Why Might I Want To Know About NLP?

By Menachem Kasdan, Certified NLP Trainer

If you want to excel in any particular endeavor - or in many - as diverse as:

developing communications or business skills, parenting or teaching skills,
swimming, influencing others, being creative, cooking, negotiating, therapy
skills, etc. - you would want to learn NLP.

Why?

Because NLP is the study of skill acquisition and mastery, how to identify,
integrate, and apply to yourself and teach others, the skills applied by the
experts in their field; how the experts themselves excel in what they do.

How does N?LP do this? (And what do those letters "NLP" stand for?)

Just like in all disciplines, NLP accomplishes its goals by being both an art and
a science, an attitude and a technology. An art, because each individual brings
his or her unique personality and style to what they do, and this can never be
fully captured in words and techniques. A science because there are techniques,
methods and procedures for discovering and for applying, the patterns and
strategies used by the individuals who excel in their field. An attitude, because
being curious and motivated to discover, implement and teach the structures of
excellence is what drives the student/practitioner of NLP.

Studying skill acquisition in this manner is called modeling.

Modeling answers the question "how?" as opposed to a theory which answers

the question "why?" And what a difference there is between the two!

Just think of the different information you would get if you asked "why" a
Nobel prize winnerwent about earning his distinction versus the information
you would receive if you asked "how" he went about doing it. Only the second
question and its answer would really teach you how to be more like him. Or,
think of the difference between the answers you would get asking "why" the
Wright brothers created the airplane versus "how" they did it.

Based on this idea that a model teaches us how to perform successfully,

another way for explaining what NLP is about, is to describe it as containing
two parts:

1) a model of how to model human behaviors, and

2) a collection of the patterns (models) so far discovered.

As a model of how to model, NLP is a system which trains an outsider how to

discover the patterns of excellence in any field. As a collection of the patterns
(models) so far discovered, NLP is also a library or directory of models of
excellence.
For example, among the patterns NLP has discovered and catalogued are
strategies for establishing instant rapport with almost anyone, quick - and
permanent - (specific) phobia cures, public speaking skills, strategies to
overcome difficulties in spelling, sales strategies, study skills, sharp-shooting,
allergy relief, and many more.

As noted above, if you can duplicate the strategies - the attitudes, behaviors,
emotional states and communication skills - used by someone outstanding in
business, parenting, teaching, swimming, influencing others, being creative,
being kind and compassionate, negotiating, doing therapy, gourmet cooking,
etc. you could begin to reproduce (or at least consistently approximate) the
same outstanding results they so consistently produce. The NLP rule of thumb
is: If someone can do it, you can also learn to do it.

Thus, by using the approaches developed in NLP you would more quickly and
more expertly master the field in which you want to excel and then naturally
apply your learnings in your everyday life.

How does NLP help you do this? (And what does NLP stand for?!)

II

The underlying principle is that whether or not we succeed at any given task
depends upon how we think and imagine we will do. Or, in more precise terms -
which will shortly be explained - our success depends upon our subjective,
internal representation of external reality.

For example, remember some interesting event that you experienced within the
last month. To do so will require that you imagine some pictures in your
mind's-eye, that you "talk to yourself" about the event in your head, that you
remember what it felt like, perhaps tasted and smelled as well. This memory in
your head is an internal representation of a past external reality.

However, we not only remember the past, we can also imagine future situations.
In everyday language, we call this "planning".

If the internal representation - our subjective "map of the world" - shows us

how to succeed in the future, we will act accordingly. If we imagine failure, we
will succeed at that too, because we will act externally according to our internal
imagination. NLP therefore teaches us how to modify our internal "map" of
reality so we can make our desired imagination occur.

For example, the little child who imagines a little puppy as friendly, becomes
happily excited and wants to play with it when he sees one, while an adult who
imagines dogs as being aggressive, may actually run away when he sees the
same little puppy. More than they are responding to the puppy "out there",
they are reacting to their internal imagination, their internal "maps of reality".

NLP claims that all of our thinking has a structure which can be modified in
(reasonably) predictable ways. We think via internal pictures or, imageinations,
sounds e.g. internal dialogues, and internal feelings. The particular contents of
our internal pictures, sounds, feelings, etc. make up our map of the world.
As in the example of how different people respond to a little puppy by
responding to their internal "maps" of "interactions with dogs", so too we
respond directly to our internal "maps of the world" rather than directly to the
outside world. By learning how an expert structures his internal thinking, and
how he then acts upon them in the external world, we can imitate him. And,
although we begin by imitating him, as we become more adept at the imitation,
we begin to modify what we have learned so as to fit our unique personality,
who we are. Just as the expert does.
I I I

NLP stands for Neuro-Linguistic Programming: "neuro" referring to the

nervous system, through which all our experiences must be mediated,
"linguistic" referring to language, both verbal and non-verbal, i.e. the different
kinds of communications which our neurology must respond to, and
"programming" referring to the human ability to organize knowledge and
experiences into goal oriented plans or procedures (programs). We organize our
programs by systematically communicating to ourselves and others. Since much
of this occurs outside of our awareness, NLP studies both our conscious and
unconscious ways of communicating and programming. The term
"programming" also indicates that both our consciously re-producible
behaviors as well as many of our habitual (usually unconscious) ones, have been
"programmed" into our neurology, i.e. they have been learned, and therefore,
most importantly, are modifiable.

Its jawbreaker of a name notwithstanding, trainings in Neuro-Linguistic

Programming are fundamentally simple, natural, and "user-friendly". You will
be thoroughly enjoying yourself in an NLP training. (Humor is a serious NLP
learning tool!) Almost immediately participants report using their learnings to
improve themselves, their human relationships, and their professional
effectiveness.

©Menachem Kasdan, Director Jerusalem Institute for NLP, 2001.

 N L P A X I O M S F O R
E X C E L L E N C E
1. A Problem is the gap between the Present State - what you have, & your
Desired Outcome State - what you want.
2. A Solution is obtained by identifying & implementing the resources which move
you from PS to DS, from where you are to where you want to be.
3. Every Problem has a Solution.
4. Experience has structure. We organize our thoughts, feelings, memories and
behaviors in certain ways so that we obtain consciously and unconsciously desired
outcomes. This internal organization of experience is our Map of the World. If we
change the structure of our experience, our experience will automatically change.
And we can change how we think, feel and behave.
5. We learn about our environment via our five senses. We then process this
information via internal sensory representations (pictures, sounds, feelings etc.)
The organization of our internal pictures, sounds, feelings, etc. make up our Map
of the World. We communicate aspects of this map - our feelings, thoughts etc. - to
others through our physiology (body language), voice tone & use of language.
6. The Map is not the Territory. The way we "are" in the world, is an expression
of how we respond to our maps of the world. We respond to them,
rather than directly to the world. It is easier to update our Maps than to
change the world.
6. Every person is unique because of their internal Map which influences how
he/she gathers information, processes and expresses it, as well as what s/he
gathers, processes and expresses.
7. Distinguish between Person & Behavior. In interacting with others, respect the
person and his/her values & model of the world. If criticism is appropriate, direct it
to the behavior, not the person.
8. Accept experiences as information. Rather than judge - which is an imposition
of your map upon someone else's - be aware that what has
happened is your meeting up with another, different map of reality.
Corollary: There is no (permanent) failure, only feedback. Life
is ongoing learning. And since you can learn from a "mistake", it is not
really a "failure". It is valuable information which when properly utilized will
guide your next steps in coming closer to fulfilling your goals.
9. Every human being is endowed with all the resources s/he needs to accomplish
his/her goals. Where needed those resources may be obtained from her/his
surroundings.
Corollary: If someone else can do it - you can also learn
to do it.
10. Our beliefs motivate us. They also limit us. If you think you can (or if you
think you cannot) you'll be right. Change a limiting attitude and you will expand
the scope of your outcomes. Enhance desired attitudes and enjoy enriched
outcomes.
11. Everyone makes the best possible choice available to them at the time.
12. Behind every behavior - yours and other's - is a positive intention.
Corollary: Every behavior is or was useful, adaptive and
valuable in some context.
Corollary: Rather than condoning or condemning a person's
behavior, we can add newer and more effective behaviors which will
satisfy the same intent.
13. You cannot NOT communicate.
14. The meaning of a communication is its effect, the response it elicits, the
outcome it obtains; not the intention of the communicator.
Corollary: You get the response you elicit.
15. The definition of Resistance is "lack of flexibility on the part of the
programmer/communicator". If you meet "resistance" it means you have not yet
crafted your communication so that it can be processed in your partner's map in the
way you would like it to be processed.
16. "Power" is the ability to produce intended results. It is a function of the number
of options and choices you have, and the flexibility you use to implement them
appropriately. It is not "control over". It is the ability to be as you wish in any
given situation.
17. The person with the most flexibility in thinking & behaving has the best chance
of succeeding and will be the catalyst for change in the system.
18. There is always another way to accomplish what you want.
19. If you keep doing what you've done before, you'll keep getting the same
outcomes you got before.
Corollary: If what you've done till now hasn't worked -
try something -anything- else.
20. Mind & body, conscious & unconscious thoughts, feelings & behaviors are all
interrelated. Impact upon one and you'll affect the others.
21. The highest quality information is behavioral. Pay attention to what people
DO, not what they SAY they do.
©Menachem Kasdan, Director Jerusalem Institute for NLP, 1999
Communication is the expression of our thoughts.
What are thoughts?
Clearly, everyone knows that thinking occurs inside themselves and is not available to others
awareness.
Thus one helpful way of thinking about thinking is that we are using our senses internally.

