love Strategy 84
Keys to an Achievable Outcome 14 Learning Strategies 85
Well Formedness Outcomes 15 Spelling Strategies 86
Presuppositions 16
Sensory Acuity 17 SECTION 7: REFRAMING 87
Reframing 88
SECTION 2: RAPPORT 18 Intonation Patterns 89
Rapport 19 Six-Step Reframe 90
Eye Patterns 20 NLP Model of Therapy 91
Eye Accessing Questions 21 Meta Model III 92
Representational Systems Characteristics 22
Representational Systems 23 SECTION 8: HYPNOSIS 93
Predicates 24 What Is Hypnosis 94
Predicates Phrases 25 History Of Hypnosis 95
Representational Systems Test 26 Fears & Concerns 96
Hypnotic Inductions 97
SECTION 3: SUBMODALITIES 28 Deepening Techniques 99
Submodality Checklist 29 Suggestibility Tests 100
Submodality Modes 30 Hypnotic Process 102
Like-To-Dislike Script 33
Godiva Chocolate Pattern 34 SECTION 9: TIME-BASED TECHNIQUES 103
Belief Change 35 What is Time and How it’s Coded 104
Swish Pattern 36 Through Time / In Time 106
Discovering Root Cause 108
SECTION 4: ANCHORING 38 Time Line Elicitation Script 109
Anchoring 39
State Elicitation Script 41 SECTION 10: EFT - EMOTIONAL FREEDOM 112
Resource Anchors 42 History of EFT 113
Collapse Anchors 43 What is EFT? 114
Chaining Anchors #1 44 Tapping Script 116
Circle of Excellence 45 Tapping Points Diagram 117
Personal Change History 46
New Behavior Generator 47 SECTION 11: BASIC INTERVENTIONS 118
Eye Pattern Scramble 119
SECTION 5: LANGUAGE PATTERNS 48 Five-Step Sales Process 120
Language Mastery 49 Parts Integration 122
Presuppositions 51 Fast Phobia Model 123
Transformational Language 54
Hierarchy of Ideas 56 SECTION 12: CONCLUSION 124
Milton Model 57 Glossary of Terms 125
Meta-Model 59 Test Questions 126
Metaphors 63 A/V - Physical Liability Release 129
Frames Of NLP 68 Certification Agreement 130
Certification Standards 131
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Welcome From John
I am so pleased and honored to be able to share with you my life’s work and culmination of
knowledge of Neuro-Linguistics Programming. I know from the thousands of individuals whose
lives I’ve had the pleasure to help shape and guide, you, too, will find a place for this amazing
technology in yours. Just know we are all starting off on the same journey. A journey of self-
discovery and purpose for our lives. You are one of the select few who has sought out the
answers to questions few are willing to ask of themselves:
• How can I learn to produce results on a more consistent basis?

• Why can some take emotional control and tap into their personal power so easily?
• How can I learn to break-through the fears and self-defeating patterns which held me back?
• Why do I start with great intentions but lose the inertia to follow through? And most importantly...
• How can I learn to clarify my goals, get out of my own way, and live the life I’ve only imagined?
These, and many more questions will arise during our journey. If you remain committed and
willing to play full-out during our time spent together, your questions will be answered. Our
program is designed to help you become more aware of your environment. By taking control of
your emotional states at any given moment you’ll make quality decisions to build upon one
success principle after another. The one common denominator in the success of this course is
YOU! The central theme of NLP, and especially our program, is learning to take full responsibility
for the change in your life. Our intent, and hopefully yours, is that YOU are at the cause side of the
effect equation.
You, like me, have probably struggled during various times in your life, if not right now! Perhaps
you are at a crossroad seeking answers to many of life’s challenges. I began in much the same
way at a early age of 14 years old. I was curios to know how individuals produce results with such
clarity and a tenacious resolve. My quest began to uncover the secret to all abundance. I read all
the books and attended all the seminars and workshops but could not find answers. The programs
offered much of the “what to do,” but not the “how to” in the process. So, in the search for that
success laid the seeds of greatness... NLP! I had finally found proven results to what all high-
achieving individuals had learned in order to become successful; Communication – with
themselves and with others around them. It is the single most important ability we have to assist
us in achieving all of our dreams.
The true masters of success know that your ability to influence yourself and others around you is
the key to any worthy achievement. Though it does not come without much adversity! It is your
ability to choose appropriate states of mind; to take action on a consistent basis noticing what is
working then make empowering decisions to be flexible in your approach to follow through. These,
specifically, are the powerful tools, methodologies and techniques NLP has to offer as you begin
learning many new things on this amazing journey you are about to embark upon.
We receive hundreds of calls and emails from people letting us know how the guidance and
attitude of LANLP have helped change and reshape the direction of their lives and their own view
of the world. Our hope is that you’ll become part of our growing supportive family and further your
education to help better the community and the world we all live in.
Blessings, John James Santangelo
About John James Santangelo
Meet John James Santangelo. His infectious spirit, his sense of balance, and his ability to
entertain while teaching will offer all participants an exciting and enriching experience.
From the early age of 15 years old as a professional magician, to attending college and begin his
quest into the field of psychology and behavioral change work, achieving his certification degree
in clinical hypnotherapy graduating with top honors, to becoming a Toastmaster award recipient,
a certified health and fitness consultant, a volunteer ‘Big Brother’ of the Big Brother and Sisters of
America Association, a spokesperson for the Make-A-Wish foundation, a trainer in (NLP) Neuro-
Linguistic Programming, and 25 years experience as a successful entrepreneur to currently a
professional speaker, author, and trainer.
John, like many of us, grew up with the support of his family. (not always the most un-conditional
support, but loving none-the-less). Though not knowing where his search would lead him, he
began that search to what his true purpose was to be here. And after a decade of searching and
contemplating he realized two things, he loved to teach and he loved to entertain... John finally
found his passion and what he was meant to do with his life. He founded Maximum Success
Empowerment Seminars, a personal, professional coaching and self-development company.
Using his knowledge of hypnosis and NLP, he’s dedicated his life to teaching and helping guide
people how to “unleash” their personal power and maximize their potential to produce
extraordinary results. John is one of the top speakers in America because he gives audiences
not only the "what to do" but also the "how to do it," enabling them to succeed in any area of their
lives. John now consults and designs programs for individuals, businesses and fortune 500
companies to discover their natural, innate abilities to accomplish their goals and dreams just as
he had many years before. He gives them specific tools to notice what IS working, make
adjustments, take control of their emotional states (which he believes all great decisions come
from) to feel good about the journey, and enhance their purpose living a more fulfilled lifestyle!
His interactive, informative and magical seminars empower participants to continuously reach for
higher levels of performance and make the changes necessary to achieve their goals. In his
presentations, John will show you how the process of change itself happens, producing fresh
new capabilities that present tremendous opportunities for you. Learn how to develop new
paradigms of thinking that are congruent with the volume, speed and complexity of change in
today's fast-paced world. John has the knowledge, experience, and the enthusiasm to help
individuals create and develop a passion for their purpose.
The Historical Magic of NLP!
We use the term "magic" in NLP to speak about the very structure and experience of excellence.
So when anybody does something in a superb and wonderful way-- from learning, decision making,
staying motivated, being resilient, operating proactively, managing, making wealth, selling, etc., we
know that that experience has structure and that we can learn and replicate that magic. NLP, as a
model of human functioning, takes a very different attitude from some of the old psychologies. In
NLP, we do not start from the assumption that people are broken. No. Instead, we assume the
opposite - that people work perfectly well, that they have all the resources that they need, and that
the only problem isn't with them, but with their strategies or programming.
The Origins - NLP is a branch of the Cognitive Sciences and Cognitive Behavioral
Psychology. It grew out of General Semantics (Korzybski), Transformational Grammar (Noam
Chomsky), Anthropology and Cybernetics (Bateson), Reframing (Watzalawick, et al.), Family
Systems (Virginia Satir), Gestalt Therapy (Perls), Medical hypnosis (Milton Erickson), and several
related studies, which is the most respectable body of knowledge from which NLP arose.
The Founders - The development of NLP came in very tumultuous times of the early 1970s
in America and specifically in California. It was a time of social upheaval, Vietnam War protests,
drugs and rock-n-roll. A young Santa Cruz college student (Richard Bandler) happened upon the
work of Fritz Perls and then Virginia Satir and found that he could mimic their high-level therapeutic
skills and produce the same results with the same effectiveness in a very short period of time. So
he enlisted the help of a young college professor of linguistics (Dr. John Grinder) to help him figure
out and to supervise a class. Suddenly they both were replicating the skills that were supposed to
be graduate therapy skills and figured out (or modeled) the magic of these therapeutic wizards. So
it began on the campus of the University of California at Santa Cruz, Bandler used what he knew
about patterns in mathematics and computers and Grinder used what he knew about patterns in
linguistics to create a model about the Perls and Satir model-- a meta-model ("meta" is Greek for
"above, beyond, and about).
After enjoying immediate and powerful results from their initial modeling projects, Richard and John
set out to model with a formal introduction from Gregory Bateson, the hypnotic skills of Milton
Erickson, and many other influential individuals whom they distilled information from. And within two
years, they produced the original NLP books -
The Structure of Magic, Volumes I and II
The Patterns of the Hypnotic Language of Erickson, Vol. I & II
They built a communication model about human "thinking" and "processing", how we see images,
hear sounds, reproduces smells, tastes and touch in our mind to track and structure subjective
experiences. Then another influential student - Robert Dilts was soon commissioned to write the
first scholarly book on NLP, entitled; Neuro-Linguistic Programming, Volume I: The Study of the
Structure of Subjectivity. This set forth NLP as a model and a foundation for the epistemology within
the nature of psychology and science.
In the introduction to The Structure of Magic Series, Gregory Bateson says that Bandler and
Grinder "create the beginnings of an appropriate theoretical base for the describing of human
interaction... “Grinder and Bandler, have succeeded in making linguistics into a base for theory and
simultaneously into a tool for therapy!” To this day, NLP has diversified into a whole new journey of
therapy, change and evolution. Though it’s roots will always remain in Linguistics!
SECTION 1
Introduction
To NLP
“NLP is an attitude and methodology that leaves behind a trail of techniques!”
~ Richard Bandler ~
Definition of NLP
A Model of Communication and Personality
Neuro-Linguistic Programming (NLP) began as a model of how we communicate to ourselves and

others. It was originally developed by Richard Bandler, John Grinder and others. NLP is a model of
structure which explains how we process the information that comes to us from our outside world.
The belief is that "The map is not the territory." And so the internal representations that we make
inside our minds about an outside event are not necessarily the event itself. It is only representation
of our outside world.
Typically, what happens is that there is an external event. We run that event through our internal
processing, or filters. We make an Internal Representation (I/R) of that event. Those I/R’s of the
event combine with a physiology create a state. "State" refers to the internal emotional state of the
individual (for example, a happy state, a sad state, a motivated state, and so on.) Our I/R includes
our internal pictures, sounds and dialogue, and our feelings (for example, whether we feel
motivated, challenged, pleased, excited, and so on). A given state is the result of the combination of
an internal representation and a physiology. When we experience an event coming in through our
sensory input channels it includes:
Visual including the sights we see or the way someone looks at us

Auditory including sounds, words we hear and words spoken to us
Kinesthetic or external feelings, including the touch of someone/something
Olfactory which is smell; and
Gustatory which is taste.
Neuro -The Nervous System, through which our experience is processed via five senses:
* Visual
* Auditory
* Kinesthetic
* Olfactory
* Gustatory
Linguistics - Language and other non-verbal communication systems through

which our neural representations are coded, ordered and given meaning:
* Pictures
* Sounds
* Feelings
* Tastes
* Smells
* Words (self-talk)
Programming -The ability to discover and utilize programs we run (the communication to
ourselves and others) in our neurological systems to achieve our desired outcomes.
“NLP is a methodology based on the overall operational presupposition that all behavior has a structure, and
that structure can be modeled, learned, taught, and changed (re-programmed). The way to know what will be
useful and effective are acute perceptual skills. NLP has evolved as an innovative technology enabling the
practitioner to organize information and perceptions in ways that allow them to achieve results that were once
inconceivable.” ~ Richard Bandler
Roles During Exercises & Activities
Explorer
• Access experiences and perform skills based on the guides instructions, appropriate and ecological.
• Associate into experiences acting as if they were occurring in the present.
• Be aware of your own subjective experience and behavior to varying degrees.
• Disassociate from reference experiences and discuss what was experienced, as if an observer.
• Provide feedback to the guide about 1) your own subjective experience 2) your subjective
perception of progress made in relation to the task 3) subjective experience of the effects of guide.
Guide
• Establish & maintain rapport with the explorer throughout exercise or activity.
• Elicit experiences and responses from the explorer through verbal & non-verbal interactions.
• Assist the explorer to associate into or disassociate from reference experiences.
• Observe and calibrate the explorers verbal and non-verbal cues.
• Engage in ‘active listening’ by paraphrasing the explorer’s verbal descriptions for feedback and
verify perceptions of explorer’s experience, and at times recording responses.
• ‘Backtrack’ events which occurred during exercises by reviewing key elements of explorer.
Observer
• Watch and listen to explorer’s non-verbal cues during exercises.

• Backtrack key observations of explorer’s behavior and written reports.
• Compare your own observations with the guide’s observations to create a ‘double description’.
• When possible, record your observations in written form.
Meta Person
• In addition to the tasks for observer, watch and listen to verbal & non-verbal behavior of guide.
• Keep track of progress of task and provide feedback to guide and explorer of your perception.
• Be available to guide & explorer during exercise to provide assistance.
• Provide feedback about your perceptions of the guides abilities and responsibilities.
The Nervous System
We experience our world only through the three primary functions of our nervous system.
1. the Central Nervous System 2. the Peripheral Nervous System 3. the Autonomic Nervous System.
The Central Nervous System is made up of the brain and spinal cord. It controls our muscles and
movement and is associated with conscious thought and action.
The Peripheral Nervous System is made up of the branches of the spinal cord and the sense
organs. It relays information about the environment from the organs, muscles and glands to the
central nervous system and back again.
The Autonomic Nervous System deals with a network of nerves outside the spinal cord that deals
with many unconscious activities such as temperature regulation, circulation, salivation, the initiation
of the “fight or flight” reaction and other emotional and attentional states.
The Central Nervous System executes mental programs, plans and strategies via the Peripheral
Nervous System. The Autonomic Nervous System determines the state of the biological “hardware”
within which those programs are carried out. While most people are consciously aware of their
sensations, thoughts and actions, the functions of the Autonomic Nervous System generally take
place outside of conscious awareness, or below; or at a sub/unconscious awareness.
Sensation Cognition
Input-Output Thought-Programming
Peripheral Central
Nervous Nervous
System System
Conscious
Unconscious
Autonomic
Nervous
System
Regulation
Internal State
Permission Robert Dilts@NLPU.com
NLP Communication Model
FILTERS External
Event
Delete
Internal Distort
Representations Generalize
2,000,000
bits of
information
Time/Space per second
Matter/Energy
Language
State
MEMORIES
Decisions
Meta-Programs
Values/Beliefs
Attitudes
Physiology
Behavior
Five Principles For Success
1. Know Your Outcome

People respond best when they know what they want as opposed to what they don’t want.
“Every problem is an Outcome ... just one you no longer want.”
2. Take Action
This is Personal Power
Ask: “How?” not “Why?”
3. Have Sensory Acuity

To reach outcomes know whether you’re getting closer or further away. Learn to read feedback.
“No failure, only feedback.”
4. Have Behavioral Flexibility

The person with the most flexibility will be the controlling element in the system.
When you haven’t got the outcome you want, change your behavior, not your outcome.
“Limitations point to possibilities.”
5. Operate From A Physiology and Psychology Of Excellence *

We are in control of our minds, therefore our results. The ability to control your physiology
(breathing, posture, language) and tap into the innate resources (attitudes, beliefs, values) you
have within you at any given time is a state of true personal power.
NOTE: Statements followed by an asterisk are not ‘traditional’ NLP Principles .
Outcomes For Success
1. What do you want?
2. How would you know you got it?
3. When and where do you want it?
4. What will have happened once you’ve obtained it?
5. What resources do you have available to achieve this outcome?
6. What are you going to do now to begin to get what you want?
* Additionally: ask the above questions and feedback their responses to make sure that’s what
they want. If they congruently agree that’s what they want, then ask them, “What prevents you?”
Outcome Exercise
1. Elicit Present State

• What feelings/behaviors are you having that you don’t want anymore?
• Context - Where and when is this occurring?
• Stimulus - What are you seeing, hearing, feeling just before the unwanted state?
2. Break State
3. Elicit Outcome State

• What do you want?
• How will you know you have it?
• What will you be doing, feeling, & having when you’ve reached your outcome?
4. Elicit Resource State

• What resources will move you from Present State to the Outcome State?
• Build on outcome BMIRS.
State vs. Goals
Value Or State Goal Or Outcome
Stated Ambiguously Stated Specifically
Write Affirmations Write Goals/Outcomes
You Can Have It Now Time Is Involved
No Steps Steps Required To Get There
Infinite Measurable
Stated For Self And/Or Others Stated For Self Only
Keys To An Achievable Outcome
In order to successfully achieve your goals, two things must be present in the process. One:
you must know specifically what it is you desire, and second; learn to get out of your own way!
Begin by asking yourself this important question - ”If I knew I couldn’t fail, and I could only
succeed, what would I be, do or have?” Answering honestly and congruently, you will then start
moving forward towards your goals!
1. Stated in the positive

What specifically do you choose to have?
2. Specify present situation

Where are you now? (Associated)
3. Specify outcome
What will you see, hear, feel, etc. when you have it?
• As if now.
• Make compelling
• Insert into future (dissociated)
4. Specify evidence procedure

How will you know when you have it?
5. Is it congruently desirable?
What will this outcome get for you or allow you to do?
6. Is it self-initiated & self-maintained?

Is it only for you?
7. Is it appropriately contextualized?
Where, when, how, and with whom do you choose to have it?
8. What resources are required?

What do you have now, and what do you require to achieve your outcome?
• Have you ever had or done this before?
• Do you know anyone who has it?
• Can you act as if you have it?
9. Is it ecological?
For what purpose do you choose to have it?
What will you gain or lose of you have it?
———————————————————-
What will happen if you get it?
What won’t happen if you get it?
What will happen if you don’t get it?
What won’t happen if you don’t get it?
Well-Formedness Conditions
1. Stated In The Positive.

• Is described in terms of what IS wanted, not what isn’t wanted!
2. Initiated maintained By Client.

• Can be seen, heard, tasted, smelled, and felt.
3. Specific Sensory-Based Description Of Outcome & Steps To Get There.

• The described state is under control of the individual and is not dependent on
someone or something else.
4. Ecological.
• Fits with the person’s personality, family system, overall values and goals.
5. More Than One Way To Achieve It.

• Adds to the existing choice, rather than eliminating aspects of present state choices.
6. First Step Is Specified And Achievable

• Identifies when and how the desired state is wanted.
7. Increases Choice
• Imagery, cognitions, submodalities, strategies, and/or behaviors.
NLP Presuppositions
Presuppositions are what we call “assumed beliefs” in NLP” They form the basic epistemology
upon which all the rest of its methodology and technology are built. They form the philosophy
behind all of the other NLP models, distinctions, and techniques. They relate to unconscious beliefs
or assumptions embedded in the structure of an utterance, action or another belief, and are
required for these to make sense. According to Webster’s Dictionary; to Presuppose means to
“suppose beforehand” or “to require as an antecedent in logic or fact.” The term “suppose” comes
from Latin, and literally means “to put under” - from sub (“under”) + ponere (“to put”).
1. Respect the other person’s model of the world!
2. Communication is the response that we receive, not our intention given.
3. The map is not the territory!
4. There are no resistant clients, only inflexible communicators.

Resistance indicates a lack of Rapport.
5. There is no failure, only feedback.
6. People have all the resources they require to succeed;

there are no unresourceful people only unresourceful states!
7. All behavior has a positive intention given the resources available.
8. The system/person with the most flexibility of behavior will control the system.
This is the Law of Requisite Variety!
9. Behavior and change are to be evaluated in terms of context and ecology.
10. You are in charge of your mind, therefore your results!
11. The mind and body are linked neurologically. Therefore, affect each other!
12. Whatever you think you are, you are that and more. Calibrate on behavior.
You are not your behavior. Accept the person, change the behavior.
13. All procedures should be designed to increase choice.
14. All presuppositions are a choice in perception; including this one!
Sensory Acuity
Basis: In the mid-70's, the creators of NLP observed that people make minute changes from
moment to moment in their physiology, and that those changes have meaning if you have enough
sensory acuity skill to interpret (calibrate) those changes. These are the five physical changes to look
for in their body. “Calibration” is the name given in NLP to the process of learning HOW to read
another person’s responses in an ongoing interaction. Instead of prejudging or hallucinating about the
internal responses of others, good communicators learn to read subtle cues within the situation.
Sensory acuity is the ability to notice differences in a person’s behavior based on changes in a
person’s internal representations associated with different thoughts and internal states. One
important distinction is that for every (IR) there is a behavioral manifestation within the neurology. As
a good NLP practitioner, it’ll be your ability to calibrate these minute changes in physiology.
Skin Color
Light <- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -> Dark
Skin Tonus
Tone of the Muscles
Shiny <- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -> Not Shiny
Breathing
Rate
Fast <- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -> Slow
Location
High <- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -> Low
Lower Lip Size
Lines (pursed) <- - - - - - - - -- - - - - - - - - - - - - - - - - - -> No Lines (relaxed)
Eyes
Focused
Focused <- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -> Defocused
Pupil Dilation
Dilated <- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -> Undilated
SECTION 2
Rapport &
Representational Systems
“People like each other when they tend to be like each other!”
~ Anthony Robbins ~
Rapport
“People like each other, when they tend to be like each other!” - Anthony Robbins
Rapport is the foundation for any meaningful interaction between two or more people.
Rapport is about establishing an environment of trust and understanding, to respect and honor
the other person’s world. Rapport creates the space for the person to feel listened to and heard,
and it doesn’t mean that they have to agree with what the other person says or does. Each
person appreciates the other’s viewpoint and respects their model of the world. When you are
in rapport with another person, you have the opportunity to enter their world and see things
from their perspective, feel the way they do, and get a better understanding of where they are
coming from. As a result, enhance the entire relationship.
This model of communication originated from Dr. Ray L. Birdwhistle, an anthropologist, from his
book "Kinesics in Context" published from the University of Pennsylvania press in 1970. He
found that rapport can be modeled and duplicated. It is a process of responsiveness, not
necessarily a ‘liking’. Birdwhistle concluded that 93% of our communication transpires non-
verbally and unconsciously. NLP rapport skills techniques teach us how to communicate at that
unconscious level. Thus producing a ‘liking.’
Theory: Communication is - 55% Physiology

38% Tonality
7% Words
Process: Rapport is established by mirroring and matching and is one of

the most important features or characteristics of unconscious human interaction. It
is this commonality of perspective, being in "sync", being on the same wavelength
as the person you are talking to which creates this ‘feeling’ of liking.
Physiology - 55%
* Posture * Breathing * Gestures * Facial expression & Blinking
Tonality - 38%
* Volume = loudness * Tone = pitch * Tempo = speed * Timbre = quality
Words - 7%
* Predicates * Key words * Content chucks * Common experiences
Indicators of Rapport: Look for these specific sensations.

