99265025 Advanced Language Patterns Mastery

8/20/2019 99265025 Advanced Language Patterns Mastery

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Neuro-Linguistic Programming

Advanced LanguagePatternsMastery

Leading Edge Communications Ltd.3107 - 45 treet !

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Index


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Business and Personal Transformation2n"uence# Persuasion and Communication

Leaders&i and uman 2nteraction

esigning 2n Persona"# 2nterersona" and 6usiness uccess

Advanced Language Patterns Mastery

irst Pu$"is&ed 1*

26N 0-+,00-0-,

Larry McLauchlin

Leading Edge Communications3107 - 45 treet !

Ca"gary# A"$ertaCanada%3E 3%7

P&one (403) *4+-371,

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&tt'88.cadvision.com8"eadedge8&ome.&tm


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AC9N:!LE;MEN%

2 eress my admiration and t&anames# !a"t !oodsma""# t&e "ate Mi"ton . Ericames !i"ane Pe""er.

2 is& a"so to t&an< t&e articiants o my oroan# or &er suort and encouragement &i"e 2 assem$"ed t&isor


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Preface To the Second Edition

My urose o utting toget&er t&e materia" or t&is or


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Table of Contents

2ntroduction12ntonation Patterns*

Past# Present and uture Der$ %enses4Presuositions10Presuositions (Automatica""y# Actua"ity)10Presuositions (Permanence)1*Presuositions (%emorary)13Presuositions (=emem$ering# orgetting)14

%&e tructure o Magic Presuositions1+ea


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%ime =e"eased uggestions77emantica""y C&arged !ords77sing Fuotes as an Eert7,to

7 se uture Pacing tatements,0Language and Creating A esired irection,0Misce""aneous Patterns,1ome Poeru" uggestions or !riting and 6roc&ures,3Eam"es o Em$edded Commands in 6roc&ures5%&e Meta Mode"

7Conc"uding =emar


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Advanced Language Patterns Mastery

:ne o t&e surest and ?uic


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Language is Much More Than Just Words

P"ease remem$er t&at "anguage atterns are not on"y auditory t&ey are a"so visua" and


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E"E#CSE$

Practice ma


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PA%# P=EEN% AN %=E DE=6 %ENE

%ime distinctions o actions are rimari"y eressed in our "anguage $y ver$ tenses. %ense maydenote time as resent# time as com"eted actions# time as continuous action. >ust as t&ere aredivisions o timeG ast# resent# and uture# t&ere is ver$ tenses o ast# resent and uture. Der$

tenses c&ange our su$Bective eerience.

Notice &o your su$Bective eerience c&anges it& t&e o""oing ver$ tense c&anges.

1. 2 ta"


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%S&' (E#B TE&SES

1. Der$ tense can $e used or utting a resent ro$"em into t&e ast $y using t&e ast tenseand a tag ?uestion.

%&at &as $een a ro$"em# &asn@t itK%&at as somet&ing you did# asn@t itK

*. Der$ tense can $e used or utting a resent ro$"em into t&e com"eted ast $y starting asentence it& a resent tense and moving to a ast tense it& a tag ?uestion.

%&at is a ro$"em# asn@t itKHou ant to so"ve t&is ro$"em# didn@t youK

3. Der$ tense can $e used to reorient a ne $e&avior into t&e uture# transorm it into t&eresent# and t&en "oo< $ac< on t&e ro$"em $e&avior# or "oo< $ac< at yourse" &aving madet&e c&ange.

!&at ou"d it $e "i


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Past# Present and uture

%&e erson ta"


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*uture Perfect

. 2 i"" &ave ta"


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*. !rite out statements &ic& resuose t&at a common "imitation you &ear oten is no in t&east.

3. 2n grous o 3 eeriment it& &o ver$ tense orms aect eerience# and notice t&eeterna" nonver$a" s&its t&at indicate a c&ange &as ta


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4. 2n grous o 3 eeriment it& utting t&e "imitation in t&e ast and resources in t&e resentand8or uture.

