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II.Applieat::=-. Progran:.=::...:. III. Appliea:::.. Prograr:..... =. :. IV.The:\le:2. V.Appliesti::-: SocraticVI.Appliea::.: PrograE"_= VII. Applies.::. Progrs.r:.:.: VIII.Appli. ume 1,and isthea. ...;.: NLP, chotherapy,"nNel:.c::: Education,"nNeul'o-L ganizationalDevelo:== sentationalHehas been work.':':munication tools of ::,-= being formalized sixyearshehaseel=--.:: many of the basic co:::. conducted and been :::., and experimental-=.."':5'uisticProgramming I:isan entertaining - \\-illprovidethe introductionto _ , 8.uthored by Leslie : ..:.:the application of and sex therapy. =;. ''':' esofNLP,such : history,visual c,-stepreframing are =-=:8.:withcaseexam

Volume1,by :::-.2,rd Bandler, Leslie :DeLozier,isthe fun processesthat Trulyarenaisthis book will Program0;- discipline. " Bandler and phenomena .-:-:8.::nodel,amodelof ','.-i]presenttothe :-:-:-.:i(dng linguistic vi2.;2,andaset of ques.. . ::=-.:ussmgpIecesma :2:2.model allows both information ::-world,informa -'-age. '::,yRichardBandler, contains patterns 3s.ndler'sandGrind remarkablework Applicationsof Neuro-LinguisticProgramming with families. Much of the fundamental information aboutthemetamodel,representationalsystems, andcalibratedloopsinfamilysystemsthatforms the foundation for the NLP in family therapy model isincluded. Patterns of theHypnoticTechniquesof Milton H. Erickson,MD.Vol.1,by Richard Bandler and John Grinderpresents the reader with an explicitmodel derived from Erickson's work on the use of hypnotic language patterning in therapy. The use of such languagepatternsintherapyprovidesthetherapist withgreaterflexibilityandthereductionof resistance from clients that may be elicited by the therapist's typicallanguagestyle. AUTHORS RobertDiltsisthePresidentof BehavioralEngineering,acompanythatproducescomputersoftwareincorporatingtheprinciplesofNeuroLinguistic Programming. He is the major contributingauthorof Neuro-LinguisticProgramming,Volume 1,andisthe author of several monographson NLP,"Neuro-Linguistic Programming:ANew Psychotherapy,""Neuro-LinguisticProgrammingin Education," "Neuro-Linguistic Programming in OrganizationalDevelopment,"and"EEGandRepresentational Systems." He has been working with and teaching the communication tools ofNLP since 1975 when it was first being formalized as abehavioral model.In the past sixyearshehascontributed tothedevelopmentof many of the basic concepts of the model. He has also conducted and been actively involved in the clinical and experimental research supporting many of the 69 70Applicationsof Neuro-LinguisticProgramming basic tenets ofNLP, including research conducted at Langley-PorterNeuropsychiatricInstitute. He is currently designing and conducting research to discover and support new patterns and principles of human communication, aswell as teaching NLP seminarsnationwide. DavidGreenreceivedhisPh.D.fromIndiana StateUniversityin1979.HeisaCertifiedTrainer in NLPand served asan associatestaff memberof Not Ltd.'s Division ofTraining and Research. He has taughtNLPseminarsnationwidetopsychotherapists,socialworkers,salespeople,managers,police, law enforcement, and corrections officers.He isthe authorof severalarticlesonNLPandiscurrently inprivate practice in LosAngeles. REFERENCES Ashby,W.,Ross:AnIntroductiontoCybernetics. London,MethuenandCo,1964. Bandler,R,Grinder,J.:FrogsintoPrinces.Moab, Utah,RealPeoplePress,1979. Bandler,R,Grinder,J.:TheStructureot MagicI. Palo Alto,CA,Science and Behavior Books,1975. Bandler,R,Grinder,J.:Patternsof theHypnotic Techniques ofMilton HErickson, M.D.,Vol.I.Cupertino,CA,Meta Publications,1975. Bandler,R,Grinder,J.,Satir,V.:ChangingWith Families,PaloAlto,CA,ScienceandBehavior Books,1976. Bateson, G.:Stepstoan Ecology ofMind.New York, Ballantine Books,1972. Applicationsof Neli.c Cameron-Bandler After.Cupertin:" Dilts, R, Grinder..J L.,DeLozier,J,:_ Vol.I.Cupertin.: Erickson, M.: Adre ": Therapy(Haley Stratton,1967, Gordon,D.:There;" Meta Green,D.:"Nomi:':"'cs' TheJournallor75-79,1979. Grinder,J.,Palo Alto,CA,5:> Grinder, J., DeLoL:-::: HypnoticTechn Vol.II.Cupertir.:. Haley,J.:Uncol,') T':: Nortonand Co":': Hersen,M.,Designs.New Laing,RD.,Family.Londor.:T Satir, V.:Peoplem G'c: Behavior Books,=- _'.-,-:. -"o-LinguisticProgramming ..:. =-:'::-,.gresearch conducted at :: ::ja.tric Institute. __=-_;2.:1dconducting research :Jatterns and principles .::-,_'wellasteaching NLP =- -"_"-3Ph.D.fromIndiana ;-IeisaCertifiedTrainer 2.33ociatestaff memberof and Research. He has =-_.?: "-:n:widetopsychotheramanagers,police, __ officers.He isthe :::'c::\LPandiscurrently __ 3 _-\::-,_geles. "--::.i'lctiontoCybernetics. =- C:.1964. F intoPrinces.Moab, 1979. eStructureof MagicI. .':.::-'_':'Behavior Books,1975. .P:;. tternsof theHypnotic ::-:..- ;:'-"zC"hson,M.D.,Vol.I.Cu:-:__ a.:ions,1975. ..3s.:ir,V.:ChangingWith C_-\.ScienceandBehavior of Mind.New York, -,,-, Applicationsof Neuro-LinguisticProgramming Cameron-Bandler.L.:TheyLivedHappilyEver After.Cupertino,CA,MetaPublications,1978. Dilts, R, Grinder, J., Bandler, R, Cameron-Bandler, L.,DeLozier,J.:Neuro-LinguisticProgramming, Vol.I.Cupertino,CA,Meta Publications,1980. Erickson, M.: Advanced Techniques ofHypnosis and Therapy(HaleyJ,Ed.).NewYork,Gruneand Stratton,1967. Gordon,D.:TherapeuticMetaphors.Cupertino,CA, Meta Publications,1978. Green,D.:"Nominalization inCoupleCounseling", TheJournalforSpecialistsinGroupWork4 (2), 75-79,1979. Grinder,J.,Bandler,R:TheStructureof MagicII. Palo Alto,CA,Science and Behavior Books,1976. Grinder, J., DeLozier, J., Bandler, R.:Patterns of the HypnoticTechniquesof Milton HErickson,M.D., Vol.II.Cupertino,CA,Meta Publications,1977. Haley,J.:UncommonTherapy.NewYork,W.W. NortonandCo.,1973. Hersen,M.,Barlow,D.:SingleCaseExperimental Designs.New York,PergamonPress,1976. Laing,RD., Esterson,A.:Sanity,Madnessand the Family.London:Tavistock Publications,1964. Satir, V.:Peoplemaking.Palo Alto,CA,Science and Behavior Books,1972. 71 ( 6 L 6 1 )

TABLEOFCONTENTS PART 1.Introduction Developmentof theMeta Model A.Deletions 1.ComparativesandSuperlatives B.UnspecifiedReferentialIndex C.Nominalizations 1.Transderivational Search D.UnspecifiedVerbs E.ModalOperators F.Presuppositions G.Cause-Effect H.UniversalQuantifiers 1.Sensory Experience 2.Rapport 1.LostPerformatives J.MindReading K.ComplexEquivalence III. CommentsontheUseof theMeta Model IV. OrganizingMetaModelQuestions A.AlgorithmFor Change 1.Therapist's Syndrome B.Establishing DesiredStates C.Eleciting Resources D.Goalsof theMetaModel PAGE 3 6 8 9 10 11 13 16 17 19 19 20 21 23 23 24 25 27 30 31 32 33 36 37 I.INTRODUCTION Learning the Meta Mode :-5c tohear andidentifypatte:': I'llpresentthepatte1'L5 them and then we'll '_ ticethem. The Meta Model is probs':' tantthings to learn asa:;: = becauseit isawaytoga-: :-.': tion fromthe people the:. ty: matter whatkind of fiel:'::. Iwill start with astory.::.': tionandtheMetaModel Iwas up in Canada dOl:'.; withagroupof peoplear.:' therewhowasa was very interesting. He 32.== this woman come in as ahe did some hypnotic te3t5subject and he had good 1'2.:;:::: off doingthisinduction,v,-i:: soniantechniques,usir.?:. dedcommands,andallt t.:: abouthalf anhoursheV:2.5 hereyesopenand nallystoppedandsaid.., G what is going on. You see=:-": CO:\TENTS :::. 3--.:.:lerlatives =Index .:'__:::-earch - -:-:-:..._ 7::' Jr- the Meta ,=: Questions :_.:'.::;:e -_ :::'.- :me States ::.=\Iodel PAGE 3 6 8 9 10 11 13 16 17 19 19 20 21 23 23 24 25 27 30 31 32 33 36 37 I. INTRODUCTION Learning the Meta Model is essentially learning how tohear andidentifypatterns inpeople'slanguage. I'llpresentthepatternsandtalkalittleabout them and then we'll break up into groups and practicethem. The Meta Model is probably one ofthe most important things to learn as aprofessional communicator becauseit isawayto gather high-qualityinformation fromthe peoplethat youare working with,no matter whatkindof fieldyouarein. Iwillstart with astory about gathering informationand theMeta Model: Iwas up in Canada doing aworkshop on hypnosis withagroupof peopleandtherewasagentleman there whowasahypnotist.Hetoldusastory that was very interesting. He said that at one time he had this woman come in as a client. He sat her down and he did some hypnotic tests. She seemed to be agood subject and he had good rapport with her. He started off doingthis induction,with hismostrefined Ericsoniantechniques,usingtonalmarkings,embeddedcommands,andallthosevariousthings.After abouthalf an hourshewasstillsittingtherewith hereyesopenandnothingwashappening.Hefinallystoppedandsaid,Gee,Idon'tunderstand what is going on. You seem to have good susceptibili3 4TheMetaModelLive ty,andthere seemstobegoodrapport.Ican't find anyreasonforit,butyoudon'tseemtogointoa tranceveryeasily.Iseverythingalright?"So,she saystohim,"Well,youhaven'tshownmeoneof those things yet."He asks,"What things?" and she says,"You know,thecrystal ball."He saysto himself, "That's one of those pieces of archaic paraphernalia that old-timehypnotistsused,"but he thinks hehasonebackinhisdrawerthatheusedtouse forstagedemonstrations.Sohegoesrummaging through his bottomdrawer. Hereacheswayinthebackof thedrawerand pulls outthispendulum sort of thing,and he says, "You mean this?" and holdsit up.She goes,"Yes," andcollapsesimmediatelyintoadeeptrance... (Laughter). I had an experience that was very much like that whenIwasworking withawomanonweight control.Ielicited her strategy and tried toprogram in anew strategy using anchoring and stuff likethat. I thought Idid anice job, but she came back aweek laterandsays,"Well,itworkedalittlebit,butI am still not having much success."Icouldn't figure it out.Finally,Iasked her if she had ever changed aproblematic behavior before.And she said,"Well, I was sort of expecting that you would dothis thing that this dentist did to me once." I said, "And what, specifically,wasthat?"Andshe goesontotellme the story about how she used to be so nervous going tothedentist'sofficeuntilonedaythedentist got frustratedtryingtoworkonher,andsaid,"I'll havetodohypnosiswithyou!"Shesaidhejust grabbed onto her wrist and told her overand over howshewouldbecomfortablethenexttimeshe TheMeta ModelLive camein.Andshesaid.": tranceoranythinglike::prisedthe next timeIC2.=_ all."So,afterItalked:: reached down and saidtr"c Iusedthesamekindofimitatingherdentist,I:-. over and over,"You v.iJ eating patterns this v,ees. fortably."ThenItoldhe:': hypnotictrancethat'SC'--='> lem, and to go home and:' s. led back aweek later ani:'This is just what Iwante:' ready." The point istha: I. niqueswithlittleinformationIneeded,T'r,2 what Ineeded todoin0:':'0: causeshehad areferer..2c. Now,forme,thisis about:being able tothing by finding out tha: Knowinganchoring,k:-": techniquebyitself isn't5':: unless you know howar..:':, have donemy bestpiece::' woman, but there was 50:=:'2: ed, one thing that she nee:'2 to respond, just like thethe hypnotist.For me,__ c. asking these kinds of qUc3:: Whatwouldhappenif y: '':: stuff. TheMetaModelLive -:-- S"Dodrapport.Ican't find :''':'d'Jn'tseemtogointoa '-:--:fffrom the beginning :heModelages. ','.JchnGrinderand Rich-,":3.5theveryfirstthing Alltherestof NLP .