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The Two Monks

Many many years ago, two monks were walking through a town where a great rain had fallen and the main street of the town was flooded. A beautiful lady in her best clothes was trying to cross the road, but couldn’t cross because she was afraid that she would damage her clothes.
The older monk looked at the lady, and despite his religious vow to never touch a woman, he gently lifted the woman off the ground and carried her safely across the flooded street to the other side. Then he returned to the younger monk.
The younger monk said nothing, but had a look so fiery on his face that it could have boiled the water around their feet. All day, they continued to walk, and the younger monk continued to display his angry face.
Finally, the younger monk stopped, turned to the older monk and said:

“How could you have done that?”
“Done what?”, said the older monk.
“How could you have carried that woman like that? You know that our vows forbid us from touching a woman.”
The older monk smiled gently and said,
“I carried her for one minute a long time ago. Are you still carrying her in your heart?”

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NLP Practitioner Recommended Books

This page is a list of recommended books and readings for the NLP Practitioner Certificate Course offered by Standing in Spirit. Some of the readings have been written specifically for this course and are available on this website. Others are references to classic works in the field of NLP that you will enjoy and benefit from.

Books

  1. Turtles All the Way Down: Prerequisites to personal genius
    by Judith DeLozier and John Grinder
    ISNB: 1555520227
  2. My Lessons With Kumi: How I Learned to perform with confidence in life and work
    by Michael Colgrass
    2000 Moab, Utah: Real People Press
    ISBN: 0911226400
  3. The Structure of Magic Volume I
    Richard Bandler & John Grinder
    Science & Behavior Books (1975/06)
    ISBN-13: 978-0831400446
  4. The Structure of Magic Volume II
    Richard Bandler & John Grinder
    Science & Behavior Books (1975/08)
    ISBN-13: 978-0831400491
  5. Frogs into Princes
    Richard Bandler & John Grinder
  6. Coaching With NLP: How to Be a Master Coach
    Joseph O’Connor
    Element Books Ltd (2004/07)
    ISBN-13: 978-0007151226
  7. NLP: The New Technology of Achievement
    Edited by Steve Andreas and Charles Faulkner
    Publisher: 1996 Quill; Reprint edition
    ISBN: 0688146198
  8. Joseph O’Connor

    Nlp Workbook: A Practical Guide to Achieving the Results You Want

  9. Richard Bandler’s Guide to Trance-Formation: Make Your Life Great. (Book & DVD)
    Richard Bandler

Articles

Modeling Modeling
by Steve Andreas
http://www.timhallbom.com/DCweb/modeling-modelingandreasarticle.html?itemid=166
Putting The “Neuro” Back Into NLP
Dr Richard Bolstad
http://www.lifecoachpnlp.com/article_003.html

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NLP Research & Recognition Project

I visited and registered at the NLP Research and Recognition Project today. Because I believe in the benefits of putting NLP on a more solid research basis, I was delighted to read the mission statement: Dedicated to Advancing the Science of Neuro-Linguistic Programming.
I was also delighted to see many of my NLP trainers involved in this project including Robert Dilts, Judith DeLozier, Richard Bolstad, and Suzi Smith. I am looking forward to learning more about the activities of the project and hopefully adding my own research experience to the mix.

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Alternative Definitions of NLP

NLP didn’t even have a name for its first few years. One story told by Isabelle David reports how Richard Bandler and John Grinder were up a  log cabin in the mountains, after many hours and a bottle of California wine asking themselves, “What the hell are we going to call this?” And they decided on Neuro-Linguistic Programming. This story and many other details of interest from the early years of NLP are reported by Michael Hall who addresses the difficulty of defining NLP. Some definitions are given below:

  1. NLP is an attitude of curiousity
    The founders of NLP were always willing to adopt a “know nothing” attitude.
  2. NLP is the modelling of excellence
    Joseph O’ Connor (1995) describes NLP as
    “a way of studying how people excel in any field and teaching these patterns to others.”
  3. John Grinder, one of the co-founders of NLP gives the following definition.
    “There are people who are recognized as being particularly adept in their performance. NLP is the bridge between being jealous of these people and admiring them… it gives a third way … a set of strategies to unconsciously assimilate precisely the differences that make the difference between this genius and an average performer…. It is an accelerated learning strategy, a mapping of tacit to explicit knowledge … a program that allows you to explore one extreme of human behaviour – namely excellence.”
    Transcribed from: http://www.youtube.com/watch?v=hJzO5x6ko6w
    Or more simply in Grinder’s words on another occasion:
    “NLP is an accelerated learning strategy for the detection and utilisation of patterns in the world.”
  4. NLP is the structure of subjective experience
    The other co-founder of NLP, Richard Bandler, coined this definition for the Oxford English Dictionary:
    “Neuro-Linguistic Programming is a model of interpersonal communication chiefly concerned with the relationship between successful patterns of behaviour and the subjective experiences (esp. patterns of thought) underlying them.”
  5. NLP is a system of alternative therapy
    In the Oxford English Dictionary, Richard Bandler describes it as
    “a system of alternative therapy based on this which seeks to educate people in self-awareness and effective communication, and to change their patterns of mental and emotional behaviour.”
  6. Judith DeLozier often gives a simple four word definition that can be considered to take account of the TOTE model, well-formed objectives, behavioural flexibility, and sensory acuity:
    “NLP is what works”
  7. NLP is a trail of techniques
    NLP is based on modelling, so there are lots of techniques that form a trail that is often called NLP. For example, the phobia cure or parts integration process are on this trail of techniques.

There are lots more definitions for NLP out there and I have no doubt that I will come back to revisit and expand this page at some point in the future, but perhaps there is no definitive answer for this definition (pun intended).
I have seen long discussion threads on LinkedIn and other websites where people have tried to pin it down to one thing or another. It is perhaps the many influences on NLP and the many directions that it has taken that makes it so difficult to give a simple definition. Or perhaps, it is a more paradoxical issue because if the map is not the territory, perhaps no single definition can be sufficient, just as no single map is the right view of the world.

***

©Copyright 2010 by Dr. Brian Cullen

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The Grammar of NLP

As I reread The Structure of Magic recently, I was reminded that Transformational Grammar forms the core of the MetaModel and yet transformational grammar is generally considered by linguists to be out of date. Years ago, I studied transformational grammar as part of a language teaching Masters program, but my knowledge of later models is very incomplete and I started a discussion on an online forum about the underlying grammar of NLP and whether it has been updated in any way.
One reply correctly pointed out that this discussion could be considered dogma and has little impact on the ability of NLP to help people. This statement is congruent with the belief that NLP is what works.

… none of the changes in theory really alter the basics of what we do. We listen for places where peoples’ model of the world is underdefined (that is, where there are deep structure limitations that are causing them to have fewer choices then they would like), and we ask questions that cause them to define those areas. During the process, they wind up with more choices then they had before. Dogma like how language develops, how many unique language families there are, and how the deep structure of the brain functions to develop language (which is what changes the fashion in theory) is largely, at least in my opinion, not material to what we do.

While I agree that the practical implications of NLP are far more important than the theoretical bases, in the long-term, my concern is that claims for NLP will necessarily be weakened by continuing to tie it to a grammar model that is considered out-of-date. While the number of “unique language families” does indeed seem to be very peripheral to NLP, the ‘linguistic’ word that appears in the name of neuro-linguistic programming implies to me at least that within the NLP community there needs to be energy applied to questions such as “how the deep structure of the brain functions to develop language” and how this knowledge can be used to improve the efficacy of NLP and to move it in new directions.
Not all NLP commentors and writers agree that transformational grammar underlies NLP. For example, in an interview Charles Faulkener says:

That was 79′ and at that time the dominant model in linguistics was Chomsky, and Chomsky, not to go into transformational grammar, but that is also what Grinder claims is the basis of NLP. The uses to which Grinder was put in NLP were, in fact, not transmissional grammar, but in fact, were generative semantics.

The word ‘transmissional’ may be a mis-transcribed version of ‘transformational’ – the transcription of the interview has quite a few typos, but this use of ‘transmissional grammar’ appears several times. Although it is not completely clear in places, Faulkner seems to be indicating that he disagrees with Grinder’s strong emphasis on transformational grammar and is suggesting that generative semantics had a much bigger influence.
Note that Generative Semantics is not the same thing as General Sematics. General Sematics is a field started by Korzybski (“The Map is not the Territory”) and is also another acknowledged influence on NLP.
Wikipedia gives a good description of Generative Semantics, the first paragraph of which is quoted below to show its difference to Transformational Grammar.