• A states a "imitation. 2 rocrastinate &en 2@m at or


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Presuppositions:

'We agree (with Milton Erickson) and believe furthermore that the creative andmindful use of language is perhaps the most single influential indirect method forcreating contexts in which change is perceived to be inevitable! - !i""iam udson :@an"on Mic&e"e !einer avis in in earc& o o"utions

Presuositions are t&e "inguistic e?uiva"ent o &at most eo"e ca"" assumtions. %&ey are &atmust a"ready $e assumed to $e true or t&e statement $eing made to $e true or ma


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va"id su$stantiated ositive"yc"ear"y certain"y deinitesure t&ing undenia$"y irreuta$"e

2n or


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%sing Language Which Presu))oses Permanence$

"asting enduring continuingremaining staying sta$"eersisting ersistent "ong "asting"ong standing "ong term etendedunending orever day ater day

year ater year ever"asting eterna"time"ess end"ess never endingit&out end constant cease"essnon-sto eretua" in eretuitycontinua""y a"ays secureied indestructi$"e staying oer goes on and on never ceases


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%sing Tem)orary Presu))ositions$

%&e o""oing "ist o ords are eam"es o ords t&at can $e used &enever you ant toresuose t&at a "imitation i"" $e temorary.

imermanence transient c&angea$"e"eeting $rie no time or

or a "itt"e &i"e in an instant ade aayade "i


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#EMEMBE#&' A&1 *+#'ETT&'

>ust as t&ere is "anguage t&at resuoses somet&ing as $eing ermanent or temorary# t&ere is"anguage t&at can $e used to resuose eo"e i"" remem$er or orget somet&ing. sing asimi"ar rocess to t&e one Bust com"eted on ermanent and temorary resuositions# com"etet&e eercises on remem$ering and orgetting.

#EMEMBE# *+#'ET$ring $ac< to memory dismissreres& your memory ut out o mindreca"" t&in< not&ing o ut in one@s mind t&in< no more o romt to remem$er orget a$out it"asting imression "et it goretain don@t give a second t&oug&t to$earing in mind turn aay romnever $e orgotten turn your attention rominde"i$"y imressed on your mind ut8set8"ay asideied in mind orget to remem$er


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E,ercise$

C&oose 5 or + o t&e a$ove ords &ic& resuose somet&ing $eing orgotten and rite outstatements t&at you i"" ind useu" in your area o interest.


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The Structure of Magic Presu))ositions

n !or.ing through the follo!ing t!enty nine )resu))ositions from 2The Structure ofMagic2 -see the bibliogra)hy/ it !ill be hel)ful to choose s)ecific conte,t or themes !hich!ill allo! you to gain )roficiency !hile develo)ing useful )resu))ositions3%&e t&eme 2 i"" use is a/ +ur language creates our reality3 Write your themes in b/ and c/belo! and !rite your )resu))ositions in the s)ace )rovided under each of the t!enty4nine

)resu))ositions belo!3

$)

c)

53 Some 6uantifiers

(ALL# EAC# EDE=H# :ME# E!# MANH# N:NE) Eac& o us &as ta"ent t&at ot&ers don@t &ave

and eac& o us cou"d "earn rom one anot&er# don@t you agree.

a) %&ere are a e eo"e &o &ave rea""y imroved t&eir organiation once t&ey discoveredt&at t&ey cou"d create uture ossi$i"ities t&roug& "anguage distinctions.