-;:2:1byasking these quesmotivationforyou. ::.:-,.:ques,everythingwas .. :\I,=d.el-whichissimply :.=-. -=>:gatheringinforma:-:bystudyingVirginia :0 find out what these ::_2Ynoticedthatthese ofquestions.Now, :: =- these neat categories -=:.:r_iskind of stuff in col::ustacademicthings ,,\-:th Richard, and they c: tappliedlinguistic ::--.-_ =:r. ::. -=:hat the map isnot the :'_2'.':orld we all make maps v;ith our sensory appa-=-8,and bodies.We :- =-:.aps,ormodelsof those c?esystems.Wecallthisa :''':':modeling. ___=-_?v;ith language, in other :-;:through language. -: A word is as much -:1the knee.Wordstend to TheMeta ModelLive bethemostcommonanchoringsystem,because therearesomanychangesthatyoucanmakein tonalqualitiesand the variousphonologicalthings that youcandowithyourmouthandlips.Soitis avery refined anchoring system. As far as I can tell, youorganizewordstotriggerexperiencesandyou use words in the same way that you would use tactile anchors. These words serve as a map for our internal maps,whicharemapsof theterritory around you. Soyou are three places removed from the territory, thereality. Now,John and Richardwerealwaysmoreinterestedin form,inthepatternsof language,thanin the content.They noticed that aspeoplemap their experience they have to leave certain things out.In otherwords,youarenevergoingtogetatruly explicitmap. There is a story about the cartography department ofa small European village. The cartography department,themappingdepartment,wastheirbiggest civic pride and they spent a lot oftime on their maps. They decided that they would make amap that was perfect.They started making this map,and as they did it, they had to gather extensive amounts ofinformation. The next thing they knew, they had to make the building bigger to store it all. But they kept refining their map, making it more and more detailed and pretty soon they just had to break down the walls of thisbuilding,layingouttheirmapsalloverthe place. Of course, what finally happened was that the map gotsobig,it coveredtheterritory completely. The thing is,you don't need amap that big.Asa matter of fact,it is okay to delete things.If you just want to find some street, it is okay to just use a street map that deletesinformation likehills,and deletes what kind oftrees and what kind offoliage is around. 7 8TheMetaModel Live However, if you are concerned about areas toplant, and what kind of soil is around, you will want to look foradifferentkind of map. Peoplethatuseonlyvisualpredicatesaredoing thiskindof thingthatwearetalkingaboutwith theirrepresentationalsystems.Theyareusinga predicatethatdescribesoneportionof theterritory-the visual aspect of that territory. Other people describejustthekinestheticaspects,otherpeople the auditory,and soon. The major pattern that I am leading up to is what wecalldeletion. A.Deletion Deletion:that is just leaving something out.AsI said,youcan'tmakeamapwithoutleavingsomething outunlessyouwant tomake yourself ridiculous. You can't possibly describe in detail all of your experiences.Soyoustartleavingthingsout.The only problem with that is that sometimes you delete information that isimportant.You have tofindthe rightinformationfortherightmap.Mostof you haveheard languagepatternssuchas,"I'm scared ... ,"''I'mconfused... ,"or"I'm bewildered,"or ''I'm happy." And each of those patterns deletes certainportionsof whatyouaredescribing.Insome casesitistoyouradvantagetobeabletorecover someofthatinformation.Thosewords,"happy," "confused,""bewildered,"and"scared,"areina classofwordscalledpredicates.Theyareaction words-they describerelationshipsbetweenthings. A word like "scared" is atwo place predicate. What Imean by "place"isthat it isdescribinganaction betweentwothings.So,someoneisscared of some-The Meta ModelLh-e thing,andthathas:::'22: "I'mscared."So,of:: ---=.: that information,ye-...:.:':of what, specifically':". Or similarly, if apel's: =-_ tobeconfusedabout= InasentenceSUC:-_'::'5 Mary ordered peas." mation.Sometimes. tosay "ordered"t\';ic2.:. carefulof the If John ordered coffee.::.=. What Iam tryingtosome information,be :-= tion is critically impor:.::.=-_ catorneedstobe:: occurandhavethe,;e:--: leted informationwhe::-_: One of the things 'se ",":-, toidentifywhere important. For insta:1c2. scared, it is very impo:-:",": arescaredof.Or,if pain,toknow whatis:.::. how it is causing then::: C'_blyhaveintuitions&-:': ....:.letessomething,you willwant tofindoutt:-_.::.: 1.Comparativesand Thereisanothertalk about.If Iweret:s:. bestwaytogatheriL:: :': the superlative, best. ':: ....:. ::TheMetaModelLive :,_::-::.about areas to plant, you will want to look predicatesaredoing :- '::':'2talkingaboutwith ;:::-::::15,Theyareusinga =-_::- ::'ortionof theterrito:.::2lTitory. Other people c.5pects,otherpeople = :.=-=-.leading up to is what out.AsI :0; leavingsome::=::nakeyourself ridicuin detail all of your : thingsout.The ::-.:.:sometimes you delete ': You have to findthe :- map.Mostof you suchas,"I'm scared =r'Tm bewildered,"or ::-. patterns deletes cer''':'::::.:-edescribing.Insome ::.Z2tobeabletorecover _.Th ds,appy,"wor"h 2.cd"scared,"areina =: :'Q tes.Theyareaction between things. :7,-Jplace predicate. What :::isdescribingan action :meone isscared of some-TheMeta ModelLive thing,andthathasbeendeletedintheutterance, "I'mscared."So,of course,if youwanttorecover that information,yourresponsewouldbe,"Scared of what, specifically?""What isit that scares you?" Or similarly, if aperson says, ''I'm confused," he has tobeconfusedabout something. Inasentencesuchas,"Johnorderedcoffeeand Mary ordered peas," it isokay to delete someinformation.Sometimes it isredundant.Youdon't need tosay "ordered"twice,althoughyoudohave tobe carefulof theambiguityinthatparticular phrase. If John ordered coffeeand Mary peas ... (laughter). What Iam trying tosay isthat it isokay todelete some information, but other timesdeleted information is critically important. A professional communicatorneedstobeabletohear deletionswhenthey occurandhavetheverbaltoolstorecoverthedeletedinformation whennecessary. One of the things we are going to be doing is trying toidentifywherepeopledeleteinformationthat is important. For instance, ifsomeone says that they're scared, it is very important to me to know what they arescaredof.Or,if someonesaysthat theyarein pain,toknow what iscausing themthat pain,and how it is causing them pain.Most of you will probablyhaveintuitionsaboutthis.Whensomeonedeletessomething,yousay,"What specifically?"You willwant tofindout that kind of information. 1.Comparatives and Superlatives Thereisanotherclassof deletionthat Iwantto talk about.If Iwere tosay,"the Meta Modelisthe bestwaytogatherinformation,"Iwouldbeusing the superlative, best, you might want to ask, "Better .L 9 TheMetaModelLive 10 than what? compared to what?" If Isay things like, "This is really good, this is great, this is far out, this isbad,terrible,orwrong,"youwillwanttosay, "Comparedtowhat?"or,inresponsetothewords for"better" and"worse,""better than what, worse than what?" This way, you get some kind of idea of how the person is making his comparisons and how muchinformationhehasgatheredbeforemaking. that comparison.Manycomparisonsareaformof deletion. B.Unspecified Referential Index Anunspecifiedreferentialindexisanynonreferring noun phrase; when you delete"whom" or "what." If Isay,"Theyalwaystoldmeit would be thisway.""They,"whospecifically?"Thisway," whichwayspecifically?That statementisnotspecificenough."It,"and"people,"arewordsused when you are deleting the specificperson or object. Unspecifiedreferentialindiciescanbecollective nouns,like,"people,""Neuro-LinguisticProgramming,"or"geniuses." Politicians use this kind of language all the time. If you do you can get by with saying the same things Thomas Hobbes said. He said,"Manis basically antagonistic." You can get away with generalizing and distorting things by using acollective noun such as "man," but if you say, "every person," and you begin tonameeverybody,andchallengethegeneralization, it isn't going to fit, because you are going to realize that this is abig generalization. I find that using thesekindsof collectivenounscan getpretty slippery ifyou are not aware ofthe deletion. When I first learnedthemetamodel(Iwasstudyingpolitics at TheMetaModelLi ,-e thetime),theveryapply it to Plato's=entwaysthatSOel's.::::-:; guage,deletesace Socrates just spinsallygoodwithpatterns. c.Nominalizations Nominalization:..\1some sort of experie=-.=::izationmeansthat action,a process,anc: = isastaticentity01'=-=_thing like "freedorr:.."-=- = likesaying,"Ilostfreedomasif it"the tension builtir.:::-.-= carpenterbuiltintr.t::' word,tension,with:; =::::: nottheprocessof:;::::: something. So,in away,too,becauseyouare:::about the process Y0"-:c::inthiscase,tensior.=:' what,specifically?Sc:::::.::troublewithmylife. .. inmylife."Well,y= ''':wanttoturn it arou=-.:Livingwhere?Withknow,lifeisnota anominalization is:'.: ity used as anoun ors::: TheMetaModelLive ,:- ..If Isay things like, "2C'.:.this is far out, this :.-::'':'"\yillwanttosay, ::25Donsetothewords 2::21'than what,worse -= -:5:mlekind of idea of 5 =:mparisons and how beforemaking ::co.::50nsareaformof lIndex co..=::ldexisanynon=-.-::''';'delete "whom" or '.--:::ldmeit would be ,-===--=:'.::ally?"Thisway," : isnotspe-=::-=."arewordsused ; -=:==-cperson or object. canbecollective .:' ::-LnguisticProgram::-all the time. ,s.:,ing the same things :.'jIanis basically an.::-..ithgeneralizing and ::::noun such as ,"and you begin thegeneraliza":'5-=you are going to real:.zs..::ion.I findthat using '':':::5cangetprettyslip::-.8d.eletion. When I first 7:S.5studyingpoliticsat TheMeta ModelLive thetime),theveryfirstthingIdidwithitwasto apply it to Plato's dialogues because of all the differentwaysthatSocratesmanipulatesanduseslanguage,deletesanddistorts,andpresupposes. Socrates just spins people around, because he was reallygoodwithviolatingandutilizingmetamodel patterns. C.Nominalizations Nominalization:Mostof youhaveprobablyhad some sort of experience with this word.Anominalizationmeansthatyoutakesomethingthatisan action,a process,and youturnit into anoun-that isastaticentityorobject.Atypicaloneissomething like "freedom." Tosay "I lost my freedom"is likesaying,"Ilostmywallet."Youaretreating freedomasif itwereathing.Similarly,saying, "the tension built in theroom"islikesaying,"the carpenter builtintheroom."Youcanconfusethe word,tension,withsomethingthatisathingand nottheprocessofsomebodybeingtenseabout something. So,in away,nominalization isaformof deletion, too,becauseyouaredeletingcertaininformation about the process you are talking about; specifically inthiscase,tensionorfreedom.Beingfreetodo what,specifically?Someone may say,"I am having troublewithmylife,"or,"thingsaregoingwrong inmylife."vVell,youcanbreakthatdown.You wanttoturnit aroundandmakeit intoaprocess. Livingwhere?Withwhom?And,livinghow?You know,lifeisnot athing.And so,what youdowith anominalization is try and take this action or activity used as anoun or athing and bring it back into 11 :.12TheMetaModelLive aprocess. If someone says, "I am having a lot ofdifficulty with this relationship," you ask, "you, relating to whom?" You put it back into the verb form of "relate." Oneof the waystoidentifythesekindsof things for yourself is to pay attention to your own internal representation of what the person says.So,if Isay, "Yesterday Ihad an accident... ,"doeseverybody understand what I am saying? Careful, I could have crasheddownthestairs,Icouldhavetrippedinto somebody, I could have forgotten something. I would like to get a couple of people's responses to that question.WhenIsaid,"anaccident,"whothoughtof what? What did you think of? Answer: "I cut my finger."