Generative semantics is the name of a research program within linguistics, initiated by the work of various early students of Noam Chomsky: John R. Ross, Paul Postal and later James McCawley. George Lakoff was also instrumental in developing and advocating the theory. The approach developed out of transformational generative grammar in the mid 1960s, but stood largely in opposition to work by Noam Chomsky and his later students.

Generative Semantics may be contrasted with Interpretative Semantics. In Interpretative Semantics, the rules of syntax produced well-formed grammatical sentences, and these sentences were evaluated using a separate model of semantics (meaning). In contrast, Generative Semantics postalated that interpretations were generated directly by the grammar as deep structures, and were subsequently transformed into recognizable sentences by transformations.
Faulkner explains it as follows:

Chomsky’s work claims that changes of syntactic structure will not mean changes of meaning. In fact, what George Lakoff and Paul Postal and some others have figured out was, in fact changes of syntactic structure did make changes of meaning, and that was one of the big points in NLP, was that how you talk about things and the different kind of grammatical structures you use would imply or infer certain different kinds of thinking processes. That is fundamental to NLP. Where as in fact, Chomsky’s work did not support that.

Later in the interview, Faulkner suggests the idea more strongly that the resting of NLP upon transformational grammar could be reconsidered:

is it time, for example that we ditched transformational grammar, at least in our brochures, because Chomsky ditched transformational grammar in 1980. Maybe we want to update the epistemological basis of what we do. Maybe we want to support, by donation or effort, some serious jury research into the voracity, the viability of certain claims, either of distinction, like the eye movements of language, or actual interventions in protocols. Like the phobia process or the switch pattern or something. Without that kind of an effort, why would it be credible?

Faulkner has taken his own advice and is currently involved with NLP research at the University of Surrey. The website introduces itself with the following description:

This website is an information hub for people interested in research into Neuro-Linguistic Programming, especially in fields of management, coaching and adult learning. Its purpose is to link practitioner and academic researchers to relevant resources.

This posting is just a small beginning to my thoughts on this matter. I have started reading further in cognitive linguistics and other areas of grammar in an attempt to bring myself more up to date so that I can play a small part in that research-based approach being advocated by Faulkner and others such as Dr Paul Tosey and Dr Jane Mathison at the University of Surrey. If NLP is to truly reach its full potential in the future, I believe that it needs to build up a solid base of evidence as well as a robust yet flexible theoretical framework.

***

©Copyright 2010 by Dr. Brian Cullen

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Review: Cards for Learning Language Patterns

Over the last few years, one of the greatest tools that I have found for learning NLP is the series of card decks from Salad Ltd. The founder of Salad, Jamie Smart, is not the first to put out cards which practice language patterns, but he has taken the idea much further than anyone else, and he now offers six different sets of cards.
At this very moment (early-December 2010), they are offering a very good value offer on all six packs. I have no connection with the company at all, but I have a lot of respect for the work that Jamie Smart has done in putting together this amazing resource.
If you are serious about practicing NLP language patterns until they are truly “in the muscle” or “wired in” or whatever your favourite expression for mastery is, then I highly recommend these cards, especially the sets:

***

©2010 by Brian Cullen

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Conversational Hypnosis in the Classroom

I was listening to an audio program about conversational hypnosis in which the trainer was talking about the use of embedded suggestions. While the audio program was discussing one-to-one interactions, embedded suggestions are also potentially useful in educational settings. Two common ways of using these suggestions are given below.

Method 1

Create an embedded suggestion in three or less words and insert it into a phrase that is not conveyed directly as a command or instruction to the students. For example, if the suggestion is “Do homework”, you can embed it in an anecdote or class reading like the example below:

Research has shown that students who always do homework are also the same students who achieve well in other areas of their life. In contrast, students who do not always do homework are less likely to be successful in other areas of life.