Competence = keep operating towards

goal regardless of context.

Keep your outcome constant, but vary

your behavior so as to achieve it.

You can't set a goal without limiting

possibilities
 PHYSIOLOGY of EXCELLENCE

1. P asks S to pick a recurring "stuck" state and to re-enter it.

["See what you saw, hear what you heard, feel what you felt, act and talk
as you did etc.."].

2. When S confirms and P can see that S is in the stuck state, P describes in
sensory specific language what s/he sees, and asks S to "memorize" it.

Note: Do not allow S to remain in this state longer than absolutely necessary
to calibrate.

3. Break state.

4. Test that S can return to stuck-state physiology at will. Break state. Do

this twice.

Note: If unsuccessful, P gives correcting feedback till S does succeed.

5. P asks S to identify a resource state they would rather have in that

situation and to access it.
Repeat steps 1-4 for the resource state.

6. P guides S through the following sequence:

Neg Pos Neutral

P asks S to
a. re-access stuck state by getting into unresourceful physiology, and
as soon as they begin to feel the stuck feeling,
b. immediately move into resourceful physiology
c. P observes physiological shifts and makes sure they correspond to
earlier observations. Break state

Do this three times.

Note: Allow S to linger in and enjoy the positive state before guiding him/her
out of it into neutral state.
7. Test/Future Pace. Ask S about the (former) stuck state and notice that
they begin to re-access that physiology but never quite finish because
they shoot through to the positive state physiology without realizing it.

9. Practice several times daily for 2-3 days.

©Menachem Kasdan, Director Jerusalem Institute for NLP, 2001

 Well-Formedness Conditions
for
Outcome Frame

SPECIFIC OUTCOME STATED IN POSITIVES WHERE

DIRECTION IS IN YOUR CONTROL i.e. INITIATED
AND MAINTAINED BY YOU, WITH SENSORY DATA
REALITY CHECK, i.e. WHAT YOU WILL
SEE/HEAR/FEEL, AND WHICH IS CONGRUENT AND
ECOLOGICAL

CREATING EXCELLENCE THRU SENSORY

ACCUITY & BEHAVIORAL FLEXIBILITY
LANGUAGE IS A MAP OF A MAP
 EYE ACCESSING CUES

Vc Vr

Ac Ar

K Adi

PHOTOGRAPHERS MOVIEMAKERS V
ARCHITECTS DESIGNERS Vc
RADIOLOGISTS Vr
SPORTS/ATHLETES DANCERS Kproprioceptive
SURGEONS SCULPTORS MASSAGE- THERAPISTS Ktactile
ADDICTION Kr
COMPOSERS A
MUSIC Actonal
POET Ad
MUSICIANS Artonal

© Menachem Kasdan, Director Jerusalem Institute for NLP, 2001.

 LEAD SYSTEM
REFERENCE SYSTEM
PRIMARY SYSTEM
SYNESTHESIA
TRANS-DERIVATIONAL SEARCH

Rapport
(PACING)

"When people are like each other, they like each other"
Introducing NLP, p. 20.

Rapport = a p r o c e s s ( not a state!) o f a c k n o w l e d g i n g

( = a way of saying: ”Hi there! Hello”) the other’s
unconscious, i.e. their total self/communication
= a p r o c e s s ( not a state!) o f c r e a t i n g , m a i n t a i n i n g
&
enhancing Responsiveness in others
= the last step before attempting to influence other;
ALWAYS GO BACK TO !
= creating a receptive state in other
= a state of uncritical acceptance of your
communication
= meeting your "opposite" in "sameness"; meeting him
at
his model of the world and creating conscious &
unconscious affinity between the two of you
= making yourself into a bio-feedback instrument vis-
a-
vis the other
= A situation in which you have
1. Attention (from others)
2. As an expert, i.e. one whose
communication is important for them
Note: a. Because they will appreciate your
interaction with the whole of who
they are
b. Because they experience
themselves in you
3. As one who is non-judgmental. They will
feel "understood without being judged"

Advantages:

1. Gets you attention from others

2. Allows you to better understand their
model of the world
 3. Makes it easier for them to accept your
communication

Limitations to Using these Skills:

1. Your ability to notice others' behavioral
patterns (gestures, voice characteristics,
language patterns etc.)
2. Your skill at mirroring/matching the above
3. Your desire to do the above
Corollary: Know how to break rapport

Pacing Skills for Establishing Rapport

1. Mirroring
a.Physiology
b. Voice Tonality
2. Matching

3. Cross-Mirroring

4. Linguistic Mirroring/Pacing:
a. Backtracking
b. Rep System Predicates
c. Criteria
d. Accepting objections [agreement frame]
(But -> And)
5. Meta-Programs
 backtracking = review, for the other's evaluation,
what they (&/or you) have communicated, verbally &
non-verbally
a. Establishes agreement
b. Shows awareness of other's positions &
therefore interest in them
c. Maintains momentum
d. Prevents misunderstandings
e. Helps guide your next communication
input/output

Note #1: When Backtracking, constantly calibrate the other's responses in order
to know if & how to change your behaviors appropriately (= in accord with their
responses & your desired outcome). Let their behavior direct yours - towards
your outcome.
Note #2: Mirroring gestures during a Backtrack will not risk breaking the other's
state & your rapport with them, as much as it might while they are gesturing and
you are (supposedly) "just" listening.

4. Sort by Other - Let their feelings,

thoughts, values, beliefs (as you imagine
them), & behaviors direct your
understanding of them, &
not your own feelings etc.

5. Helpful Pacing Hints (assorted)

a. Indicate Appreciation of their ideas
e.g. don't be judgmental.
If you must - indicate agreement
before
disagreement,
approval before disapproval
e.g. use "and" instead of "but"

b. Pace their emotional state

e.g. first pace their depression
before (attempting to
lead by) recommending
they "cheer up"
c. Appropriately pace their (sub)culture
e.g. clothes
food
language
values (taboos)

c Menachem Kasdan, Director Jerusalem Institute for NLP, 1999

 REPRESENTATIONAL SYSTEMS - PREDICATES

VISUAL AUDITORY KINESTHETIC UNSPECIFIED

APPEAR TALK FEEL UNDERSTAND

PERSPECTIVE REPEAT BALANCE COMPREHEND
HORIZON HEAR HARD EVALUATE
LANDSCAPE SAY TOUCH SIMPLIFY
CLEAR STORY GRASP THINK
SEE DIALOGUE HAPPY DISTINGUISH
FOCUS LECTURE TAKE CONSIDER
VIEWPOINT LOUD SHOCKING REMEMBER
LIGHTENING ARGUE TRANQUILLITY JUDGE
DAWN CRY DEPRESSION CONTINUE
MOVIE DENY QUICK RESPECT
COLOR DISPUTE LIFT BELIEVE
LOOK WORD EXCITEMENT AWARENESS
[NAME OF SOUND OVERTURN COMMITMENT
COLOR] CHATTER DULL IMPORTANT
PICTURE WHISPER OPENNESS VALUE
FADE SING DISLIKE MEANINGFUL
OBFUSCATE GIGGLE ATTACK PERFECT
PALE WHIMPER STOLID PLANNING
DECORATIVE CRITICIZE TEMPERAMENTAL
HUE WARBLE ASSERTIVE OLFACTORY
BRIGHT MUSIC MARCH FRAGRANT
LIGHT BELCH SLEEP ODOR
CAMERA NAME COLLECT SMELL
DISAPPEAR { MUSICAL } TREMBLE NOSY
PRETTY {INSTRUMENT} SOFTEN STINKER
INVISIBLE SOPRANO SKIP PERFUME
OPAQUE AUDITORY LOVE FUMIGATE
REVEAL RHYTHM FLUTTER
ENLIGHTEN SHRIEK REPLACE
VISUAL TELEPHONE WORK
PHOTOGRAPH CALL ENERGIZE GUSTATORY
DAZZLE MOAN POWERFUL TASTE
BEAUTIFY LAUGH TRANSFER SALTY
SHADE ORATORY RUNNING SOUR
TRANSPARENT LILT FLOAT SWEET
MICROSCOPE THUNDER SUPPORT HUNGRY
BLIND BOOM! ATTACK SATED
GLASSES SHOUT THRUST DIGEST
SHOW RUMOR TAP INTO
BRILLIANT DEBATE PULSATE
FLUORESCENT PROCLAMATION FEEL
REFLECTION ANSWER IMPRESS