(Robert)"Wasitverballikethat?"(Answer) "No,Isaw acut finger."(Someoneelse)"I pictured anautomobileaccident."(Someoneelse)"Bowel movement ... (laughter)." Essentially, what Iam saying is that, here, Iused aphrasethat everybodymadesenseof.Youcould understand that verbalization, but you each had different representations. As I've always said, "A word isworth athousandpictures." Oneof thethingsthat alwayshasamazedmeis thatpeopleintherapeuticcontexts,andpeoplein businesscontexts,veryoftendon'trealizethat.In other words, you listen to somebody say they had an accident,or"Iamreallytroubled,"andyoumake sense of that for yourself without really knowing the otherperson'srepresentation forit. Somepeopleareverypronetonominalizations. Many people have what wecall blind spotstometa model patterns. I was once in aworkshop and there wasawomantherewhousednominalizationslike crazy.She wouldsay,"I just don'tunderstand why The Meta ModelLi",-f my experiences andtheactualization0:- = that willcausean:=-_::' make ateaching pc: :=-_ : perientialqualitie5::standings,youbeg::-.: of childhood concep:..:.::. andspewedoutab:...:. : and she goes,"01:. too."Shemadesen52 just started':> five minutes: Icould,and sheIf somebodyjU5:whatanotherper5:::-. makesuphisO\\T:::::::.; is saying, that map otherpersonis noncalled transdeL'." ::. 1.Transderivational Transderivationo-throughyourexpeL::-::-_ whatIamtalking8.: = derivational search v:::-.-=youwouldhave history until you h8.6:'= accidents. Youmigr. __ ::-.: bileaccident in\yhi:::-."accident" is an resentationsin ; ence.Inone representationsfor::_-=burst into tears,be." _._c TheMetaModelLive ="'IE having a lot of diffi"'y::mask, "you, relating the verb form of "retiese kindsof things : -.:-:.toyour own internal ;says.So,if Isay, =-_ -....,"doeseverybody Careful, I could have -..: havetrippedinto -. :::::::1something. I would c 3to that ques-.::e::1t."whothoughtof -.- Ans\ver: "I cut my fin'- -'':ktht?"(A) :..e. a.nswer :,-.=: 2)ne else)"I pictured :3-'=-leoneelse)"Bowel isthat, here, Iused ::.c:.:i:- senseof.Youcould : -. =-..':lUtyou each had dif>:e ahvays said, "A word -...:.;;, -:': c.yshasamazedmeis -. .::ntexts,andpeoplein don'trealizethat.In ;-.=- 2body say they had an :::--,'.:bled,"andyoumake -.-':-.':Iutreally knowing the ::-':-1forit. -.::- :netonominalizations. 2: allblind spotsto meta c :n aworkshop and there ..:.:;;ednominalizationslike ..:.:;;tdon't understand why TheMeta ModelLive my experiences and realizations don't contribute to theactualizationof myfrustrationsinadirection that willcausean integration of my lifecrisis."To make ateaching point Ireplied,"Because of the experientialqualitiesofyourlearningsandunderstandings,youbegintoformulatenewperceptions of childhood conceptualizations and knowledge ..." andspewedoutaboutfiveminutesworthof crap, and she goes,"Oh, yeah, that is what I was thinking too."Shemadesenseoutof whatIsaid.Everyone just started laughing because I had just sat there for five minutes thinking of all the nominalizations that Icould,andshemadesenseof it. If somebodyjustkeepsgoingonandfollowing whatanotherpersonissaying,and,internally, makesuphisownmapforwhatthat otherperson issaying, that map has nothing to do with what the otherperson istalkingabout.Thereisaphenomenoncalled transderivational search. 1.Transderivational Search Transderivational searchmeans yousearch back throughyourexperiencestofindareferencefor whatIamtalkingabout.If youhaddoneatransderivational search when I said, "I had an accident," youwouldhavegonebackthroughyourpersonal history until you had found areference structure for accidents.Youmight have gone back to an automobileaccidentin whichyouparticipated.That word "accident" is an anchor or trigger for a bunch of representationsinyourpersonalhistory,yourexperience.Inoneseminar,Iaskedforpeople's representationsfortheword"dog"andsomebody burst into tears, because the day before her dog had 13 ..14TheMetaModelLive died.It gothitbyacar.Thosekindsof thingscan easilyhappen,becausewordsareanchors.People will refer to their own experiences to make sense of someone else's. Now,as anyone of you who has worked with hypnoticpatterns knows,youusetheexact oppositeof the meta model when you are doing atrance induction.For instance, youtake the process of nominalizationanduseitrampantly,becauseyouknow people willfollowalong anyway.So,Igoalong and amtalkingabout"incorporatingthesenewlearningsandunderstandingsinaway that isthemost meaningfultoyouinyourlifetoday."Now,that doesn'tmean anything.What are learnings?Somebodylearningsomethingspecifically,throughunderstandingwhat?Andyouwanttousetheseto influenceandcreate4-tuplesinthatperson,(I've beendoingthistoallof youduringthispresentation.) Now,againgoingbacktothemetamodeltreatment oflanguage, what you want to dowith anominalization is tomake sure that it goes back into the process and then you recover what has been deleted. So,what you dowith anominalization is put it back into process. Q:Whatif aclientsaystherearebadvibesat his office? A:"Vibes" isanominalization.How would youput that back intoprocess? What youwant todoisask, "Whatvibratingaboutwhat?"Whatisvibrating, and what iscausing it tovibrate?" Soyoutake the nominalizationandbringitbackintoaverb."Vibrating how,specifically?" Let'ssayIsaysomethinglike,"My loveforyou TheMeta ModelLi'.-e isgrowing."How cess?"Loving,hov.: would feel,hear,or Sf-::-. Dothe same thingneed to see, hear, or wantto?"Youwant:::-: encesisgoingtomee.,::, "trance," orwhateno;:i: TheMetaModelLive .. :---_s.:';'"or,"Howdoyou you be crazy if you did :-:.2...:.'.-e1'switching referen':'=-_:hatgoesalongwith \yhat you are think= soupset,"Iam pre";,ersonisupset,Iam .:."Theyreallyhate =that you know what - -- "Y d 't d say,ouonuner=or "You are:0saynext,"Iam S2.y,"Youarethinking :,':,::,"Youknowthis,"it ;='2suppositions.Saying, : -:,:2:all mind-reading, be::-.?:Iknow what is going :.:'.2xample of cause-effect, =S::1gthatsomecauseis =:.::else. If Isaid that you , :::Centhat would be an in==...:.ldmind-readanduse talking slowlycauses using cause-effect,but :-.2.3the same effect on you' =2.:1be goodinformation. you,or you can probably guess -,--'.:1'.the same reaction that _ :[-.8other person. TheMetaModelLive K.Complex Equivalence Complexequivalenceisessentiallyfindingthe 4-tuple a person has for aparticular word or generalization.When apersonsays,"She isnot looking at me,sheisnotpayingattention,"heissayingthat to be paying attention to him you have to be looking at him. Or, "She doesn't love me. She never tells me abouther feelings."For that person,loveistelling theotherpersonaboutfeelings.Or,"Shenever touchesme,"or,"She isnever ontime,shedoesn't love me," or, "It hurts so bad it must be love." When someonemakes twoexperiencesequivalent, forexample,"Beingtouchedmeanslove,"youcanchallengehimbysaying,"Haveyoueverknownyou were loved even though you weren't being touched?" Challengethe connection. Anotherthingthatyoucandoisusethat how-do-you-knowquestion.Tobeeffectivewith the womanwhowasoverweight(whomIwasworking with) I had to find out what would constitute, in her mind,effective therapy. In other words, what isthe person'scomplexequivalenceforwhatIshouldbe doingtohelpthem?"What doIneed todo?What isequivalenttoyourchanging?"Oneof thefirst things you doin the induetlOn of hypnosis is toask, "Howwouldyouknowif youwereinatrance?" "Whatisyourequivalence,intermsof whatyou would feel,hear, or see, forwhat atrance state is?" Dothe samething for"change.""What wouldyou need to see, hear, or feel to make the change that you want to?"Youwanttofindout what setof experiencesisgoingtomean"change,"isgoing tomean "trance," or whatever it isyouare gathering infor25 26TheMetaModelLive mation about.In somecases,youwillwant tochallengeit,dependingonhowyouperceivewhatis goingonwiththeperson,anddependinguponthe intervention that youwant tomake. From audience:"Givesomeexamplesof complex equivalence."Answer:"Ifyouaskthatquestion, youdon't understand something." Iam saying that your asking that question meansthat youdon't understand something. That may be very valid (again, thisisnotnecessarilyinvalid).If Isay,"Youare noddingyourhead,youmusthavegottensomethingoutof myanswer,"Imaybeaccurate.Iam saying that your nodding your head meansthat you dounderstand,orthat youhave gottensomething out of it.Another one is:If they are fidgeting,they arenervous.Sothatmeans,fidgetingmeansnervousness.Theremaybesomeoverlapwith mind-reading. But if Iam talking about change and I say, "I can challenge nominalizations,Ihave changed,"then I am not mind-reading,but Iam saying that because Icandothis,that meansIhavechanged. That reminds me of astory Iheard John Grinder tell. A psychology professor he had in college was lecturingaboutthelimitationsofattention.Saying, "You can only pay attention about forty-five minutes or so,"andthisteachertalkedonnon-stopfortwo and ahalf hours on how attention span was only 45 minutes (laughter). So what I was thinking was that we would giveourselves abreak and giveourselves abreak. Then what I would like to doisto have you all form groups of fours and do some exercises where youwilllearn toidentify thesepatterns. Now what Iam going tohave youdoin the exerciseisthis:Each of youpick oneof thesepatterns, TheMeta ModelLi'-E generate a bunch c: identify which one y:. ''': are doing with eac:::.: tice generatingthe3-::- , Let's take anTe c:.=. minutes (laughter,V,-:, metamodelbefore:'':::':' like to do is to ha\-e '_ untilthey become-:..:::.:.:: would like to have 8.: -::-. groups. I would likE:- ::. knowsit very "veIl,=-e' (Afterexercise I: lawyersthe otherI::c.y. tent attorney, wa3:.:.=. that alot of lav{ye='3::':. say to the persono=.then you went to son may very well'cs. -:e tacking and you did.',\thelawyer says,",J''':3: answer the question:.:' Ididn't," he acts like::: ent or lying, because :::-_:: resentation.Partor::: Thatisaveryinte='es: think normalpeoplE:''':S III.Commentsonthe What Iwant todo:'3:. anything interestingi',' pIe ofthings: (1) I \\-o'''::=': between mind-readic: 2.:' apersonsays,"YouC.::-e TheMetaModelLive _youwill want tochal',','youperceivewhatis ::c=-_:idependinguponthe ::: make. ==.2examples of complex :,' :--1askthatquestion, Iam saying that that you don't un=.2.ybe very valid (again, If Isay,"Youare =.havegotten= =:aybeaccurate.Iam .-: ''':'1'head meansthat you ':. regottensomething are fidgeting,they : ;;::ldgetingmeansner- =- someoverlapwith :: and Isay, "I can == changed,"then I =2.