1. Feeling
2. Color Change
3. Say Something
4. Leading
Eye Patterns
Constructed Remembered
Vc Vr
Ac Ar
K AD
(As you look at the other person)
* Normally Organized
Right-handed Person
Vc - Visual Constructed
Vr - Visual Remembered
Ac - Auditory Constructed
Ar - Auditory Remembered
K - Kinesthetic (feelings)
Eye Patterns Questions
Visual memories:
What color is your front door?
What do you see on your way to the nearest store?
How do the stripes go around on a tiger’s body?
How tall is the nearest building to where you live?
Which of your friends has the longest hair?
Visual constructed:
What would your bedroom look like painted red with horizontal white stripes?
If a map is upside down, which direction southeast?
Imagine a purple triangle inside a red square?
How do you spell your full name backwards?
Auditory memories:
Can you hear your favorite piece of music in your mind?
Which door slams loudest in your house?
What does your telephone ringing sound like?
Is the third note in the National Anthem higher or lower than the second note?
What was the very last thing I asked you?
What is the tone of your mother’s voice?
Auditory constructed:
What would your mother sound like if she had Donald Duck’s voice?
Can you hear of your favorite song at double the speed?
What would a chainsaw sound like ripping through a sheet metal wall?
What would your voice sound like under water?
What would a piano sound like falling from a ten story building?
Kinesthetic; feelings, sense of touch

What does it feel like to put on wet socks?
What is it like to settle down into a nice hot bath?
Can you think of the smell of ammonia?
What is it like to taste a spoonful of salty soup?
Which is warmer right now, your right hand or left hand?
What does it feel like to walk through wet grass in your bare feet?
What is it like to feel wool next to your skin?
Auditory digital:
What tone of voice do you use when you talk to yourself?
Recite a nursery rhyme silently to yourself.
What do you say to yourself when things go wrong?
When you talk to yourself, where does the sound come from?
Recite the Pledge of Allegiance to yourself.
Representation System Characteristics
1. Each representational system can best represent the aspect of the world it responds to directly.
Attempting to represent experience with the wrong rep. system can lead to undesired outcomes.
2. Digital descriptions are secondary experiences, so they contain less information than the primary
experience, which they describe.
3. Auditory digital is valuable as a filing system:

• To categorize and keep track of experiences.
• To plan and set direction.
• To make a running commentary on raw data.
• To summarize and draw conclusions.
• To make sense of things.
4. Auditory tonal can add emphasis and flush out raw data.
5. Visual can represent an enormous amount of data simultaneously and instantaneously.
6. Auditory processing is sequential and takes longer than visual processing, which is simultaneous.
7. The kinesthetic system has more inertia and duration than the visual and auditory.
8. Using only sounds, words, or feelings does not fully represent possibilities. The visual system is
helpful because it enables one to simultaneously picture different options and make comparisons.
9. Kinesthetic tactile and proprioceptive sensations provide raw data.
10. Kinesthetic meta is the primary way people evaluate experience.
11.Congruent feelings are perceptual feelings of events, involving direct tactile and proprioceptive
sensations. They are purely perceptual or sensory experiences without evaluations.
12. Meta-feelings are evaluative feelings about events in response to criteria, and they usually have a
positive or negative value. They are what we usually call emotions or feeling states. Meta-feelings
may be created through anchoring of experiences and/or beliefs.
Representation Systems
Seeing, hearing, feeling, smelling and tasting are how human beings experience the world around
us. There are five primary sensory modalities by which we encode, organize, store and attach
meaning to external input. These modalities are called “Representational Systems” or Rep
Systems. Input from the five senses is processed in the brain, and then translated into
corresponding internal representations, or maps, that constitute a likeness to the outside world.
This means that on the inside we see pictures, hear sounds and have feelings. What is most
important is that our perceptions and "reality" differ greatly because of our filters, deletion, distortion
and generalization.
V = Visual
People who are visual often stand or sit with their heads and/or bodies erect, with their eyes up.
They tend to breathe from the top of their lungs. They often sit forward in their chair and tend to be
organized, neat, well-groomed and orderly. They memorize by seeing pictures, and are less
distracted by noise. They often are challenged to remember verbal instructions because their
minds tend to wander. A visual person will be interested in how your program LOOKS.
Appearances are important to them. They are often thin and wiry. Eyes move upward and laterally
A = Auditory
People who are auditory will move their eyes sideways (remember Richard Nixon?). They breathe
from the middle of their chest. They typically talk to themselves, and are easily distracted by noise
(some even move their lips when they talk to themselves). They can repeat things back to you
easily, they learn by listening, and usually like music and talking on the phone. They memorize by
steps, procedures, and sequences (sequentially). The auditory person likes to be TOLD how
they're doing, and responds to a certain tone of voice or set of words. They will be interested in
what you have to say about your program. Eyes move side to side, laterally.
K = Kinesthetic
People who are kinesthetic typically breathe from the bottom of their lungs, so you'll see their
stomach moving in and out. They often move and talk verrrry sloooowly. They respond to physical
rewards and touching. They tend to stand closer to people than a visual person does. They
memorize by doing or walking through something. They will be interested in your program if it "feels
right." Eyes go lower left.
A/D = Auditory Digital
This person will spend a fair amount of time talking to themselves. They will want to know if your
program "makes sense." The auditory digital person can exhibit characteristics of the other major
representational systems. They may be very analytical or detached form their emotions. Lives
inside their own head, very internal. May see the world through an either-or perspective (things are
either black or white.) Interested if something makes sense. Eyes go lower right.
Predicates
Visual Auditory Kinesthetic A/D
See Hear Feel Sense
View Listen Touch Experience
Appear Sound(s) Grasp Understand
Show Make music Get a hold of Think
Dawn Harmonize Slip through Learn
Reveal Tune in/out Catch on Process
Envision Be all ears Tap into Decide
Illuminate Rings a bell Make contact Motivate
Imagine Silence Throw out Consider
Clear Be heard Turn around Change
Foggy Resonate Hard Perceive
Focused Deaf Unfeeling Insensitive
Hazy Mellifluous Concrete Distinct
Crystal Dissonance Scrape Conceive
Picture Question Get a handle Know
Dim Unhearing Solid
Predicate Phrases
Visual
That’s not clear to me.
I’m drawing a blank.
Lets get a bird’s eye view of it.
You need another viewpoint.
I see the light at the end of the tunnel.
I take a dim view of that.
Do I need to paint a picture for you.
There isn’t a shadow of a doubt.
I’m foggy when it comes to his name.
It looks like this to me.
Don’t make a scene.
Paint a picture for me.
Auditory
That doesn’t sound right to me.
I just can’t hear it.
You need to listen to another opinion.
I’m tuning in to a solution.
Listen to the sound of your own voice.
I don’t like the sound of that.
I can’t hear any other possibilities.
I’m silent when it comes to that point.
My future is a clear as a bell.
I hear you loud and clear.
In a manner of speaking.
Kinesthetic
I don’t feel complete about that.
I can’t get a handle on that.
You need to touch base with someone else about this.
The solution is almost within reach.
Get in touch with the feelings of your client.
I just can’t grasp a hold of his name.
I’m in the flow of life.
Control yourself.
Come to grips with.
Heated argument.
Hang in there.
What this boils down to.
Representation System Preference Test
For each of the following statements, place a number next to each phrase.
Make sure to use one number for each blank line to indicate your preference:
4 = Closest to describing you

3 = Next best description
2 = Next best
1 = Least descriptive of you
1. I make important decisions based on:

___gut level feelings.
___which way sounds the best.
___what looks best to me.
___precise review and study of the issues.
2. During an argument, I am most likely to be influenced by:

___the other person's tone of voice.
___whether or not I can see the other person's argument.
___the logic of the other person's argument.
___whether or not I feel I am in touch with the other person's true feelings.
3. I most easily communicate what is going on with me by:

___the way I dress and look.
___the feelings I share.
___the words I choose.
___the tone of my voice.
4. It is easiest for me to:

___find the ideal volume and tuning on a stereo system.
___select the most intellectually relevant point about an interesting subject.
___select the most comfortable furniture.
___select rich, attractive color combinations.
5.
___I'm very attuned to sounds of my surroundings.
___I am adept at making sense of new facts and data.
___I am very sensitive to the way articles of clothing feel on my body.
___I have a strong response to colors and to the way a room looks.
Scoring Representational Preferences
STEP ONE: Copy your answers from the previous page to the lines below:
1. ____ K 2. ____ A 3. ____ V 4. ____ A 5. ____ A
____ A ____ V ____ K ____ D ____ D
____ V ____ D ____ D ____ K ____ K
____ D ____ K ____ A ____ V ____ V
STEP TWO: Transfer the numbers for each statement into the appropriate
representational system column in the table below.
Table V K A D
1.
2.
3.
4.
5.
Totals =V =K =A =D
STEP THREE: Add the columns and write the totals in the space provided in
the table above. The comparison of the totaled scores gives the relative preference
for each of the four major representational systems.
V = Visual
K = Kinesthetic
A = Auditory
D = Auditory/Digital
SECTION 3
Submodalities
“It is in the moments of choice that continually shape our lives... learn to choose wisely!”
~ John James Santangelo ~
Submodality Check-List
Visual 1 2 3 4
B/W or Color
Near or Far
Bright or Dim
Location
Picture size
Associated / Disassocated
Focused
Framed or Panoramic
Movie or Still
Fast or Slow
Contrast
3D or Flat
Angled View
# of Pictures
Auditory
Location
Are there any
sounds that Direction
are important? Pitch
Loud or Soft
Fast or Slow
Internal /External
Timbre
Cadence
Pauses
Duration
Uniqueness of sound
Kinesthetic
Location
Are there any
feelings that Size
are important? Shape
Intensity
Steady
Movement / Duration
Vibration
Weight
Pressure/Heat
Modalities, Submodalities & Drivers
Submodalities (SMD) are the building blocks of our subjective experience. They are
the finer distinctions within our sensory modalities; Visual, Auditory, Kinesthetic,
Olfactory and Gustatory. Submodality distinctions code for meaning within our
neurology. Their meaning determines the emotional response we act upon. A major
distinction in the field of NLP was if you simply shift a Submodality it has the possibility
of shifting that particular state of mind.
Modalities - are primary representations of how we make meaning of our world.

Five input sense channels of how we interpret our experience;
Visual - V, Auditory - A, Kinesthetic - K, Olfactory - O, and Gustatory - G
Submodalities - are detailed distinctions within each modality;

• Size
• Shape
• Location
• Color
• Brightness
• And others
Drivers - the one submodality which when you change it, the others change
automatically along with it.
Most common drivers:

• Location
• Size
• Brightness
• Associated/dissociated
Sub-Modes
Submodalities (SMD) are the building blocks of our subjective experience. They are
the finer distinctions within our sensory modalities; Visual, Auditory, Kinesthetic,
Olfactory and Gustatory. Submodality distinctions code for meaning within our
neurology. Their meaning determines the emotional response we act upon. A major
distinction in the field of NLP is if you simply shift a submodality, it has the possibility
of shifting that particular state of mind. Sub-Modes operate within a particular SMD.
For example;
Analog - SubModes that operate on a spectrum.
Brightness < ———–——————————--———–——— > Dark

Volume Loud < ——–——————————-————–———- > Quiet
Size Big < ————–————————————————- > Small
Digital - SubModes that are either one or another.
Black/White vs. Color

Still Picture vs. Movie
Associated vs. Disassociated
Intra Modality - A change of one SMD in a system automatically corresponds

with a change of another SMD within the same system.
Ex: The bigger the picture, the closer it gets.
Inter Modality - A change of one SMD in a system automatically corresponds

with a change in another SMD in another system.
Ex: The bigger the picture (V), the louder the volume (A).
Mapping Across
(Contrastive Analysis)
Mapping across is a term used to describe the process of transferring features or

elements from one state, experience or situation to another. Mapping across is typically
done with a contrastive analysis; when features of two experiences are compared for
similarities and differences. The task/goal is to move the submodalities of A -(problem
state) into that of the submodalities of B - (resource state).
A B
problem resourceful
state state
The process involves several steps:

1. Identify the states or situation to be contrasted. Example: Serious to Funny!
2. Relive each state from an associated position.
3. Compare and contrast the experiences to elicit the key differences of the two.
4. Alter/switch the characteristics of one of the states (problem) to incorporate the key
features of the other state (resourceful).
Script:
1. Can you remember a moment which seemed very serious at that time, but funny
when you think about it now?
2. Elicit the SMD with this memory. What makes this experience seem funny now?
3. Break state, and ask the client to think of something which they are currently taking
very “serious,” and would like to be able to experience it with a more sense of humor?
Elicit the SMD of this “serious” state. What makes this so “serious.”
4. Change the SMD of the “serious” state to match the “funny” state that used to be
serious. Notice how the experience changes. Which SMD made the most difference?
If you did it correctly, you can try on each other’s SMD “funny” state to those of your
partners. Switch those of the “serious” situation and have fun with this.
Like-To-Dislike
Normally this technique was used to change something from a like to something of a
dislike. (A strong desire for something or someone unhealthy.) As in a chocolate or ice
cream craving. But it can be utilized in reverse also. As in an extreme dislike to
something compelling you would like to be, do or have.
1. “Can you think of something that you like but wish you did not?
Good, what is it? As you think about that, do you have a picture?
(Elicit submodalities. Speed is the key when eliciting SMD’s. Your looking for
something very similar with the same qualities as the current craving or habit. It
must have a very strong negative response, or vice-versa, in order to drive the
new craving.)
2. Break State
3. “Can you think of something which is similar, but which you absolutely dislike?
For example; spoiled milk for ice cream OR motor oil for coffee.
(Elicit submodalities. Do a contrastive analysis and determine the drivers.

The location should be different.)
4. Map across the submodalities of #1 into the submodalities of #2.

(You ultimately want to use only the drivers of the new craving.)
5. Break State
6. Test; “Now, what about the thing that you used to like? The next time you have an
opportunity to have ______? What will you do? How is it different?”
Godiva Chocolate Pattern
(Richard Bandler)
This pattern is very useful for changing your feelings about tasks that you have
congruently decided you want/need to accomplish, but don’t presently enjoy doing.
(Be very careful ecology with this pattern; you don’t want to randomly install an
intense desire to do things.)
1. Compulsion Picture - Get an associated picture of something you’re wildly

compulsed to enjoy, for example; Chocolate (calibrate).
2. Task Picture - Get a dis-associated picture of yourself doing something you have
congruently decided you want/need to do - so you may as well enjoy it! Calibrate.
3. Ecology Check - Is there any part of you that objects to you enjoying doing this task
that you have decided you need to do? Reframe objections by contextualizing, or
choosing different task for the exercise.
4. Godiva - A. Hold picture #2 in your mind, with picture #1 behind it. Quickly open a
small hole in the center of picture #2, so that you can see picture #1 through this
hole. Rapidly make the hole as big as you need to in order to get a full kinesthetic
response to picture #1.
B. Now shirk that hole down fast, but only as fast as you can maintain that feeling
response to picture #1. Do this process as fast as you can, 3 to 5 more times. The
outcome is to attach the feelings of picture #1 to picture #2
5. Test: How do you feel when you look at picture #2? Calibrate.
Belief Change
1. Elicit the SMD of a belief your client wants to change. - Belief A
“Can you think of a limiting belief that you wish you no longer had?
Good, what is it? As you think about it now, do you have a picture?”
2. Break state
3. Elicit the SMD of a belief that is no longer true. - Belief B
“Can you think of a limiting belief that is no longer true? For example; you once had a belief ;
‘I am a seven year old child,’ did you not? And do you believe that now? (Wait for response)
So when you think of that belief, the belief that you were a seven year old child, where is that
belief now? Do you have a picture? Good, what is it?
4. Change the SMD of the unwanted belief (A) into the SMD of the belief no longer true (B).
5. Break state
6. Test: “Now what do you think about that old belief?”
7. Elicit the SMD of a belief that is ABSOLUTELY true. - Belief C
“Can you think of a belief which for you is absolutely true? Like the belief that the sun is going to
come up tomorrow. Do you believe that? Or that it’s good to breath? Good, what is it?
(Wait for response) “As you think about that and how you know it’s true, do you have a picture?
8. Break state
9. Have client decide on a new belief that they want to have instead. - Belief D
“Can you think of a belief you want to have, which is the opposite of belief #1? Good, what is it?
(wait for response) As you think about that belief now, do you have a picture?”
10. Put this picture of desired Belief D into the SMD of the absolutely true Belief C
11. Break state
12. Test: “Now what do you believe? How do you know?
A B C D
Unwanted Belief no Universal New belief
Belief longer true
Swish Pattern
The Swish Pattern is an extremely powerful generative intervention that can be used to create a
compelling future, eliminate undesirable habits, respond more resourcefully in situations, and enhance
our inner resources. The Swish Patterns is typically used to help people deal with problematic or
compulsive responses such uncontrollable desire for cigarettes, sweets, or food that are associated to
a particular (cue) image. The Swish Patterns works best if these are usually associated to motivation
and behavior change. Swish Patterns are anchors that create momentum toward a compelling future.
Our aim is to install choices for a new way of life rather than change or remove old habits.
The first step in creating change is to identify the problematic desire and (cue) image. The second
step is to identify or create an image that you wish to take it’s place, which satisfies any positive
purpose of the problematic image but leads to a different affect. The third step is to discover what
specific SMD qualities of the images affect the degree and influence of both images. This can easily
be done by altering such qualities as brightness, color, focus, location, movement, depth, and notice
how it influences your feelings towards them. The key is to find the SMD that will diminish the intensity
of the problematic image and increase the intensity of the new image.
In a typical Swish, the problem state is made large and close, so it’s (associated) affect is strong and
immediate. Superimposed over that image, in the lower left had corner, is the cue image, small and
distant (dissociated). You begin by making the large and close problem image become slightly
smaller and more distant. At the same time the cue image becoming larger and closer. As the problem
image becomes progressively smaller and more distant you begin to further diminish it’s intensity by
shifting the SMD qualities that you uncovered in the previous step. As the cue image becomes larger
and closer, begin to apply the SMD qualities you found to enhance and strengthen it. Continue until
the cue image has become large and close, as the problem image becomes small, dim and distant.
When you have fully made the exchange, then repeat the entire process again from starting point to
end point. Always make sure you’re moving in the direction of the new cue image. When you have
begun again, make the problem image progressively smaller and less intense, while you
simultaneously bring the cue image closer, making it larger and more intense. Though this time, you
make the exchange quite a bit faster. Again, repeat the process, speeding it up each time you run
through it. Repeat, and speed up until the rate of exchange is faster than you can consciously keep
track of. Remember, the brain learns very quickly.
To check how well it has worked, try to bring back the old problem image and it should automatically
‘swish’ to the new cue image. Test and future pace.
cue
cue
cue
Problem
Problem Problem
Start End
Swish Pattern (cont.)
Keys to a good swish pattern:
• Be fully associated in the old pattern.
• Have detailed, sensory-specific representations in the desired state.
• If associated in final picture = Outcome!
• If dissociated in the final picture=Direction! (preferred to generate compelling future)
• Close eyes during each step of the process and open them between steps.
• Repeat the process faster and faster each time you run through it.
Script:
1. Identify the trigger of the problem behavior and/or state.

• When and where does that happen?
• What do you see and/or hear immediately before getting the feeling you don’t want?
• How do you know it’s time to ________? (ie; feel bad, bite your nails, smoke a cigarette etc.)
• When you think about that do you have a picture?
2. Adjust the SMD of this problem state as in the previous instruction.

3. Break State
4. Elicit the desire behavior/state.
• How would you like to feel instead? Or, What do you want instead?
• What qualities, abilities, feelings will you have when this is no longer an issue?
• What will you be thinking about when the problem is completely gone?
• Make it bigger and brighter until you feel great! (Adjust SMD until you get a compulsion.)
5. Break State
Good, now step out of the picture, so that you see your body in the picture.
6. Set up the change

Good, now can you take the old picture and bring it up on the screen (associated)? Look at it through
your own eyes.
Good, as you have the old picture on the screen, can you see the new (cue) picture in the lower left
hand corner, small and dark (dissociated). Make sure you see your body in the picture.
Good, now when I say “swish” have the new (cue) picture explode big and bright up and over so it
covers the old picture, while the old picture shrinks down and becomes small and dark in the lower left
hand corner ... do this as quickly as you can make the exchange appropriately!
Ready, ssssswwwissssssssshhhhhhhhhh!
7. Break State
Good, open your eyes and clear the screen. Lets do it again.
8. Repeat steps 5, 6 & 7 until the UNdesired state/behavior is no longer accessible, 7-10 times!
9. Test and future pace

Now, try to get the old picture back and notice what happens instead.
SECTION 4
Anchoring
“Life isn’t what happens to you, it’s what happens from you!”
~ John James Santangelo ~
Anchoring
In NLP, the term anchor refers to the human ability to repeatedly respond to a specific stimulus in a
specific way. This is a natural phenomenon, which can be used for enhancing excellence. By
creating anchors, our neurology operates more efficiently in the world. When something happens in
our experience, we create a response to it, and the next time that same thing, or something very
similar happens, we already have a response ready. Our neurology is so good at creating these
anchors; it even strings together chains of them to perform complex tasks (like walking, riding a bike,
or driving a car) without conscious thought. If, every time we set out to perform one of these tasks, it
was a complex as the first time, we would be severely limited in our accomplishments.
Our neurology creates anchors that allow us to respond to situations quickly and efficiently. The
drawback is, that although these anchors worked well when they were created, they may not be
appropriate at this time. Fortunately, we can change, or reprogram, these anchors to get a desired
result from a specific stimulus. This is done with care for the individual's personal ecology, ensuring
that the proposed change will not actually cause harm or discomfort to the person. Once changed,
the anchor remains changed until action is taken to change it again. Our neurology is lazy; it prefers
to get us through life with as little effort as possible. That's why anchors from our childhood are still
operating in our adult lives, even though we may prefer something different.
Anchoring is simply classical conditioning. It is the pairing of a stimulus with a response. The
response we are choosing is a state of consciousness. The object is to get into the state of mind,
into the state of consciousness, and then set up the signal, the anchor. An anchor can be a touch, a
word, a smell, a sound, or a taste. Kinesthetic anchors are the easiest to learn and duplicate. Once
we have accessed the appropriate internal representation, we can establish an anchor that will be
our external link to that state of consciousness. The guidelines apply whether you are setting
anchors for yourself or facilitating a partner or client.
Establishing anchors is being able to ‘imprint’ something by catching moments when information will
be associated with positive or powerful internal states. During Pavlov’s experiments with his dogs,
there was two ways in which to create a response. One was through repetition; the continual
association between a stimulus and a response. The other had to do with connecting an intense
internal state to a particular stimulus. For example; people remembering the details of highly
emotional experiences with no repetition at all. The association is made immediately.
An anchor is best established by first pairing the stimulus with the experience, then going through a
cycle in which the experience is continually elaborated during which the anchor repeated. The more
that can be elaborated or elicited with respect to the experience, the deeper and richer the response
will be when the stimulus is applied.
There are a number of different anchors we are familiar with. Natural anchors are stimuli that occur
in the home, work, or another environment the may pair a certain stimulus with a particular
response. Anything that can occur within the natural framework of daily life can be considered a
natural anchor. Some individuals have a natural tendencies towards certain types of anchors
because of their natural or learned representational abilities. Such as a visually oriented person
maybe more sensitive to visual cues, and kinesthetically oriented people will be more responsive to
tactile cues, etc. Covert anchors tend to be the most powerful because they set outside the
conscious awareness of individuals. They bypass conscious filters and interference that keep getting
in the way, thus making them a powerful form of influence.
Anchoring (cont.)
Theory:
A. Definition: Any time a person’s in an associated intense state, if at the peak of that experience,
a specific stimulus is applied, then the two will be linked neurologically.
B. Anchoring can assist you in gaining access to past states and linking the past state to the
present and future.
C. Stack anchors: to intensify the response by adding additional states upon the already existing
anchor, creating a higher peak emotion.
Process:
Four Steps to Anchoring:
1. Have the person recall a past vivid experience
2. Provide a specific stimulus at the peak (see chart below)
3. Change the person’s state (break state)
4. Set off the anchor to test
Four Keys to Anchoring