© Menachem Kasdan, Director Jerusalem Institute for NLP, 2001.

 R e p S y s t e m E x e r c i s e
Examples
1. My future appears pretty bleak

Match:
Visual: When I look ahead everything seems black
Translate:
Auditory: When I try to tune into it, my future sounds cacophonous
Kinesthetic: When I think of moving into the future, it seems so
painful

2. She's a nervous wreck over this project!

Match:
Kinesthetic: She's twisted up in knots by this project!
Translate:
Visual: She's completely unfocused by this project!
Auditory: This project is making a babbling idiot out of her!

3. It sounds promising

Match:
Auditory: What I hear has a good ring to it
Translate:
Visual: Looks real rosy
Kinesthetic: It feels like it could be a perfect fit
 Exercise

1. I feel unappreciated
Match:
Translate:
Translate:

2. What a delicious idea!

Match:
Translate:
Translate:

3. I keep asking myself: "How did I ever get into this?"

Match:
Translate:
Translate:

4. I just can't imagine how he sees it

Match:
Translate:
Translate:

5. We'll just have to pick up the pieces and start all over again
Match:
Translate:
Translate:

6. Why do I feel like I'm banging my head against a stone wall?

Match:
Translate:
Translate:

7. One more word out of him, and I'll scream

Match:
Translate:
Translate:

8. Looking back, I can see he was right

Match:
Translate:
Translate:

9. I'll stand by my intuition

Match:
Translate:
Translate:

10. He must come through for us

Match:
 Translate:
Translate:

11. You have to be the voice of reason here

Match:
Translate:
Translate:

12. Make it colorful and attractive

Match:
Translate:
Translate:
© Menachem Kasdan, Director Jerusalem Institute for NLP, 2001.
accessing sorts for their ucs thinking
Predicates sorts for their cns thinking = Primary rep system
Lead system determined by initial eye accessing
Most Favored rep system = who I think I am

"Congruency" in Rep systs means all 3 are same

more congruency -> more powerful our communication -> more

empowering/influencing others

overlap - natural intersection from most to next to least

favored rep syst & talk ab wht things wd naturally have to be
there & then cycle back again

overlap - A TECHNIQUE FOR RETRIEVING PERSONAL RESOURCES &

CREATING NEW EXPERIENCES FOR THE CLIENT.

THE CLIENT'S CONSCIOUSNESS IS GUIDED FROM THE REP SYSTEM IT IS

IN TO AWARENESS OF ANOTHER CHANNEL, USUALLY BY A GUIDED FANTASY.

Stay in Rapport long enough to gain control over the

other's behavior/influence their behavior.
Remember: All communication is a series of agreements
Only move beyond what your last agreement was by one step
Introduce some new idea' suggestion or move only after
having secured an agreement just before. If someone
disagrees verbally, to get rapport, say "that's right. You
disagree" and now you're back in rapport & agreement.

Rov stuff

Dawna Markova Conscious Sub-Conscious Unc

V A K
V K A
A V K
A K V
K V A
K A V

Rep systems - adjectives adverbs & verbs

I Meaning of communication is resp - MM twice

II Pace & Lead MK keep them talking repeat their words ask
lead them through till feeling state e.g what like about
vacation? what's something fascinating? exciting? loving?
meaningful? adventurous?
Have you ever been in a trance state before.... right now?

Calibrate their resps & reverse as needed.

III Rep system story - round robin

IV A tells story, B matches pred in questioning, commenting. C

checks off preferred, next, third, least used syst (dist Ad &
At)

V Overlap - Use A's preferred (from prev exercise) & walk

through the remaining ones

1) Universal gen'l incl what has to be before BE

ARTFULLY VAGUE
2) start from their prefered most comfortable to
least
3) switch at natural intersection
4) calibrate & reverse if necessary

Cycle 3x Switch positions

VI M-MM-M physiology
VII M-MM-M tonality
 PRESUPPOSITIONS
Vs. Mind Reads

Presuppositions are what must be true if a sentence or behavior is to

make sense.

Presuppositions are implicit assumptions – beliefs – about reality or values.

Although they are not explicitly stated, they are "stated" implicitly.

A Mind-Read is a possible but not necessary understanding of the

sentence/behavior They may or may not be true.. Mind-reads are usually said
straight out, and are projections or interpretations of the listener/observer.

A classic example is "Have you stopped beating your wife?" where the (most
important) unspoken assumption is that you've been beating her till now. (It
also presupposes that you are male, married and are capable of hitting.)

A mind-read in this example would be "You hate your wife" or "You're

obviously doing that to help her prepare to be an Olympic team boxer".

Identify the presupposition by recognizing the unstated, hidden assumptions

which MUST underly the stated position. When you bring a presupposition
into the open you make its veracity negotiable and/or arguable or testable.

EXAMPLES

STATEMENT: When he returned to the arena,

he received a standing ovation
.

PRESUPPOSITIONS MIND-READ
He was there, left and returned He had already performed in the arena
here was an audience to receive him The audience had been sitting
There was an arena. The audience consisted of Spaniards
There is access to the arena

STATEMENT: As you sit in this chair,

you will go deeper into trance.

PRESUPPOSITIONS MIND-READ
You are already in trance. The chair is not broken.
You can go deeper. You’re too tired to stand
You are sitting. You enjoy being in a trance.
There is a chair.

© Menachem Kasdan, Director Jerusalem Institute for NLP, 2001.

PRESUPPOSITIONS WORKSHEET

What presuppositions underly these sentences?

1. How do you succeed so well at failing?

2. When we finish this, we can get down to work.
3. For use by staff members.
4. I don't look forward to the visit of aliens from the planet Ogronex.
5. I'll never eat another vegetable again.
6. He'll work harder than Joe did.
7. I see that you're as thick as all the rest.
8. She's far more considerate than Sally was.
9. Bob! Come back home!
10. Who ate the flowers?
11. What did your goldfish say?
12. He makes me angry!
13. So up to this point you still haven’t figured out how you’ll succeed?
14. What do you plan to learn from all the positive effects of the mistakes
you’re going to make in life?
 From
The Humor Depot
@ TheHumorDepot.com
Here are some actual label instructions on consumer products that may tell us
that we are doomed through stupidity

(On a Korean kitchen knife): Warning! Keep out of children.

(On an American Airlines packet of nuts): Instructions – Open packet, eat
nuts.
(On the bottle of a UK milk drink): After opening, keep upright.
(On a Sears hairdryer): Do not use while sleeping.
(On a helmut mounted mirror used by cyclists): Remember, objects in the
mirror are actually behind you.
(On a hotel provided shower cap): Fits on one head.
(On a string of Chinese made lights): For indoor or outdoor use only.
© Menachem Kasdan, Director Jerusalem Institute for NLP, 2001.
 PREDICATE SYSTEMS TRANSLATIONS

OLFACTORY
UNSPECIFIED VISUAL AUDITORY KINESTHETIC GUSTATORY

Ignore Look the Turn a Turn one's Lose one's

other way deaf ear back on appetite
Be aware of Keep a Tune into Get on right Pick up the
what's sharp things; track scent
happening lookout Keep your
ear to
the
ground
Synchronize See eye Meeting of Have
; to eye Be in the minds similar
Cooperate harmony; tastes
agree

Brilliant That's
Good idea! ! Witty! sharp! Gets the
juices
flowing;
Delicious!
That gets Shows me That Tickles my
me involved the way speaks to fancy Makes my
me mouth water

I erred I Barking I was

hallucinat up wrong heading in It gave me
ed; tree the wrong a bitter
I was direction taste
looking
at an
Educates illusion
Instructs Conveys;
Enlighten Gets the Food for
s point across thought;
What to
digest

© Menachem Kasdan, Director Jerusalem Institute for NLP, 2001.