=- saying that because = 2. \-echanged. : : :'''- Iheard John Grinder :-had in college was lecofattention,Saying, : =-.2.bout forty-five minutes onnon-stopfortwo span was only 45 :2.:I was thinking was that :;.-:::-eakand giveourselves to do is to have you =-.:::.dosome exercises where .:iese patterns. ::\-eyoudoin the exeroneof thesepatterns, The Meta ModelLive27 generate a bunch of them, and have the other people identify which one you are doing, and how many you are doing with each other.Iwant youtoeach practicegenerating theseaswellaschallenging them. Let's take afiveminute break and be back in ten minutes (laughter).Will everybody who has studied metamodelbeforeraiseyourhand.WhatIwould like to dois to have you continue raising your hands untiltheybecomecataleptic(laughter).Actually,I would like to have at least one ofthese people in your groups. Iwould like to have at least one person who knowsit very well.Let'sgodoit! (Afterexercise);Johnwasdoingaworkshopfor lawyersthe other day,and my father,whoisapatent attorney, waspointing out that there isatrick that alot of lawyers docalled "double questions." I say to the person on the box,"Well,youdid'x'and then you went to their house,didn't you?"The person may very well have gone to their house but I am tacking and you did "X" on the same question. Then thelawyersays,"Just answer yesor no,"or,"Just answer the questionnow."If thepersonsays,"No, Ididn't," he acts like that person is being incongruent or lying, because there was this incongruent representation.Partofthestatementwasaccurate. Thatisaveryinterestingsortof pattern.Idon't thinknormalpeopleuseit that much. III.Comments on the Use of the Meta Model What Iwant todois findout if anyone foundout anything interesting. I would like to point out acouple of things: (1) I would like to explain the difference between mind-reading and lost performatives. When apersonsays,"Youaretired,"heismind-reading. ,28TheMetaModelLive "You are tired," means that I am reading into them an internal state.Alostperformative issomething that is a judgment. If I say, "You are bad," "You are nasty," or "You are fraudulent and unprofessional," Iamnot describing an internal state, Iampassing ajudgment. If Isay,"Youareconfused,"Iamnotmaking a judgment as much as I am trying to identify your internal state. If I tell you that you are bad, then I am putting a judgment on you. If! say that you are tired, that is astate that you can gointo.If I say that you arenastythenI'mevaluatingyou.Alotof mindreading statementsmay have judgmentalconnotations.Butlostperformativesaregenerallyastatement ofajudgment as ifit were aproperty of reality as opposed to a description of what is going on inside the other person. (2) Another thing is that words like "I am patient ," "You are confused," "I feel curious ," are adverbs,aclassof predicates-you knowadjectives and adverbs, like saying, "The grass is green." It is not like saying, "The grass is achair." Ifit were reallyanominalizationitwouldfitintothesame class.In the meta modelyoubreak down adjectives and adverbs like you would an unspecified verb. That is,"how specifically?" (3)Sometimesmodaloperatorsofnecessitycan have alot of bad anchors associated with them, for example, "I should do this, "I should do that." If you change those to modal operators of possibility, "I can dothis, Icandothat,"-it makes abig difference in the waythe clientfeels,orthe way that hethinks about it. Try saying to your clients, "I am wondering if youwould substitute the word'can'or'want' for 'should'inthestatementyoujustmade?"Both The Meta ModelLiy", words share the :=:S=-2 bothmodal tions. (4)Complex thing,buttheyr:-:.s.;,sense, it involve:=: alence.The person "..= by tilting his head :: :: son. The visual==-_ tion,heisnotperson, paying atte=-_:= = For that person" c.:: -2 =-_itedsetof lence"couldmores.: equivalence." (5)Asan organizL-_'z: person'scomplexAsk,"Howareye'..: achieved your outee=.-2 going on when you tiveuseof it.Thatdoesn'timply thatabout are bad. Iu:=:e=-_== Richarduse labeling is in itself r:.'2=: that is important i:::':eliciting. (6)Youaremind-rEs.:' complex equivalence ;.- =tionabouttheaccessing cues is a v.- s. -.- -=outthat ': read people'smind3=. = (7)Inregardto[_2.=-_: TheMetaModelLive I:::.h_reading into them is something \-Yu are bad," "You are '::".=and unprofessional," state,Iam passing :,";"Iamnotmakinga to identify your in::: :.'cuare bad, then Iam :' = ay that you are tired, to.If Isay that you you.Alotof mind,,':-:- judgmentalconnota.. egenerallyastate,'::-:'2a property of reality ::::''..:":".atis going on inside is that words like ed ," "I feel curious ," knowadjec"The grass is green." isa chair." Ifit were 'c,. fitintothesame :-:.':y'.'eakdownadjectives 2.::".'..mspecified verb. That 2:':::.t:Jrsofnecessitycan with them, for 'I do that." Ifyou ':.=='1'5of possibility, "I can :::= s.kesabig difference in ?::ie \"laythat hethinks :'.:jents, "I am wondering ::- c":Jrd'can'or'want' for - youjustmade?"Both TheMeta ModelLive words share the same classification, that is they are bothmodaloperators,buthavedifferentconnotations. (4)Complex equivalence patterns can be apositive thing,buttheymayalsocauselimitations.Ina sense, it involves a limitation. I draw a direct equivalence. The person who is auditory listens to another by tilting his head to the side so his ear faces the person. The visual person says, "He is not paying attention,heisnotlookingatme."So,forthevisual person, paying attention is the equivalent oflooking. For that person "attention" is an unnecessarily limitedsetof experiences.Actually,"complexequivalence"couldmoreaptlyberenamed"simplistic equivalence." (5)Asan organizing principle: You've got tofinda person'scomplexequivalenceforadesiredstate. Ask,"Howareyougoingtoknowthatyou've achieved your outcome?""What specifically will be going on when you achieve your goal?" That is a positiveuseof it.Thatisimportant.Themetamodel doesn'timply that thepatterns we'vebeentalking about are bad. I use nominalizations alot. John and Richardusenominalizations.Wordsare labelsand labeling is in itself neither good,nor bad.The thing that is important is to know what responses they are eliciting. (6)Youaremind-readingwhenyouleaveoutthe complex equivalence you used to make the computationabouttheperson'sinternalexperience.Using accessing cues is a way to mind-read without leaving outthatcomputation.Youlearnaccessingcuesto read people'smindsmoreeffectively. (7)Inregardtohandlinguniversalquantifiers: 29 30TheMetaModelLive Findacounter-example,"Wasthereatimewhen this did not happen?" If they say,"No one has ever likedme,"youcanprovidethemwithanongoing counter-example,"HowdoyouknowIdon'tlike you?" Something like that. If someone says,"Everybody thinks I am crazy," you say, "I don't think you are crazy." In other words, you can also use yourself asachallenge,or set it up sothat youcandothat. (8)Phenomenologyisthephilosophyof nominalizations. (9)The meta model isperhaps one of the most profound ways that Iknow of to put somebody else into atrance.Youare forcing them to gointo downtime to recover all the deep structure. They have to go insideand doatransderivational search,ageregress, and all those other things, to find the reference experienceyouareasking about.It isoneof the fastest waystoputpeopleintoanaltered state. IV.Organizing Meta Model Questions Now I want to provide you with away to organize yourmetamodelquestions.Whenyouaskpeople what stops them or what they want, they aren't always going to know.They will not always be able to provide youverbally with the answer to your questions. People can think of all kinds of specific reasons and give all kinds of reference experiences that may or may not have anything to dowith the presenting problem. Often, when people come to me and give me reasonsforthis or that problem Inoticethat what really initiates that response is something outside of their awareness. For instance, ifyou raise your voice acertain degree, or you speed up the tempo of your voiceandittriggerstheunwantedresponse.They TheMeta ModelL'.-;:arenotreacting:':'. suspect.Thereare:: your ongoingexpe:2 For instance, ;: aguy who owned athat he felt badly ',',-:-.2 thoughthisempiv'22 had recently fired 5:::::::' ously, who had bee=-. was sort of vying: be in charge.the people in thec-=-.:: about him.: whenIwalkedintc rangement,the wall.Isaid,"",,-:-:: name ofthe woman:-:2 firing her, because S::-:2 curredtomethat'.T;:. c:. thinkingaboutth:s2 wasn't them at all.I: 7.fice,and the firstt::-::=-. z for this person abot:. -= ';.; assign the reaction :::-: unconscious of thea=.:: erybody else in the 1':'::-: thing. It really and hedidn't feelba:, A.Algorithm ForChe WhatI'mgetting2.:: modelquestions want.Knowingthis.that you ask questio::s TheMetaModelLive . :-..::rhereatimewhen :::;2get high quality rep=- :=thebestwaysthatI meta model questions =-.::..:0feel,what would be ":3=.useyour senses and . ::" ::,:::>urinternal represen:'escription.Beawareof e "\.of therapists can take ::::,::"e.inother people,and :-:: :;'=rlSthey have developed .::.:1)take aperson froma :.s:s.te,but whenit comes images of themselves :2Y have is this kinesthetic ,:-.e1'etogofromthere, be::..:--eiall ofthe strategies are ::..:al,andauditoryexperi-TheMeta ModelLive ences.WhenIhavetherapistsasclients,I'lloften say, "Now, Iwant you to make an image of yourself orlookinthemirrorandaskyourself whatyou would dowith aperson who looked like that." Alot oftimestheyrespondimmediately,"Oh,wellI would do this." And then I go and do with them what they have just suggested. Dounto yourself what you would do to others. Have them do it with themselves. It is really avery profound sort of thing. It isreally asimplepattern.Ask,"Whatwouldyoudoif this were somebody else?" and that initiates all the programs. So,beingawareof whatyouhaveandwhatyou don't have in your own internal maps and models is goingto be very important forknowing what meta modelquestionstoask.Youcangoaskfordetails all day. You can meta model everything and still not beable to use it to make interventions.Infact,one of the difficultiesexperienced by early meta modellers wasgathering toomuchinformation.What do youdowith allthat information?So,present state desiredstateistheoverlaythatIwantyoutoput on your information when youuse the meta model. Essentially, everything else is going to be irrelevant other than present state and especially desired state information. B.Establishing Desired States Find out what their present state is to the degree that you can see, hear and, feelwhat is going on and getsomerepresentationof howtheyrespondina specificcontext.Onceyouhavethat,thensay,"If you had amagic wand, what would you dodifferently?What would you see,hear,or feel?"This isalso 33 ,34TheMetaModelLive goingto be giving them important information,becausealotof timespeopledon'tknowwhatthey wouldbedoingdifferently. John Grinder was at the liquor store buying some winefordinner.There wasawoman in there who, he said, had the external signs of someone who was an alcoholic.After he bought his wine she came up to him and asked him if he was going by the post office,althougheventually what it cametowasthat she wanted aride home. He said, "Sure, I'll give you aridehome."On the way there,while he wasdriving,sheturning to him very quietly,"Why do you drink?" He says something like, "1 like the taste with dinner.It clears the palate and stuff,but 1 reallydon'tdrinkverymuch."Butthen,of course, being themagicianthat heis,heturnstoherand he says, "But that isn't the real question you wanted to ask me, is it?" She burst into tears and said, "Yes, the real question is,'Why doI drink'?" She went on andon.Notwanting thiswomantokeepcrying in his car he suddenly shouts,"Is that your dog?" even though there was no dog there. And that brings her out of it, sothat he can bring her into astate where he can communicate with her alittle bit better, He proceededtotellhersomestoryaboutalittledog thatheknewthatwasverylonely,butthatdog wasn't all the way alone. There was abig difference between being lonely and being alone. Then he said, "But the question why doyou drink is not really the question that you want to find the answer to either." Andhesaidthatheknewthequestionthatshe neededthe answer to.Aboutthistime she turns to him and she says in awe, "Who are you, really?" But he just tells her, "I'll tell you the question, but what youwillhavetodoispromisemethatyouwilldo The Meta ModelLi.'e exactly as Isay.Ia:=. andtap youonthegetup,gointothe::': untilyouwritethe whentheyarriYes.:: question is,'what v::..:. drinking'?" And he -= s. :: gets out of the car ar:.:' doeshe gethome"I've been beaten 1..:.::,: I have been grilleds.::-.