1. The intensity of the experience - has to do with how fully a particular state or response has been
accessed. If a person has accessed only a small amount of the state or experience you’re
anchoring, then the anchor can only be associated with that particular amount of response.
2. The timing of the anchor - this relationship in time between stimulus and response is one of the
key factors of effective association. The ‘laws’ of association: when two experiences occur close
enough together a sufficient number of times, the two become associated with one another.
The stimulus should be set when the response has reached about two-thirds of it’s peak and
should be held until just after the state stabilizes or begins to diminish, paired to the peak’s crest.
3. The uniqueness of the anchor - relates to the fact that some associations are so common they
make bad anchors because they already have been associated with so many others responses.
4. The replication of the stimulus - relates to the fact the stimulus must be actually paired with the
response. To verify the validity of the anchor make sure it’s repeatable a number of times.
Anchor State
Intensity
5 - 15 seconds
Time
State Elicitation Script
While the best states to anchor are intense naturally occurring states, it is often useful
to elicit powerful desired states in others as well.
The key to eliciting a state is to:
Be totally in that desired state while eliciting it in the other person.
Steps to state elicitation:
1. Establish Rapport and get into the desired state being elicited using
tonality and physiology appropriate to that state.
2. Ask the following questions:
“Can you recall a time when you were totally (desired state)?”
“Do you remember a specific time?”
“As you go back to that time now, go right back to that time, and be there now! Float
into your body and see what you saw, hear what you heard and really feel the
feelings of being totally ________________!”
3. Calibrate the clients state using the sensory acuity to gauge when the peak of that
state has achieved.
Resource Anchors
A resource anchor is one of the most powerful techniques NLP has to offer. Before NLP, stimulus -
response conditioning was recognized just as a naturally occurring experience within the
environment. When John Grinder and Richard Bandler began to model Milton Erickson, they noticed
him using (unconsciously) many verbal and non-verbal cues as post-hypnotic triggers to help his
clients access resourceful states, change states or re-access a hypnotic trance again. Something
the client could not otherwise have developed on their own.
Your ability to create and establish strong resourceful anchors will serve your and your clients in the
most empowering way. Imagine the ability to change emotional states through-out the day at will.
How effective will you be as a coach or trainer when you can teach your clients to anchor themselves
into resourceful states? The number one problem individuals are challenged with on a daily basis is
the ability to make decisions which empower their lives. Though in order to make quality decisions
you MUST BE in a resourceful state of mind when deciding. When you’re feeling down or bad do you
have a tendency to make good or bad decisions? If you and your clients had a way to ‘feel’ better at
any given moment, don’t you think it would enhance your life and the lives of others around you?
Establishing a Resourceful Kinesthetic Anchor
1. Identify and elicit a state you want to anchor. Find a specific time in the past when you fully
experienced that state. ie; “Can you recall a time when you were totally _____?”
2. Relive the experience, associating yourself fully in your own point of view (associated). See it
trough your own eyes; “See what you saw, hear what you heard, and feel what you felt.” Take an
inventory of internal and external cues of the environment, other people, sounds and self-talk.
3. Select before hand a unique anchor on some part of your body that will not get diluted throughout
the day. When you are just about to peak during the experience set (K) anchor for 5-15 seconds.
(remember to always ask permission to touch the person you are working with.)
4. Break State
5. Fire off the (K) anchor in the identical position with the same pressure, for the same amount of
time originally done, wait for the intended response as state peaks, then release as peak levels off.
6. Break State
7. Test and future pace. Identify a situation(s) in the future in which you would like to feel differently
and imagine yourself in that moment while you fire off your (K) anchor. Calibrate!
Stacking Anchors
Stacking anchors is simply repeating steps 1-4 by adding to and strengthening the original anchors
intensity by deepening the emotional states attached to that one single anchor. Stack one state
(anchor) upon another until you’ve caused the anchor to become a powerful resource when needed.
Collapse Anchors
Sometimes it is necessary to extinguish an anchor, or even replace it with a more resourceful state.
One of the most common methods is through a process known as “systematic desensitization.” The
process has the client access and enter into a neutral or dissociated state, then introducing the
“problem state” slowly and in small doses. For example, consider someone who experiences anxiety
when they encounter dogs. The individual may close their eyes enter, into a (calm) anchored state
and then open their eyes for a brief moment of time, only as effectively as they can hold on to the
(calm) state, then close their eyes again remaining in this comfortable feeling. If they cannot, they
would close their eyes and re-enter and reinforce the neutral state until they feel completely
comfortable all the while looking at a dog(s).
Another and more powerful way to re-program the “problem anchor” is to collapse the anchor with
another anchor firing off the two anchoring together. It is most important to remember that the anchor
with the more emotional intensity will supersede the weaker anchor. So it’s of the utmost importance
that when collapsing an anchor upon another that the new, resourceful anchor has at least or more of
an emotional intensity attached to it. One way of making sure this happens is by stacking at least
three anchors to collapse the “problem” state.
1. Establish rapport and set the frame.
2. Decide upon which positive resourceful state(s) will be most useful.
3. Decide upon which negative state is to be collapsed.
4. Access and enter into the positive state(s) you’re eliciting.
5. Anchor this positive congruent state.
6. Break state.
7. Access and enter into the negative state you’re eliciting.
8. Anchor this negative state.
9. Break state.
10. Fire off the anchors simultaneously until they both peak.
11. Release the negative, while continuing to hold the positive anchor.
12. Hold the positive for 5 seconds, calibrate, then release.
13. Test. “So the next time you (encounter the trigger) what happens now?”
Chaining Anchors #1
Chaining is a technique used when a desired/resourceful state is significantly different from the
present state. It is used to take someone from one state to another when there is too much of a leap
to made neurologically. The technique consists of a two intermediate states between the present
state and the desired end state. It is a series of closely matched kinesthetic (K) anchored that
typically move away from, as an example; procrastination to motivation.
1. Identify the undesired state (1) the client wants to change.
2. Identify the desired end state (4).
3. Identify the two intermediate states (2 & 3) which will create movement from one state to the next.
Make sure the second, intermediate state is “away” from motivated state. The third, intermediate
state is a “toward” motivation state. And both should have a feeling of movement within them.
4. Elicit and stack each state separately on each individual knuckle.
5. Break states in between each anchored state.
6. To get from the first state to the last, fire off #1 anchor, during it peaking, fire off #2 anchor, hold
for 5 seconds then release #1.
7. Press and hold #2 until it peaking, then fire off #3 anchor, hold 5 seconds then release #2.
8. Fire off #3 until it peaks, then fire off #4 anchor, hold for 5 seconds while it peaks then release #3.
9. Break state.
10. Test by touching/firing off the first knuckle and calibrate the movement from the #1 state all the
way through until the desired end #4 state.
11.Break state.
12. Future pace; “Can you think of some time in the near future where in the past you may have
experienced that old emotional state, and now noticed what happens.”
Chaining Anchors #2 - There are two ways to fire off the chain to produce the desired end state.
The second method is to replace steps 6, 7, and 8. With; Fire off the #1, at its peak fire #2, releasing
#1, at its peak, then fire #3, at its peak, release #2, fire #4 waiting for it to peak, release #3 to end up
in the desired end state.
1 2 3 4
Present Intermediate Intermediate End
State State#1 State#2 State
Circle of Excellence
Circle of Excellence is a basic self-anchoring process originally developed by Dr. John Grinder co-
creator of NLP. Circle of Excellence can be used to elicit, create and stabilize desired states.
1. Relive the experience: Stand up and let yourself go back to a memory to a time when you
felt very confident, abundantly confident, calm, and empowered. Relive that moment, seeing what
you saw, hearing what you heard, and feeling what you felt. Relive another event and then another
and stack these events.
2. Circle of excellence: As you feel the confidence building inside of you, imagine a three
foot circle on the floor in front of you. Imagine this circle has a color inside of it. What color would
you choose? Would you like your circle to have a sound associated to it, like a hum or buzz? And
when your feelings are peaking and at their fullest, put all your positive, confident feelings inside of
this circle with the color you choose to represent your personal power. Then when, and only when
you have empowered your circle with these feelings, step into the circle and breath in all those
feelings of power and confidence. Taking three deep breaths noticing how empowered you feel now
being inside of your circle of excellence. Notice the feelings of confidence and power you have
inside of your circle. Now, step outside of the circle leaving all the feelings of confidence, calm, and
power inside your colored circle in front of you.
3. Select cues: Now think of a time in your future when you want to have these same
feelings of confidence. See and hear what will be there just before you want to feel confident. The
cue could be the site of the next fairway, your briefcase, your front door, or hearing yourself being
introduced. Notice exactly what those cues are, be very clear about them.
4. Linking cues: As soon as your cues are clear in your mind, step back into your circle and
feel those confident feelings again. Imagine the situation unfolding around you in the future with
these confident and calm feelings fully available to you now.
5. Future pace: Now step back out once more, leaving those confident, calm, and powerful
feelings inside the circle. Outside the circle, think again about that up coming event. You’ll find you’ll
automatically recall the same confident feelings you had when you were inside your colored circle.
This means you’ve already pre-programmed yourself for that upcoming event, feeling better about it
and it hasn’t even happened yet. When it does arrive, you’ll find yourself naturally responding with
more confidence, calm, and power. Repeat this exercise with many other challenging events which
may cause you to feel any less than powerful.
Change Personal History
The roots of most of our behavior and responses lies in our past. Symptoms present themselves in
the present but often the cause manifested itself in how we represented the experience in the
moment it happened, in the past, thus creating an internal ‘map’ of the experience in which, in the
present, we respond. One way, to change our present behavior, is to re-experience it with added
resources. A way to re-represent our ‘map’ of the past is to recreate our internal ‘map’ of the event
by adding resources in the present and bring them back into the past event. We do this by a
“transderivational search” of the problem event. Using an anchor to establish stability of the state, go
back to find the particular emotional response along a mental or physical time-line, (ie; walking a line
on the floor.) Then using a resource anchor, bring these new resources back into that particular
emotional event by giving the individual a new perspective into this ‘temporal relationship’ allowing
the person to access new understandings, resources and choices not available at the time of the
original experience.
1. Identify the problem state.

A invites B to experience the problem state by asking; “Think of a time when things didn’t happen
the way you wanted them to, and you’d like to feel differently about this memory.”
2. Access and anchor #1 problem state.

“When you think about that memory now, do you still feel bad?” As B accesses this state, A anchors
it with a (K) touch and calibrate.
3. Test anchor #1 - Break state.
4. Identify resource.
“What resources would have made it possible for you to have had a much more satisfying and useful
experience in this situation.”
5. Access and anchor #2 resources state.

“Think of a time when you experienced a lot of that resource.” As B accesses the resource, make
sure she is associated into it , with a full response. Anchor it with a different touch, and calibrate.
6. Test anchor #2 - Break state.
7. Integration of states.
“Take this resource (fire #2) back into the problem memory (fire #1) and find out what happens with
this resource fully available to you. Watch and listen to all that happens as you relive that old
experience in a new way. Take all the time you need, and let me know when you’re done.” Calibrate
to the integrated state that develops as the two states mix. (This time you want the person B to
re-associate INTO the problem state, with the new resources.)
8. Test integration.
Fire #1, or ask about the problem memory, and observe B’s response. (If you get the problem state
response, rather than the integrated response, back track as appropriate to re-anchor resource and
choose a different response.)
New Behavior Generator
The new behavior generator process is used to move from a dream/goal to action. It was created by
John Grinder in the late 1970’s. This is an elegant strategy which can be applied to almost any new
desired behavior. The basic steps involve forming a visual image of a desired behavior,
kinesthetically associating into the image on an emotional feeling level, and verbalizing any missing
or needed ingredients. The goal of this process is to do a mental dress rehearsal by generating
imaginary scenarios coupled with kinesthetic representations so the conscious and unconscious
minds have neuro-pathways already in-place.
1. Select a new behavior you would like to have, or one you’d like to become more competent
in.
“If I could already achieve my new goal, what would I look like?”
2. Take the director’s chair point-of-view of your mind. Picture yourself achieving the goal
3. From a dissociated perceptual position, watch the scene unfold. Then direct the actors
until the scene looks like the actors playing you has complete competence in this new behavior.
Also take notice of the responses of the other actors in the scene.
4. Listen to the sound track and edit it until it sounds as if the actor playing you has
competence in the new behavior. Create as much detail in all 3 representational systems (V,A,K)
as possible.
5. Mix the film and sound track and edit the scene till you feel completely satisfied with the
actor playing you in this new behavior. (Remember, details are most important)
6. Finalized the new behavior completely, step into the picture, fully associate (replace the
actor playing you) into it and run through it as if you are performing the behavior. Notice an
internal or external signal you can use to trigger (anchor) this behavior later.
7. Rehears the scene until it’s exactly as you would like to be performing it.
Make sure:
(V) It looks like you are performing the behavior naturally
(A) Something tells you that you are performing the behavior naturally.
(K) You feel like you are performing the behavior naturally.
8. Test the new behavior. At a later time in the outside environment, when the opportunity
presents itself, try this new behavior. Recreate the internal/external signal (Fire anchor) to trigger
new skill.
SECTION 5
Language Patterns
“Speak properly, and in as few words as you can, but always plainly;
for the end of speech is not ostentation, but to be understood!”
~ William Penn ~
Language Mastery
The Use Of Language in any culture is the link between thoughts, troubles and aspirations of
an individual and to the survival of it’s people. Language is the bridge by which we “connect” two
worlds together when we speak. It is one of the primary survival mechanisms we use to further our
existence on this planet. We’ve also used our inherent ability of language as a tool to better
communicate our ideas and thoughts, defining, shaping and creating a more concrete paradigm. The
human being is so adept at communicating that by the age of four, most humans have the ability to
communicate through oral language. By six or seven, most can comprehend, as well as express,
written thought.
This unique capability of language mastery is what sets us apart as human beings from all other
animals. Language is the one essential component that is unique to our animal species. In his book,
Eve Spoke, evolutionist Philip Lieberman admitted: “Speech is so essential to our concept of
intelligence that its possession is virtually equated with being human. Animals who talk are human,
because what sets us apart from other animals is the “gift” of speech.”
Speech is a peculiarly human trait. Steven Pinker, director of MIT’s Center of Cognitive Neuroscience,
stated in The Language Instinct: The New Science of Language and Mind:
“As you are reading these words, you are taking part in one of the wonders of the natural
world. For you and I belong to a species with a remarkable ability: we can shape events in each
other’s brains with remarkable precision. I am not referring to telepathy or mind control or the
other obsessions of fringe science; even in the depictions of believers, these are blunt instruments
compared to an ability that is uncontroversially present in every one of us. That ability is
language. Simply by making noises with our mouths, we can reliably cause precise new
combinations of ideas to arise in each other’s minds. The ability comes so naturally that we are
apt to forget what a miracle it truly is.”
The Basic Components of Human Language involves both receptive language use, which
occurs during the comprehension or understanding of words, and sentences and productive language
use, which involves idea generation and the articulation of words in speech. Both utilize the four basic
structural components.
1. Phonology: The system of the sound segments that humans use to build up words.
2. Semantics: The system of meanings that are expressed by words and phrases.
3. Grammar: Rules by which words and phrases are arranged to make meaningful statements.
4. Pragmatics: Patterns that determine how humans can use language in particular social settings for
particular conversational purposes.
We have all heard the cliché - “words hold power.” With each word we choose to represent our map of
our world, it literally shapes, defines, expresses, and indicates our beliefs, motives, attitudes and our
behaviors. We can tell more about someone from their language and the use of their vocabulary. We
give more away in our words than our fashionable wardrobe displays. Words hold the power to kill, to
laugh, to love, to heal. One can also use language to influence another’s behavior by guiding their
internal representations, thus affecting change at the conscious and unconscious level. Begin now to
become more aware of the power of your language of how, when and where you use it. Always
remember; it’s the intention of your words and how one responds to your interaction which hold the key
Language Mastery (cont.)
Presuppositions of language:
* Language shapes our reality, because it’s literally accepted by our subconscious mind.
* Language represents thought. So it represents how we filter and perceive reality.
* Changing our language changes our thinking, which changes our reality.
* “You become what you think about, all day long.” Emerson
As English speaking people, we are deeply affected by our verb-oriented language. We have
historically been an action-oriented culture, producing great influence wherever our participation in
the world has been expressed. By contrast, the Chinese language is very noun-oriented and the
culture traditionally places value on things that stay the same. Language shapes the way cultures
perceive and interpret the world around them. For example, in the Hopi language, there is no word
for now. In order for the Hopi to have a word for now, they would be required to be outside of the
now to describe it. The Hopi have a very different perception of time than most cultures and live in
the moment rather than the past or future. The Tasaday tribes in the Philippines have no word for
war. As a consequence, they have never been at war. There is no word for lie in certain Native
American tribes therefore not telling the truth is a foreign concept.
In the realm of health, Norman Cousins studied over two thousand patients researching the
consequences of language on health. The moment a patient received a label such as cancer, AIDS,
MS, heart disease, etc., that patients immune system weakened dangerously. When a patient was
given a very vague label of their health, that patient's immune system strengthened dramatically.
During the Great Depression, in the headlines and throughout the press, the favored statement to
describe the country's condition was crippled. Is it just a coincidence that within a few years, the
country experienced an epidemic of polio?
The English language (750,000 words) is a cornucopia of word choices. There are more words in
the English language than in any other language, Germany comes close is with approximately
350,000. And yet the average English-speaking person uses approximately 2,000 words in their
everyday vocabulary, one-half (1/2) % of what our language offers. The choice to change your
language will have the largest, generative effect on our thinking and behavior than any other system
of personal improvement. This dares to be repeated -The choice to change your language will
have the largest, generative effect on our thinking and behavior than any other system of
personal improvement. When we change our language, we change our thinking. When we
change our thinking, we change our reality. When we become awake to our language, we utilize a
key tool (UCM) in programming, the other 90% of our brain. You become fully potentialized out of
your limitations and into the world possibilities.
We create our world of experience through our thinking. Our thinking is symbolized by words used
in our internal self-talk and in our conversational language. The words we choose provide a window
into our beliefs, values and perspectives on the strategies that influence our lives. As we speak
words, millions of neuro-synaptic responses are being fired off in our nervous systems, creating
emotions. Both our internal self-talk and our conversational speaking help create our emotional
states. When we learn to control our language, we control our emotions. Thus we’re required to
have control over the language, which produces those emotions. Begin now, make it your task in life
to become fully aware of the language you choose to create and shape your world!
Linguistic Presuppositions
These are ten types of Presuppositions which are inherent within our language. They
are linguistics assumptions and are useful for both recognizing what is assumed by
the client’s speech and assisting in creating I/R’s for the client. They will help you
recognize what’s apparent in another’s beliefs, and model of their world. Using them
will give you the ability to change another’s IR’s and perspective in their world.
Ten Types of Presuppositions:
1. Existence -
2. Possibility/Necessity -
3. Cause & Effect -
4. Complex Equivalent -
5. Awareness -
6. Time -
7. Adverb / Adjective -
8. Exclusive OR -
9. Inclusive OR -
10. Ordinal -
Presuppositions or Mind Reads
In the following sentences, distinguish between the presuppositions and the mind reads in each.
Put a ‘P’ or an ‘M’ next to each blank a, b, c, and d, to the one you believe to be correct. It is vitally
important to be able to distinguish between the two concepts. Mind reads are inferred meanings we
placate upon another’s perspective. Thus being able to understand how we the true meanings
behind someone’s intent can make the difference in our communication becoming more effective.
1. “I’m not sure whether or not I should stop beating my wife.”

_____ He has a wife
_____ He loves his wife
_____ He currently beats his wife
_____ He’s a low life slob who should be shot
2. “I don’t see why I can’t, all my friends are doing it!”

_____ He feels that he is treated unfairly
_____ He wants to be liked by his friends
_____ This person’s friends do something he doesn’t do
_____ All his friends are bums who should be shot
3. “If I don’t learn how to communicate with my boss, I won’t get a raise.”
_____ He feels he’s treated unfairly
_____ He doesn’t know how to communicate with his boss
_____ He wants to learn new behaviors
_____ His salary is connected to his communication skills
4. “I have to set up unrealistic expectations.”

_____ He can’t stop making unrealistic expectations
_____ He feels trapped
_____ He has expectations
_____ He knows when he’s being unrealistic
5. “I want to be better at managing my money.”

_____ She has money
_____ She’s never managed her money
_____ She’s just taken an accounting class
_____ She believes it’s better to manage her money
6. “I’m feeling much better now.

I can see how some of the things I was doing just made me unhappy.”
_____ Some behavior he’s engaged in was related to some internal state
_____ He has feelings
_____ He has much more control of his life now
_____ He fixed himself, so he shouldn’t be shot
Linguistic Presuppositions
Please identify which linguistic presuppositions are being used in the following statements.
1. “If the cat meows, I’ll have to put him outside.”
_________________________________________________________________________
2. “I can’t afford to invest in any advertising, because I don’t have enough clients coming in.”
_________________________________________________________________________
3. “It was her friendly smile that made me walk up and say Hello!”
_________________________________________________________________________
4. “If only he had come home on time; then the party wouldn’t gotten out of hand.”
_________________________________________________________________________
5. “People have always given me more to do than I can handle.”
_________________________________________________________________________
6. “You should start your new project as soon as possible.”
_________________________________________________________________________
7. “First you build rapport, then the clients will trust you.”
_________________________________________________________________________
8. “Stop watching others succeed, and start doing something about it.”
_________________________________________________________________________
9. “His easy going personality is good for P.R.”
_________________________________________________________________________
10. “Only you can learn this.”
_________________________________________________________________________
11. “Either she goes to the store or I do.”
_________________________________________________________________________
12. “First the winds came, then the rains.”
_________________________________________________________________________
Transformational Language
Words are symbols. Each word carries with it images, sounds and feelings. Because of this, our
subconscious takes our language literally. As we speak, we are programming our subconscious.
We are usually unaware of how the words we choose penetrate our health, outcomes and
behaviors. The words that empower us most are those that propel us towards our outcomes,
where we are held responsible for our choices, in the direction of those things we desire. Words
of disempowerment will keep us stagnant and stuck in a non-productive frame of mind. The use
of empowering words and language will upgrade your mental outlook.
DISEMPOWERMENT EMPOWERMENT UPGRADE

Decide My choice is
I would I will
I could I can
I wish My highest choice
Doesn’t it? Does it
Cant you? My choice is
If / then When / my choice is
Almost It is, or isn’t
Probably I will
Try I will
It’s hard It’s a challenge
I don’t know I choose to know / I’ll find out
I’ve got to I choose to
I must I will, I choose
CAUSAL LINKAGES
Weak - And, With, Also, Then,
Medium - As, While, Since, Such As, So, When, Yet,
Strong - Makes, Causes, Forces, Requires,
NEGATIONS
The unconscious mind does not process a negative thought. All negations hold within them
embedded commands or statements. If someone says to you, “Don’t think about a blue tree”,
what is the first thing that you have to think about, a blue tree! You can’t think about what you
don’t want to think about, without thinking about it. Think about it! Using negations can be a
hindrance or a benefit in your everyday conversations with others. Depending how you use them.
NEGATIVE APPLICATIONS POSITIVE APPLICATIONS

Don’t think about smoking cigarettes Imagine filling your lungs with fresh air…
Don’t think about your problem…… What solutions can you imagine that…..
Can’t you see this doesn’t help… You can see there are helpful ways to….
I wouldn’t trust your conscious mind… Your unconscious mind is seeking a new...
Ask Yourself...
“What is the one question I can ask myself

that will cause the most positive change
within someone’s else’s thinking, by them
having to accept the underlying
presuppositions inherent in the question?”
“I know you were wondering... and it a good thing to wonder, because

it’s those thoughts you are thinking, that means, You are learning many
new things here in class, and all the things, that you can learn, your
participation goes deeper than you understand, and you can, can’t
you? One can you know, and it’s more or less the right thing to do, as
you’ll notice your thoughts, breathing in and out, listening to your
internal voice, just placing your attention on your breathing causes you
to relax now or by taking a deep breath will cause you to go deeper
than you ever have before... right now, don’t you feel this is something
you can do this? and it just reminds me of a time I had a conversation
which another practitioner who was explaining to me about a client he
had who was a real estate agent who was speaking to his boss in San
Diego about his wife wanting to do some work with her friends to feel
better about her husbands father and mother and said, the walls have
ears, whether they hear here or they were visiting relatives, I’ll be
speaking about the heaviness of your head and hands, just become
aware of your head right now into a deep trance... that’s right!
Hierarchy Of Ideas
Abstract/Vague to Specific/Detailed Thinking
Purpose Chunking Up
• Move boundaries conditions Move from specific terms to general .
• Find intention behind demand For agreement / Alignment
• Negotiate
Chunking Down
• Create metaphors
Move from general/specific to the
• Discover better options
more specific or to components/parts.
• Gain awareness of prob-
* Chunking Up To Big Picture
* Abstract - Milton Model
IN TRANCE
Existence
To chunk up, say: Movement To chunk down, say:

For what purpose...?
What is this an example of? What specifically...?
What is your intention? What are examples of this?
Transportation
Boats - Buses - Cars - Planes - Trains
Classes & Categories Parts
BMW - Chevy - Cadillac Wheels - Doors
Tahoe - Corvette Rims - Hub Caps
Stingray Lug Nuts
* Chunking Down To Details

* Specific - Meta Model
OUT OF TRANCE
Hypnotic Language Patterns
1. Mind Read - Claiming to know the thoughts or feelings of another without specifying the process
by which you came to know the information.
“I know you were thinking...” or “I know you were wondering about ...”
2. Lost Perfomative - Value judgments where the performer of the value judgment is left out.
“and it a good thing to wonder...” or “to relax feels good to go deeper...”
3. Cause & Effect - Where it is implied that one thing causes another. Implied causatives
include:
C > E or Makes / If ... Then / Makes me feel... / As you... then you... / ...because ...
“because it’s those thoughts you are thinking which leads you relax and go deeper still..”
4. Complex Equivalence - Where two things are equated - as in their meaning being equivalent.
“That means...” or “The fact you’ll be able to relax and go deeper still means you’ll be able...”
5. Presuppositions - The linguistics equivalent of assumptions.