Here, the embedded suggestion do homework was repeated twice within the natural flow of a story about other people, but at an unconscious level the students in your own classroom will hear the suggestion.
The effect of embedding suggestions is vastly increased by using analogue markers. By this, I am referring to changes in your voice tone, gestures, or other changes at the point where the embedded suggestion occurs. For example, you could raise the volume of your voice very slightly as you say the words do homework. Or you could make a unique gesture such as raising one hand slightly as you say that phrase. Or you could combine the raise in volume with the raising hand.
If you are presenting the embedded suggestion in a text, you have various options for analogue markers. The least subtle is to emphasize the embedded suggestion by putting it in capital letters (DO HOMEWORK). However, this is equivalent to shouting in a conversation and you may achieve better results if you use a more subtle analogue marker. For example, you can capitalize the first letter of each word of the embedded suggestion (Do Homework), or you could italicize the words (do homework) or italicize the first letter of each word (do homework). You could even send a subtle signal to the unconscious mind by using a different font for one letter in each word.
Analogue markers can be very subtle and yet still have a powerful effect. The unconscious mind is always on the lookout for changes because it is changes in the current situation that provide the most interest. So a slight change in volume or a subtle gesture may not even be noticed by the conscious  mind and yet is enough to allow the unconscious mind to recognize the marked phrase as important in some way–especially if the phrase is associated with the analogue marker several times.

Method 2

An additional method of using embedded suggestions in your teaching or training involves all of the suggestions above, but is based on the idea that the words of the embedded suggestion do not need to all come together, but instead can be spread out over a longer phrase. An example is given below for the suggestion do your homework:

If you decide to do something, then it is good to think of your reasons carefully, so whether it is at home or at work, you can really check if it is worth doing.

As in Method 1 described above, apply analogue markers to the words of the embedded suggestion. Be careful not to apply those analogue markers to any other part of the communication, so that the unconscious mind can combine the marked words into a single coherent phrase.

***

Students are bombarded with teachers giving them instructions and can happily let those direct commands to go in one ear and out the other without having any real effect, and embedded suggestions offer a powerful and subtle way to help your students to learn more effectively. Try experimenting with some embedded suggestions in your classes and let me know how you get on!
©2010 by Brian Cullen

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HALT, WAR, and SHIP

NLP values multiple perspectives because each perspective can enrich our map of the world. Within any NLP training, the trainer will certainly offer different tools and perspectives, but one of the most valuable things for any NLP trainer or practitioner is to examine how other trainers present the tools of NLP. One very interesting perspective is provided by Steve G. Jones, an American hypnotherapist. I purchased some of Steve’s hypnotherapy audio programs long before I realized that he was also an NLP trainer, and when I watched his NLP training videos, I saw that his long experience as an hypnotherapist has given him a valuable perspective on NLP.
Steve suggests that only 10% of our brain is under conscious control and that the other 90% is unconscious (he uses the equivalent term subconscious). When we try to make a change in our lives, we generally attempt to make that change using the tools of the conscious mind, what he describes as:
Willpower
Analytical
Rational

But these tools of the conscious mind only make up 10% of the brain’s operation and they run up against defenses. Our brains create these defenses because even unwanted behaviours such as smoking, gambling, and alcohol abuse may have some benefit or what is generally called secondary gain. For example, smoking may provide a social circle or gambling may form a kind of stress relief. Because of these defenses, the tools of the conscious mind (Willpower, Analytical, and Rational) very often fail to help us change the habits that we consciously want to change. In particular, impulses originating in the unconscious brain can act to deter the conscious. These include impulses such as being:
Hungry
Angry
Lonely
Tired
These impulses hijack the intended change, and the power of NLP lies in its ability to put a person more directly in communication with the unconscious mind. Steve describes the unconscious mind as including:
Strategies
Habits
Impulses
Physiological Control
It is this SHIP that is really in control and it is only when we get on the SHIP that we can truly gain control over our unwanted behaviours and direct our lives in the most optimal way. Steve believes that NLP puts you in contact with the SHIP.

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Website problems ;(

Anyone who has been trying to access through the URL standinginspirit.com has probably not been able to read the website. Then again – you probably won’t be able to read this post either!
DNS, Nameservers, and similar website backend stuff always confuse me enormously.
I hope to get the URL working again very soon. In the meantime, if you’re reading this, you have no problem. If you’re not reading this, you also have no problem. It’s just me and the webserver folks who have the problem 🙂

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NLP and Addiction

Helping people to overcome addictions such as alcohol and drugs can be very challenging for an NLP practitioner. This article by Richard Bolstad and Margot Hamblett provides an excellent summary of some useful NLP intervention.
Transforming Recovery: NLP and Addiction | International Society of Neuro-Semantics.
The article recognizes the different stages