= but no one has e,'er tion:Whatwould1 ': EThenshesaid, "1",'::; '" andIwasknow."After ahaveanadequate toldher tocallhim:; a. This was fairly reee::-.:.answerwas,buttne.;': don't need toknov,'c,,. doing.Intermsof :=.e:: of the most importar:.: ;: canget.Anystrateg-:'.- : sentationof auseless,becauseyOl:.a:':" you'vegotten theres; :: Here's agood working with this v,-oca: She would get dm\'n l':::. lose any more than t:C-.c: queenat an earlier,;:;:verythinandnmvs::'Eabout her desired stat::-,' couldgetthin?"Shesa: TheMetaModelLive ;::,:':ant information,be2:'on'tknowwhatthey store buying some 3 :..'"Yomanin there who, =2"'..3of someone who was ;:-.:nis wine she came up ...2.3going by the post of;:.. itcametowasthat 2 32.id."Sure, I'll give you ::-.21'e.while he was drivyery quietly,"Why do like, "I like the taste :;:and stuff,but Ire:':'"."Butthen,of course, :'.2 heturnstoherand question you wanted ::::-:. to tears and said, "Yes, ::::Idrink'?" She went on ',c'::':11antokeepcryingin 3' 13that your dog?" even ::-.21'e.And that brings her :':::-.1her into a state where "'.. ':'.2ralittle bit better.He ::'-2:=:oryaboutalittledog ':e:'ylonely,butthatdog ::-.ere was abig difference :: alone. Then he said, :,':m drink is not really the :: the answer to either." =2-":Thequestionthatshe ': ::-J. '[this time she turns to "\\ilo are you, really?" But -:,)U the question, but what methat youwilldo TheMetaModelLive exactly as Isay.Iam going to ask youthe question andtapyouontheshoulderandthenyouhaveto getup,gointothe houseand notdoanything else untilyouwrite theanswerdown."Sheagreesand whentheyarriveatherhousehesays,"Thereal question is,'what would you be doing if you weren't drinking'?" And he taps her on the shoulder and she gets out of the car and goes into the house. No sooner doeshegethomethanshecallshimupandsays, "I've been beaten up.Ihave been institutionalized. I have been grilled and asked,'why, why, why,... " but noonehas ever asked me that kind,kind question:What wouldIbedoingif Iwasn'tdrinking?" Thenshe said,"Iwasreallyinabadwaytonight, andIwascontemplatingsuicide."Johnsaid,"I know." After apause she says that she didn't really haveanadequateanswertothequestion,yet.He told her tocall him back when she gottheanswer. This was fairly recent, so I don't know what the final answerwas,butthepointof thestoryisthat you don't need toknowwhy;onlywhat shewantstobe doing.Intermsof meta modeling,that willbeone of the most important pieces of information that you canget.Anystrategy that doesn'tincludearepresentationof aperson'sdesiredsfateisgoingtobe useless,becauseyouarenotgoingtoknowwhen you'vegotten the responsethat you want. Here's agood example of what can happen. Iwas working with this woman who wanted to lose weight. She would get down to acertain weight and couldn't lose any more than that. She had even been a beauty queenatan earlierpointin her life.She had been verythinandnowshewasheavy,soIaskedher about her desired state, "What would it be like if you couldgetthin?"Shesaid,"IwouldlooklikeIdid 35 36TheMetaModelLive whenIwasin college.Iwould look like Ididwhen Ididn't likemyself."Now,isit anywondertoyou that she wasn't losing weight? She didn't like herself at the time she lookedthat way.Given this presupposition,shewasn't goingtolikeherself if shelost that weight again, and that was the most important pointof thatsessionandof herbeingabletolose weight. She didn't want to be the way she was. After yougetapieceof informationlikethatyouask, "How will you still beable tolike yourself and lose weight?" You use the objection to modify the desired state. c.Eliciting Resources Toelicitresourcesaskquestionssuchas,"Have you ever had it before? What have you done before? Didyoueverhaveasituationlikethis?Hasthere everbeenasituationwhereyouwerethin?Has there ever beenasituation where you were able to respond quickly and not have to worry,and soon." In other words, you want to findout resources from their personal history.You can saY,"What would it belikeif youcoulddothis?"Youcancreateresources out offantasy. We call this the "as if' frame. Afantasycanbearesource,becausememories and fantasiesoperate fromthe same neurology.To rememberandtofantasizeyouusethe sameparts of your brain.When youfantasizean incident,you have to doit with 4-tuples, which is the same representational format that memory is all about. So, you canactuallycreateresources.Roleplayingisanother way to createresourcesbehaviorally. TheMeta ModelLin' D.Goals of the :\Iet Thegoalsofwe'vebeendisCU.3:;;0_ going on now;\vhat findoutwhatproblem; what docome? (3) to findoc.t:_ rightnow.Thisis5.: problem,too.\Vh8.:':;; what you want? 14youneedtogeto,-e:"get from the5: ly,(5)how would :,c,:_,the answer, youcaegetting it or not.ThE: III sensory experien: q Question: HO\'i'car_-,has limitations that G.':-, ing to dosomethir:.g5.5 mune whenhehas5.:-, youreallythink i:'s''':': hind wanting it ana t:-,,bethat what hehappier,orbemore:':: that.Askhimwh8.:::.::commune.If heask him, "Well, ho'.',- E if youdon'tgotot"_2: is,whatistheC''':':: meta-outcome,that t:-_::tothemoonina . thingsthat coulds:c:::TheMetaModelLive looklike Ididwhen :-::;itanywondertoyou -:-'She didn't like herself "',"ay,Given this presup==jke herself if she lost :-,,:a::;the most important : =":_e1'beingabletolose :2 -: r.eway she was. After c:.-:::nlikethatyouask, -::yourself and lose -:: : =-_TOmodify the desired ,h "H:_":'2::;tlOnSsucas,ave -_c:.-:you done before? : -: ::'1jke this?Hasthere :2:-2youwerethin?Has =-_ -::: l-:.e1'eyou wereableto ".,=.':2toworry,and soon." - - -=:ndout resources from ..:.::,=,nsay,"What would it :Youcancreatereo : this the "as if' frame. ::;: ''':':"C8,becausememories =_-:n8same neurology.To .::eyouusethesameparts :"::'::.1tasizean incident,you ::;.,..:hich is the same repre:..e:no1'Yis all about. So, you '..:.:":e5.Roleplayingisan..:.:':e5behaviorally. TheMeta ModelLive D.Goalsof the Meta Model ThegoalsofthisMETAMETAMODELthat we'vebeendiscussingare:(1)tofindoutwhatis going on now;what is the presenting problem? (2)to findoutwhatwouldhappenif hedidn'thavethis problem; what do you want? What is the desired outcome? (3) to find out what stops youfrom getting this rightnow.Thisisactuallypartof thepresenting problem,too.What'spreventingyoufromgetting what you want? (4) The next thing is to find out what youneedtogetoverwhatispreventingyou,orto get from the present state to the desired state. Finally,(5) how would you know if you got it? If you know the answer, you can get feedbackto know if you are getting it or not.The desired state must be testable in sensory experience. Question: How can you use fantasy when aperson has limitations that are real, such as someone wanting todosomething asunrealistic as joining acommune whenhe hasafamilytosupport?Answer:If youreallythink it'sunrealistic,findhisintentbehind wanting it and try to find an alternative. It may bethat what hereally wantstodoisbeabletobe happier,or bemore comfortable,or something like that.Askhim what hewouldgetoutof goingtoa commune.If he says,"WellIwouldfeelthisway," ask him, "Well, how else can you feel that way, even if youdon'tgotothecommune?"So,thequestion is,whatistheoutcomeofthatoutcome,or meta-outcome,that the person wants. If I want to go tothemooninasailboat,therewouldbealotof thingsthat could stopme.In that case youhaveto 37 38TheMetaModelLive work with those limitations. In that case you utilize theinformationyou'vegathered.Youtryandfind out away around the limitation. Every limitation is just an opportunity to be creative.If Iwanted to go toMars I would ask,"If I was on Mars, what would it belike,andcanIgotherein ahypnotictrance, and what would the difference be?" You try and find the outcome of that outcome and see if there is some other way that you can satisfy that person. In other words,youmay needtimeforyourself tofeelcomfortable,tofeelthat you'veachievedasenseof accomplishment.Thosearethekindsof thingsthat they may beabletogetsomeother way. In answer to a question: I can't cure obesity by askingquestions,butbygettingtheanswerstoquestions that Ican then utilize.Like the hypnotist who asked,What isit that youneedinordertogointo adeeptrance?Somepeoplehavetobe thrown into achair andtold,"Gointohypnosis!" Applicc Meta-Mode Method0: II Robe TheMetaModelLive 1:'_that case you utilize :":-_2:c-ed.Youtry andfind :::1.Every limitation is =-2c:,jye.If Iwanted to go 's.s:m Mars, what would =-"::"2mahypnotictrance, =-_':2-::le'?"You try and find .22.:1dsee if there is some that person. In other :- ::.yourself tofeelcom2c:,.:hievedasenseof ac:":-_2kindsof thingsthat =.eother way. :t cure obesity by ask theanswerstoques':Lke the hypnotist who . :'_eedinorderto gointo 2":-.aYetobe thrown into ': ... ,':In osis!}} Applicationof the Meta-ModeltotheSocratic Methodof Philosophical Inquiry (1975) By RobertB.Dilts TABLEOFCONTENTS PartPage I.INTRODUCTION3 II.THEMETA-MODEL5 A.Natural Groupingsof Meta-Model Violations7 1.InformationGathering7 a.Deletions7 b.UnspecifiedReferentialIndex7 c.UnspecifiedVerbs8 d.Nominalizations9 2.Setting andIdentifying Limits10 a.UniversalQuantifiers10 b.ModalOperators10 3.Semantic Ill-Formedness11 a.ComplexEquivalence11 b.Presuppositions11 c.Cause-Effect12 d.Mind-Reading12 e.LostPerformative12 III.SPECIFIC ANALYSISOF ADIALOGUE13 IV. GENERALANALYSISOF THE SOCRATICMETHOD23 V.CONCLUSION26 Plato's Useof theD ALinguistic Analys I. Introduction Plato'sdialectic.a:-::.: discussion and rease::::..: logues, was describel:": "activity whichtion of the essen =-_: in fact,is the onlylenge its own assurr:.;':::, on firstprinciples." the scrutinizing statementsof broughtupbyitswouldeventually eternaltruthsorof the dialectic,hO',':2-:' examinationandt::'e.::tionsare challenge,:, The term'modell,':;: apersonclassifies.3.:-::ences and perceptic'=-.s:. Theway inwhich2.=-_:. 'model'of the world::.:way in which past pcalledandhowfun:.:-:):\"TENTS Page 3 5 :- 7