“You are learning many new things here in class...” or “Your learning’s allow you to change....”
6. Universal Quantifier - A set of words with a universal generalization / no referential index.

“And all the things...” or “You can always go deeper when...” or “ he never / every / any”
7. Modal Operator (MOP’s) - Words which implies possibility or necessity, and which forms
rules.
“That you can learn...” or “You’ll see all the opportunities to change when...”
8. Nominalization - Process or actions words (verbs) frozen in time by turning them into
nouns.
“Your participation goes deeper than you understand...” or “ My relationship seems stagnant...”
9. Unspecified Verb - Lack of specific action taken.

“And you can,” or “ And you are...” or “And he did, didn’t he?”
10. Tag Question - A question added after a statement designed to tie-down responsiveness.
“... can’t you?” or “...wouldn’t you?” or “...isn’t it?” or “...aren’t you?” or “...didn’t he?”
11. Lack of Referential Index - a phrase that does not pick out a specific portion of the
listeners
Experience. Does not suggest to whom or what it refers to.
“ One can you know.” or “They have all they need...” or “ It was them that decided to...”
12. Comparative Deletion - Where the comparison is made and it is not specified as to what
or whom it was directed or made.
“And it’s more or less the right thing to do.” or “They’ll find it’s the best way to do it, won’t they?”
Hypnotic Language Patterns cont.
13. Pace Current Experience - Where the clients experience (verifiable, external) is
described in a way which the statement is undeniable.
“Because, you’re sitting there, listening to my voice, thinking those thoughts, looking at me...”
“As you’ll notice your thoughts, breathing in and out, listening to your internal voice, just feeling...”
14. Double Bind - When only two options are presented assuming one or the other will
occur. It gives the listener two choices, both of which bind them to the same outcome. The well
known phrase "heads I win, tails you lose" is an example of this. In selling, the double bind is
commonly used for closing through the phrase, "Would you like to pay cash or by credit card?"
Both outcomes bind the person to a sale, whereas the third option, that of not buying, is
intentionally excluded from the list of choices.
“And I don’t know if placing your attention on your breathing causes you to relax now or by taking
a deeper breath will cause you to go deeper than you ever have before... right now!”
15. Conversational Postulate - Statements which has taken the form of a question to which
would normally get a Yes or No response that avoids an authoritarian direction yet has an
compelling feeling to act upon it’s response. “Can you shut the door?”
“Do you feel this is something you can do this?” or “Isn’t there anything you can do something?”
16. Extended Quote - Draws the listeners attention, completely distracts them from the
original speaker’s point of view they can no longer keep track of where the conversation was or
maybe going. It confuses the CM looking to attach itself to any logic point made by the speaker.
“This reminds me of a time I had a conversation which another practitioner who was explaining to
me about a client he had who was a real estate agent who was speaking to his boss in San
Diego about his wife wanting to do some work with her friends to feel better about her husbands
father and mother so they could go... “
17. Selectional Restriction Violation - Statements assuming that inanimate objects have
feelings. A sentence in that only humans and animals can have feelings.
“As your bed beckons to you.” or “The walls have ears.” or You’ll upset my car if you say that!”
18. Ambiguity - Ambiguity occurs when one sentence, phrase, or word has more than one
possible meaning. It produces confusion and disorientation in the listener while they try and work
out the meaning. This stalls the conscious mind for a few valuable moments that can be used to
develop a trance state or deliver suggestions. There are (5) main types:
A. Semantic - Bank/Bank, Ball/Ball, Present/Present Pitch/Pitch
B. Phonological - Hear/Here, There/Their, But/Butt, See/Sea, Wait/Weight
C. Syntactic - They are visiting relatives, Teaching teachers, Speaking to you as one who knows
D. Scope - The old men & women, Weight of your hands & feet, Disturbing noises & thoughts
E. Punctuation - I want you to begin to notice your hand me your pen.
Just become more aware of how your head deeper into trance.
19. Utilization - Utilize all the things happening or said with your and/or your clients
experience.
Client: “I am not sold!”
Response: “That’s right, you’re not sold, yet... because you haven’t asked the one question that
will have you totally and completely sold now... won’t you?”
Meta-Model
SUMMARY OF META-MODEL QUESTIONS
DISTORTIONS
1. Mind Reads - “ He doesn’t think I’m good enough”

Claiming to know someone else’s internal process (thoughts & feelings) without identifying the
process or sensory based data used to determine the information.
Meta-Question - How do you know?

Meta-Effect - Recovers source of information.
2. Lost Perfomative - “ You’re not good enough unless you’re perfect.”

Making a value judgment without stating who’s opinion it is and acting as if statement is true.
Meta-Question - A. Who says? B. How do you know?

Meta-Effect - Recovers source of belief
3. Cause & Effect - “ You make me feel like I’m not perfect.”
Cause for one behavior/feelings is wrongly attributed to someone/thing rather than to oneself.
Meta-Question - How specifically?

Meta-Effect - Recovers choice.
4. Complex Equivalence - “ When you turn away, you don’t like me.”
Challenge the statements by asking if it is always true!
If it’s not always true, ask when specifically? If it is always true, switch referential index
while holding the generalization constant (eg. If A always happens when you do B to Jane,
will A happen if Jane does B to you?)
Meta-Question - How does ____ mean ____ ?

Have you ever _____and have it not ____? (counter-example)
Meta-Effect - Provides counter-example & recovers deep structure of CE.
5. Presuppositions - “If my wife knew how angry I get, she would do that anymore.”
Statements in which some unstated element must be assumed (pre-supposed) to be true in

order for the statement to make sense (to be true or false). That is, the surface structure of the
statements (the specific words and their meanings) omit or obscure the deep structure of the
statements (their underlying message or presupposed truths).
Meta-Question - A. How do you choose to...? B. How specifically? C. How is she reacting...?
Meta-Effect - Challenges the statement.
1. My wife acts in some way.

2. I’m Angry.
3. My wife doesn’t know I get angry.
Meta-Model
GENERALIZATIONS
6. Universal Quantifiers - “I never do it right.”

Nouns, adjectives or adverbs which presuppose total inclusion or exclusion. Uses
exaggerations to elicit response that narrows the perspective.
(All, Every, Always, Never, Everyone, Nobody... Etc)
Meta-Question - Never? Always? Everyone?

Meta-Effect - Recovers outcome, effects and counter-example.
7. Modal Operators -
A. Modal Operators of Necessity - “I must succeed.”

Verbs which presuppose a need or requirement within the statement (should, must, got to,
have to, need to, shouldn’t, must not, couldn’t )
Meta-Question - What would happen if you did? Didn’t?

Meta-Effect - Recovers effects and outcomes.
B. Modal Operators of Possibility - “I can’t stay in a relationship.”

Verbs which presuppose a choice or possibility (can/can’t, will/will not, may/may not,
possible/impossible)
Meta-Question - What stops you? What prevents you?

What would happen if you did?
Meta-Effect - Recovers cause.
Meta-Model
DELETIONS
8. Nominalizations - “My decision created a limitation in my life.”

Verbs, which are process words, which have been turned into nouns, now in a static condition.
A common nominalization is adding "-ing" to a verb to make it a noun.
Meta-Question - How are you deciding to limit yourself?

What unlimited possibilities do you want to be deciding now?
Meta-Effect - Recovers process. Turn back into a process.
9. Unspecified Verbs - “I can’t learn.”

Verbs which delete information about the process. Process words which are missing a
complete description and verbs that are, to a greater or lesser degree, unspecified.

Meta-Effect - Recovers process information.
10. Simple Deletions -
A. Simple deletions - “I’m not sure.”

Meta-Effect - Recovers process information.
B. Lack of Referential Index - “They aren’t sure.”
Meta-Question - Who specifically?

Meta-Effect - Recovers referential Index.
C. Comparative deletions - “She’s not sure.”
Meta-Question - Compared to whom or what?

Meta-Effect - Recovers comparative deletion.
Meta-Model
PATTERN RESPONSE PREDICTION
DISTORTIONS
1. MIND READING: Knowing someone’s internal state How do you know I don’t like you? Recover source of
EX: “You don’t like me.” information
2. LOST PERFORMATIVE: (Gather evidence) Recover:
Value judgments; person doing the judging is left out. Who says it’s bad? Source of belief,
EX: “It’s bad to be inconsistent.” According to whom? Perfomative,
How do you know it’s bad? Belief strategy
3. CAUSE & EFFECT: (A > B) (Find counter-examples) Recover choice
Where cause is wrongly put outside self “How specifically?
EX: “You make me feel bad.” How does what I’m doing cause you to
choose to feel bad?”
4. COMPLEX EQUIVALENCE: (A = B) “How does her yelling at you mean Recover complex -
Two experiences are interpreted as being synonymous she doesn’t like you?” equivalence
EX: “She always yells at me, she doesn’t like me.” “You ever yelled at someone you liked?” counter example
5. PRESUPPOSITIONS: 4. “How do you choose to suffer?” Specify choice & verb.
EX: “If my husband knew how much I suffer, Specify what husband
he wouldn’t do that.” 2. “How is your husband reacting?” does.
1. I suffer Recover internal reps &
2. My husband acts in some manner 3. “How do you know he doesn’t know complex equivalence
3. My husband doesn’t know I suffer you are suffering?”
GENERALIZATIONS
6. UNIVERSAL QUALIFIERS: (Find counter-examples) Recover counter-
All, Every, Never, Everyone, No One, Always... Etc. “ Never?” example,
EX: “She never listens to me.” “What would happen if she did?” effect, outcomes.
7. MODEL OPERATORS: A. “What would happen if you did?” Recover effect,
A. Model Operators Of Necessity (required) “What would happen if you didn’t?” outcomes.
Shouldn’t, Should, Must/Not, Have To, Need To, Recover causes.
B. Model Operators Of Possibility (Impossibility) B. “What prevents you?”
Can/Can’t, Will/Won’t, Possible/Impossible “What would happen if you did?”
EX: “I can’t tell him the truth.”
DELETIONS
8. NOMINALIZATIONS: Process words, verbs, that have Who’s communicating what to whom? Turn back into process,
been turned into nouns. EX: Communication / Relationship How would you like to communicate? recover deletion & R. I.
9. UNSPECIFIED VERBS: “How specifically did he reject you?” Specify the verb
Delete information about the process
EX: “He rejected me.”
10. SIMPLE DELETIONS: A. About what , Whom? Recover deletion
A. Simple deletion: EX: “I am uncomfortable.” Recover Referential-
B. Lack of Ref. index: fails to specify a person or thing. B. Who, Specifically, doesn’t listen to you? Index
EX: “They don’t listen to me.” Recover Comparative-
C. Comparative Deletion: Good, Better, Best, More/Less, C. Better than whom? Better than what? Deletion
Most. Least, Worst, EX: “She’s a better person.”
Metaphors
A therapeutic metaphor is one of the most elegant tools available for assisting people in the
process of transformation, healing and growth. The major purpose of therapeutic metaphor is to
pace and lead an individual’s experience through the telling of a story which helps that individual
access resources necessary for change. In a therapeutic context metaphors are used as tools for
transformation facilitating new patterns of thoughts, feelings and behavior. If constructed properly,
they are very successful and powerful in fostering the change because they communicate directly
with the subconscious mind, bypassing the critical faculty of the conscious mind.
According to Webster’s Dictionary, a metaphor is “a figure of speech in which a word or phrase

denoting one kind of object or action is used in place of another to suggest a likeness or analogy
between them” and involves “the transference of the relation between one set of objects to
another set for the purpose of brief explanation”. The following is a Jung's definition of a symbol:
"A word or an image is symbolic when it implies something more than its obvious and immediate
meaning. It has a wider 'unconscious' aspect that is never precisely defined or fully explained.
Nor can one hope to define or explain it. As the mind explores the symbol, it is led to ideas that lie
beyond the grasp of reason."
A metaphorical story in a therapeutic context consists of elements that symbolically represent the
client's problem and offers a solution to the client's problem in an indirect manner. According to
Robert Dilts, a metaphor is essentially a fantasy which places the “reality” of the listener at some
level. The meaning of a story or metaphor is typically not in the specific events that make up its
content (its ‘surface structure’), but rather in the underlying patterns or principles it conveys...
(it relates more to its ‘deep structure’).
The value of metaphor is that it can bypass conscious resistances, and serves to stimulate
creativity and lateral thinking in relation to a problem. Metaphorical thinking provides a gateway
between the conscious and the unconscious and between ‘left brain’ and ‘right brain’ processing.
Therapeutic metaphors encourage people to focus on the deeper structure relationships between
their reality and that of the story. The therapeutic value of the metaphor lies in the similarity of its
deep structure to the deep structure of the problem (formal properties), even though the surface
level characters and details (the content) are very different.
The fact that stories and metaphors are non-literal also makes it possible for them to provide a
way of thinking that is different from the way of thinking that is creating the problem.
One of the main characteristics of therapeutic metaphors is that they are open ended, thereby
allowing listeners to draw on their own resources for a solution.
Metaphors cont.
There are two major components in creating a therapeutic metaphor; symbolism and isomorphism.
1.-Symbolism involves the substitution of one ‘referential index’ for another. A metaphor is
defined as “a figure of speech in which something is spoken of as if it were another”. In the case
of therapeutic metaphors, the client and his circumstances are spoken of ‘as if’ they were the
characters in a story. A symbol is a character, situation or object that stands for some aspect of
the client’s reality.
2.-Isomorphism involves establishing similarities between the behaviors, relationships and

situations of different individuals (e.g. the client and the symbolic character).
In general, symbols will identify the structural aspects of the metaphors, while isomorphism will
deal with the relational or syntactic components.
The major elements of constructing a therapeutic metaphor, according to Robert Dilts, include:
transferring focus from the individual to some character in the story, pacing the individual’s
problem by establishing an isomorphism with respect to the behaviors, the events and the
characters in the story that are parallel to those in the individual’s situation, accessing resources
for the individual within the context of the story. Finishing the story such that a sequence of events
occurs in which the characters resolve the conflict and achieve the desired outcome.
Unorthodox psychiatrist, congenial family doctor, ingenious strategic psychotherapist and master
hypnotherapist, Milton Erickson’s influence has revolutionized Western psychotherapy. Thanks
largely to Erickson the subject of hypnosis has shed its shackles of superstition and is now widely
recognized as one of the most powerful tools for change.
Erickson emphasized in-direct communications to the so-called unconscious, the use of anecdotes
and metaphors to shift the frame of experiential reference, embedded (unconsciously marked-out)
language phrasings, the trance experience "itself" as a generalized metaphor to re-shape
consciousness, and what might be called a meta-level regression psychology, in which one
pointed not to the content of past experiences (to expose repressed traumatic material, for
example)...but to the structure of certain typical childhood (or life-stage) experiences of growing up
(what Ernest Rossi called "Early Learning Sets"), in order to utilize those structures as re-usable
metaphors to re-shape one's current (problematic) experiencing. Naturalistic and conversational
hypnosis as well as strategic interaction, metaphors, tasks, and his personal and creative
qualities were his major therapeutic tools.
Milton H. Erickson gives an account of how he used isomorphism while working with a couple
having marital difficulties over their sexual behavior. Erickson talked to the couple about their
eating habits. He found that their eating habits paralleled the individual sexual behaviors that were
causing the difficulty. The husband was a ‘meat-and-potatoes” man and liked to head right for the
main course, while the wife liked to linger over appetizers and delicacies.
For their therapy, Erickson had them plan a meal together ‘from soup to nuts’, in which they both
were able to attain satisfaction. The couple, of course, had no idea of the significance of the event,
but were pleasantly surprised to find that their sex life improved dramatically afterwards.
Metaphor Creation
The major purpose of a metaphor is to pace and lead a client’s behavior through a story.
The major points of construction consist of:
1. Displacing the referential index from the client to the character in the story.
2. Pacing the client’s problem by establishing behaviors and events between the characters in
the story that are similar to those in the client’s situation.
3. Accessing resources for the client within the context of the story.
4. Finishing the story such that a sequence of events occurs in which the characters in the story
resolve the conflict and achieve the desired outcome.
Basic steps to generate a Metaphor are as follows:

Premapping:
1. Identify the sequence of behavior and/or events in the problem:
This could range from a conflict between internal parts, to a physical illness, to problematic
interrelationships between the client and parents, a boss or spouse.
2. Analyze strategy:
Any consistent sequence of representations contributing to current behavioral outcome?
3. Identify the desired NEW outcome and resources:

This may be done at any level of detail. It’s important that you have an outcome to work for.
4. Establish anchors:
Include strategic elements involved in this current behavior and the desired outcome.
EX: Use one knee for problems and other knee for resources
Mapping strategies:
5. Displace referential indices:
Map over all nouns, (objects & elements) to establish the characters in story. Choose any
characters just as long as you preserve the character relationship.
6. Establish Isomorphism between clients situation/behavior and one of the story:

Map over all verbs (relationships & interactions) assigning behavioral traits such as strategies
and rep characteristics that parallel those in clients present situation. Pace & Lead!
7. Establish & access new resources:

May be done with reframing or re-accessing a forgotten resource, using created anchors.
Keep content ambiguous for the unconscious to choose the appropriate one.
8. Use non-sequiturs, ambiguities, & direct quotes:

Use these to break up sequence and re-direct any conscious resistance. Conscious resistance
does not interfere with metaphoric process.
9. Keep your resolution ambiguous as possible:

Allow the clients unconscious processes to make appropriate connections and changes.
Collapse pre-established anchors and future pace.
Metaphor Script
1. Gather information about the client’s hobbies, activities, family, friends, and what’s important
to them in their life. Anything may serve as viable resources and/or characters in the story.
“What do you like and/or what are you most passionate about ?”
2. Elicit problem state. “What’s the problem?” Write it down exactly as client states their issue.
To get to the deeper core issue you may even ask: “And how is that a problem for you?”
3. Determine best possible solution to clients presenting problem.
4. Send client away out of room.
5. Chunk up on their issue by asking yourself; “What is this an example of?”
6. Chunk laterally on this answer you get from question #5 by asking:

“what are other examples of this issue which pertain to what they like or
are most passionate about in their life?”
7. Use one example as the basis of your metaphor and create a story which will pace and lead
your client to an epiphany in terms of the characters resolutions.
8. Keep the ending ambiguous and the best possible solution to their issue.
9. Call client back into the room.
10. Associate the client back into problem state by asking:

“What I heard you say was...” Feed it back to the client exactly as they initially stated
it.
11. Deliver the metaphor.
12. When completed, calibrate for the response you receive. Did it work for them?
Frames of NLP
As if Frame - An ‘As If’ frame is critical as it establishes an outcome in negotiations. This
allows for relevancy challenges later in the negotiations. First establish rapport, respect, and a
tone for agreement. These are very useful because they displace resistance. ‘As If’ linguistic
pattern enables you to elegantly disagree with someone whilst maintaining rapport. The key word
to avoid is “but” as it negates the preceding sentence. Use the word “and” instead.
• For an outcome, act as if you have already achieved your outcome.

• When negotiating or problem solving, you can explore other possibilities by saying,
“Let’s proceed as if I agree to this demand or take your proposed course of action.
What would you do for me, or what would happen as a result?”
• If a key person’s missing from meeting, “Let’s act as if Sue’s present. What would she do?”
• EX: “Can you act as if you have it already?”
• OR: “Just suppose....”
• OR: “Yes, there IS an up-front investment, but just suppose you made the
investment and you started seeing all this success...”
Agreement Frame - Establishes a tone of agreement and respect before stating your point.
• “I appreciate ___________, and ....”
• “I respect ____________, and .... “
• “I agree ____________, and ...”
Evidence Frame - Simply, how will you know when you have achieved your outcome? What will
you see, hear, feel or experience? The evidence frame is used as a gauge to assess how well you
are progressing towards your outcome and to know when your outcome has been achieved.
• EX: “How will you know when you have it?”
• Used when determining or setting outcomes
Backtrack Frame - Used check agreement / understanding during and conclusion of

meeting, update a new arrival or to restart discussion. Accomplished by reviewing available
information using keywords and tonality of those who brought the information and to ensure
understanding .
• EX: “In a moment, I’m going to ask you to backtrack and tell me what we’ve discussed...”
• Used when you want listener to really pay attention, focus.
Ecology Frame - Is your outcome congruent with other outcomes that you have or plan to set?
(e.g., body systems, family, work environment, community)
• Ecology is the study of consequences.
• Asking questions that ask “Is it safe to you, safe to others, and safe to the planet?”
Relevancy Frame - Ask how a statement, behavior or feeling help to achieve agreed outcome.
• EX: “How does that relate to what we’re (doing, discussing, etc.) here?”
• Used during discussion, and to pull the group back into the agreed-upon outcome.
Contrast Frame - How is this different from what you’ve have/done?