Broker: So how does this investment portfolio look to
you? Can you see how we've watched out for the star
stocks?
Potential Investor: Well... I don't know. I'm sort of
uncomfortable with the risks we'll be taking.
B: Ok, I think I see the problem. If I could show you
that the way is clear on these particular stocks Iit
appears to me you'll recognize that it's really OK. Have
I clarified this?
PI: Well, I really feel uneasy... I don't feel I'm
getting my point across. It's like unbalanced. My sense
is that it's top-heavy in hi-tech and not strong enuff in
more standard stocks.
B: OK. I think I see the picture. What if we looked at
it from this perspective. Hi-tech has been dazzling over
the past year while the outlook on those standard stocks
seems to be pretty bleak.
PI: Well... My gut intuition is that I should sleep on it
before going forward if at all.

B: OK. I think I can grasp what's disturbing you. What if

we approached the issue from the standpoint of the
professionals. The really strong impression that they
give is that hi-tech is going to soar, while
they're much less confident & even worried about the more
standard stocks. Does this come to grips with the
problem?
PI: Well I certainly feel better now that you've put it
that way. Let me sleep on it, but I think there will be a
meeting of the minds here.

PRESUPPOSITIONS

"WHY DID YOU BRING THIS BOY TO ME?" (--> he's not YET
grown up)
PSYCH LITANY OF OFFENCES
"YOOU! SIT DOWN!"
"HOW SURPRISED WILL YOU BE WHEN YOU NOTICE YOU'VE
COMPLETELY CHANGED
NEXT WEEK?"
"I'LL BE VERY SURPRISED"
"TAKE THIS BOY AWAY." (MK: It's a message to the "boy"!
Take the "boy" away... and
become a man!)

ALWAYS THINK - & EXPRESS YOURSELF (?) - ON LEVEL OF

PRESUPPOSITIONS.

PRESUPPOSITIONS HELPFUL AS:

GUIDE TO OTHERS MAP OF THEIR WORLD
(ALWAYS) THINK OF THEM AS MEANS OF GUIDING THE OTHER INTO
TRANCE
or, at least,
some other state
WHAT UNDERLIES PRESUPPOSITIONS?
ANSWER: NOOTHING! IT'S BEYOND WORDS!
& that level is ineffable
at best you describe it by gestures or pictures

I PRESUPPOSITIONS OF EXISTENCE

THE CHAIR IS IN THE FRONT OF THE ROOM ---> THERE IS A

BACK OF THE ROOM. = THE ROOM. = THE WORLD OF DUALITY IN
ORDER TO BE "YES" IN A PERSON'S LIFE, THERE HAS TO BE A
"NO".

II PRESUPPOSITIONS OF AWARENESS

"NOTICE, PAY ATTENTION TO, SENSE, REALIZE, CONSIDER,

THINK, CONTEMPLATE, FEEEEL,
PERSON'S ATT BECS DIRECTED TO WHATEVER IS SAID AFTER
THESE WORDS

EVEN IF FORMULATED NEGATIVELY, AWARENESS DIR TO IT BEC

AWARENESS AWARE OF EVEN WHAT IS INEFFABLE & INDESCRIBABLE
LINGUISTICALLY
EXCELLENT SIMULTANEOUS PACE & LEAD!!! BEC EVEN IF NOT
AWARE TILL YOU MENTION IT, ONCE YOU DO, THESE WORDS FORCE
AWARENESS e.g. you may not be aware of your hand resting
on the chair

III PRESUPPOSITIONS OF CAUSE & EFFECT

"YOU'RE UNDERSTANDING THIS INFO BECAUSE YOU'RE

BEGINNING TO RECOG CERTAIN WORDS"
"IF YOU LISTEN TO WHAT I'M SAYING THEN YOU'LL
UNDERSTAND THE CONSTRUCTION"
"JUST HAVING STUDIED NLP MAKES YOU AN ASTUTE
OBSERVER"
"SINCE YOU LEARNED SENSORY ACCUITY, YOU'LL BE A BETTER
COMMUNICATOR." "YOU'RE LEARNING HAS IMPROVED SINCE YOU
DECIDED TO TAKE NLP"
"YOU'RE LATE, SO WE'RE NOT GOING TO MAKE IT."
"JUST LEARNING SENSORY ACCUITY CAUSES YOU TO BE
A BETTER COMMUNICATOR"

ALL THESE WORDS ARE L I N G U I S T I C M A R K E R S

FOR SENTENCE CONSTRUCTED AS CAUSE-EFFECT STATEMENTS.

1. THE MIND WILL WORK HARD TO MAKE SENSE - & THEREFORE

JUSTIFY - THE STATEMENT
(though beware of the mismatcher!)
2. YOUR AWARENESS FOCUSES ON THE END OF THE SENTENCE &
RATHER UNCRITICALLY ACCEPTS THE FIRST PART
3. EMPIRICALLY & LOGICALLY -
IT MAY -OR MAY NOT - BE TRUE
4. VOICE TONE & NON-VERBALS BECOME REALLY IMPORTANT

BANDLER BEGAN EACH PARAGRAPH WITH "BECAUSE" SO THAT THE

MIND FOCUSED ON THE REASON, BUT ACCEPTED UNCRITICALLY
ALL THAT PRECEDE IT!

IV PRESUPPOSITIONS OF COMPLEX EQUIVALENCE

CLAIMS THAT "A" = "B"

LINGUISTIC MARKERS = IS, THAT
MEANS
THESE WORDS CONNECT
"AS YOU'RE LISTENING TO MY VOICE & BECOMING MORE AWARE OF
YOU BODY, & CONTINUE BREATHING QUIETLY THAT MEANS..." &
THE MIND GOES: 1-2-3 TRUE..... OK; #4 ALSO TRUE.

V PRESUPPOSITIONS OF POSSIBILITY

CAN = HE PROCESS OF DOING SOMETHING

CAN'T = ABLE TO DO PROCESS OF "NOT" DOING SOMETHING
I CAN'T STOP DRINKING = ABLE TO DO PROCESS OF NOT
STOP DRINKING
IT'S INTERESTING THAT YOU'RE ABLE TO NOT [STOP DRINKING]
WHAT IF YOU LEFT OUT THE "NOT"?

"AND YOU CAAN RELAX" = YOU SHOULD OR IT'S POSSIBLE? ANS:

YES

VI PRESUPPOSITIONS OF TIME

"AS YOU'RE SITTING HERE LISTENING TO WHAT I'M SAYING

RIGHT NOW, I'M NOT SURE HOW YOU'RE GOING TO BE LOOKING
BACK ON WHAT IT IS THAT YOU'VE LEARNED
AND I WONDER WHAT IT IS THAT YOU'RE GOING TO KNOW THAT
YOU HAVE LEARNED, LOOKING BACK ON WHAT IT IS THAT YOU
HAVE LEARNED.
BECAUSE YOU KNOW THERE WILL BE A TIME IN THE FUTURE WHEN
YOU'RE NOT SURE THAT YOU'LL BE ABLE TO USE THIS
INFORMATION
AND HAVING LEARNED THE INFORMATION I WONDER WHAT IT IS
THAT YOU'LL LOOK BACK ON & DISCOVER WAS THE KEY POINT
THAT MADE IT POSSIBLE FOR YOU TO LEARN
AND YOU ARE ALL GOING TO LEARN THIS INFORMATION REALLY
WELL, AREN'T YOU?
AND YOU'RE ALL GOING TO DO IT, HAVEN'T YOU?"