7 7 Index 7 :5 8 9 :'-.-=.=-_2:Limits 10

10 10

11

11 11 12 12 .' c:; 12 3OFADIALOGUE13 =3OFTHE 23 26 Plato's Use of the Dialectic InThe Republic: ALinguistic Analysis I. Introduction Plato'sdialectic,aformof theSocraticmethodof discussion and reasoning through argument and dialogues, was described by him in The Republicas the "activity which systematically sets about the definitionof the essential nature of things.... Dialectic, in fact,is the only activity whosemethod is to challenge its own assumptions sothat it may rest firmly onfirstprinciples."Platomaintained that through the scrutinizing examination and re-examination of statementsofprinciplesandvirtues,eventhose broughtupbyitsownarguments,thedialectic wouldeventuallyboilthestatementsdowntothe eternal truths or'forms'at their base.Thesuccess of the dialectic,however,reliesonthedepth of the examinationandtheextenttowhichtheassumptionsarechallenged. The term'modelling'applies to the way in which apersonclassifies,arrangesandstoreshisexperiences and perceptions in order to direct his actions. Thewayinwhichanindividualorganizeshisown 'model'of the world heexperiencesdetermines the way in which past perception and experiences are recalledandhowfutureonesaretobeapproached. 3 4Applicationof theMeta-ModeltotheSocraticMethod Philosophy and politics are ideal disciplines forthe manifestationof formalmodellingsystemsonpersonal and on collectivelevels; philosophybeing the study and organization of one's own personal experiencesand politicsbeingtheattempttotransform thesepatterns toacommunity level. Plato'srepublicreflectsonesuchmodelofthe worldand,infact,TheRepublicprovidesforus among the firstrecordsof the consciouscategorization and manipulation of aphilosophical and politicalmodel. Throughout history the great philosophers,politicians and speakers have admired and attempted to imitateSocrates'verbalartistry.Yet,therereally has never been another individual who has been able to fully capture Socrates' powers of speech; his ability toidentify the weak points in his opponents' argumentsandassumptions;andhisabilityto formulatequestionsthat sodirectly confrontthose assumptionsand weak spots. It seemsthat,despiteitsdefinition,thedialectic procedurewasnotassystematicasPlatoclaimed. Mostpeoplefindthemselvesinaweof orconfused bySocrates'abilitiesrather thanabletoapplythe dialecticprinciples totheir owninteractionstoget to"first principles."Mostpeople are not able to really listen to what other people say and identify and challenge assumptions. Certainly this ability has not yet been made so formally explicit that anyone could beaSocratesinthe samewaythat almostanyone candriveacar,useagunorpushabuttonthat would detonate anuclear explosion. Perhaps it is because of this lack that one finds it so hard to disagree with those that claim that our political systems and politicalthinking havenotadvancedmuch beyond Applicationof thethat of Socrates' technologicalsyste== Perhaps if there :-_.::. the Socratic ability:: ler's Germany the ''': very different. In this paper I, tic modelling syste=..lecticprocessaseY.': Republic.Thes (1)toattempttoc::-e.::. Socrates'language:;:that these patter:-.:.s= capitulated by any::,.,::, to assess Socrates'2..::'. throughthedialec::= sophicalinquirybye callyandfact, challenge its 0";",--= cessmay beimpro'\"e: cally explicit. TheMeta-Modelpassage fromTh e P. -:.: madeof the state:r::e:-:: Thenamorestrengths and 'tNeak:-. e ticthrough Socra:es' II.The Metal\'1ode1 The Meta-Model '\''-2-S lers John Grinderof identifyingana::-e terns in the speech::": ronment.It totheSocraticMethod disciplinesforthe {iellingsystemsonper .. philosophybeing the ,-::'5own personal experi.-::attempttotransform level. :=-.esuchmodelof the providesforus :-,2conscious and politi:-eatphilosophers, politi.=j:,:edand attempted to Yet,therereally '.-:':iual who has been able : -;:,'2:':5of speech; his abilT. -:5in hisopponents'ar._ .andhisabilityto ::ii:,'ectly confront those : :ie::inition,thedialectic :=a:ic asPlatoclaimed. =-:;i:'1aweof orconfused :"-:hanabletoapplythe -:,v.-ninteractionstoget :e:::Jleare not able to re:say and identify and :airJy this ability has not -x;,licit that anyone could ';;;aythat almostanyone =-_ orpushabuttonthat :>;::;Jlosion.Perhaps it is be it so hard to disagree :''':1'political systems and :adyancedmuch beyond Applicationof theMeta-Modeltothe SocraticMethod that of Socrates' time-certainly not as much as our technological systemsand ourweaponry. Perhaps if there had been more people trained in the Socratic ability to challenge assumptions in Hitler's Germany the course of history would have been very different. In this paper I will apply amodern formallinguistic modelling system, the Meta-Model, to Plato's dialecticprocessasexemplifiedbySocratesinThe Republic.The purpose of thisprocedureistwofold: (1)toattempt tocreate the beginningsof amap of Socrates'languagepatterns that isexplicitenough that these patterns may be easily understood and recapitulated by any native speaker of English; and (2) to assess Socrates' (and thus Plato's) use oflanguage, throughthedialecticprocess,asameansof philosophicalinquiry byevaluating just howsystematicallyandcompletelythedialecticprocessdoes,in fact, challenge its own assumptions and how the processmay beimproved bymaking it morelinguisti---Callyexplicit. TheMeta-Model willfirstbeapplied toaspecific passage fromTheRepublicandan analysiswillbe madeof the statementsof thephilosophical issues. Thenamoregeneralanalysiswillbemadeof the strengths and weaknesses ofPlato's use ofthe dialecticthrough Socrates'dialogues. II.TheMeta-Model The Meta-Model was developed by linguistic modellers John Grinder and Richard Bandler asameans of identifyingandrespondingtoproblematicpatterns in the speech of people in the therapeutic environment.Itconsistsofaseriesofcategories 5 6Application of the Meta-ModeltotheSocraticMethod identifyingvariousareasof verbalcommunication thataresuseptibletoconsiderableambiguityand whichmaycreatelimitations,confusionandmiscommunicationinaperson'slife.Useofthe Meta-Model patterns is not confined to therapy, however,andcanprovidesubstantialinsightintothe structure of thought and speech when applied to any personal,philosophicalor political inquiry. Thebasicpremiseof theMeta-Modelisthatthe map isnot the territory.That is,that the models we make of the world around us with our brains and our language are not the world itselfbut representations of it.TheMeta-Modelmaintainsthatourmental and verbal representations are subject to three basic problemareas:generalization,deletionanddistortion.Inlanguagetheseprocessesoccurduringthe translationof deepstructure(thementalimages, sounds and feelingsthat are stored in our brains) to surface structure(the words we choose to describe or represent our primary sensory experience). The function ofthe Meta-Model is to identify problematicgeneralizations,deletionsordistortions through the analysis of the syntax or form of the surface structure and provide an inquiry system so that more enriched representation of the deep structure may be attained. Thereader hasnodoubtnoticedtheparallel betweentheMeta-Modelconceptof challengingsurfacestructurerepresentationstogettothe"deep structure"andPlato'sideaof challengingassumptionstoget to"firstprinciples." Oneof thegoalsof thispaperistodemonstrate Socrates' systematic though intuitive challenges and usage of Meta-Model violations to control the flowof an argument. Applicationof the=..: A.NaturalGroupi Violations In this section Iand examples of::: in order to familiar=-z tionprocedures, (NOTE:The:'Ie:2. plainedinfullin0:Val.Iby Richard Ea.:::.: &Behavior I::-. .::1.InformationGat! a.DELETIONS--I::-.: jectorrelatio::'.3:-. change theor deleted from,: example, in the 3:S. ourdefensespe::-.:' tionaI protectio::-.. " deletedfrom::-.e spendingon"'-:-.2.-: whom, creaseourdefec3e cally?What.S::f: between "defe:lses protection?"ture can oftenadequatelydefiee:'. of the individment. b.UNSPECIFIEDF.: many statemen:3son, people or ob,:e:: '.:: :::ei'totheSocraticMethod Applicationof the Meta-ModeltotheSocraticMethod :- yerbalcommunication A.Natural Groupingsof Meta-Model ambiguityand Violations confusionandmis-In this section I will provide some brief definitions life.Useofthe and examples of the primary Meta-Model violations ::rJined to therapy, howin order to familiarize the reader with the identificainsightintothe tionprocedures.2-2ch \vhen applied to any (NOTE:TheMeta-Modelisdescribedandex;:litical inquiry. plainedinfullinthebookTheStructureof Magic =- :\Ieta-Modelisthatthe Vol.Iby Richard Bandler and John Grinder, Science that the models we & Behavior BooksInc.,1975.) v.-ith our brains and our representations 1.InformationGatheringthatourmental ; .=.re to three basic a.DELETIONS-In many statements aperson, ob deletionanddistorjectorrelationship,thatcanenrichoreven occurduring the change the meaning of the statement, is left out -:. 2Ithementalimages, or deleted from the verbal surface structure. For :'2:::ored in our brains) to example, in the statement, "We need to increase -.'.-echoose to describe or ourdefensespendingforpurposesofinterna-..:: experience). tional protection," a number of things have been ;._:,,:.::1 del is to identify probdeletedfromthesurfacestructure:Defense ordistortions spendingonwhat,specifically?Protectionof c::\l1tax or form ofthe surwhom,specifically,bywhom,specifically?In. .=.r1.inquiry system so that creaseour defensespending with what,specifi-, -""'cof the deep structure cally?What,specificallyistherelationship between "defense spending" and "international ::-:=-_ Jticedthe parallel beprotection?" Locating deletions in surface struc.