• EX: “I look forward to assisting you in reaching your $1 Billion goal,
and your investment will be $67,000.”
• OR: “How will you know when the problem is gone?”
SECTION 6
Strategies
"We can't solve problems using the same kind of thinking used when we created them!”
~ Albert Einstein ~
Strategies Theory
DEFINITION:
A specific syntax or sequence of external and internal experience which consistently produces a
specific outcome. It also can be described as a specific pattern of thoughts and behaviors which
produce a predictable and replicable outcome/result. Strategies relate to the “program” part of
Neuro-Linguistic Programming. People do not operate and/or behave effectively in the world
through random, haphazard associations or reflexes. Effective individuals develop consistent step
-by-step procedures for solving problems, making decisions, creating plans, motivation, etc.
These specific sequence of mental steps are called “strategies” in NLP.
Our human experience is an endless series of representations. In order to handle and deal with it,
instead of as one endless sequence of representations, the mind makes it useful by suspending
the process and contextualizing it in terms of outcomes. In this section we will be exploring a
number of different strategies such as Motivation, Decision, Love, Learning and Spelling
strategies. In NLP the most important aspect of a strategy is considered the representational
systems used to initiate the specific steps. NLP provides us with certain tools and distinctions that
can be used to map out the cognitive processes which we use on a daily basis to produce results.
Basically, NLP discovers how individuals use our neurological processes (seeing, hearing,
feeling, smelling and tasting), to utilize with our language, and how the two are combined to
produce a particular program or strategy. As Robert Dilts says: “According to the NLP model it is
the way we organize our sensory and linguistic functions into a programmable sequence of
mental activity that determines to a large degree who we will perceive and respond to the world
around us.”
Historically, NLP was developed in California around the same time another important
technological and social revolution was being born - the personal computer! As it has been true in
other periods of time in history, developments in our understanding of the mind mirror
developments in technology, and vice versa. Much of the theory and attitude of NLP is based
upon viewing the brain as functioning similar to a computer. Much of NLP terminology (and the
name itself) incorporates the language of computer science. Like a computer program, a strategy
defines a process that is independent of the data or content being processed. For example, the
sequence of sensory information used in a memory strategy may be applied to remember things
in many different contents (phone numbers, dates, names, spellings, faces, etc.) Likewise, the
sequence of mental steps used in a decision making strategy may be applied to decisions of
many different types.
Throughout the course of our lives, our rep systems synesthesia patterns and language
processes become organized together into the consistent sequences or strategies that make up
our capabilities and personality. Strategies sequences are generally organized in a way that
reflects the feedback loop through which information typically flows through a system. Information
is 1-input to the system through 2-interface mechanism that 3-passes information to the
core of the system. It’s organized and processed and then 4-transformed into the systems 5-
output. The output effects the system in a way that produces 6-feedback which reenters
the system as new input. According to NLP, great minds and leaders of history have achieved
greatness because they have managed to form elegant and effective strategies for operating in
Working With Strategies
ELICITATION - The first step is to discover the persons strategy through the process of
elicitation. It is the process of drawing out and defining the particular steps of an individuals
cognitive program or strategy for some activity or mental ability. Effective strategy elicitation
involves the ability to recognize and read eye accessing cues and sensory specific language
patterns. And, mapping or “notation” of the strategy sequence.
DESIGN - Next is to change the strategy to produce a more desirable outcome for the individual.
In creating a strategy it must secure a particular outcome in the most efficient and effective
manner when there is no appropriate strategy immediately available. The strategy must contain
all the necessary tests and operations needed to guide the sequence of behavior and to gather
the information and feedback required to obtain the desired outcome.
INSTALLATION - The purposeful step-by-step process followed in order to help someone

internalize a new cognitive strategy. There are two basic ways to install a strategy sequence:
1-thorugh anchoring and inserting the steps of the strategy and 2-through rehearsing the strategy
sequence ( a form of self-anchoring, also known as future pacing).
TEST - The next step is to test the strategy by feeding information back to the person in the order
and sequence that it was designed. Provide a behavioral test and use non-verbal cues to confirm
that the new strategy is functionally automatically, without conscious effort.
EVERYTHING WE DO: Strategies involve everything we do. All our daily activity is
generated and maintained by strategies. Whether we finish what we do or not, they are all
governed by a strategy. We have strategies for:
Love Decision Relaxation Hate Motivation

Tension Learning Happiness Fun Forgetting
Sex Boredom Parenting Eating Marketing
Sports Health Wealth Sales Poverty
Disease Depression Creativity Communication
STRUCTURAL WELL-FORMEDNESS CONDITIONS:
• Well-defined representation of outcomes

• Includes all three major reps systems
• Has at least three points in every loop
• Every loop has an exit point
• Goes external after “N” steps or “X” time
• Logical sequence with no steps missing
• Uses least number of steps to gain outcome
• Has Int. and Ext. sensory modalities to gain desired outcome
• Preserves positive by-products and eliminates negative consequences
• Follows T.O.T.E. model
• Minimizes bad feelings
• Ecological
Ingredients of a Strategy
MODALITIES + SEQUENCE = STRATEGY
All possible combinations of modalities that can occur in sequence to produce a strategy.
COMPONENTS:
Elements
Sequence
ELEMENTS:
Visual
External
Internal
- Constructed
- Remembered
Auditory
External
Internal
- Constructed
- Remembered
Auditory/Digital
Kinesthetic
External
Internal
- Constructed
- Remembered
* Proprioceptive
* Tactile
* Meta
Olfactory
External
Internal
- Constructed
- Remembered
Gustatory
External
Internal
- Constructed
- Remembered
Strategy Notations
Representation Systems
V = Visual (Pictures) r = remembered t - tonal

A = Auditory (Sounds) c = constructed d - digital
K = Kinesthetic (Feelings)
O = Olfactory (Smell) i = internal
G = Gustatory (Taste) e = external
Examples
Ai = Auditory Internal Ae = Auditory External Ae = Auditory External

Aid = Auditory Internal Dialogue Art = Auditory Remembered Tonal Ar = Auditory Remembered
Vc = Visual Constructed Vr = Visual Remembered Vi = Visual Internal
Kr = Remembered Feelings Ke = Tactile Feelings/Sensations
Syntactic Symbols
= Leads to
= Comparison
= Synesthesia
m = Meta Response
p = Polarity Response
Examples
e
Test Vr V
c r i
Sequence V A K
r
Simultaneous image & feeling V K
i
Internal dialogue about image Ad m V
e i
Saying one thing / feeling another A p K
T.O.T.E Model
First formulated in the published works “Plans and Structure of Behavior” in 1960 by George
Miller, Eugene Galanter and Karl Pribram. T.O.T.E. stand for Test, Operate, Test and Exit,
which is a sequence based upon a computer modeling program.
TEST OPERATE TEST EXIT
Input
Set or access the Access or Compare or evaluate Select or

criteria for the gather the data data in respect to prioritize
desired state the criteria the data
1. The first Test is a cue or trigger that begins the strategy. It establishes the criteria “fed forward”
and is used as a standard for the second test.
“What let you know it was time to decide?”
2. The Operation accesses data by remembering, creating, or gathering the information required
by the strategy from the internal / external world.
“How did you know there were alternatives?”
3. The second Test is a comparison of some aspect of the accessed data with the criteria
established by the first test. The two things compared must be represented in the same system.
“What has to be satisfied in order to decide?”
4. The Exit, or decision point, or choice point is a representation of the results of the test.
If there is a match, the strategy exits. If there is NO match, the strategy recycles.
“How do you know you’ve decided?”
5. The strategy may recycle by

a. Changing the outcome or redirecting the strategy.
b. Adjusting the criteria, chunking laterally or reorienting.
c. Refining or further specifying the outcome.
d. Accessing more data.
Logical Levels of Therapy
Take it to the limit! Blows Out The Strategy

All the way out! SMD - Submodalities
“How do I do it?” Makes Them The Authority

Temporary agency - Teach Me! Dis-associated
C>E
Associated
“How do you do it?” - Strategy
“When do you do it?” - Mind Reads
- Temporal
Meta-Model Gives The Pattern
Problem Cause & Effect,

(original) (C > E), MOP’s
Strategy Elicitation
Strategy elicitation is one of the core skills of NLP. It requires defining or modeling a particular
mental step that an individual goes through in order to accomplish a specific task or behavior.
The most basic and commonly used NLP strategy elicitation process involves either recalling or
reliving a specific experience; or carrying out a task or behavior which presupposes or triggers a
particular strategy. Effective Strategy elicitation also involves the ability to recognize and “read”
eye accessing cues and sensory specific language patterns in order to identify the necessary
steps of the strategy. Many of the patterns that individuals run are considered “unconscious
competence.” Most individuals aren’t even aware of all the mental processes they go through to
execute a complex behavior, speak, motivate themselves or make multiple decisions... all at the
same time! Human beings tend to focus mainly upon the conscious processes of the behavior
they’re doing rather than the mental programs that processed the data, chose an appropriate
outcome, and executed the behavior. NLP has discovered a number of verbal and non-verbal
processes such as eye movements, and reps system predicates to determine additional mental
puzzle pieces.
Liken a successful strategy elicitation to a complex puzzle without the box cover to begin with.
Your task is to uncover the big picture first, then you begin to add in the details of the image. You
might begin by asking “What do YOU consider to be the specific steps in your own creative
process. When you step into it now, what are you seeing, hearing and feeling in your mind and in
what order?” Another way to gather pieces of the overall picture is to do what’s called a
contrastive analysis. It is much more difficult for someone to answer a question like; “How are
you creative?” than to ask a question like; “Go back now into a time when you were totally
creative and then think of a time when you weren’t. What is the difference between those two
experiences? What went on differently in your mind when you were able to be creative and when
you weren’t.” By allowing someone to make a comparison you will get a much higher quality
answer. The major differences will stand-out from the ordinary. This is truly what you are after;
The difference that makes the difference!
Another effective elicitation is that of similarities and differences of content. For instance, obtain
examples of very similar content, areas that match each other in all aspects, all but the results of
the strategy. This way you’ll know the difference was due to the strategy alone and not the
content. For example; asking someone when they made a decision between picking two colors
of a car, verses, choosing between picking a car color and choosing what car to purchase. This
is because a large amount of distractions are introduced when the content widely varies.
A behavioral example is another important aspect of a strategy which will give you higher quality
information rather than talking about it. It is more effective and efficient to give someone a task
and watch as they perform as you ask; “When you were choosing what color to buy for your car,
how did you know you chose correctly?” rather than ask; “Three years ago when you bought a
car how did you decide what color was best for you?” As Robert Dilts says, “That’s more like
Neuro-Linguistic Archeology.” The information you gather from way back will be coded with all
kinds of ‘noise,’ introduced by memories of the past three years. You will always get much higher
quality information with the highest signal and the least amount of noise by watching the person
engaging right then, in the behavior. Remember, the best questions to ask are behavioral.
Questions To Elicit Strategies
(using T.O.T.E Model)
DECISION MAKING:
TEST: What let you know it was time to decide?

When did you begin deciding?
How did you know it was time to decide?
OPERATE: How did you know there were alternatives?

How do you generate alternatives?
TEST: How do evaluate alternatives?

What has to be satisfied in order for you decide?
EXIT: How do you select which alternatives to take?

How do you know (or what lets you know) that you have decided?
CONVINCER: How do you know when someone is good at what they do?
How many times does someone have to prove to you before you’re convinced?
REASSURENCE: What lets you know it was time to be reassured?
TIPS FOR EFFECTIVE STRATGY ELICITATION:

• Be in up-time
• Establish rapport
• Set frame
• Identify the context
• Associate (anchor states)
• Speak in present tense
• Use all accessing cues
• Ask basic questions
How do you know?
What happens first
What happens next?
How do you know that you’ve finished?
• Backtrack frames if necessary
• Be aware of loops
• Clarify and gain main functional elements
• Elicit using unspecified predicates, multi-choice, and contrast frames
• Feedback sequence and calibrate
• Elicit SMD for added emphasis
• Access only the information you need to gain outcome
• Test and future pace
Formal Strategy Elicitation
STEPS TO A FORMAL ELICITATION:
1. Recall and associate client into a time they were using the strategy.
2. Determine the trigger used to begin the strategy.
3. Ask questions to recall the steps following the trigger.
4. Repeat until the strategy elicitation is complete.
The idea here is to elicit the exact strategy someone uses to produce an outcome. Strategies are
usually unconscious and therefore undetectable to the client consciously. With this Formal Strategy
Elicitation our task is to gain a conscious understanding of an individual’s strategy in order to change,
enhance or replicate it. These same steps apply whether we’re eliciting a desired behavior/state or
an un-desired behavior/state.
Remember, the best time to elicit a strategy in when it is occurring. If not during, then have the client
relive a time when they were fully involved within the strategy itself, at the very moment it began.
FORMAL ELICITATION SCRIPT:
1. Can you recall a time when you were totally __________ ?
2. Can you recall a specific time?
3. As you go BE THERE NOW... Stepping into your body and seeing the experience through your
own eyes, see what you’re seeing, hear what you’re hearing, and feel what you are feeling now...
4. What is the very first thing that causes you to be totally X’d?
- Is it something you SEE (or the way someone looks at you?)
- Is it something you HEAR (or someone’s tone of voice?)
- Is it the touch of someone or something?
5. As you (see, hear, feel the trigger), what is the very next thing that caused you to be totally X’d?
Continue this form of questioning until client produces the outcome of the strategy.
If client does not produce the outcome of the strategy then;
- They are not fully associated to a context where they ran the strategy.
- You haven’t elicited the correct strategy. To check, run them through the sequence that you
have elicited and notice if it produces the outcome of the strategy.
Eye Patterns
Constructed Remembered
Vc Vr
Ac Ar
K AD
(As you look at the other person)
* Normally Organized
Right-handed Person
Vc - Visual Constructed
Vr - Visual Remembered
Ac - Auditory Constructed
Ar - Auditory Remembered
K - Kinesthetic (feelings)
Strategy Design
Strategy design involves identifying the specific sequence of representational steps that will most
effectively accomplish a particular task or reach a specific outcome. Because certain strategies
are more effective for particular tasks, if the key elements of those strategies can be identified,
then they can be designed into the procedures that are most effective for teaching and learning
those tasks. Realize that it is in the ‘form’ of the processing strategy which determines the
efficiency and effectiveness of the task rather than the amount of time spent doing the task.
Strategy design is all about continually optimizing, streamlining and updating the strategies one
uses to accomplish tasks to perform more efficiently.
INSTALLING OR CHANGING STRATEGIES:
• Rehearsing
• Reframing
• Metaphor
• Anchoring
• Dissociated state rehearsal
DESIGN PRINCIPLES:
• Maintain the function

• Intervene before the strategy goes haywire
• Reframe or use SMD’s on unpleasant feelings or voices
• Delete unnecessary steps
• Make sure the criteria are accessed sequentially, not simultaneously
RE-DESIGN:
• Make up what you believe could work

• Check your own strategy for applicability
• Model someone else who has a useful strategy
STRUCTURAL WELL-FORMEDNESS CONDITIONS:
• Well-defined representation of outcomes

• Includes all three major reps systems
• Has at least three points in every loop
• Every loop has an exit point
• Goes external after ”N” steps or “X” time
• Logical sequence with no steps missing
• Uses least number of steps to gain outcome
• Has Int. and Ext. sensory modalities to gain desired outcome
• Preserves positive by-products and eliminates negative consequences
• Follows T.O.T.E. model
• Minimizes bad feelings
• Ecological
Strategy Installation
Installation of a strategy is a step-by-step process in order to help an individual create a new
mental map to produce a desired outcome. The design and installation of a new strategy is a
complementary procedure of eliciting and utilizing a person’s existing strategies, verses,
utilization involves adapting a particular task to fit a person’s natural strategies and
representational strengths. Design and installation involve helping a person to evolve and
develop new mental maps and strategies to produce a new outcome.
There are two basic ways to install a new strategy sequence into person’s experience; 1)
through anchoring and inserting the steps of the strategy into a person’s thought processes, and
2) through rehearsing the strategy sequence, (another form of anchoring or future pacing). The
anchoring process can involve setting up particular cues which trigger specific responses, or
methods like spatial sorting to connect the cognitive steps to a specific physical location.
Rehearsal is accomplished by incorporating accessing cues as part of the process of practicing
the strategy sequence. Either of these simple processes can be utilized separately, but they are
best used in conjunction with each other. Then try a practice run; firing off established anchors
while you walk the client through the entire strategy.
The goal of any installation is to make the strategy you’ve designed function as naturally and
automatically as the one you’re replacing. And, this will be largely based upon it’s ecology within
the person’s mental maps and models. You’ll find that if you’re installing a strategy that is
inappropriate to their ecology, they’ll encounter a resistance or even an unconscious sabotage of
the process. Making sure you have Well-Formed Outcomes will most likely prevent this from
occurring. The strategy can also be founded upon a person’s key beliefs, values, and
assumptions. In order for a strategy to be effective it is of the utmost importance that these beliefs
be held strongly. If there is any incongruence within the structure of that particular belief system,
there maybe conflicts and issues that can arise when installing a strategy. You may consider an
NLP belief intervention to distill out any negative limiting beliefs before continuing starting the
installation process.
INSTALLING OR CHANGING STRATEGIES:

• Rehearsing
• Reframing
• Metaphor
• Anchoring
• Dissociated state rehearsal
EX: Rehearsal - Communicate to the client what you want them to do over and over again until
they fully comprehend the strategy (with congruence) while guiding their eyes with your hand to
certain designated eye access points. You want them to be fully associated into their feelings (K)
within each representational system as you guide them through the entire strategy while following
your hand around in the proper sequence. Repeat multiple times to install the new strategy.
Finally, you may find yourself utilizing each of the above techniques to successfully install a
strategy which effectively produces the outcome for the client. Installation then just becomes a
matter of Rehearsal, using Swish Patterns, and Chaining Anchoring installed to recall each step
of the new strategy.
Motivation Strategies
People either move toward or away. People who move toward too strongly may never get around
to doing unpleasant things which are necessary. People who move away may never move until
things get too painful. Away from strategies usually provide a very strong initial impetus to take
action in the beginning stages of the task. The major challenge with an away from strategy is that
their overall results are inconsistent because once the goal is achieved the impetus for continuing
to stay motivated is no longer as strong. Remember this, “people will do more to avoid pain than
to gain pleasure!” The key to motivation is to be able easily and effortlessly to do things that are
unpleasant. Most people do not require help in doing things which are pleasant to do. Being
moved forward toward a goal or reward has a positive feeling, and a picture in mind. Towards
tend to get more consistent results over time than away from.
TYPICAL MOTIVATIONAL STRATEGIES:
• Visual construct of task accomplished leading to a positive K.

c
• V of negative consequence of NOT doing task leading to a negative K.
• Motivation strategies are related to procrastination strategies. Flip sides of the same event.
ELEMENTS OF AN EFFECTIVE MOTIVATION STRATEGY:
• Voice (if present) has a pleasant, positive quality.

• Voice uses MOP’s instead of necessity. I.E.; I will, I can, it is, My choice is, etc.
• Includes a representation of what is desired about the task (completion or consequences)
rather than a representation of the process of doing the task itself.
• The task is chunked appropriately.
• Toward strategies are more enjoyable and result in less stress than away.
• Towards, away, and mixed strategies work; mixed is most general.
• If mixed, think of negative first, then positive.
• Replace away strategy with toward strategy. Set frame that, “if you do not learn a new
empowering strategy, you’ll continue the same old feelings over and over again in the future.”
• Association and dissociation are critical elements.
• Good strategies are effective across contexts.
• Always check ecology before removing negative feelings or anxiety.
• It may be useful to adjust the SMD’s of the representation of the task being done in order to
get a strongly motivated response.
• If representing the task as completed does not produce strong motivation, then focus on the
consequences.
• Procrastinators are usually good planners.
• Set realistic goals along the path with dates, appropriately chunked down into manageable
action steps which will build upon the successes of the completed tasks (+K).
• Take charge of your neurology if you find yourself falling back into old patterns; 1) set a
powerful resource anchor - confidence, totally motivated, etc... 2) create a empowering
resource chain of anchors leading to Totally Motivated!
Motivation Strategies
(By Robert Dilts)
Motivation strategies are one of the seven basic classes of strategies identified by NLP. The
others include: Memory, Learning, Creativity, Decision, Reality and Belief (or Convincer).
Motivation strategies relate to the sequence of cognitive steps and operations that people
go through in order to inspire themselves to do all of the things necessary to get what they want.
Motivation strategies are similar to processes involving mental rehearsal, such as the New
Behavior Generator and Future Pacing, though they differ in important respects. Both mental
rehearsal and motivation strategies involve using imagination and visualization. The primary
purpose of mental rehearsal, however, is to prepare oneself in one's imagination to respond or
behave the way one wants in some future situation. Motivation strategies are ways to stimulate or
propel oneself forward toward a dream, goal or outcome. Motivation, for instance, may be
required in order to get oneself to go through mental rehearsal at all.
Many people experience problems around the process of motivating themselves or others. One
way NLP addresses such conflicts between short term and long term consequences is through
the use of time lines and the "as if" frame, in order to create "foresight into what is farther away in
time." This involves visualization and the creation of an associated experience of the future.
In addition to helping create positive expectations, motivation strategies are procedures which
help people to tap into and direct their own inner source of motivation. Motivation strategies are
typically formed around key values or "criteria." To get a sense of your own values and criteria,
consider for a moment the following questions: "In general, what motivates you?" "What inspires
you?" "What moves you to action, or 'gets you out of bed in the morning'?"
Some possible answers might be:

* Success * Praise * Recognition * Love and Acceptance
* Dreams of something I want to make my own ( home, education, thinner body, job, a cause)
* Making a difference in the world
These are all examples of "criteria" or "values" that form the basis of people's motivation
strategies. Of course, a next important question would be, "How do you know if some behavior or
consequence fits a particular criterion or value?" NLP would call these conditions your "criterial
equivalences" or "evidences." These are typically much more sensory based than criteria or
values themselves, and can be influenced by various sensory qualities of an experience.
Consider the ways in which your sensory perceptions influence your degree of motivation. Think
of an advertisement on television that made you want to own the product being advertised. What
was it about the add that inspired you to go out and buy the product? Was it the color, brightness,
music, words, tone of voice, movement, etc. These particular features are known as
"Submodalities" in NLP, and often play a significant role in people's motivation strategies.
Problems Using Strategies
TYPICAL PROBLEMS IN MOTIVATION STRATEGIES
1. Begins with over-whelm: Begins with feelings of over-whelm and must chunk down.
2. The person only moves away: Either this is not enough to motivate them, or the person
experiences too much stress, anxiety and unpleasantness.
3. Uses MOP’s of necessity: Person uses modal operators of necessity with harsh tonality
resulting in unpleasant feelings.
4. Caution: There are things people should move away from. Be careful removing away
from
strategies entirely. It is better to design a strategy with both toward and away from elements.
TYPICAL PROBLEMS IN DECISION STRATEGIES
1. Problems with generating options:

• No visual construct
• Not enough options
Only one choice
Either/Or
• Person keeps generating choices with no way to exit.
2. Problems with representing options:
• Options are not represented in all rep. systems, which makes it harder to evaluate.
• Person requires external data.
• Options and criteria are not revised according to circumstances.
3. Problems with evaluating options:

• Criteria for selection are inappropriate.
• Criteria are not prioritized.
• Criteria are not considered sequentially and separately rather than simultaneously.
• Person does not get a overall imitation of each criteria.
Deep Love Strategy
Are you in a serious relationship? Even if you are not, you may want to know what causes your
partner to experience the feeling of being totally loved... by you! Everyone has a certain way they
like to receive love from others, which is usually not the same as we do. When you begin to
understand and feedback your partner’s own love strategy they will feel totally and completely
loved by you. Ask these questions below, and you can then give love to your partner the way they
desire and need it. The way it makes THEM feel totally and completely loved! Remember this,
most likely, it will not be the way you want to give it.
1. How do you know you are loved by someone else?
2. Can you remember a time when you were totally loved? A specific time?
3. In order for you to know you’re totally and completely loved, is it absolutely necessary for you:
A. To be taken places, and bought things or to be looked at with that special look?
B. OR that you hear that special tone of voice or those special words?
C. OR is it necessary that you are touched in a certain way or a certain place?
This will help people realize what it is that they favor. It can usually be summed up in 3 ways.
• Bought things/looked at
• Hear words
• Touched
An example of one of the ways these love patterns get crossed. The guy has a verbal (A) love
strategy and she has a feeling (K) love strategy. So the guy TELLS his girlfriend/wife - “I love you
so much, and nothing means more to me.” while the girlfriend/wife needs to FEEL his love, by
him touching, caressing and making love to her. Yes, he loves her very much but she needs it
expressed in a (K) way in order to FEEL loved by him. What happens is that neither of them will
feel totally and completely loved by the other UNTIL they receive it in their love strategy.
Think about it, in the beginning of any relationship most individuals are doing all three; taking
them places and buying things, Saying all the right words and in that special tone of voice, and
touching and making love often (hopefully;) Then, what naturally happens is we fall back into our
own love strategy which usually is different than the one that makes them feel totally and
completely loved by you.
This repetitive cycle of MIS-understanding can lead to frustration, anger, and worst yet,
resentment, which is the prime motivation that drives couples apart. So if you’re truly interested in
knowing what turns on your mate and makes them feel totally and completely loved by YOU,
you’ll desire to learn and figure out which of the 3 love strategies your partner desires most.
Begin to make it a point to do that one strategy more often. And then learn to express what it is
that you desire and need from a relationship so you will feel fulfilled by them.
Learning Strategy
All learning is state dependent. Which means, the more you’re able to experience a positive, good
mood, the more your ability to learn, retain and recall information. The solution to an effective
learning strategy is to have fun. Your ability to learn, retain and recall information at will, will be
based solely upon your ability to move in and out of empowering states of mind at any given
moment. As you begin to learn more about the true effectiveness of NLP you’ll find it will continue
to come back to the simple presupposition “You are in control of your thoughts, therefore your
results.”
STEPS TO AN EFFECTIVE LEARNING STRATEGY:
1. Begin in a positive state of mind. Think of a time when you succeeded and felt good, rather than
when you failed and felt bad. Remember to anchor ANY empowering states you’d like to recall.
“Think of a time when you succeeded at learning quickly and easily.”
2. Chunk down appropriately to a manageable task to avoid overwhelm.
3. Know your desired outcome. - “How will you know when you’ve learned that?”
4. Make appropriate comparisons that give you a feeling of accomplishment. NEVER make
comparisons to an expert or an ideal self, but ONLY to your ability in the past.
5. Manage your expectations. Expect to not understand some things all the time. Stay excited
about your ability to learn things, set it aside and come back to it later when feeling better.
6. Acknowledge your outcomes and anchor them with positive self-talk. Eliminate model-operators
of necessity in regards to learning, ie- “I must learn this...“ or “ I should know how/what this is...”
7. Future pace and link to some time in the future when you’ll need the positive experience.
Spelling Strategy
Most people aren’t even aware they have a strategy for spelling. None-the-less they can change
it and install a more effective one. Bad spellers are not born, they are created. Like most
behaviors they are learned through action, an action which may have produced a negative feeling
for them as a child learning to spell. Remember anchoring, anything can get linked up during a
peak emotional state. Lets say during a class spelling bee when you didn’t know the word and
were ridiculed and/or laughed at trying to sound the word out to no avail.
It’s not your fault if you have a bad spelling strategy, it’s just a conditioned response to a learned
behavior. So, now that you know this you can change it to a more effective strategy, or better yet
teach someone you know or love to become a better speller. I have seen remarkable results in
children’s confidence and their test scores in a VERY short period of time working with this
strategy. I have used this technique over and over again with my nieces, friends and even
covertly to someone I desired to help spell better... Yes, even without them knowing it. You can
teach this strategy to anyone!
3 STEPS TO AN EFFECTIVE STRATEGY:
ELICITING - Find out what strategy someone is already using.