$)

c)

73 'eneric &oun Phrases

(Noun arguments standing or a &o"e c"ass) 2 sometimes as< myse"# 2 great comanies use t&isstu. !&y don@t e use it &ereK And 2 don@t rea""y


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83 #elative Clauses

(Com"e noun arguments# statements t&at &ave a noun o""oed $y a &rase $eginning it&!:# !2C# or %A%) 2@ve noticed t&at teams &o use t&e meeting rameor< ac&ieve more$ecause t&ey


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;3 Pseudo Cleft Sentences

(2dentiied $y t&e orm o !&at sentence) is sentenceO.) !&at e can "earn is it is good to useresuositions.

a) !&at is so imortant a$out creating a come""ing uture or our comany is t&at e are a$"eto create ne distinctions t&roug& "anguage# and ne meanings# &ic& oen u many more

ossi$i"ities or us.

$)

c)


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?3 +rdinal &umerals

(2=%# EC:N# %2=# :=%# AN:%E=# NE%)%&e tent& $e"ie 2 c&anged as a$out .......

a) 2@m not sure &et&er e &ad conscious"y created anot&er distinction $eore Paradigms

&ic& a"so &ad c&anged our rea"ity.

$)

c)

5@3 Com)arative

(E=# M:=E# LE) o you


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573 #e)etitive Cue Words

(%::# AL:# E2%E=# A;A2N# 6AC9) And you rea""y &ave done e"" again.

a) Again and again 2 &ave seen eo"e and organiations create "inguistic distinctions &ic&tota""y c&anged t&eir uture.

$)

c)

583 #e)etitive (erbs and Adverbs

(Der$s and adver$s $eginning it& re or eam"e =EPEA%ELH# =E%=N# =E%:=E#=EPLACE# =ENE!) 2 =ic&ard 6and"er returns $eore 2 "eave 2 ant to ta"< to &im.

a) !e can reeated"y imrove &at e are and &ere e are $y sea


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5:3 Change of Time (erbs and Adverbs

(6E;2N# EN# %:P# %A=%# C:N%2NE# P=:CEE# AL=EAH# HE%# %2LL# ANHM:=E)!&en you $egin to use my materia"# you i"" start to get suerior resu"ts.

a) :nce e &ave created a ne come""ing uture $y deve"oing ne distinctions and ne

oortunities# e need to continue to imrove our a$i"ity to do t&at at even a aster rate.

$)

c)

5;3 Change of State (erbs

(CAN;E# %=AN:=M# %=N 2N%:# 6EC:ME) 2t ou"d $e ?uite a transormation i e set ua ermanent re-engineering team no# ou"dn@t itK

a) ave you noticed &o understanding t&e distinction Paradigms &as a"ready $egun totransorm &at e doK

$)

c)

5ectives

(:# A!A=E# 9N:!# =EAL2SE# =E;=E%# 6EL2EDE# PLEAE) Are you aare o &o ?uic


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5=3 Commentary Ad>ectives and Adverbs

(LC9H# :=%NA%ELH# A= :%# :% : 2;%# ;=::DH# APP2LH# NECEA=2LH#=EMA=9A6LE# 2NN:CEN%LH) on@t you t&in< t&at your "anguage a$i"ity is remar


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753 Selection #estriction

2 my roessor gets regnant# 2@"" $e very &ay. !&en you $egin to use resuositions# t&en youi"" $e a muc& $etter communicator.

a) !&en eo"e in our comany $egin to rea"ie &o imortant it is to use "anguage to create

t&eir rea"ity# t&en 2@"" $e &ay.

$)

c)

773 6uestions !&at are t&e stac


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793 #hetorical 6uestions

!&o cares i e s&o u or notK !&at dierence does it maim e"man is ece""ent at creating c"ear distinctions.

$)

c)

7


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7=3 1efinite 1escri)tions

2 "i


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*) %&e use o resuosition is etreme"y oeru" and t&e more t&at you ractice t&eir use t&emore success you i"" &ave in using t&em. Pic< any ot&er imortant t&emes rom one or moreareas in your "ie and create resuositions using any o t&e tenty-nine resuositions t&at i""$e useu" in ac&ieving &at you and ot&ers ant.