=-.: -2 ptof challengingsurture can often identify areas that have not been :=-_::togettothe"deep adequatelydefined,eveninthedeepstructure 2;:.:f challengingassumpof the individualor groupwhomade the state:ment. ::;aper istodemonstrate intuitive challenges and b.UNSPECIFIEDREFERENTIALINDEX-In ;.::'ons to control the flow of many statements the referential index (the person, people or objects to which the statement re7 8Applicationof theMeta-Modeltothe SocraticMethod fers)is left unspecified or unclear. For example, inthestatement,"ThoseIranianshavenorespect for life," the specific Iranians to which the statement is refering, have been left unspecified. In this typeof distortion,the behavior of afew may become confused with the behavior of an entire group or culture. This has the tendency to dehumanizethegrouptowhichthestatementis refering in the model of the speaker or listener. Someother examplesof unspecifiedreferential index could include statements like:"Peopleare basicallyself-centered.";"Theyareresponsible forthe problems in the Middle East.";"Capitalists are only concerned with money."; "The Communists are out to take control oftheworld." c.UNSPECIFIEDVERBS-A specificmodeof action is not always implied by the verb used in a statement.Forexample,thestatement,nWe need MX missiles to keep peacein Europe," fails to specify just how,specifically,the missiles will keep peace. Making sure a specific mode ofaction hasbeendefinedbeforeadecisionismadecan be of criticalimportance. (Author's Note (1983): A good example from modernpoliticsof howthefailuretoidentifyand define unspecified verbs can create miscommunication and the repercussionsthat followisthat of the recent falling out between Ronald Reagan andMenachemBegin.Anassociateof theauthor's had the opportunity to speak with both ReaganandBeginafteraCampDavidmeeting concerning the Lebanesecrisis.His observation wasthat they were both satisfied with and congruent about the agreement they had made that Applicationof the:\1,0:, Beginwould::-:.c dUng of the sic:., after, howeyer. .E in a televised P!:' grily accusedBEmentto"not hadn'tninterfe::-, porters what t.Eaboutthechallengeda:r. d structure"deE.:'_ interference" ",-S sary breaki:r:aresult.) d.NOMINALIZATJ ity or ongoing ':: = averb or an ornoun.truth,justice2::-: muchmorea::::.':,. fightingformOT_:' that may beindividual."TL.: areactually. '1: --,anddifferentlyby::r nominalization been furtherciis:: Thetypical: isto put it back deletions.Forwhomaboutw::.= way?""Who conditionsand::..::. totheSocraticMethod =- unclear. For example, IranianshavenoreIranians to which the been left unspecified. =-_.:he behaviorof afew the behavior of an en:-.3.5 the tendency to de"',''::ichthestatementis ='::-.espeaker or listener. .:'-..:.nspecifiedreferential =e=:ents like:"Peopleare "Theyareresponsible East.";Capital';:,-'.:hmoney."; "The Com==:=-. :ro1 ofthe world." specificmodeof ac.:.e:'by the verb used in a :thestatement,"We int-dependingonhow ':Ieenachieved,the individ numberof options.The .::atepossibleoperations orbehaviorthrough Applicationsof NLP in Education9 whichtheindividualwillagainattempttoreach thedesiredoutcome. Our claim is that people develop programs, in this T.O.T.E. format, for all of their activities. Each of us has a strategy/T.O.T.E. for decision making, creativity,motivation,learning,reading,spelling,doing math,singing,teaching,andsoon.Theparticular representationsandrepresentationalsystemsthat make up the specific test, operation, or decision point will determine the effectiveness of the strategy. One of themostimportant aspectsof theNLPmodelis that it offers an explicit way to be able to observe and recognize strategies as they are occurring. As we single out and sequence the various representations in our strategies we manifest observable by-products in ourovertbehaviorcalled"accessingcues,"Aswe pointed outin NLPVolumeI: Accessing,or tuning in toaparticular representational system,isin some waysliketuning aradio.Allof the various radio stations are always transmitting through their own signal frequencies,but byadjusting the internalworksof our receiver,wecan tunein toone signal or frequencyin such away that we pick up little or no interference fromthe others. Accessing cuesare behaviorsthat wedeveloptotune our bodiesandaffectourneurologyin suchawaythat wecan accessonerepresentational systemmorestrongly thanthe others. Just as we prepare to execute any overt behavior independentlyfromtheotherchoicesavailabletous,like jumping,laughing,running or talking,by flexingour muscles and changing our breathing rates and eye scanning patterns in the specific ways that single out that behavior from all others, we operate similarly with cognitive behavior and complex internal processing. Each of us must systematically cyclethrough specificand recurrent behavioral cuestoperform our strategies ... There are twoprincipal ways which wehavefoundeffectiveinteachingpeopleinourtraining seminars to refine their ability to detect representational systems: --------l '2 Applicationsof NLP in Education 8 INPUT TEST:Compare Present stateto representation of outcome (+) EXIT ongruity --c ity incongru( -) Operate through computationand behaviortoimpact onpresent state We have changed this visual representation in our ownworktoindicatesomeof thefunctionsmore clearly: Operation number1 EXIT Operation number 2 Inthisdiagramtheoverlappingcirclesindicate atest-thecomparisonof presentstatetodesired state.The diamond-shapedsymbol indicates adecisionpointorchoicepoint-dependingonhow closely the outcome has been achieved,the individual maychooseoneof any numberof options.The rectangularboxesindicatepossibleoperations -methodsofcomputationorbehaviorthrough Applicationsof NLPiT_::::=. whichthethe desiredoutcome Our claim is that r: e= T.O.T.E. format, for has astrategy/T.O.T,E ity,motivation,learc_= math,singing,representationsand:-: make up the specific ::e:, will determine theof the most importaT'.: that it offers anrecognize strategies 2.:'. gle out and sequence :: our strategies we ms..:::= ourovertbehaviorcpointed out in NLPAccessing, or tuningtern,is in some way" radio stations are al,,,,,:::,-,,: nal frequencies,but'=':::: receiver,wecan tUDE::::-. away that we pick u; ers. Accessing cuesare:: e:-_; bodiesandaffectour:::--. e.: accessonerepresen: E. :=-. others. Just as we dependentlyfromt::-:e: jumping,laughing,c..:.r_-.: cles and changing our ':=-e terns in the specificall others, we opera:f ,,:=complex internal pro:",,,,,:.: cycle through specD:::=-.:. formour strategies,.. wehavefoundeffec::':e:.. seminars to refine tnEr :: = terns: of NLP in Education : 3.:-e

I.-EXITof (+)congruity '.::- :.':"'.d :.:. _ ::- . .::.e

representation in our ==-.2of thefunctionsmore ------, ---=----.J EXIT

, ---.J ':crcirclesindicate ::- presentstatetodesired e:'5ymbolindicatesadeci;:':'nt-dependingonhow '::2enachieved,the individ=-ynumber of options.The :.: 2. t epossibleoperations orbehaviorthrough Applicationsof NLP in Education9 whichtheindividualwillagainattempttoreach thedesiredoutcome. Our claim is that people develop programs, in this T.O.T.E. format, for all of their activities. Each of us has a strategy/T.O.T.E. for decision making, creativity,motivation,learning,reading,spelling,doing math,singing,teaching,andsoon.Theparticular representationsandrepresentationalsystemsthat make up the specific test, operation, or decision point will determine the effectiveness of the strategy. One of the most important aspectsof theNLPmodelis that it offers an explicit way to be able to observe and recognize strategies as they are occurring. As we single out and sequence the various representations in our strategies we manifest observable by-products in ourovertbehaviorcalled"accessingcues."Aswe pointed out in NLPVolumeI: Accessing,or tuning in toaparticular representational system,isin some waysliketuning aradio.Allof the various radio stations are always transmitting through their own signalfrequencies,but by adjusting the internal worksof our receiver,wecan tune in toone signalor frequencyin such away that wepick up little or no interference from the others. Accessing cuesare behaviors that wedeveloptotune our bodiesandaffectourneurologyinsuchawaythat wecan accessonerepresentational system morestrongly than the others. Just as weprepare to execute any overt behavior independentlyfromtheotherchoicesavailabletous,like jumping,laughing,running ortalking,by flexingour muscles and changing our breathing rates and eye scanning patterns in the specific ways that single out that behavior from all others, we operate similarly with cognitive behavior and complex internal processing. Each of us must systematically cyclethrough specificand recurrent behavioral cues toperformour strategies ... There are twoprincipal ways which wehavefoundeffectiveinteachingpeopleinourtraining seminars to refine their ability to detect representational systems: Har.d f: shoulders 10Applicationsof NLP inEducation (1)attending to accessing cues which may be detected visually.Specifically(forthe right-handed person): accessingcuerepresentational system indicated eyesupand tothe lefteideticimagery(V) eyesupand totherightconstructed imagery(V) eyesdefocusedin position....imagery(V) eyesdownandtothe left...internal dialogue(A) telephonepositions....internal dialogue(A) eyesleftor right,same levelof gaze....internalauditory(A) eyesdownandtotheright...body sensations(K) hand(s)touching on midline........bodysensations(K) (2)attending tothechoiceof predicatesselected(typically, unconsciously)bytheclienttodescribehisexperience(see Patterns,Volume L pages 68-76, 82-86 and The Structure of Magic,Volume II,part D.When describing experiences, each of us selects words to describe the portions of experience we attendmostcloselyto.Thus,ascommunicators,whenwe trainourselvestodetectwhichrepresentationalsystemis presupposed by the words selected by our clients to describe their experience,we haveinformation which wecanutilize effectively in our communicationwith them. Theseare,of course,only twowaysof learning todetect representational systems-there are many others.Wehave found, for example, that breathing patterns are an excellent indicator of which representational system aperson is using at apoint intimetoorganizeand represent hisexperience tohimselfDuringvisualization,forexample,theperson's breathingtendstobecomeshallowandhighinthechest. Otherequallyusefulindicatorsinourexperiencearethe shifts in thetonal qualitiesof the person's voice,the tempo of speech,the color of the person's skin. Figure 1shows the basic eye movement index for atypicalright-handedperson. Table1givesanumberof examplesof sensorybased predicates that may be used to identify specific strategy steps. E: Access' 7ension ,....Applicationsof NLP v C - ConstructedImages-Domina:--:. HemisphereVisualization. AC Lec be,,'--, -\oIo-c:-CE-=>: -....-:--':.l Acce-55 hes down andtothe righl (K)