DESIGNING - Streamline what there is to make it more effective, or design one from
scratch.
INSTALLING - Automate the new sequence so it becomes part of their unconscious
process.
STRATEGY ILICITATION:
1. Start at the beginning. “When I give you the word..., what is the first thing you do the inside?”
2. Backtrack and go on. “So first you..., and then what?” Make sure they follow you each step.
3. Make sure you get a step(s) that has to do with how to spell the word. Some spellers do not
have a strategy at all. “How do you KNOW how to spell _____?”
4. “When you see, hear, or feel that, how do you KNOW that it is right?”
5. Get only as much detail as you need.
INAPPROPRIATE SPELLING STRATEGY: ( -K > A > V )
• Negative K - Begins with a bad feeling; IE embarrassment, defeat, frustration, etc.

• Phonetic - Sound it out - accurate only 50% of time, assumption word is spelled as it sounds.
• Visual construct - creative spelling - while visualizing trying construct picture piece by piece.
EXCELLENT SPELLING STRATEGY: ( Vr > A > K )
• Vr - When asked to spell a word; See’s the word focused in Vr area, breaks it down into chunks.
• A - Says the word internally or aloud.
• K - Gets a feeling of familiarity & association between the sight and sound, then feels good
about KNOWING it’s spelled correctly. Increases confidence and helps ability.
• If they do not find the feeling of familiarity, do a visual search until they get the positive K.
• Secondary strategy for spelling if no memory image exits.
• Final positive K is a motivator for continued improvement.
SECTION 7
Reframing
“Change your mental attitude, and the world around you will change accordingly!”
~ Napoleon Hill ~
Reframing
Reframing is a method used to alter the perception or perspective of an individual with an
unresourceful interpretation of an experience. Reframes are linguistic tools which when applied to
a person’s verbal expression of a currently held belief will possibly shift their interpretation of that
particular event. Every event we experience we place a prescribed meaning upon, empowering or
unresourceful. The meaning we place upon these experiences allows us to perform or behave
within a particular context. A reframe can quickly interrupt a person’s thought process which then
may cause the person to experience new IR’s replacing their old limiting ones.
All behavior is context dependent. Let me say that again; ALL BEHAVOIR IS CONTEXT
DEPENDENT! Meaning, every experience we interpret in the world and every behavior IS
appropriate in some given context or some frame. The strength of this statement is important in
the attitude and methodology of Neuro-Linguistic Programming. NLP’s main purpose was to
develop quality methods, processes, and interventions to reframe negative or limiting beliefs which
a person utilizes that no longer may serve them. The process of reframing is simple; listen to a
person’s verbal IR’s of their experience and deliver an alternative empowering context or meaning
experience to replace the old limiting verbal representation.
1) Presuppose that all behavior (including resistance and limiting beliefs) is positively intended.
2) Separate the negative aspects of the behavior from the positive intention behind it.
3) Identify and respond to the positive intention of the resistant/problem person.
4) Offer the person other choices of behavior to achieve the same positive intention.
The basis of reframing is to separate intention from behavior!

THERE ARE TWO TYPES OF REFRAMES:
1. Context - “I’m too...” “He’s too...” “more...” “Less...”
plus adverbs and adjectives ending in “er.” Comparative deletions or generalizations.
To reframe: hold behavior constant and change context.
“In what other context would this particular behavior be useful or have value?”
Example - “I’m too Impatient!”
Reframe - “I’ll bet you’re quick thinking in an emergency.”
Example - “I’m worried. What if I train my staff and they leave?”
Reframe - “Even worse, what if you DON’T train them and they stay!”
2. Meaning - verbs of causation, “is” “means”

A causes B - cause & effect
A means B - complex equivalence
To reframe: hold context constant and change the meaning of the behavior.
“What other positive value or meaning could this behavior have?”
Example - “My husband is too lazy.”
Reframe - “That means he’s pretty laid-back & easy going. Imagine living with a hard-headed guy?”
Example - “My husband is ruthless and hard-headed.”
Reframe - “That means he has ambition & drive, many woman would love to have a man like that!”
Intonation Patterns
There are three types of intonation patterns: a question, statement, and a command. When we
ask questions we tend to end the sentence with a rising tone. For example, “You’re going to the
store, aren’t you?” This indicates an uncertainty on the part of the person asking the question, as
well as the expectation of an answer. If we were to say the same statement flatly, without
changing the inflection, this might be considered a statement.
By dropping our tone at the end of the sentence we can make a command. Tag questions make
this a little easier to execute. Some tag question examples are as follows: isn’t it, aren’t you, don’t
you agree, won’t it, and so on. The arrows indicate the rise, flat, and drop in tone of voice when
speaking to someone. These interpretations are represented in the English language. Depending
on how the sentence is delivered will determine how it is interpreted and made meaning of.
word > word word = Question
word > word word = Statement
word > word word = Command

According to Dr. Birdwhistell, the head, eyes and hands will follow these intonations.
“Can you tell me what time it is?” – head will rise during ‘is’ to indicate = question.
During a continuation of a sentence, the voice will maintain the same pitch, head remains
straight, the eyes and hands unchanged = statement
“I’d like further information regarding this incident?” – Head, hand drops = command
Practice the following sentences which use tag questions, using all three types of intonation on
each one. Make sure you say them out loud to yourself.
• “You’ve begun to recognize all of the possibilities, haven’t you?”

• “After you’ve bought your home, it’ll be satisfying knowing you’re investing in yourself, won’t it?”
• “You’ve accomplished quite a bit here, haven’t you?”
• “It’s nice knowing how far you’ve progressed, isn’t it?”
• “You want to do that, don’t you?”
• “Many people make powerful leaps in their lives with this material, don’t they?”
• “This will be very easy to do, don’t you agree?”
Six-Step Reframe
Identify the pattern (X) to be changed.
“If it’s all right with you, lets give the code name X to the pattern of behavior you presently have
which you would rather replace with something else more appropriate. And I assume that the
pattern X in your conscious judgment, is not a good representation of you as a total adult
individual.”
Establish communication with the part responsible for the pattern.

“Your job, after I ask you the question is simply notice any changes you sense in your body, any
kinesthetic changes, images, or any sounds that occur in response to the question.”
“Will the part of me that is responsible for pattern X communicate with me in consciousness?”
It’s recommended that you stay with their primary Rep systems: pictures, sounds, and feelings.
Words are subject to conscious interference.
Establish a ‘yes-no’ meaning of the signal.- “I’d like you to go inside and thank that part for the
communication it gave you. So I don’t misunderstand what you mean, if you are saying ‘Yes, you
are willing to communicate with me in consciousness,’ please intensify the same signal that you
gave me before…_________. If you are saying ‘No, you’re not willing to communicate with me in
consciousness, reverse it and diminish the response.”
Distinguish between the behavior, pattern X, and the intention of the part that is
responsible for the behavior.
“Would you be willing to let me know consciously what you’re trying to do for me by pattern X?”
If you get a ‘yes’ response, ask the part to go ahead and communicate its intention.
Is that intention acceptable to consciousness? If so, then there is a conscious appreciation of why
this part has been running pattern X and has been trying to do for you at that level.
Create new alternative, more successful, behaviors to satisfy the intention. At the
unconscious level the part that runs pattern X communicates its intention to the creative part, and
selects from the alternatives that the creative part generates. Each time it selects an alternative it
gives the ‘yes’ signal. “I want you to go inside and ask your creative part if it would be willing to
undertake the following task. ‘Ask it to go at the unconscious level to the part that runs pattern X,
and find out what that part is trying to do for you.’ Then have it begin to create alternative ways by
which this part of you can accomplish this intention.” “Have it select at least three ways it
believes will work, at least as effectively as, and hopefully more effectively than, the pattern of
behavior it’s been using up until now to accomplish that intention.”
Ask the part-using the same signal, “Since you have three ways which are more effective than
the old pattern X, would you take responsibility for actually making those things occur in my
behavior in the appropriate context?.” And, you know that the ‘yes’ is the intensification, and the
‘no’ is the diminishment. Is that true?”
Check ecology: “ Is there any other part of you that objects to the three new alternatives?
If there is a ‘yes’ response, recycle to step 2 above. If not and you have no objections ‘how do
you know that?’ Attending to all the representational systems, ‘how do you know there are no
objections?’ And when you know for sure, thank whatever part made you, (‘no’ answer)! If there
is any objection, make some tension occur, if so-recycle to step 3. If not, future pace and test!
any objection, make some tension occur, if so-recycle to step 3. If not, future pace and test!
NLP Model Of Therapy
1. MODEL OF WORLD
OLD MODEL Establish Outcomes
PRESENT
OF WORLD Set Outcomes STATE
Meta Programs
Values
Well-Formedness
Meta Model
Presuppositions
Keys
Well-Formedness Conditions
Elicit Strategies
2. LOOSEN MODEL
Milton Model
Meta Model III
Language Patterns
Logical Levels Therapy
Reframing
3. CHANGE WORK
Anchoring
Reframe
Time Line
Values
Submodalities
Hypnosis
Strategies
4. CLEAN UP
Ecology
Parts
Alignment
5. FUTURE PACE
Milton Model
Meta Model III
NEW MODEL Language Patterns DESIRED
Logical Levels Therapy
OF WORLD Reframing STATE
Meta Model III
A linguistic technique that can be used conversationally. It consists of how to structure questions in
a way that directs the client away from the problem and towards the solution. It is a set of detailed
questioning for a specific result!
START
1. “What’s Wrong?”
2. “What caused the problem?”
3. “How have you failed to resolve this?”
4. “How can you overcome the solution to your problem?”
FLIP
5. “What would you like to change?”
6. “When will you STOP IT from being a limitation?”
7. “How many ways do you know you have solved this?”
8. “I know you are changing and seeing things differently.”
CONFIRM
SECTION 8
Hypnosis
"... there is something that you know but you don't know you know it.
As soon as you find out what it is that you already know,
but you don't know, you know then you can begin."
~ Milton H. Erickson ~
What Is Hypnosis
At our current level of knowledge, the phenomenon of hypnosis cannot be conclusively defined
but perhaps a reasonable interim definition might be that: Hypnosis is a state of mind, enhanced
by (although not exclusively) mental and physical relaxation, in which our subconscious is able to
communicate with our conscious mind. In the proper nomenclature, hypnosis refers to the trance
state itself, and hypnotism refers to the act of inducing this state and to the study of this state. A
hypnotist is someone who induces the state of hypnosis, and a hypnotherapist is a person who
induces hypnosis to treat physical or mental illnesses.
Hypnosis is a relaxed, focused state of concentration. But the actual state of hypnosis is a little
harder to define. Until recently it was assumed that it was similar to sleep, or that the mind was
somehow unconscious. In reality, there is a specific state that the brain enters into when it is
receptive to suggestion. This has been discovered on CT/PET scans during hypnosis. It is not an
unusual state of mind, and may feel like you are not in a trance, or in hypnosis. For most people
they simply feel relaxed. There is a change in the brain wave activity, similar to that time just
before sleep when the alpha state is entered. Your brain's waking state is a beta brain wave, just
as you are going to sleep it changes to alpha and then to delta and theta in deep sleep. The
alpha state is a very dreamy, pleasant state. During this time the mind is very open to
visualizations and creating a rich sensory experience. The more real the experience becomes in
the subconscious mind during this state, the more effect it will have on your waking behavior.
It may be better to define “hypnosis” by what it does rather than what it is and in this regard, it is
widely accepted as a most excellent method by which we may access our inner potential.
The brain operates in four general states determined by the frequency of the electricity generated
by the exchange of chemicals in the neural pathways. The four states include Full Conscious
Awareness, the Hypnotic State, the Dream State, and the Sleep State. These four states
correspond to electrical activity in the brain and are defined by frequency ranges on an EEG. Full
Conscious Awareness occurs when the majority of the electrical activity in the brain is in the beta
range (14-35 Hz). The Hypnotic State occurs when brain activity is in the alpha range (8-13 Hz).
The Dream State occurs when brain activity is in the theta range (4-7 Hz), and the Sleep State
occurs when brain activity is in the delta range (.5-3 Hz).
Full Conscious Awareness is where we spend most of our waking hours. In this state, our mind is
attentive and uses logic to reason, evaluate, assess, judge, and make decisions. Unfortunately,
when making life changes, the conscious mind often gets in the way.
In the Hypnotic State, the doorway between the conscious and the subconscious is opened,
memories become easily accessible, and new information is stored. In the Hypnotic State, you
are not really "thinking" in the traditional sense. You are "experiencing" without questioning,
without critical judgment or analysis, like when you watch a movie, this is when the
hypnotherapist can make suggestions that are very likely to "stick" - because your conscious
mind is no longer getting in the way. You are not "judging" or "critical" of any the suggestions.
With the critical faculty bypassed, specific thoughts/suggestions can be lodged in the
subconscious where they can propel the client toward a desired goal or change behavior in a
positive, permanent way. Any such suggestions must be acceptable to the client, of course.
They would have no effect otherwise.
History Of Hypnosis
The father of modern hypnotism came from Franz Anton Mesmer (1734-1815) an Austrian
physician. Mesmer believed hypnosis to be a mystical force flowing from the hypnotist into the
subject (he called it "animal magnetism"). Although critics quickly dismissed the magical element
of his theory, But Mesmer's assumption took hold for some time and was originally known as
mesmerism, and we still use it’s derivative, "mesmerize," today. This charismatic 18th century
healer had a deep interest in Paracelsan astrological principles, and the supposed direct
influence of heavenly bodies on human health. Mesmer first applied magnets to patient's bodies
in elaborate theatrical rituals that often resulted in expected spasmodic muscular contractions
and collapse, and often the cure of various illnesses. Mesmer favored rationalist terms like
gravitation and magnetism to originally describe his theories of healing, and how the fluids within
the body could be influenced by him. Mesmerism caught on widely, attracting followers from
many spiritualist, religious, and scientific variations, as well as to 'mesmerism' as a dramatic form
of entertainment for its own sake ('stage hypnosis'). During this period many began to suspect
the human imagination played a much larger role in the process than did any “physical forces or
capacities” of the mesmerist. Important because mesmerism went through a number of periods of
great disrepute due to associations with occultism and various kinds of blatant charlatanism.
The clearest transition between Mesmer's animal magnetism and modern therapeutic hypnosis
was represented by Manchester surgeon James Braid, who coined the term hypnosis in 1843. It
refers to Hypnos, the Greek god of sleep, because most forms of mesmerism at that time
involved the production of an apparently sleep-like condition. James Braid and other scientists of
the era, such as Ambroise-Auguste Liebeault, Hippolyte Bernheim and J.M. Charcot, theorized
that hypnosis was not a force inflicted by the hypnotist, but a combination of psychologically
mediated responses to suggestions. Braid, and others recognized certain legitimate
psychological phenomena of interest, but requiring much more systematic investigation to
understand.
Sigmund Freud, who originally studied under Charcot, had a deep interest in hypnosis for much
of his life. Though in 1889, he shifted from Charcot's view to believing that patients often
remembered repressed memories in a beneficial process under hypnosis. Freud was reportedly a
very poor hypnotist, being limited to a simple authoritarian style of induction, and in 1896, he
rejected hypnotic induction ritual as unnecessary, and too likely to foster unwanted amorous
advances by patients ('transference,' and the theory of hypnosis as an eroticized dependent
relationship). Freud replaced the hypnotic procedure with simply placing his hand on the subject's
forehead to help establish what he believed was the proper social relationship of “doctor” in
dominance over his patients.
Mainstream acceptance of hypnosis in medicine we have today is largely due to the efforts of
pioneers in the experimental study of hypnosis in the 1920's and 30's. Foremost early
researchers were Clark Hull and his then student, Milton Erickson. Hull's 1933 discussion of
scientific research into hypnosis (Hypnosis and Suggestibility) is still considered a classic. Milton
Erickson died in 1980, but left a legacy of often zealous followers, and a number of important
contributions to the field, Examples include Jay Haley's strategic model of therapy, the MRI
Interactional model, the Erickson-Rossi hypnotic theories, Neurolinguistic Programming (NLP),
and a number of later frameworks such as that of Lankton (1983) and Gilligan (1987). The
'Ericksonian' models deliberately blur the traditional distinction between hypnosis and other forms
of therapy, and share this basic idea with the 'skeptical' view of hypnosis.
Fears & Concerns
People are sometimes concerned that they will “lose control” in hypnosis. However, consensus
indicates that regardless of how deeply people may go in hypnosis and however passive they
may appear to be, they actually remain in full control of the situation. They’re fully able to talk if
they wish to (or not, as the case may be), and can stand up and leave the room at any time. A
hypnotised person cannot be made to do anything against their usual ethical or moral judgement
or religious belief. It is likely that the notion of a loss of control stems from most people’s
misconception of stage hypnosis, wherein participants are apparently made to perform all manner
of (usually foolish) acts. However, the reader should be aware that participation in a stage act is
an entirely voluntary process (thus “permission” is already given to the hypnotist) and that there
can be no such volunteer who is unaware of exactly what they are letting themselves in for!
The predominant school of thought on hypnosis is that it is a way to access a person's

subconscious mind directly. Normally, you are only aware of the thought processes in your
conscious mind. You consciously think over the problems that are right in front of you,
consciously choose words as you speak, consciously try to remember where you left your keys.
But in doing all these things, your conscious mind is working hand-in-hand with your
subconscious mind, the unconscious part of your mind that does your "behind the scenes"
thinking. Your subconscious mind accesses the vast reservoir of information that lets you solve
problems, construct sentences or locate your keys. It puts together plans and ideas and runs
them by your conscious mind. When a new idea comes to you out of the blue, it's because you
already thought through the process unconsciously.
Your subconscious also takes care of all the stuff you do automatically. You don't actively work
through the steps of breathing minute to minute; that is your subconscious mind! You don't think
through every little thing you do while driving a car; a lot of the small stuff is thought out in your
subconscious mind. Your subconscious also processes the physical information your body
receives. Your subconscious mind is the real brains behind the operation, it does most of your
thinking, and it decides a lot of what you do. When you're awake, your conscious mind works to
evaluate a lot of these thoughts, make decisions and put certain ideas into action. It also
processes new information and relays it to the subconscious mind. But when you're asleep, the
conscious mind gets out of the way, and your subconscious has free reign.
The subconscious regulates your bodily sensations, such as taste, touch and sight, as well as
your emotional feelings. When the access door is open, and the hypnotist can speak to your
subconscious directly, he or she can trigger all these feelings, so you experience the taste of a
chocolate milkshake, the satisfaction of contentment and any number of other feelings.
Researchers have also studied patterns in the brain's cerebral cortex that occur during hypnosis.
In these studies, hypnotic subjects showed reduced activity in the left hemisphere of the cerebral
cortex, while activity in the right hemisphere often increased. Neurologists believe that the left
hemisphere of the cortex is the logical control center of the brain; it operates on deduction,
reasoning and convention. The right hemisphere, in contrast, controls imagination and creativity.
A decrease in left-hemisphere activity fits with the hypothesis that hypnosis subdues the
conscious mind's inhibitory influence. Conversely, an increase in right-brain activity supports the
idea that the creative, impulsive subconscious mind takes the reigns. This is by no means
conclusive evidence, but it does lend credence to the idea that hypnotism opens up the
subconscious mind.
Types of Inductions
The act of inducing hypnosis is referred to as an induction procedure. There is no consensus
among practitioners or researchers for which method is the most effective induction process.
Many associate hypnotic induction with a swinging pendulum, but there are many usable
techniques. Most commonly the hypnotist will use calming techniques designed to relax the
subject by suggesting that their limbs are going limp, eyelids are getting heavy, etc. Relaxation is
not a key factor, however, as hypnosis can be induced during vigorous exercise.
Hypnotists' methods vary, but they all depend on a few basic prerequisites:
The subject must want to be hypnotized.
The subject must believe he or she can be hypnotized.
The subject must eventually feel comfortable and relaxed.
When met, the hypnotist can guide the subject into a hypnotic trance using a variety of methods.
There are (4) major approaches to Hypnosis; Direct, Authoritarian, Indirect & Permissive.
These are NOT to be confused with the most common hypnotic INDUCTION techniques:
Fixed-gaze induction or eye fixation - This is the method you often see in movies, when the
hypnotist waves a pocket watch in front of the subject. The basic idea is to get the subject to
focus on an object so intently that he or she tunes out any other stimuli. As the subject focuses,
the hypnotist talks to him or her in a low tone, lulling the subject into relaxation. This method was
very popular in the early days of hypnotism, but it isn't used much today because it doesn't work
on a large proportion of the population.
Rapid - The idea of this method is to overload the mind with sudden, firm commands. If the
commands are forceful, and the hypnotist is convincing enough, the subject will surrender his or
her conscious control over the situation. This method works well for a stage hypnotist because
the novel circumstance of being up in front of an audience puts subjects on edge, making them
more susceptible to the hypnotist's commands.
Progressive relaxation and imagery - This is the hypnosis method most commonly employed
by psychiatrists. By speaking to the subject in a slow, soothing voice, the hypnotist gradually
brings on complete relaxation and focus, easing the subject into full hypnosis. Typically, self-
hypnosis training, as well as relaxation and meditation audio tapes, use the progressive
relaxation method.
Loss of balance - This method creates a loss of equilibrium using slow, rhythmic rocking.
Parents have been putting babies to sleep with this method for thousands of years. Before
hypnotists bring a subject into a full trance, they generally test his or her willingness and capacity
to be hypnotized. The typical testing method is to make several simple suggestions, such as
"Relax your arms completely," and work up to suggestions that ask the subject to suspend
disbelief or distort normal thoughts, such as "Pretend you are weightless."
Hypnotic Techniques
Some psychologists have developed studies that show a correlation between the effects people
display when acting as "hypnotized" and their level of suggestibility.
In this chapter we will explore the many hypnotic techniques which are available within the art
and science of hypnotic process.
Arm Raising Induction - is known as the primary induction to create the association of
hypnotic depth and establish the expectation of a successful therapy. The therapist is able to use
misdirection, as well as inferred and literal suggestions in order to affect the suggestible client.
Through these suggestions, the therapist influences the client's subconscious, causing their arm,
from the fingertips to the elbow, to lift up off the table, with the hand eventually making contact
with the face.
Confusion techniques - the process of eliciting hypnotic experience involves creating somewhat
of a dissociated condition in which the clients unconscious mind is able to function with a greater
degree of autonomy than the usual “waking” state. Confusion techniques are especially effective
for facilitating dissociation and therefore hypnosis. Confusion techniques are among the most
complex hypnotic patterns to master because they are so challenging to induce.
Revivification - remembering past experiences can contribute to therapy. For example; the
hypnotist may ask "have you ever been in trance?" and then find it easier to revive the previous
experience than attempt inducing a new state.
Age Regression - by returning to an earlier ego-state the patient can regain qualities they once
had, but have lost. Remembering an earlier, healthier, ego-state can increase the patients
strength and confidence.
Parts Therapy - a method to identify conflicting parts that are damaging the well being of clients,
then helps those parts negotiate with each other through the therapist to bring about a resolution.
Binds or Double binds - Understood to be a simple Catch-22 situation, where the client is
trapped by two conflicting demands. While it is true that at the core of the double bind are two
conflicting demands, the difference lies in how they are imposed upon the client.
Visualization - being told to imagine or visualize a desired outcome seems to make it more likely
to actually occur.
Repetition - the more an idea is repeated the more likely it is to be accepted and acted upon by
the patient.
Conversational Hypnosis - is the method of inducing hypnosis in people by means of
natural yet directed conversation. It is different from conventional hypnotism in that the hypnotist
and patient engage in casual interaction, rather than the traditional lying-on-a-couch approach.
The idea lies in the interaction of language, wherein the hypnotist encourages the client to reach
a state of altered perception regarding the problem or situation through discussion.
Fixation of Attention - occurs when the client’s attention becomes focused on a stimulus
or an idea to the exclusion of other stimuli or ideas.
Deepening Techniques
Once you have completed the relaxation phase of your hypnosis induction procedure, you can
begin to deepen the relaxed state. The deepening phase takes the subject from a very relaxed
state into the fully "hypnotized" state, where conscious thinking is minimized. At some time
between the deep relaxation and the deepening procedures you will move into a hypnotic state.
Here are a few of the many deepening techniques used to help the client deepen the hypnotic
process which again occurs when brain activity is in the alpha range (8-13 Hz).
There are three levels of hypnotic states:
• Hypnoidal—a light stage of hypnosis, characterized by fluttering eye movements.