THINK OF SMALL PROBLEM YOU REGRET

I'D LIKE YOU TO CONSIDER WHERE YOU WERE WHEN YOU DECIDED
TO DO THAT
I'D LIKE YOU TO CONSIDER WHERE YOU WERE JUST BEFORE THAT
&
CONSIDER ALL THE OPTIONS AVAILABLE TO YOU NOW
NOW, TRY & GET THE REGRET

REGRET = THEY HAVE TO KNOW NOW WHAT THEY DIDN'T BEFORE =

IF ONLY I WOULD HAVE
SO IF YOU ORIENT TO BEF & ASK 4 OPTIONS -->
NO REGRET

THE SOLUTION WILL BE AS PERMANENT AS THE PROBLEM USED TO

BE

ADVERBS/ADJ ECTIVES SUPPORT WHATEVER WORDS THEY MODIFY

I DON'T KNOWWHEN/HOW YOU'LL CHANGE ---> PRESUPPOSE

YOU'LL CHANGE
(BEC HOW/WHEN SUPPORTS IT)
WHY, WHETHER OR NOT
AFTER, BEFORE,
"I DON'T WANT YOU TO JUST THINK OF HOW YOU'LL CHANGE. I
WANT YOU TO KNOW AFTER YOU CHANGED THAT YOU HAVE. AND
WHAT WILL HAVE HAPPENED HAVING LEARNED THIS INFORMATION
IN THE WAY THAT YOU DID NOW"

VII PRESUPPOSITIONS OF DICHOTOMIES

INCLUDES & EXCLUDES

DOUBLE BIND = ILLUSION OF CHOICE

CAN GET OUT BY LEAVING THE FIELD

VIII PRESUPPOSITIONS OF ORDER

"SO THE NEXT WE'LL BE DOING HERE AFTER THE BREAK...

"NEXT " PRESUPPOSES YOU ALREADY HAVE

"SO THE NEXT THING WE'LL LEARN..."

"SO THE SECOND POINT..."
"THE FINAL POINT..." IMPLIES MANY HAVE PRECEDED.

NOW THAT YOU'VE COME BACK FROM WHERE YOU WERE, YOU'RE
OBVIOUSLY SOMEWHERES ELSE.
NOTICE HOW WHEN I TALK ABOUT REP SYSTEMS YOU UNDERSTAND.
BECAUSE YOUR ABILITY TO RECOGNIZE PATTERNS OF LANGUAGE
AND NON-VERBAL
I THINK THAT WHEN YOU REMEMBER HOW UNAWARE YOU USED TO BE
OF SO MANY LINGUISTIC & BEHAVIORAL PATTERNS - YOURS &
OTHERS - BEFORE STARTING THIS COURSE
I'D LIKE YOU THINK ABOUT HOW UNAWARE

EXERCISE:
1. DESCRIBE STUCK STATE
2. UNCOVER THE UNDERLYING PRESUPPOSITIONS THAT MAKE
IT NECESSARY TO HAVE THAT STUCK STATE
KEEP ASKING WHAT MAKES IT NECESSARY TO
BE STUCK IN THIS MANNER
3. IDENTIFY THE OPPOSITE PRESUPPOSITIONS WHICH, IF
APPLIED IN THE STUCK STATE WOULD "UNSTICK" IT.
4. HAVE "STUCK" PERSON PRESUPPOSE THEM IN THIS
SITUATION
4a. RE-CYCLE TILL THEY ARE ABLE TO APPLY THE NEW
PRESUPPOSITIONS
5. HAVE THEM RE-EXPERIENCE THEIR "STUCK" STATE IN
LIGHT OF THE NEW ASSUMPTIONS HOW DO THEY FEEL
NOW?

YOU HAVE TO PUT UP WITH ALL THE POSITIVE EFFECTS OF ALL

THE MISTAKES YOU MAKE.

ERIKSON DICTIONARY

MISTAKE = MIS-TAKE --> SO TAKE IT AGAIN, like in a movie.

 Why should you pause before the "and"?

III Uncovering the Subjective Blocking Point

"What stops you from [accepting my opinion]?"
"What makes you think I'm not right?"

IV Uncovering the Motivator

"What makes it so important for you [to be right/ that I
accept your opinion]?"
"What would have to be for you [to accept my opinion]?"

V Uncovering the Subjective Outcome

"What would be the problem if [you accepted my opinion]?"
"What would happen if [I were right]?"

c Menachem Kasdan, Director Jerusalem Institute for NLP, 1999.

 TIPS ON HOW TO LISTEN

1. RESPECT

2. HEAR THE UNSPOKEN

3. HEAR THE TRUTH

4. TALK LESS, LISTEN MORE

5. DEVELOP YOUR RESPONSE AS YOU LISTEN & IN RESPONSE

- NOT INSTEAD OF LISTENING

6. RE-COGNIZE THE VALIDITY OF THE SPEAKER'S POSITION

7. BACKTRACK

8. EXPRESS BODY LANGUAGE & VOICE TONE CONGRUENTLY

WITH THE ABOVE

INTRO to MILTON MODEL

We normally move between Ext & Int awareness states

EXTERNAL INTERNAL

Attention Out Attention In

Uptime Downtime
Driving a car, Sports Daydream, Chess
Conversation with a friend Internal Dialogue
Ongoing [=normal] orient Fading [=contracted] orientation
to external stimuli to external stimuli
Maximum: Ve, Ae, Ke, Oe, Ge Maximum: Vi, Ai, Ki, Oi, Gi
"Normal" awareness Trance

META-MODEL

D I S T O R T I O N

Cause-Effect: How does X cause Y?

Mind Reading: How do you know that?

Complex Equivalence: Is(n't) it possible to have
one without the other?
Have you ever done one
without the other?
Lost Performative: Who says so (= by what
authority do you make
that assertion)?
When, where, and for
whom?
Under what circumstances
might that not be so?
Nominalization: Convert back to verb &
ask: specifically?
 G E N E R A L I Z A T I O N S

Modal Operators (Necessity/Chance):

What stops you?
How do you stop
yourself?)
What would happen if ..?
What do you need in
order to...?
Has there ever been an
exception?
Universal Quantifiers: E x a g g e r a t e the
generalization
Has there ever been an
exception?
What would happen if there
would be?

D LETION

Simple Deletion: (to, of, by...) whom/what?

Comparative Deletion: As compared to whom/what?
Lack of Referential Index: Who/What specifically?
Unspecified Verbs: How specifically?
© Menachem Kasdan, Director Jerusalem Institute for NLP, 2001.

?"??
Justifying Feedback
Failure-to-Feedback Frame
The facts themselves aren't meaningful. Our
interpretation of the facts gives them meaning.

Thus, there is no failure, there is only feedback.

"Failure" is a label which interprets a process as having ended.

In fact, when interpreted as information, or feedback, so-called
"failure" can be appreciated as just one more step along the way
towards your objective. It even provides valuable information as
to how to proceed next. It instructs you to ask:
 1. What can I What am I supposed to
learn
from this intermediate step along my way?

2. How can I How am I supposed to

use
what I learned from this experience in the future?

3. How can I In what way am I supposed to

use
this particular outcome in the future?

4. What specific elements led to this

outcome such that if they were
changed, the
outcome would have been different?

5. What specific changes might have

resulted in the outcome I did want?

6. What prevented me from doing that

the first time?

7. What is needed to implement those

changes next time?

8. When and where and how quickly

can I find the "next time" to test my
hypotheses?
c Menachem Kasdan, Director, Jerusalem Institute for NLP,
1995.
Problem Frame
1. What's your problem?
2. Why is it a problem?
3. Why do you have it?
4. How long have you had it?
5. Who or what caused it?
6. Why do you still have it?Why haven't you solved it?
What are your personal imitations that stop you?
7. What other obstacles and limitations hold you back?
8. Who else is to blame for this?
9. What are some of the negative consequences of the problem?
10. Who else hurts as a result of this problem?
11. How do you feel whenever you think about this problem?
12. How does it affect your self-image?

Solution Frame
(What's your problem ---> What are you doing or
feeling that you don't want?)

1. What do you want (instead of the problem)? How

would you like to be?
2. How will you know you've gotten it? What will you
see, hear, and feel/have seen, heard, felt?
3. What resources do you need to obtain your outcome?
4. When in the past have you demonstrated, or used,
those resources (in some other context)?
5. Where else, or from whom, can you get, or access,
the resources you have not found in yourself?
6. What do you need to do to begin employing them in
the present situation?
7. What will be evidence along the way that you have
moved closer towards your objective? What will you
see, hear, and feel?
8. Where are you now, relative to your desired outcome?
9. What are first steps you can take?
10. Are those steps too small to keep you motivated, or
are they too large and frustrate you?
Adjust accordingly.
11. What are reasonable time frames for accomplishing the various steps?
c Menachem Kasdan, Director Jerusalem Institute for NLP, 1999.
Ecology Frame
A. Context:
When, Where, With Whom?
1. When, Where, With Whom do you want this
outcome?
2. When, Where, With Whom do you not want this
outcome?
3. Who else will be affected? How?