in ,,:':area K-Awarenessof BodySensations-KinesthetjcAccess Table 1 a.Visual-I canseepicturemyself dairE: _::-:::::tionsof NLP in Education I',-hich may be detected visu::-_ : -:-.andedperson): ;:-:::52:r:tationalsystem indicated ,.,. eidetic imagery(V) . constructedimagery(V) ,,.....imagery(V) internaldialogue(A) internal dialogue(A) internal auditory(A) bodysensations(K) .body sensations(K) ::;:'dicates selected(typically, :::::'2scribehisexperience(see -,:32-86 and The Structure of ___ ::::-.:iescribing experiences, each :.:::::-_2portions of experience we "'-scommunicators,whenwe :-_=::-_:C2presentationalsystemis -:e::d by our clients to describe ::-: :-=_ationwhich wecan utilize :.::: =-_ with them. :'C':;'.-aysof learning todetect :-.-:-:',0aremany others.Wehave :::onsof NLP inEducation see in the picture (it's :::-..2:3tudentsswitchdirecdownthe letters from :e] thewordbackwards! c::'l"epresentationsof the image.Whenyouare :::.:3easy to read the letters :::3fromleft toright.It is ',':e',-er,tosound out many out"Albuquerque" ,::':ered,in fact,that many - ye an easier time spellit reduces the interfer strategy.Successat :'eal to boost the student's -:\LP spellingmethod ,;-::--::v;asexperiencing great skills.He was par, I::,check the young man's ..::::-:v;as asked ifhe had ever ,::-s"The boy's face lit up as 2ed had seen the movie. He iin his mind's eye and ::21'in the movie.The boy's ::-.. c.he began describing the :,eeYerything that the Wooe=-.though he had only seen Applicationsof NLPin Education the movie once!Once the boy had located his mind's eye by using the image of the Wookie he was asked towatch the Wookieopenhismouthandhear the funnygrowlingsoundhemadeandashe didsoto seetheletters"W-O-O-K-I-E"printedoutonthe screen overhis mouth.Not sosurprisingly,the boy coulddothiseasily.Fromthenonhe wasdirected to see all his spelling words printed over the Wookies mouth in this fashion.Whenever he wanted to spell aword,afterthat,hecouldsimplylookupathis "magic moviescreen,"andthe Wookiewouldshow him the answer.From that point on the young man consistently got high scoresonhisspellingtests. Case Example# 2 Thefollowingisacaseexampleof theapplication of NLP toan eight-year-oldchildwhohad beenlabeledashavingalearningdisability."Suzy"was brought tothe author because she was having difficulty with reading. Suzy was being held back a grade andputintoaspecialreadingprogrambecauseof her inability toreadat her owngradelevel. Asshewasfirstbeingintroducedtotheauthor Suzy stated openly that she neither liked to read nor wanted to read-that reading was difficult and other thingsweremorefun. The outcome of reading is to attach meaning (i.e., 4-tuples of experience) to sequences of visual characters.Thevisualrepresentationofawordhasno meaning independent of the associations it triggers inus.Forexample,"music"onlyhasmeaningfor the reader in the images,sounds,feelingsor smells it anchors in you."Gefied" probably will not trigger any specific internal representations in you-except, 27 28Applications of NLP in Education perhaps, for confusion or curiosity. We can show this inthe followingway: Ve-> thewrittenexperiencethat word"music"givesthewordmeaning In having Suzy read forhim it didn't take the author long to discoverthat she didnot have internal representations attached to the words she was looking at (except forsome bad feelings).Rather,Suzy's firstresponsewhenviewingawordwastotryto sound the wordout phonetically and extract meaningfromherpronounciationof whatshesaw.For Suzy,asformany other young students,"reading" meant to sound a word out loud in order to figure out what it meant. Often teachers confuse the ability to pronounce wordswith the ability toread and sight reading becomesahighly valued test of reading capability even though it may serve to slow the student downlater on.Wecanrepresent thisprocessas: Ve-> Ae-> (A,V,K, 0) thewrittenpronounciationexpenence wordof thewordthat givesthe wordmeaning For instance, since it was only the pronounciation thatheldmeaningforSuzyshewouldcontinually stumble over the very same words that she had read onlymomentsbefore.Ratherthanvisuallyrecognize them as words she had already read, Suzy could only recognize the words after she had sounded them out. Because it was such astruggle forher to sound outwordsthatshedidnot"understand,"reading Applicationsof NLPiL:::::..: was an unpleasantpIe, the reading stratf;-:-. geared toward asequence of soune:":"c. characters :: Lookedatfrom ; were not with "readi:__ tion. An exquisite ex:::.::::.; thoraskedSuzyto1'2:::' listening to herauthortoldSuzyno::::=more but just to tell Suzy'sreply was,"I::-,=-= Anotherthor had Suzy play c."c, toguesswordsinL=- (thus making them i:c::;: Forexample,she"h_p_y" as "happy"gleover the wordif",' On the basis of the '2 =reading strategy the::...:.::: strategythat wouldondary to her ability:: =-, :": itsmeaning.UsingshowSuzyaword:: for her to be able toanexperience(i.e..J-:.: word.Forexample. Suzy was asked to pu:::-,2: visualizeapictureof c.:: ping on alawntinued to watch the(A).Finally, she \va:"image and hop aroun,:' ::::" --of NLP inEducation -..:,:iosity. We can show this .\-.K,O> ----:a,cethat -:-hewordmeaning .it didn't take the au-3::-',edidnot have internal :: :he words she was look::.:eelings).Rather, Suzy's --=-=--_awordwastotryto and extract mean of whatshesaw.For students,"reading" : ::.ld in order to figure out :':-.2:'5confuse the ability to .7S::Jilitytoreadand sight ,test of reading ca::";3e1'\"e to slow the student this processas: rA,V,K, 0) expenence that givesthe wordmeaning -:_s::mly the pronounciation -.,:.z::shewouldcontinually =-.2';.-ords that she had read .::-:':-.e1'thanvisuallyrecog:::.read, Suzy could she had sounded them ::.struggle forher to sound :: :!:"understand,"reading Applicationsof NLP in Education wasan unpleasant task.For Suzy,as formany people, the reading strategy that had been installed was geared toward translating asequence of letters into asequence of sounds rather than having the visual charactersthemselvestriggermeaning. LookedatfromthisperspectiveSuzy'sproblems were not with "reading" but rather with pronounciation. An exquisite example ofthis came when the authoraskedSuzytoreadtheword"fragile."After listening to her struggle with it forashort time the authortoldSuzynottotrytoreadthewordany more but just to tell him what it meant, if she could. Suzy'sreply was,"I think it means fragile." Another demonstration of this came when the author had Suzy playa "word game."Suzy was to try toguesswordsinwhichlettershadbeenleftout (thus making them impossible to try topronounce). Forexample,shewasabletorapidlyrecognize "h_p_y" as "happy" even though she would struggleoverthe wordif it waswrittenin fullform. On the basis of the elicitation and testing ofSuzy's reading strategy the author decided to install anew strategythatwouldmakesoundingoutwordssecondary to her ability to recognize a written word and itsmeaning.Usingflashcards,theauthorwould showSuzyawordandturn it awaymuchtoofast for her to be able to sound it out. He would then build anexperience(i.e.,4-tuple)toassociatewiththe word.Forexample,whenshowntheword"robin" Suzy was asked to put her eyes up and to the left and visualizeapicture of abird with ared tummy hopping on alawn pulling worms (V).Then,as she continued to watch the image, to hear the bird chirping (A).Finally, she was asked to imitate the bird in her image and hop around the room (K).As she was hop29 .30Applications of NLP in Education pingtheauthorwouldtellher thepronounciation ofthe word so it would become associated as another auditory portion of the 4-tuple.This process wasrepeated until the representation of these experiences was naturally associated with the visual stimulus of theword.Comprehensionandverbalrecognition were tested separately by flashing the cards and asking for either the meaning or the name of the word. Because reading became an adventure into experience forSuzy,rather than an unrewarding attempt tosoundout words,itbecameafunandenjoyable part of her life.This strategy was then given to her parents and her teachers who continued the installationprocess.NaturallySuzy'sreadingimproved greatly and she is currently well on her way to catching up toher grade level. The installation of astrategy such as this does not eliminate theneedorusefulnessof asounding out strategy, of course. It merely makes such astrategy secondary torecognition which ismore efficient.In theeventthatthestudentdoesnotrecognizethe written word what remains is the option to sound it out.In fact,an interesting by-productof the meaning-before-pronounciationstrategyisthatitoften helps with sounding out in that knowing the meaning willautomatically limit the number of possible words that the written symbols could represent and the child is able to make much better guesses at the pronounciation. Case Example#3 Anotherinterestingexampleof theuseof NLPin theclassroomsettinginvolvesademonstrationof theprofoundeffectsofaccessingcues.Ateacher Applicationsof NLPiT_::::=-. cametotheauthor8.2: doingquitepoorly:;: teacher called the s:u8.J.c:'edinthesentence" :=::"der to make it gram-Applicationsof NLPtoCreative Writing Theconnectivesshouldneverbeincludedinthe sentences that youactually writedown. Note that you may choose not to have a connective word in your prompt structure at all but may want tostart withanarrativepositionword. Practiceusingvariouscombinationsofprompt wordsto seewhat happens. It isthis method that youwillprobably beusing to write the final drafts ofmost ofyour compositions. D.Punctuation and Grammar Asyouwillnodoubtnotice,theCOMPOSITION STRATEGY isnot designed to teach the proper use of grammar andpunctuationbut rather tohelpto organize your thinking so that you may be more creative and productive.Weare assuming that anyone whoisusingthisstrategywillalreadyknowthe basicrulesof grammar andpunctuation. Webelievethat if youpracticethestrategieswe have listed here you will find that you can soon write with moreease,creativity,and speed. IV.Background Information: How and Why This Strategy Works The principles used in the composition strategy are drawn from current developments and discoveries in thefieldofNeuro-LinguisticProgramming-a disciplinewhichcombinespsychologyandneurophysiologyintoapowerfulpracticalbehavioral modelforlearning andcommunication. Neuro-LinguisticProgramming (NLP)isamodel ofhow the brain functions and the impact that it has onourbehavior.NLPhasbeenappliedwithdra21 22Applications of NLP toCreativeWriting matic results in such diverse fieldsas therapy, businessandeducation. Neuro-LinguisticProgrammingstressesthefact thathumanbeingsorganizetheirexperience through their sensory representational systems: VISUAL(sight),AUDITORY(hearing),KINESTHETIC(feelings),GUSTATORY(taste)and OLFACTORY(smell)."Thinking,""remembering," "imagining," or "learning" all are afunction of connecting, combining, accessing or storing sensory representationsinourbrains.Oneofthemost interesting and important discoveries of NLP isthe observation that as people tune into, focus on, or get in touchwithaparticular representationalsystem theyexhibitsystematicandobservablebehaviors, called"ACCESSINGCUES"inNLP.Onesuch observablesensorycueingmechanismiseyemovement.Observationandresearchshowthatthe averageright-handedperson willconsistently demonstrate the followingpattern: eye positionREPRESENTATIONAL SYSTEMACCESSED upandleftVisualremembered(Vr) up andrightVisual constructed (Vc) straightleftAuditoryremembered (Ar) straightrightAuditoryconstructed(Ac) downleftAuditoryinternal dialogue(Ad) down right. . . . . . . . . . . . . . . . . . . . . . . . .Kinesthetics (K) (NOTE: Some people have eye movement cues that arereversed-notably,themajorityof left-handed people. Their eye movement cues are the opposite of thoseshown above.That is,they lookupandright to remember visual images (Vr),and look up left to construct visualimagery (Vc)and soon.) Applicationsof NLPJ"

1.It isawellknov.T:.::-. peoplewhohayecompletely and efre::: scious of HOyV greetowhichon.e:: beingconsciousJ:- '.''often the primary :=--.learnedit. tainlybeneficial:::::uphisconsciousE..::e: rected on to ne,,\,ficultforthelee:'=-.' explicitlywhatt:J:: anunconsciouspc'::-:although aperso=--.:s:: doing.Thusan aperson'sin though they themse>.aredoing. 2.Because:theyarean getaccesstoinfc :.==.:= sory systems.Tt.e:::: in plays a:;:::.: informationthey:,,:-:':'toCreativeWriting fieldsas therapy, busistressesthefact theirexperience systems: VIP: Y(hearing),KINES3TATORY(taste)and "remembering," , 3.11are a function of con Drstor