• Cataleptic—a deeper state, characterized by side-to-side eye movements.
• Somnambulistic—the deepest state, characterized by the eyes rolling up.
Reactional Hypnosis - Repeatedly awakening the client and re-hypnotizing him/her with a
post-suggestion to re-hypnosis.
Arm Rigidity - The Hypnotherapist holds the client's outstretched arm from beneath the
elbow. He/She paternally instructs the client to draw all the tensions of their body into their arm,
from the count of five to zero. At zero the arm will be as tight as a steel bar. The client is told
the tensions will release and they'll go deeper when the therapist touches their pulse.
Heavy Light - A client's arms are both outstretched, right hand palm up and the left hand
at a right angle with thumb up. He/She is told a weight is placed in their right hand pressing
down (literal suggestion) and a powerful helium balloon is tied to their left thumb (inferred
suggestion). When right hand touches leg they'll go deeper. This can be used as deepening
technique and suggestibility test.
Staircase - Having the client visualize or imagine they are standing at the top of a
staircase of twenty steps. The staircase is well lit and has a sturdy handrail. Each step the
client imagines himself/herself taking down the staircase will take them deeper into the hypnotic
state.
Progressive Relaxation - The aim of this maternal technique is to relax the various areas
of the client's body starting from the feet if they are in the reclined position (from the head down
is they are sitting). Once the relaxation is complete toe to head, a five to zero count is given, at
which time the Hypnotherapist snaps his/her fingers and says "Deep Sleep! "
Eye Fascination - The client is asked to stare at an object above eye level. The therapist speaks
rapidly and paternally, telling the client their eyelids are getting heavier and beginning to close.
When they close, the therapist may touch the client on the forehead, and say “Deep Sleep!”
Fractionation - is when a client is taken in and out of trance several times within a session.
Counting - Have the client count backwards from 100 to you out loud or to themselves.
Suggestibility Tests
Suggestibility tests are normally used as a first step in a hypnosis session. They prepare a
subject for the more formal process of inducing hypnosis. These tests allow you to identify the
current level of suggestibility. This may vary with the person's state of mind and the rapport (level
of trust.) With all tests, you want to ensure that your subject feels he/she wants to perform well,
that he doesn't fight your suggestions, or to resist. You may begin testing by telling your subject
"Let's see how much control your mind has over your body", or "Studies have shown that the
smarter a person is, the better is that person able to focus his mind and the better hypnotic
subject he makes." Let the person know that testing is not hypnosis. "I'm going to try a few
experiments to see how good you are at relaxing. I'm NOT going to try to hypnotize you... Yet!"
Finger Clamp - “ Take your hands and fold them together as if you are praying Interlock
fingers together and let your palms to press together as well. Now I want you to go ahead and
take your two index fingers and stick them straight in the air and I want you to separate them
about an inch, apart and I want you to stare directly at your finger tips and as you do this, I want
you to imagine that your fingers start to come closer and closer, together, just imagine your
fingers start drawing closer and close together, so close that in your mind that you imagine that
your fingers are now touching. Just imagine your fingers are touching, the closer they get the
more they want to come together is if there’s magnets in the tips of your fingers bringing them
closer and closer and closer together, until you imagine your fingers get so close that you just
allow them to touch, as your finger touch together now, I want you to experience a sense of
relaxation and pleasure that flows through your body.”
Book and Balloon - “I want you to close your eyes and hold both your arms out horizontally in
front of you, palms facing down. Rotate your left wrist so that your palm is now facing upwards.
Imagine a big heavy book like an encyclopedia being placed on your upturned palm. Try to
imagine you can feel that heavy book pressing down on your hand. Imagine a big brightly colored
helium balloon tied by a bright red ribbon to the wrist of their right hand so that it takes the weight
of the arm and lifts it upwards. Go ahead and add a couple books to the left hand and add more
balloons to the right hand until you can feel the change now!”
Lemon Test - “ Close your eyes and imagine looking at, feeling, picking up, and slicing a
ripe, bright, yellow lemon in half. Imagine smelling the lemon, bringing it to your mouth, and finally
squeezing some of the juice onto your tongue.” The individuals who are aware of salivating and/
or smelling the citrus aroma during this exercise are more likely to be good imaginative
candidates than those who do not salivate. Some individuals’ mouths will visibly pucker.
Arm Lowering - " Hold your right arm straight out in front of you like this. (The practitioner
guides the subject to extend the right arm directly in front of the body at shoulder height and
parallel to the floor.) Close your eyes and concentrate on your arm and listen to me. Imagine that
your right arm is feeling heavier and heavier, and that it’s moving down and down. It’s becoming
heavier and heavier and moving down and down. It weighs a ton! It’s getting heavier and heavier.
It’s moving down and down, more and more, coming down and down, more and more; it’s heavier
and heavier, coming down and down, more and more, more and more.”
Books on Hypnosis
• Patterns of Hypnotic Techniques of Milton H. Erickson, MD: V1 - by John Grinder & Richard Bandler,
• Patterns of Hypnotic Techniques of Milton H. Erickson, MD: V2 - by John Grinder, Bandler & Judith DeLozier
• The Structure of Magic: A Book About Language and Therapy 1 - by John Grinder
• The Structure of Magic II - by John Grinder
• Trance-formations: NLP and the Structure of Hypnosis - by John Grinder
• Using Your Brain: For a Change - by Richard Bandler
• Insider's Guide to Submodalities - by Richard Bandler
• Hypnosis for Change - by Josie Hadley
• Time Line Therapy and the Basis of Personality - by Tad James
• My Voice Will Go with You: Teaching Tales of Milton H. Erickson - by Milton H Erickson
• Scripts and Strategies in Hypnotherapy: The Complete Works - by Roger P. Allen
• Uncommon Therapy: Psychiatric Techniques of Milton H.Erickson, M.D. - by Jay Haley
• Milton H.Erickson (Key Figures in Counseling & Psychotherapy Series) (Jeffrey K. Zeig & W. Michael Munion)
• Handbook of Hypnotic Suggestions and Metaphors - by D.Corydon Hammond
• Words That Change Minds: Mastering Language of Influence - by Shelle Rose Charvet
• The Power of Metaphor: Story Telling & Guided Journeys - by Michael Berman
• Coaching with NLP: How to Be a Master Coach - by Joseph O'Connor
• Turtles All the Way Down: Prerequisites To Personal Genius - by John Grinder
• Ericksonian Approaches: A Comprehensive Manual - by Rubin Battino
• Hypnotherapy - by Dave Elman
• Phoenix: Therapeutic Patterns of Milton H.Erickson (David Gordon, Maribeth Meyers-Anderson)
Hypnotic Process
This is the interview for the Hypnotic process. Use it as a structure guide for your Hypnosis session.
1. Elicitation of Present State and Outcome State

• Trance Pre-Talk
• Eliminating Fears and Concerns
• Suggestibility testing
2. Induction
• Pacing
• Revivification
• C/UC Dissociation
3. Utilization of Hypnotic Phenomena
• Ideomotor Signals
• Catalepsy
• Other Hypnotic Skills
4. Changework
• Reframe
• Activate Resources
• Theme For Transformation
5. Post-Hypnotic Suggestion
• Indirect Suggestion
• Desired Outcome
• Direct Suggestion
• Trance
6. Reorient
• Give Motivation Suggestion

• Count Back-Up
• Orient Back Into Body/Room
SECTION 9
Time-Based
Techniques
“People change only when the pain of remaining the same,
is greater than the pain of change!”
~ Thomas Merton Brightman ~
What is Time Stream
Throughout history, humankind has been aware of the passage of time. Aristotle was the first to
mention the “stream of time” in his book Physics IV. William James spoke of linear memory
storage as early as 1890. Finally, the concept, nearly forgotten, was revived in the late 1970’s by
the developers of NLP. In 1985, Tad James applied a therapeutic process to this concept of an
internal memory storage system. The result is a technique, which produces long-lasting
transformation very quickly, faster than what is currently called Brief Therapy. These powerful
Time Line Process techniques are becoming the method of choice to make fast, effective, long-
term changes in behavior .
Your “Time Line” is how you unconsciously store your memories or how you unconsciously know
the difference between a memory from the past and a projection of the future. Behavioral change
in an individual takes place at an unconscious level. People don’t change consciously. The Time
Line Processes process allows you to work at the unconscious level and may help release the
effects of past negative experiences and change “inappropriate” programming in minutes rather
than days, months or years.
Time Line Processes allows you to clear out the emotional cupboards that can get control over
your life. Such emotional blockages are responsible for preventing people from achieving the
quality of life they desire. With Time Line Processes. you will be able to remove the negative
emotions of anger, sadness, fear, guilt and hurt. Not only that, you can also take out old beliefs
and limiting decisions, such as “I’m not good enough,” “I’ll never be rich,” or “I’ll never achieve the
goals that I really want.” These limiting decisions create false limitations and hamper your ability
to create reachable and attainable goals and outcomes. Time Line Processes techniques enable
you to eliminate many types of issues in your past, thus allowing you to move forward toward
your plans and desires.
Time Line Work, as it’s been recognized for some time now that people are more past-orientated,
some future-orientated, and others present-orientated. These time orientations can be the basis
for exceptional skills, but can also create serious traumatic issues in people's lives. By shifting the
perspective on a memory as it relates to time, one can completely change the effect of a person's
past in a matter of minutes. Negative emotions and presenting problems such as guilt, fear, anger
and sadness can be cleared and released from past memories allowing much more control of
their future results. Working with time lines can clear limiting decisions and beliefs and actuating
the future time line can literally create the future.
In 1985, Tad James, applied a therapeutic process to this concept of an internal memory storage
system. The result was a collection of techniques which produces long-lasting transformation
very quickly, faster than what is currently called Brief Therapy. Powerful Time Line Therapy™
techniques are becoming one of the methods of choice to make fast, effective, long-term changes
in behavior. Remember: Time Line Therapy™ process allows you to work at the unconscious
level and may help release the effects of past negative experiences and change "inappropriate"
programming in minutes rather than days, months or years.
Discovering Your Time Line
Set the frame and create “yes set” for the client to feel relaxed and comfortable;
“We’re about to do a process that’s a fast, easy and effective way for you to release old emotions or
beliefs which you no longer want. “
Now begin to elicit their time-line by asking;

“Now if I were to ask you which direction the past seems like it is for you, I have a sense that you
would point in some direction in relation to your body.. So why don’t you just go ahead and point , so
that you know where your past is. Sometimes it seems like your guessing, but just go ahead and
point.” (client points)
“Now you have a past, and I know you have a future, so why don’t you just go ahead and point, so
that you know where your future is?” (client points) “Good!”
“Now notice that having the past in one direction and the future in another direction sort of implies a
line, or COULD imply a line...”
(Possible implied directions of Time-Lines)
In-Time and Through-Time
Classic In-Time:
1. Relates to how people code time or view their world.
2. In-Time person is someone who has any part of their time-stream passing through their body.
3. Classic In-Time people will usually live in the moment, not carry day planners, chronically late,
and don’t understand why through-time people get so upset, don’t like schedules, and often
stop to smell the roses. The Power Of Now; In-Time book.
Classic Through-Time:
1. Classic through-time people see their time-stream right in front of them.
2. Through-time people will often be early and carry day-planners.
3. Know where they’ll be at 2PM, 5PM, and at 5 years etc.
4. Anything less than classic could have characteristics from both.
Prime Directives of the UCM
1. Preserve The Body:
#1 Prime directive.
Maintain the integrity of the body.
2. Stores Memories:
Temporal - events, emotions.
Atemporal - facts, names, figures, things, values, parts.
3. Organize All Memories:

Time Line - Organization of temporal memories linked by emotions.
Gestalt - Memories, chain of certain subject, mechanics within Time Line, HOW it organizes.
4. Repress Memories With Unresolved Negative Emotion:

Utilization of energy; Principle of Economy of Effort
5. Present Repressed Memories For Resolution:

To make rational and to release emotions, N.E. allows you to know you’ve been violated.
6. May Keep The Repressed Emotions Repressed For Protection:

Seeks more to avoid pain then gain pleasure
7. Runs The Body:

Has a blueprint:
- of body NOW.
- of perfect health.
8. To Be Highly Moral Being:
9. Domain of the Emotions:

Generates and maintains emotions, UCM located.
10. To Be A Servant, To Follow Orders:

Takes everything literally and personally
Discovering The Root Cause
Time-Line Therapy™
P N F
Womb
First
Significant Emotional Events
Event
Personality Development Stages

0 - 7 Imprint - Cookie Cutter of Parent
7 - 14 Modeling - Role Models
14 - 21 Socialization - Develop Values & Beliefs
Ask The Question:

“What is the root cause of this problem which if we
were to disconnect it would cause the problem to
disappear as an issue in your life forever? “
Trust Your Unconscious Response
Time-Line Script
Rapport and Set Frames. (Release in Layers; Anger, Sadness, Fear, Hurt, Guilt)
Problem State: “So what’s the problem? How do you know it’s a problem? Name the emotion?”
Convincers: Elicit three memories/events of that emotion, which you will be resolving/clearing.
“Can you give me three events from the past which, when you think of them, cause you to feel_____?”
Get the trigger words, not content. “When you think of these emotions can you feel_______ NOW?”
( If they’re not sure, invite them to float above their time-line to the past and then INTO the emotion on
their time-line enough to become aware of the emotion.
Elicit Time-Line: “If I were to ask your unconscious mind, where your past is, and where your future
is, I have an idea that you might say,” It’s right to left, or front to back, or up or down, or in some
relation to my body. And it’s not your conscious concept that I’m interested in, it’s your unconscious.
So, if I were to ask your unconscious mind where you’re past is to what direction would you point in
relation to your body? Good!” “And now your future, what direction would you point if I asked your
unconscious mind, where is your future? Good!”
Test Time-Line: “ Now would you bring to mind the directions that you pointed to, or the
memories, and notice the directions of the past and future that you pointed. Notice that they imply a
line? “
If No, “Well, could you notice that?”

If still No, “Is your past arranged by location, for example, where you lived?”
If Yes, “How would it look if, for purposes of this process, it were stretched out in a line?”
“Good, now when I say a line, I don’t mean to only imply a visual, because in a moment I’m going to
ask you to float above that line, and by float, I also mean as sounds- floating on the wind, or floating in
the bathtub, or visually. However you float up above your time-line is perfect! So, can you just float
above and remaining above your time-line and float back into the past (pause) Are you there?”
“And now, float out into your future (pause) Are you there?”
“Now, float up higher. Float so high that your time line looks about one inch long.”
“Good, now float back to now, down into now and back into the room, into your chair.” “How was
that?”
Permission: “ Is it alright for your unconscious mind for you to release this (emotion) today and
for you to have conscious awareness of it? “
“At what age do you believe was the root cause of this problem, or the first event, which when
disconnected, will cause the problem to disappear as an issue in your life forever?”
If they say I don’t know: “I know you don’t know, but if you did… just notice whatever comes up… trust
in your unconscious mind, respond with the first thing that comes up? What age were you?”
Negative emotion #1 Procedure: (Client looking through own eyes above Time Line.)
"Just float up above your Time Line, float back to the past, hovering over Position #1,
looking down on the event, and when you get there just notice the event from above.
Let me know by nodding your head when you're there."
Time-Line Script (cont)
“Ask your unconscious mind what it needs to learn from the event, the learning of which will allow
you to let go of the emotions easily and effortlessly. Your unconscious mind can then preserve the
learning's so that in the future if you need them, they'll be there for you."
"Now float to Position #2 so you are still above the event and about (time) before the event,
and you are looking toward Now, yes? (Make sure you they’re well before any of the chain of
events that led to that event.) And ask yourself, 'Now, where are the emotions? Where did they
go? Are they GONE, or have they disappeared completely as an issue in your life forever?
That’s right, they’re gone!”
Check: “ Now let’s float right down into the event to Position #3, looking through your own
eyes (associated) and check on the emotions. Are they there or have they disappeared completely!
Good! Now float back to Position #2.”
"Now, come back to Now above your Time Line only as quickly as you can let go of all the (name
the emotion) on any events all the way back to Now, assume Position #2 with each subsequent
event, preserve the learning's, and let go of the (name the emotion) all the way back to Now.” Take
all the time you need to do this completely and thoroughly. (When client has done this)
“Float down into now, and come back into the room." (Break State)
Test: (client back at now.) " Can you remember any event in the past where you used to be
able to feel that old emotion? Go back and notice if you can feel it, or you may find that you cannot.
Good come back to now.”
Future pace: (client back at now.) " I want you to go out to an unspecified time in the future,
which if it had happened in the past, you would have felt inappropriate or the unwarranted (name
the emotion), and notice how your responding differently Now. OK? Good come back to now.”
*Note: If the emotion does not disappear, then reframe it for them.
**Note: When releasing fear, hurt or sadness: " Imagine an infinite source of love and healing
above the top of your head. Now, allow it to come in through the top of your head, (from your
Higher Self) and fill up your body, now. Allow that infinite source of love and healing to overflow out
your heart and fill up the 'you' on the time line until he/ she is completely whole and healed."
The 3 Things to check at position #3
1. Make sure client is in position #3. (Indictor: Client is really feeling the emotions)
Tell client: - "Get up higher, and float farther back."
"Get high enough and far enough back until the emotion disappears."
2. Be sure client is before the first event. (Indicator: 90% of the emotion releases.)
Ask client: - "Are you before the first event?"
"Is there an event earlier than this one? Go back before the FIRST one."
3. Must be agreeable to let go of emotion. (Indicator: Client says, "The emotions are not
releasing.") Ask client: - "What is there to learn from this event? If you learn this, won't it be better
than having the old emotions? How can you get the same benefit that the emotions provided when
you let them go?"
Time-Line Script Cont. 3
Release Positions Along Time-Line
#2 #1
Release Learning
Past Now Future

(Associated)
#3
SECTION 10
EFT -
Emotional Freedom
Technique
“You must be the change you wish to see in the world!”
~ Mahatma Gandhi ~
History of EFT (Emotional Freedom Technique)
The psychological self-help and treatment method known as Emotional Freedom Techniques (EFT for
short) has a venerable “family tree.” Its origins lie in ancient Chinese medicine and the development of
acupuncture, a healing technique that uses needles on areas on the “energy meridians” or energy
pathways, as recognized by practitioners of this method. These healing practitioners have refined their
skills over many centuries and acupuncture is widely used today in the East. It is also becoming
recognized by Western medicine, mainly for its use for anesthesia in hospital settings.
It is important to realize, however, that acupuncture was not developed to treat emotional problems, but
physical ones. Although occasionally a practitioner will use it today to relax a patient or to relieve
severe anxiety, acupuncture does not have a systematic way of applying this method for emotional
problems; it is not viewed as a psychological treatment per se. The development of “emotional
acupuncture”, as it is sometimes referred to, was indirectly assisted by Dr. George Goodheart, a well
known chiropractor in the United States who founded a branch of chiropractic based upon a precise
method of testing the body for information about its own needs.
Goodheart had learned about acupuncture in 1962 from reading an interesting book written by the
president of the Acupuncture Society in Britain. He was intrigued with the possibilities it promised for
his own practice. He then studied acupuncture and soon introduced it into his own work as one of the
bases of a new method he was developing called Applied Kinesiology (which uses muscle testing to
determine the appropriateness of any form of treatment). Substituting simple manual pressure for
needles, he found that he could obtain the same beneficial results by simply applying manual pressure
to the acupuncture points, or by “percussing” or “tapping” on them; an advance which made this
acupuncture-derived method accessible to many more people, since it was non-invasive.
Building on the work of Goodheart, in the 1970's an Australian psychiatrist, John Diamond, M.D., took
this discovery a step further by creating a variation of it which he called “Behavioral Kinesiology”. This
derivative of Goodheart’s method added an interesting component. Diamond used affirmations (positive
self-statements or thoughts) when the person was contacting selected acupuncture points, and did this
specifically to treat emotional problems. His innovative departure in this respect foreshadowed the later
development of the “meridian-based therapies” and Energy Psychology, in the forefront of which we
find EFT today.
But before EFT could be invented, another step was necessary. The concept of using tapping of
accupoints to treat psychological problems needed a structure to become widely applicable. This
structure was supplied by an American psychologist, Dr. Roger Callahan, who specialized in anxiety
disorders. In the early 1980’s, Dr. Callahan learned Applied Kinesiology and studied the meridian
system of acupuncture in an effort to find better answers to some of the problems his patients faced,
particularly those of anxiety and phobias. He then took the step that was necessary to bring the
tapping procedures into a full fledged form of psychological treatment, by combining the use of
“tapping” for emotional problems with simultaneous focusing on the problem at hand. Callahan had
discovered that if a person is focusing on a specific fear of their own at the time they tap; this fear can
be removed, often permanently.
What is EFT - Emotional Freedom Technique?
The Emotional Freedom Technique, or EFT, is the psychological acupressure technique I
routinely use it now in my training as well as my personal life. I highly recommend using it to
optimize your emotional health. Emotional health is absolutely essential to your physical health
and healing - no matter how devoted you are to the proper diet and lifestyle, you’ll not achieve
your body's ideal healing and preventative powers if emotional barriers stand in your way.
EFT is very easy to learn, and will help you:

Remove Negative Emotions
Reduce Food Cravings
Reduce or Eliminate Pain
Implement Positive Goals
EFT is a form of psychological acupressure, based on the same energy meridians used
in traditional acupuncture to treat physical and emotional ailments for over five thousand years,
but without the invasiveness of needles. Instead, simple tapping with the fingertips is used to
input kinetic energy onto specific meridians on the head and chest while you think about your
specific problem - whether it is a traumatic event, an addiction, pain, etc. -- and voice positive
affirmations.
This combination of tapping the energy meridians and voicing positive affirmation works to
clear the "short-circuit" - the emotional block -- from your body's bio-energy system, thus
restoring your mind and body's balance, which is essential for optimal health and the healing of
physical disease.
Some people are initially wary of these principles that EFT is based on - the electromagnetic
energy that flows through the body and regulates our health is only recently becoming
recognized in the West. Others are initially taken aback by (and sometimes amused by) the
EFT tapping and affirmation methodology, whose basics you will learn here.
But keep in mind that, more than any traditional or alternative method I have used or
researched, EFT works. I have witnessed the results in my patients since deciding to use EFT
exclusively in June of 2001. Indeed, because of its very high rate of success, the use of EFT
has spread rapidly, and EFT Practitioner can now be found in every corner of the country and
world.
This manual will simply provide you with an overview on how and where to tap, and the proper
affirmation techniques, so that you can begin using EFT immediately to help yourself and
others. If you are interested in taking your EFT knowledge and practice to the next level,
please consider getting certified in NLP and EFT together. www.LANLP.com - (818) 879-2000
The Tapping Technique Explained
1 - We start by tapping on the karate chop point. I use the tips of all four fingers of my right hand
to tap the outside of my left hand. Use the same pressure you would use if you were tapping on a
table to make a drumming sound. (If you have long fingernails, use the pads near the end of
your fingers to tap.)
2 - Next, we move to the top of the head and then we’ll work down the body, making the points
easy to remember. Use the fingertips on one or both hands to tap the top of the head.
3 - The eyebrow points are located at the beginning of the eyebrow, nearest the center of the
face. I use the index and middle fingers together, on both hands, to tap the two eyebrow points.
4 - The side of the eye points are located on the bone at the side of the eye. It’s not so close to
the eye that it feels like you’re poking yourself, and not so far away that you are tapping at the
temple. Using the index and middle fingers together, tap on both side of the eye points at the
same time.
5 - The under the eye points are on the bone located under the eye about even with the pupils.
Using the fingertips of the index and middle fingers, gently tap this spot under both eyes.
6 - Now tap under the nose with the index and middle finger of one hand. The spot is roughly
midway between the bottom of the nose and the top of the lip.
7 - The chin point is not really on the chin; it is mid-way between the bottom of the lower lip and
the chin, in that indentation area.
8 - The collarbone spots are located about one inch down and over towards the outside of where
a man would tie his tie. I use four fingers together on each hand to tap the collarbone spots. Tap,
tap, tap, tap, tap, tap, tap. An alternative is to pat both spots at the same time with the flat of one
hand, with about the same pressure as you would pat a baby’s back to help it burp.
9 - The under the arm point is located about 4 inches below the armpit. I lift my left arm and use
the four fingers of my right hand to tap under my left arm.
* These are the points in the short form of EFT that we will be using.
** Extra tip: I find that returning to the top of the head helps the round feel complete. You can
end repeated rounds at any point. You can start at the eyebrow or top of the head. You can leave
out points, too. Remember that the energy system is connected; each point you tap resonates
throughout the system. Also learn to use your intuition early in your use of EFT.
EFT Script
Let’s Put It All Together - We’ll now combine the basic sequence with tuning into your
body/mind, speaking a truth about how you feel right now, and choosing how you’d like to feel.
Tune-in. Where do you feel a discomfort or distress? What does it feel like? Be as
specific as possible. Ideally, include the location, the description of the feeling, and what the
emotion is. (“Worried” is too general. “This tight knot of worry in my forehead” is better.)
Note your starting intensity (0-10), with 0 being no intensity and 10 being very intense.
(If you don’t know, guess. helps tune into the feeling and how it does shifts after the tapping.)
While continuously tapping on the karate chop point, emphatically say your set-up statement
three times. This statement typically includes the first part that speaks a truth about how you
feel right now (from step 1), followed by a choice about how you’d like to feel. In this example,
we’ve chosen a statement of self-acceptance:
“Even though _______________ (I have this knot of worry in my forehead), I deeply and
completely accept myself.” (Repeat 3 times.)
Tap on each of the points 3-7 times, re-stating your issue (the reminder phrase) at each point:
“This _______________ (knot of worry in my forehead)”.
-Top of head -Eyebrow -Side of eye -Under the eye -Under the nose
-Chin -Collarbone -Under the arm -Back to the top of head.
Take a deep breath! Note your ending intensity (0-10), with 0 being no intensity (it’s gone!) and
10 being very intense: ____. If it’s above a “2,” repeat the steps above. You can also make the
following changes as you tap:
- Modify the set-up statement in step (2) to “Even though I still have some of this _____,
I deeply and completely accept myself.”
- Change the reminder phrase to “Remaining ______.”
- Be more specific. What’s the best way to describe what you’re feeling now? The physical
feeling or the emotion of the pain may move or change. You’ve got your energy moving!
SECTION 11
Basic Interventions
“Faith is being sure of what we hope for and certain of what we do not see!”
~ Heb 11:1~
Eye Pattern Scramble
This process is extremely simple and extremely powerful. It is a process that can be used
everyday depending upon the feelings and the internal states that you wish to eradicate/diminish.
Its primary usage is to decode the nervous system from how you have specific memories with
unresolved negative emotions stored. Because every memory has been encoded into our nervous
system via our different representational systems, we do have an associated eye pattern/strategy
which retrieves that memory. When you retrieve a memory with unresolved negative emotions
attached to them, then hold a picture of that memory in your mind’s eye, moving your physical
eyes randomly between the six points of the eye pattern chart you DE-program how you’re
nervous system has filed that memory and the emotions will go neutral around that experience.
The process is as follows:
Place SIX dots on your mirror, two feet apart laterally, and ten inches between each dot vertically!
Start with the center two dots and make sure they are right below your eye (AUDITORY) level .
Stand approximately 18” away from mirror (about the distance of the counter) when you begin.
24” inches
10” inches
IMPORTANT: You Must Hold The Picture Of The Memory While You’re Moving Your Eyes.
While holding on to the negative experience you want to feel differently about in your mind’s eye,
move your eyes randomly between the dots until the feelings around the memory goes neutral.
Use this every morning to feel differently about anything that occurred during that day. Have FUN!
Five-Step Sales Process
1. Establish Rapport - Remember, people who are like each other tend to like each other. Match
and Mirror things like body language, gestures, breathing, head tilt, voice patterns.
2. Ask questions - The questions you ask are directly related to the business of the person who
you are. Talk their language. Ask questions in the language of their business
3. Find requirement/value - Establish need - establish value. No need? Stop here. Find another
client. There are plenty of clients to work with that have needs.
4. Link the their Need or their Value to your Product or Service -

• Conditional close - “Is it fair enough... • What would happen if... • Compared to..“ (Contrast
Frame) • Because “ I agree with you because... • Agreement Frame • Fire Anchors
• Use strategies and language patterns
5. Close – Ask for the sale! Chain anchors to handle objections.

• If no: (go to #3)
• If yes: Future pace. Fire the reassurance anchors! Get referrals
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Law of Reciprocity – Someone gives you something of value, you immediately respond with a
desire to give something back! * What can you give away that is within context of your industry?
Law of Contrast – When two things, are relatively different from each other, are placed near
each other in time, space, or thought, we’ll see them as more different and easier to distinguish
which one we want most. (Large vs Small) * What can you compare side by side to your client?
Law of Expectancy – When someone you respect expects you to perform a task or produce a
certain result, you’ll tend to fulfill his expectation whether positive or negative. (Placebo Effect)
* How can you believe more in yourself and your clients to help them buy from you?
Law of Association – We tend to like things that are endorsed by other people we like or
respect. (Product endorsements) * Who can you use to endorse your product or service?
Law of Consistency – When an individual announces in writing that he’s taking a position on
ANY issue, he’ll defend that belief regardless of accuracy even in the face of over-whelming
evidence to the contrary. * How/what can you get your client to write down his commitments?
Law of Scarcity – When a person perceives something he MIGHT want is limited in quantity, he
believes the value to be greater than if it were available in abundance. (Tickle Me Elmo strategy or
Limited Supplies) * How can you PRECIEVE your product or service to be in scarcity?
Law of Conformity – Most people tend to agree to ideas, products, or services that will be
perceived as acceptable by the majority of other people. (We all want to be accepted.)
* How can you build a future story about their purchase so it’s accepted by their peers/friends.
Law of Power – People have power over other people to degree they are perceived as having
greater authority, strength. * How can you become more competent, caring, and confidence?
From the book - INFLUENCE - Robert B. Cialdini
Negotiations
THE PLANNING
Determine your outcome.
Develop as many options as possible to achieve that outcome.

- Avoid fixed position.
- Define upper and lower limits of range.
Identify potential areas of agreement.
Identify issues to be resolved and plan how to discuss them.
Determine your best alternative to an agreement.
THE PROCESS
Opening
1. Establish rapport.
2. Get consensus that there is basis for negotiation.
3. Qualify the other negotiator through the ''as if'.
4. Establish the other negotiator's outcome through the ''as if'.
Exchange
1. State areas of agreement.

2. Anchor any and every state you can utilize later.
3. State issues to be resolved.
4. Probe for other's outcomes in areas of disagreement.
5. Develop options that include both parties' outcomes.
- Remind the other of shared interests.
- Ask for help in developing options.
- Ask for preference among several options.
- Emphasize objective standards for selecting an option.
6. Get agreement on the best option and move to close.
Closing
Summarize agreement and action plan emphasizing the next step.
Parts Integration
1. Identify the conflict (which is a part of the unconscious mind) and the parts involved.
2. Have conflicting part, which represents the unwanted state or behavior, be brought out
to either hand. “What form or person does this conflict represent and where is it located?”
3. Elicit the ‘opposite or flip side’ of that form be brought out to the opposing hand.
“What form or person does this represent and where is it located?”
“Who does it look like or who does it remind you of?”
“Is there anyone else that may be a part of this behavior?”
4. Make sure the client has a FULL representation (V.A.K.) of each image/part.
Elicit the client’s submodalities for each system. Visual, Auditory, Kinesthetic.
5. Separate intention from behavior.

a. Reframe each part so that they realize that they actually have the same intention by
chunking up; “What is the intention…?” or “For what purpose does…?”
b. What resources or attribute does each part have that the other part would like to have?
c. Have each part notice that they were once part of a larger whole.
d. Ask for other parts that were also once part of the larger whole. Have them join in the integration.
6. Invite the hands to come together and, at the same, have the internal images begin to merge.
“you may have noticed, now, your hands beginning to come together…”
If the hands do not come together automatically; do the following:

a. Create (visualize) a third part with the combined resources of each part.
b. Place this third image in between the two other images.
c. Create a series of visual images representing the metamorphosis or the transition from each part
to the central image.
7. Take the integrated part inside and have it merge into the wholeness inside.
8. (Optional, if in relation to Time Line Therapy) Suggest a ‘Super Part.’
9. Test and future pace.
10. (Optional, if you did # 8) If appropriate, take the new Super Part on Time Line and release any
event / decision from the past relative to the presenting problem.
NOTES: Do not use on phobias. All parts must be created from the same sufficient emotional
experience the client has awareness of.
Fast Phobia Model Script
Must gain and maintain Rapport through-out process.
EXPLAIN what a true Phobia is, a one-trail learning process. People with a Phobia think that there’s
something wrong with them, that they are crazy, or that it’s stupid to have such a fear.
“Actually, if you have a Phobia it means that your brain learns very quickly.”
“Another important thing to remember is that a fear is a communication between your unconscious
mind and conscious mind. Your conscious mind is attempting to communicate to you that danger is
present and that you need to be careful. But, the unconscious mind already knows how to respond
appropriately during a harmful event. Thus, an intense fear, as in a Phobia, is a mistake. The
conscious mind does not need to be on serious alert when this experience is present. So, you may
just choose to be only aware of the experience.”
The client is going on a difficult journey into the past, set up a powerful safety anchor. Have them
see the scene, hear the sounds and feel the secure feelings. Anchor this security kinesthetically by a
touch or holding hands. Hold anchor through-out or use when required.
PRETEST: “Name, can you imagine having this fear right now, so I may notice your response before
we rid this mistake. OK, that’s enough, now I would like to come back into this room, knowing you
are safe with me right here.”
“Name, What I would like to do is to imagine yourself sitting in a large movie theater. See yourself
up on the screen in a black and white photo just before the fearful event the first time. (if not the first
event, then the most intense time that you had this kind of fear response.)
“Now I want you to leave that black and white picture on the screen and float out of your body that’s
sitting here in the chair and go up into the projection booth of the movie theater. So from now on I
would like you to stay up in that projection booth until you are instructed to leave it. Can you do that?
Take your time…Can you see yourself down in the audience, over there?
And you can see the black and white picture up on the screen? Of yourself? “
“So you can see yourself down in the audience through the Plexiglas, and there are holes in the
glass so you can hear the movie, because we are going to show a movie here pretty soon. What I
want you to do is watch yourself watch yourself run a movie of you in one of those fearful moments
when you used to respond to that particular thing, seeing yourself go through that experience. Run
the movie from beginning to end, in black and white, as you stay up here in the projection booth.
You might even place your hands on the glass knowing that you are safe here in the booth. Just run
a complete movie, clear to the end, when the fear is over. You can tell from your movie that you’re
safe again. Take all the time that you need to make it into a still picture of yourself after the
experience is over.
“Was that fairly comfortable for you, watching that?
“What I want you to do now is to get out of the projection booth and out of the chair in the audience
and go into the movie at the very end, where it is safe. Then I want you to run the whole movie
backwards, in color, and I want you to be inside it, So it’s just like you took that real experience, only
ran it backwards in time, in about a second and a half, in COLOR! About like this,
Bezzzoooooouuuuurrrrrrppppp! Ready? OK, 1½ seconds, color, backwards! ... GO!
Did you come out on the other side, in the beginning?
SECTION 12
Conclusions
“Life is not a journey to the grave with the intention of arriving safely
in a pretty and well-preserved box, but rather skid in broadside,
thoroughly used up, totally worn out and loudly proclaiming...
WOW what a ride!”
~ Bill McKenna - Motorcycle Racer ~
Glossary of Terms
Anchoring - the process of making associations that work through conscious choice so that you can re-access your own or trigger
others' chosen state when appropriate.
Association - the state of being inside your own skin, seeing the world from your own eyes, hearing the world from your own ears and
feeling the emotions of the situation, whether current, remembered or imagined.
Beliefs - assumptions we make about ourselves, about others in the world and about how we expect things to be. Emotionally held
options treated as facts and the basis of our everyday decisions, skills and behaviors.
Congruence - having all parts of yourself working in harmony; being at one with yourself.
Criteria - the values and standards used as the basis for decisions.
Dissociation - the state of observing yourself as if you were an outsider. Seeing and hearing yourself from the outside. The effect of
dissociation is to disconnect from emotions.
Eye accessing cues - movements of a person's eyes that indicate visual, auditory or kinesthetic (feelings) thinking.
Filters - levels of thinking that determine where we put our attention and consequently what constitutes perception. These filters
determine how we respond to situations and people.
Frame - the focus of attention you give to something.
Logical levels - a form of personal and organizational hierarchy of how effectively we bring about change for ourselves or for others.
Consisting of environment, behavior, capabilities, values, beliefs, identity and purpose.
Meta Model - a series of devices for achieving a better understanding of vague language patterns, including specific questions for
added clarification.
Metaphor - having a parallel means of describing or observing. Metaphors can be parables, stories, analogies, pictures, actions. Often
used to influence the unconscious mind and bypass conscious resistance.
Metaprograms - internal filters which people use to sort the information they receive in a systematic way, and which then determine
their behavior.
Modeling - the process of understanding the thoughts and actions that enable someone to accomplish a task excellently. The
conscious, but especially unconscious strategies in order to duplicate the results achieved.
Neuro-linguistic programming (NLP) - the study of the structure of subjective experience. A process of modeling which explores the
dynamics between mind/body, language and how their interplay affects our behaviors.
Outcome (well formed) - a goal that is characteristic of someone who consistently achieves what they want in ways that are a win for
others as well as themselves. It involves the use of all senses, including emotion.
Pacing - respecting the values, the needs and the style of another person in a way that leads to rapport. Going along with aspects of
what is important to another and yourself.
Predicates - the words we use that differentiate between Representational Systems.
Rapport - a process of building a sustaining relationship of mutual trust, harmony and understanding.
Reframing - considering an issue from many different aspects. The ability to make meanings of events in ways that work for you and
create desirable emotional states.
Representational Systems - representation of information internally through our basic senses, i.e. pictures (visual), sounds (auditory),
feelings (kinesthetic), taste (gustatory), and smells (olfactory).
Strategies - a set of thinking and behavioral steps to achieve a result.
TOTE (test - operate - test - exit) - the feedback loop used to guide behavior.
Test Questions
1. List 6 presuppositions of NLP
2. What is the “Law of Requisite Variety”?
3. What is rapport?
4. List five things to match when creating rapport:
5. What is “Crossover Mirroring”?
6. Draw the Eye Pattern chart:
7. What is meant by “Primary Representational System”, and how do you use it?
8. What is meant by the “Lead Rep. System”, and how do you find it? What is its purpose?
9. For each of the following predicates, identify the rep. system:
10. Translate the following sentences into a different rep. system.

– Things look good
– It’s so quiet you can hear a pin drop
– You’re really fired up; you look like you’re ready to go
– That sounds like a good idea
– People don’t see me as I see myself
– Those words leave a sour taste in my month
– Everyday above ground is a good day
11. Describe process of overlapping rep. systems, give examples of when to use this pattern.
12. Which of the following descriptions are SENSORY-based, and which are hallucinations?
13. What is meant by a “physiology of excellence”, and why is this important?
14. List six modalities used for calibrations
15. What is the difference between voice tone, tempo and timbre?
16. What are six Keys to an Achievable Outcome?
17. What is the “Meta-Model”?
18. What are the three processes of internalizing on which the meta-model is based?
19. Identify meta-model violations in following sentences, and what appropriate response be:
20. What is “Personal Power” and how does one get it?
21. What is “state”, and why is it important?
Test Questions (cont)
22. What is a “Pattern Interrupt” and when is it used?
23. Describe the following frames and tell when to use them:
24. What is an anchor?
25. What are four keys to anchoring?
26. Describe the steps to anchoring:
27. Describe the process of collapsing anchors. Tell when it is useful to do so. ( p. 60)
28. Describe process of chaining anchors, and when it’s useful to do so. (p. 62, Process #2)
29. Describe how to discover how your client stores time.
30. What are values and why are they important?
31. Describe how to do a “Change Personal History” (using anchoring) and when to use it.
32. Describe difference between association and disassociation. When is it valuable?
33. What is a phobia?
34. How do we eliminate a phobia?
35. What is a strategy?
36. What are the steps in eliciting a strategy?
37. List 6 visual, 6 auditory and 6 kinesthetic submodalities:
38. What is a reframe and why is it useful?
39. What is the difference between a meaning and a context reframe?
40. What are the 6 steps in a six-step reframe?
41. What is the agreement frame and when would you use it?
42. What is a conditional close and when would you use it?
Test Questions (cont)
43. Be able to supply statements that are examples of all 18 Milton Model language patterns:
1. Mind Read:
Example: I know that you are wondering...
2. Lost Performative:
Example: And it’s a good thing to wonder...
3. Cause and effect
Example: Oops! Don’t sit in that chair, because that’s the trance chair!
4. Complex Equivalence
Example: The very fact that you’re sitting there, in that chair, means you’re learning...
5. Presupposition:
Example: You are learning many new things...
6. Universal quantifier:
Example: And all the things.... all the things you’re learning about right now...
7. Modal Operator:
Example: That you can learn... That you WILL know... that you MUST know...
8. Nominalization:
Example: ...provide you with new insights, new understandings...
9. Unspecified verb:
Example: And you can, you know...
10. Tag question:
Example: Can’t you?
11. Lack of referential index:
Example: One can, you know.... begin to understand more...
12. Comparative deletion:
Example: And it’s more or less the right thing to do...
13. Pace current experience:
Example: You are sitting here, listening to me, looking at me... and that means you’re curious....
14. Double Bind:
Ex: Cash or charge? (Either way, they pay!!) or ...and it’s not right for me to tell you, learn this or learn that...
15. Conversational Postulate:
Example: Do you feel this (punctuation ambiguity) is something you understand?
16. Extended quote:
Example: Last week, I was with Richard who told me about his training in 83 when he talked to someone…
17. Selectional Restriction Violation:
Example: A chair can have feelings... and if you don’t lose that weight, imagine how your chair will feel!
18. Ambiguity: (see manual)
(Phonological Ex:) Your mind feels so clear, so clear right now. And if you don’t mind, it’s a good time to think
about...
19. Utilization:
Client:: I don’t really understand. Practitioner: “That’s right, you don't understand…. YET!”
44. What are the four major styles to Hypnosis?
45. Name 3 Hypnotic inductions you would use with a client.
46. What is NLP?
47. How could NLP be useful in sales or negotiation?
48. Describe the 5 steps in the “Five-Step Selling Process?
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John James Santangelo’s

John James Santangelo C. Ht.

• How can I learn to produce results on a more consistent basis?

Blessings, John James Santangelo

Neuro-Linguistic Programming (NLP) began as a model of how we communicate to ourselves and

Visual including the sights we see or the way someone looks at us

Linguistics - Language and other non-verbal communication systems through

• Watch and listen to explorer’s non-verbal cues during exercises.

1. Know Your Outcome

3. Have Sensory Acuity

4. Have Behavioral Flexibility

5. Operate From A Physiology and Psychology Of Excellence *

NOTE: Statements followed by an asterisk are not ‘traditional’ NLP Principles .

1. What do you want?

2. How would you know you got it?

3. When and where do you want it?

4. What will have happened once you’ve obtained it?

5. What resources do you have available to achieve this outcome?

1. Elicit Present State

3. Elicit Outcome State

4. Elicit Resource State

Value Or State Goal Or Outcome

Stated Ambiguously Stated Specifically

Write Affirmations Write Goals/Outcomes

You Can Have It Now Time Is Involved

No Steps Steps Required To Get There

Stated For Self And/Or Others Stated For Self Only

1. Stated in the positive

2. Specify present situation

4. Specify evidence procedure

6. Is it self-initiated & self-maintained?

8. What resources are required?

1. Stated In The Positive.

2. Initiated maintained By Client.

3. Specific Sensory-Based Description Of Outcome & Steps To Get There.

5. More Than One Way To Achieve It.

6. First Step Is Specified And Achievable

1. Respect the other person’s model of the world!

2. Communication is the response that we receive, not our intention given.

3. The map is not the territory!

4. There are no resistant clients, only inflexible communicators.

5. There is no failure, only feedback.

6. People have all the resources they require to succeed;

7. All behavior has a positive intention given the resources available.

9. Behavior and change are to be evaluated in terms of context and ecology.

10. You are in charge of your mind, therefore your results!

13. All procedures should be designed to increase choice.

14. All presuppositions are a choice in perception; including this one!

Light <- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -> Dark

Lower Lip Size

Lines (pursed) <- - - - - - - - -- - - - - - - - - - - - - - - - - - -> No Lines (relaxed)

Theory: Communication is - 55% Physiology

Process: Rapport is established by mirroring and matching and is one of

Indicators of Rapport: Look for these specific sensations.

Kinesthetic; feelings, sense of touch

3. Auditory digital is valuable as a filing system:

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

9. Kinesthetic tactile and proprioceptive sensations provide raw data.

10. Kinesthetic meta is the primary way people evaluate experience.

A/D = Auditory Digital

Visual Auditory Kinesthetic A/D

See Hear Feel Sense

View Listen Touch Experience

1. K 2. A 3. V 4. A 5. A

A V K D D

V D D K K

D K A V V