B. Advantages & Disadvantages:

Is the Gain worth the Pain?
1. What will you gain? Do you really want it?
2. What will you lose? Is it really worthwhile?
3. What sacrifices must you make along the way?
4. Are you willing to make them?

C. "Cartesian Coordinates"

1. What will having your outcome do for you?

2. What will having your outcome not do for you?
3. What will not having your outcome do for
you?
4. What will not having your outcome not do for
you?

©Menachem Kasdan, Director, Jerusalem Institute for NLP, 2001.

Calibration Exercise
S says 8 phrases, each expressing a different internal state, e.g.
sadness, happiness
pleasure, pain
anger, conciliatory
defensiveness, openness to new learnings

Each phrase appropriately matches the internal state, e.g. "I'm so sad"
(sadness) or "I'm so pleased" (pleasure).
Each phrase is stated in a tonality which appropriately matches the
internal state.

P calibrates

S uses a neutral phrase (e.g. "Today it will rain") in the tonalities

appropriate to each of the 8 internal states without specifying which
internal state is being expressed.

P identifies.

© Menachem Kasdan, Director Jerusalem Institute for NLP, 1996.

 Examples of Everyday Anchors & Our Responses

Extended hand upon being introduced

Siren
Smell of roast chicken
Being handed a note
Hearing a commercial jingle e.g..........
Someone waves to you
Nose itch
Telephone Ringing
Perfume
President: .........
Revolving blue light in your rear view mirror
Chalk scraped across a blackboard
Cigarette smoke
Hearing your name called
 Examples of Everyday Anchors & Our Responses

Extended hand upon being introduced

Siren

Smell of roast chicken

Being handed a note

Old McDonald …..

Someone waves to you

Nose itch

Telephone Ringing

Perfume

President: .........

Revolving red light in your rear view mirror

Chalk scraped across a blackboard

Seeing the Flag

Cigarette smoke

Hearing your name called

© Menachem Kasdan, Director Jerusalem Institute for NLP, 2001.

Auditory Anchoring Exercise

A thinks of some aspect of their personal life where

they feel stuck, or inhibited, or insecure, or unfulfilled,
or lacking choice. DO NOT THINK OF THE MOST
STUCK etc. of such EXPERIENCES! B calibrates.

A rates how it feels on a scale of 1 to 10 (10 = severely

problematical).

B makes sure that A breaks state.

A thinks of some very positive, very happy, very

exciting, very pleasant, very enthusiastic, experience.

A chooses one word which best represents his/her

feeling state, and says it to B in a tone that is
congruent, i.e. in a tone that also reflects that internal
state.

B repeats the word several times in the same tonality as

A. A listens until s/he is satisfied that B can reproduce
the word as A has said it.

B makes sure that A breaks state.

A thinks of the original negative state. B calibrates.

When A is again absorbed in their original "stuck",

"inhibited", etc. state, s/he nods to B. B says the anchor
word, and calibrates.

B asks A "How do you now rate that* experience when I

say [the cue word]?" A rates on scale of 1 to 10. B
calibrates.

*referring to the negative experience. DO NOT NAME IT, if at

all possible.

c Menachem Kasdan, Director Jerusalem Institute for NLP, 1996.

ANCHORS
Anchor = any stimulus which consistently, & therefore predictably,
evokes a specific response
all cultures create predictable stimulus-response sets which characterize
that culture
all languages are complex auditory anchors.
People will therefore experience what they talk about
Naturally occurring anchors are unintentionally acquired anchors

Anchors are usually external, e.g. an alarm clock, a red traffic light, the smell
of smoke, a familiar touch, etc.

Anchors are usually responded to unconsciously. In creating one

intentionally, you also probably want it to work unconsciously.

A linked association is created naturally, by repetition over time, or

instantly, when linked with a strong emotion

Think back to your days at school (itself a powerful anchor!)

Uninteresting facts took enormous repetition to remember
Exciting ones, were quickly remembered
The more your emotional involvement, the stronger the learning
association;
the less your emotional involvement, the more the need for repetition for
the association to become set

Habits are unconscious anchors or anchor chains, e.g. tying your shoes,
switching a light on, or driving a car

"Negative" Anchors
The word "test" for schoolchildren is a simple anchor which usually elicits
a high degree of anxiety
A phobia is an anchored association between a stimulus (a dog, a confined
space, etc.) and an extreme feeling of panic
Speaking in public for one who has anxiety attacks when he does

"Positive" Anchors
Most habits
Holidays
Vacation Resorts
Wearing clothes which are culturally or idiosyncratically associated with
positive feelings

Since we can't not make associations, & since some anchors help us while
others hinder us, the technique of Intentional Anchoring allows us to control
(at least some of) those associations. Anchoring gives us the means to acquire
anchors we would like to have, or change those we have already acquired.

© Menachem Kasdan, Director Jerusalem Institute for NLP, 2001

 INTERESTING APHORISMS

if at first you don't succeed ANYTHING WORTH DOING -

- give up IS WORTH DOING -
EVEN BADLY!

i am a victim of circumstance - I AM RESPONSIBLE FOR MY

others determine my fortune OUTCOMES

work is something to be tolerated WORK IS PLAY

till vacation

adversity is the sign of impending IN EVERY ADVERSITY IS THE

disaster SEED OF VICTORY &
SUCCESS

either you're lucky - IMPROVEMENT COMES FROM

or you're not. APPROPRIATE ACTION
not accident

commitment limits me too much COMMITMENT IS THE KEY TO

SUCCESS

only if someone does for me first IF I GIVE TO OTHERS-

will i help them THEY WILL RECIPROCATE

better not attempt unless you’re GOOD JUDGMENT

sure you won’t make any mistakes COMES FROM EXPERIENCE –
EXPERIENCE COMES FROM
BAD JUDGMENT

OBSTACLES ARE WHAT YOU

SEE –
WHEN YOU TAKE YOUR EYES
OFF THE GOAL

© Menachem Kasdan, Director Jerusalem Institute for NLP, 2001.

 Strategies
strategies = a series of internal (& external)
representations which lead to a specific outcome

a strategy is defined & named by its outcome - motivation,

public speaking, decision, learning etc.

strategies answers question: "How do they do something?"

"How is the goal

accomplished?"

a) 1-step strategies
b) synesthesias* (2 elements)
c) multi-step strategies (TOTE model; 3 or
more steps)

*synesthesia = overlapping/pairing of 2 rep

systems
e.g. see something & the K occurs immediately with it
watch eye movements in 1 place & verbal predicates other

1-step strategy = How do you know when you're being

loved?
How do you know when the
drawer is closed?

c Menachem Kasdan, Director Jerusalem Institute for NLP, 1996.

Strategies "
strategies = a series of internal (& external)
representations which lead to a specific outcome

a strategy is defined & named by its outcome - motivation,

public speaking, decision, learning etc.

strategies answers question: "How do they do something?"

"How is the goal

accomplished?"

a) 1-step strategies
HOW KNOW WHEN HUNGRY?
? . K in stomach
?. V look
@ watch
?. A
announcement; bell

SPELLING STRATEGY = Vr
HOW DO YOU KNOW WHEN
DRAWER SHUT?
HOW DO YOU KNOW WHEN
YOU'RE BEING LOVED? A
SPECIFIC TIME YOU FELT TOTALLY LOVED? As you
think & go be there now what is the first thing you saw
heard felt?
CONVINCED? As you
think & go be there now what is the first thing you saw
heard felt?

EXERCISE: Ask above Note eye movements where

eyes locked in Note
predicates they use

b1) synesthesias* (2 elements) =

overlapping/pairing of 2 rep systems
Watch eye movement e.g. where V eye movement & K
predicates
e.g. see something & the K occurs immediately
with it
watch eye movements in 1 place & verbal predicates other

TYPING STRATEGY = Ve / Ke

b2) 2-steps: e.g. V for being loved; K for

reassurance
or convincing
e.g. Ad & K loop for running

c) multi-step strategies (TOTE model; 3 or

more steps)

CHUNKING = Processing for patterns; Organizing &

SEQUENCING of raw experience in way
easy to make sense, to
remember & to replicate
 Strategies
curiosity what do you need for succceeding in NLP? what
are the 3 things you need?

RR sign = Stop Look & Listen see tracks, hear bells RR

sign JOLT you

Flying = compare where you are & where you want to get
to what do I have & what do I need?

Satisfaction, Fits like a glove when they match up & feel

just right
 T O T E
MODEL

T = Trigger CREATES or starts THE (state of) NEED

TO OR WANT
so that you will begin
TO GO THROUGH THE PROCESS.
BRINGS UP CRITERION in person WHICH NEEDS TO BE MET
answers: How do you know
W H E N
to [begin the process]?
o = Operations

answers: How is an alternative

to the PS
generated? W H A T steps or
operations or steps do you
go
through in order
to do the process of
finding the alternative?

T = Test COMPARES the NEED created by

Trigger
to the ALTERNATIVE created by
the Operations stage

answers: Does the alternative

to the PS
fit your CRITERIA for a match
between the new
alternative & the
Desired Outcome? Does what you
can get, match
(sufficiently) with
what you want?

E = Exit

answers: Is the alternative

acceptable -
If YES - GO
FOR IT!
or
 If NO (i.e. the
alternative is NOT
acceptable) - GO BACK to
Operations stage
c Menachem Kasdan, Director Jerusalem Institute for NLP, 1999.
 STRATEGY NOTATION
Representational Systems

V = Visual
A = Auditory
K = Kinesthetic
O/G = Olfactory/Gustatory

Superscripts

e - external
i - internal
r - remembered
c - construct

Subscripts

t - tonal
d - digital

Syntactic Symbols

---> leads to
/ comparison
/ synesthesia
m
---> meta

---> polarity
p

K----> Ad --->Ke
 I n s t a l l a t i o n
I dk how long it will take/how soon it will be for you to V see how K stuck you'll get
& notice if Ad if that makes sense to you - then do it & you can, haven't you (tag
question)?
 Submodalities
Visual
Location in space (= quadrant; up/down, right/left)
Associated (= seen through own eyes) or Dissociated (observing self from the "outside")
Brightness (brighter or dimmer)
Framed or Panoramic/Unbounded
Color Intensity/Black & White
Size of Picture
Movie/Still/Slides/Collage
Size of Central Objects (real life, smaller, larger)
Movement: Faster/Slower
Depth (= 3-dimensional) or flat (= 2-dimensional)
Distance (near or far away)
Clarity (focused or blurred)
Speed (if movie: faster or slower than usual)
Intermittent or Steady Focus
Angle Viewed From

Auditory
Volume: Loud or soft
Pitch: high or low
Location (above/below, right/left, inside/outside, stereo/mono)
Tune
Distance
Words or sounds
Duration
Direction
Cadence: (interruptions, grouping)
Uniqueness of Sound
Clarity: clear or muffled
Speed
Tone: soft or harsh
Timbre: quality/fullness of sound
Inflection (words marked off)
Rhythm (regular/irregular)

Kinesth etic
Location
Intensity
Internal/External
Size
Pressure
Texture (rough or smooth)
Weight (light or heavy)
Temperature
Duration
Shape
Movement
Type: waves, needles
Speed
Sharp or dull
Steady/Intermittent
c Menachem Kasdan, Director Jerusalem Institute for NLP, 1996
 Submodalities Checklist: Map Across
Visual
Location
Associated or Dissociated
Bright or Dim
Color or Black & White
Size of Picture
Movie/Still/Slides/Collage
Size of Central Objects
Movement: Fast or Slow
Framed or
Panoramic/Unbounded
3-D or Flat
Distance
Clarity
Speed
Intermittent or Steady
Focus
Angle Viewed From

Auditory
Volume: Loud or soft
Pitch: high or low
Location:
above/below
right/left
inside/outside
stereo/mono
Distance
Words or sounds
Cadence
Tune
Duration
Direction
Uniqueness of Sound
Clarity
Speed
Tone: soft or harsh
Timbre
Inflection
Rhythm

Kinesthetic
Location
Intensity
Internal/External
Size
Pressure
Texture (rough or smooth)
Weight (light or heavy)
Temperature
Duration
Shape
Movement
Type: waves, needles
Speed
Sharp or dull
Steady/Intermittent
© Menachem Kasdan, Director Jerusalem Institute
for NLP, 2001
 BELIEF CHANGE TECHNIQUE

Part 1

UNDOING LIMITING/PROBLEM BELIEF

1. Elicit a limiting belief. Pick one about identity [I'm not good enough;
not smart; too lazy] or possibility [I can't do X].
Do you have a belief that limits you? Do not choose a belief about
other people. If your partner offers a limiting belief concerning
others, convert it into a belief about self by asking: "What do you
need to believe about yourself so that you can react to them as
you'd like" or "What do you need to believe about yourself so that
that condition could more likely happen?"

2. Elicit a description of a picture representing that belief.

Do you have a picture representing that limiting belief? If you don't you
could pretend having one - so the change will happen quicker; assuming
that you'd want it to happen quicker. And you do want the change to be
fast & easy & quick, don't you? So to that extent would it be OK if you
just imagined you were aware of your pictures? That would be alright,
isn't it?

3. Identify the submodalities.

4. Elicit OFFER a description of a belief which used to be true but no

longer is true, e.g. you once were 10 years old & you know that's no
longer true now.

4. Elicit the picture representing that belief.

5. Identify its submodalities.

6. Swissh the pictures, giving the limiting belief the submodalities of the
belief which is no longer true.
Now shoot picture of limiting belief off way way out into distance & have
it snap back to where picture of the belief which used to be true but no
longer is & give the limiting belief the submodality characteristics of the
no-longer true belief.

© Menachem Kasdan, Director Jerusalem Institute for NLP, 2001

 BELIEF CHANGE TECHNIQUE

Part 2

INSTALLING OUTCOME/SOLUTION BELIEF

1. Elicit the Desired Belief.

What would you like to believe instead? Opposite of limiting belief. make
sure it fits well-formedness conditions - in positives, control, ecology
check...

1a. Ecology Check: OK, so you want to believe that .... & calibrate that
they are unreservedly committed to it

2. Elicit the picture of the Desired Belief.

Make picture of that belief, perhaps of you embodying that belief or any
representation of that belief which you'd like. For Auditories, say it to
yourself in that voice which has full conviction.
Calibrate that they access it.

3. Identify its submodalities.

4. Elicit OFFER a description of an absolute utter belief, e.g. that the

sun will come up tomorrow. Or breathing is useful. Theearth is round.
(Not "I'm a good person" 'cause they don't always really believe it.)

5. Identify submodalities of utter belief

6. Now shoot picture of new belief, the one you want to believe in – the
opposite of the old one which you no longer believe in – way way out into
distance & have it snap back to occupy the same place where picture of
the belief which you know to be absolutely true is located & with its other
submodality characteristics, so that you don't see that picture of the sun
arising but see the picture of the new belief in its place & with its
submodality characteristics..

Have four voices to anchor the different beliefs by tonality!

Remember: You're working with structure - not content!

7. Test:
a. Note physiological shift
b. Try to retrieve old picture
c. Ask why they believe new belief is true
d. Try to get old feelings back
e. FUTURE PACE - imagine how you'll be in the future
© Menachem Kasdan, Director Jerusalem Institute for NLP, 2001
 NEW BEHAVIOR GENERATOR

Identify a situation where you characteristically respond

in a way which you'd like to change.

1. Ask yourself how you’d ideally like to be in that

situation.
(eyes down to Ad position)

2. See yourself as you’d ideally like to be in that situation.

Create a compelling DISSOCIATED PICTURE of YOU
exactly the way you want to be ideally, having all the
qualities, characteristics & abilities you want, as if you
had already accomplished the change.
(eyes up to Vc position)

3. Float into picture to test it out. Do you feel totally

satisfied?
(eyes down to K position)

If no, recycle back to beginning.

If yes, exit

© Menachem Kasdan, Director Jerusalem Institute for NLP, 2001.

 sUBMODALITIES ExerciseS

1. Think of a past experience, e.g. getting up yesterday morning. Think of a future

one, e.g. getting up tomorrow morning.
Elicit the submodalities differences.

2. Think of someone you like. Think of someone you don't like.

Elicit the submodalities differences.

3. Think of a pleasant and resourceful experience.

Elicit the submodalities.
Think of a stressful and resourceless experience and elicit its submodalities.
Change the submodalities of the stressful situation to those of the pleasant and
resourceful one. How does that change your experience now?

S W ISHHH P A T T E R N

1. A identifies something s/he would like to change

or a situation in which s/he would like to be more
resourceful.
2. A imagines/remembers the limiting situation. Make
sure this imagination/memory triggers the response in
A.
3. Identify two submodalities (usually visual) whose
change strongly changes A's reaction. (For most
people size and brightness are most effective.) B
tests them out.
4. Break State.
5. B instructs A to make a picture of how s/he/it would
be if the desired change had already taken place. How
would you like to be? How would you be
responding differently? The picture should be
dissociated, i.e. A should see her/himself the way
they would be in the desired situation. Make sure
it is ecological. Make sure it is believable. Make
sure the image is compelling enough to produce
a shift to a more positive state.
6. Break state.
7. Put first picture in big bright framed square.
Shrink the desired state picture to the size of a
black dot and place it in one of the corners of the
first picture.
8. Place the two pictures as if they were the cars on
the cable such that as the first recedes the second
approaches. B explains that the nearer picture will
slide back away in the direction of the DS picture.
The closer one will become smaller and smaller and
darker and darker until it becomes a dot, while the DS
picture will become larger and larger and clearer
and clearer as it approaches.
Make sure this happens EXTREMELY FAST!
9. B uses gestures and sounds ("S W ISHHH" or
"Whooshhh") to assist.
10.Break state.
11.Repeat 5 times quickly.
12.Have A try to look at the first image. If the new
one doesn't immediately and automatically occur,
repeat steps 8-10 several more times.
13.Future Pace. Have A imagine what will happen in
the future.

CHAINING

Problem State Outcome State

Procrastination -----------> Motivation

Stuck ---------------------> Go For It

What feeling / emotion is halfway between PS & OS.

1. Procrastination -----------> 5. Motivation

1. Stuck ---------------------> 5. Go For It

What's right in the middle such that if I were to feel it, it would cause me to
go for the outcome?

Insertion closest to PS should have its directionality away from, while the
emotion closest to OS should have its directionality towards .

Modulate tempo with each emotion i.e. fast to slow (in our cases).

(PANIC) -> HESITATION -> IMPATIENCE -> ON THE VERGE

STUCK -> CONFUSION -> CURIOUSITY -> GO FOR IT!

FEAR -> ALERT -> CURIOUSITY -> POSITIVE EXPECTATION

 PERSONALITY

BEHAVIOR THEORY

Personality = an abstraction which is really no more than the sum total of a

person's behavioral tendencies

NON-BEHAVIORISTS

Personality = the sum total of internal traits which cause a person's

behavioral tendencies providing the word "behavior" includes cognitions
(thinking patterns) and emotional reactions as well as motoric activities.

Personality theorists
identify
classify
sameness
differences

between
people

sameness despite different biological & social pressures

differences despite (seemingly) similar biological & social
pressures

The personality theorist recognizes that biology & socialization (incl all
cultural pressures) are determinants of people's ways of "being" in the world
& interacting with it.
But they assume there is something within the HB - his
"psychological" makeup which must also be included. And is often
paramount.
Recurring patterns of how people interact with their
environment. Repetition & continuity often degrees of predictability.

The personality theorist generally deals with groups he claims are

representative,
& he will deal with thoughts, feelings & behavior patterns
relating to a person's GOALS & DIRECTIONALITY in
life

generally deals with adults

Maddi: Personality is a stable set of characteristics & tendencies

that determine those commonalities and differences in the
psychological behavior - thoughts, feelings & actions - of people
 that have continuity in time
and which may or may not be easily
understood in terms of the biol & soc
pressures of the immediate sit

MK The problem with framing a hypothesis is that you start searching for
confirmation & disregarding alternatives
STORY: FISH

NY stories: TORN COAT

TAXI
DRIVER

CONFLICT MODEL

Individuality vs Social Pressures: Psycho-Social model

Freud: basic tendency - maximize instinctual gratification
while minimizing punishment & guilt
2 Fears: IntraPsychic
Rank: basic tendency: minimize the fear of life (= separation,
independence,
individuation)
minimize the fear of death (= merging,
dependence, fusion)

FULFILLMENT MODEL

Actualization Model = "pressure" or "drive" or "push" in person to become

whatever it is in their inherited nature/potentialities to be.

selfishness to Freud expresses man's "true" nature

selfishness to Rogers is a distortion of man's true nature
Maslow
physiological needs
safety needs
belongingness & love
esteem

Perfection Model = Adler striving to superiority (earlier: "will to power" but

couldn't square with his own personal commitment to public service)
Fromm variation on this model

BOTH ABOVE MODELS STRESS SOME INHERENT NATURE OF

MAN
 CONSISTENCY MODEL : COGNITIVE DISSONANCE VERSION

Kelly: Man tries to predict & control; like a scientist

McClelland: minimize large discrepancies between expectation &
occurrence
maximize small discrepancies bec when bored we desire
it

CONSISTENCY MODEL : ACTION VERSION

Maddi: maintenance of match between normal excitatory or tension levels

CONFLICT MODEL Assumes 2 opposing life forces

Success; Best life expectation =
compromise
balance
betw forces
Goal: minimize anxiety &
conflict

FULFILLMENT MODEL Assumes unfolding of some one great life force

Success; Best life expectation =
vigorous expression of force in everyday life

SUBJECTIVITY MODEL

A person's commitment to a model of personality

1. Creating one
2. Accepting one
= (f) cognitions &
emotions in
particular cultural context

EXAMPLES: Consider probable impact of a deterministic standpoint e.g.

BEHAVIORISM on a person who passionately
values a sense of autonomy.
Consider probable impact of a Sartrean ontology of
radical freedom of the individual on someone
who cannot bear the sense of responsibility & guilt such
an approach demands of him to accept.

CONTENT ORIENTED MODEL

Psycho-biographical attempts to clarify "the network of
conceptual, symbolic, & emotional meanings" making up the subjective
"representational" world of the person being analyzed.
EXAMPLES: Freud - problems in relationship with mother & :. father
Jung - scientific/poetic/mystic side

PROCESS ORIENTED

NLP - HOW CREATE & DU?PLICATE?

NLP is a process & a model of a process
Therefore it doesn't really deal with a "theory" of personality

Personality = the sum total of internal 1) information processing tendencies

and 2) the contents of that processing - the two making up that person's
model of the world - which cause a person's behavioral tendencies, where
"behavior" includes cognitions (thinking patterns) and emotional reactions as
well as motoric activities.

LOGICAL LEVELS in NLP

Spiritual, Transcendent - Mission?

Identity - Who?
Values, Beliefs - Why?
Capabilities - How?
Behavior - What?
Environment - Where?

PERSONALITY

BEHAVIOR THEORY

Personality = an abstraction which is really no more than the sum total of a

person's behavioral tendencies

NON-BEHAVIORISTS

Personality = the sum total of internal traits which cause a person's

behavioral tendencies providing the word "behavior" includes cognitions
(thinking patterns) and emotional reactions as well as motoric activities.
Personality theorists
identify
classify
sameness
differences

between
people

sameness despite different biological & social pressures

differences despite (seemingly) similar biological & social
pressures

1. CONFLICT MODEL
Freud

2. FULFILLMENT MODEL
A. Actualization Model
a. Rogers
b. Maslow
B. Perfection Model
Adler

3. CONSISTENCY MODEL
A. Cognitive Dissonance Model
B. Action Model

4. SUBJECTIVITY MODEL
A. Content Oriented Model
Psycho-Biographical
B. Process Oriented Model
NLP

NLP - HOW CREATE & DU?PLICATE?

NLP is a process & a model of a process
Therefore it doesn't really deal with a "theory" of personality

"Personality" = the sum total of 1) information processing tendencies

(internal and external) and 2) the contents of that processing - the two
making up that person's model of the world - which explain a person's
behavioral tendencies, where "behavior" includes cognitions (thinking
patterns) and emotional reactions as well as motoric activities.
 LOGICAL LEVELS in NLP

Spiritual, Transcendent - Mission?

Identity - Who?
Values, Beliefs - Why?
Capabilities - How?
Behavior - What?
Environment - Where?

External vs Internal determined behavior

Behaviorists vs Rest

Rest

Internal a priori Structure vs Rest

Freud

Rest

Internal Expression of Self

Allport
Adler

Expectationists
Cognitive Dissonance
Maddi

Process