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S)ea.ing About Presu))ositions

Every sentence t&at you sea< contains a noun and a ver$# so# it& eac& sentence yousea< you actua""y resuose t&at somet&ing eists (noun) in t&e ast# resent or uture'you a"so resuose t&at some action did or did not ta


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%&e a$ove * sentences are actua""y eam"es o using t&e * tructure o Magic Presuositionsand demonstrate &o t&ey can $e used in descri$ing &at you are riting or ta"


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Submodalities

!e ta


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disaear# rom# to in "ace o astdisso"ve increase ea<distance indistinguis&a$"e ic< udou$"e# u inside# t&at# o o udon# to instead o utting asidedra in into rear dro


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!&at i you cou"d sense t&at a"ong side o every ro$"em is a so"ution# in act# manyso"utions# ou"dn@t t&at $e a"" rig&tK

Amidst a"" your ro$"ems are t&e so"utions you re?uire to so"ve t&em# no. Among a"" t&e so"utions to your ro$"em# &ic& do you t&in< i"" or< $est# noK Aart rom t&at one o$Bection# &at is it a$out t&e roduct t&at you "i


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Alternative E,ercise$

sing some or a"" o t&e a$ove ords and &rases# eeriment to determine &ic& o t&eords &ave t&e most eect on c&anging your su$Bective eerience.

Eam"e' %&in< o somet&ing t&at is mi"d"y un"easant. !&i"e you t&in< o t&at# notice your

eerience as you set t&at aside and t&in< o somet&ing "easant. No reeat t&is it& t&eot&er ords and &rases.

E,ercise$

2n t&e sace $e"o rite out some resuositions t&at aect su$moda"ities o sace oran imortant t&eme in your "ie.


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Words that affect submodalities of time$

a$rut"y rom no on se?ue"acce"erate &a"t se?uenceater &ere# no s&ort termage"ess &ere today gone tomorro since

a"" day "ong in due time soona"ready in t&e uture sananytime no in t&e meantime seed uas# as "ong as in t&e ast stand sti""as oten as instantaneous"y sti""as soon as


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E,ercise$

2n grous o 3 deve"o sentences t&at use ords8resuositions to s&it su$moda"ities otime. eve"o your resuositions in resonse to common "imitations and8or resonsest&at occur in your everyday concerns.

• A states a "imitation or a concern.• 6 and C eac& deve"o resuositions t&at c&a""enge t&e statement in aay t&at moves in t&e desired direction.Hou may notice &o a$rut"y your t&in


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%&e seed at &ic& you run t&at movie $ac


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give eig&t to revert to $ac< and ort&go $y revie $ac< aaygradua" ro"" into one $"ac< outgrinding to a &a"t same or everyone $rea< u&ang-u see it out $ring $eore&ear yourse" say see no dierence $ring outidentica" see t&e dierence $ring to mindimmense see yourse" carry aayin t&e same $reat& se"ect cast aayincrease t&e temo set at rest c"ose in

Bust around t&e corner sett"ed come toget&er


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E,am)les %sing +ther Language to Shift Submodalities$

As you t&in< a$out t&at no# &o is it t&at you act out &at is ossi$"e or you. %&is is onemore reason to add to t&e stac< o ot&er reasons to go a&ead and urc&ase t&is roduct.Notice &o t&ings t&at used to $e"ong in t&e ast can come orard# ?uic


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LEDEL : A6%=AC%2:N

Muc& o eo"e@s miscommunication is a resu"t o individua"s communicating at dierent"eve"s o a$straction. ome eo"e t&in< in terms o t&e $ig icture or very a$stract ideasand t&oug&ts &i"e ot&ers reer to t&in< in concrete terms and ay attention to detai"sand seciics.

6eing a$"e to recognie t&e "eve" o a$straction &ere ot&ers are ta"


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%&e o""oing diagram is an eam"e o &o to use c&un


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Levels of Abstraction

BIG PICTURE THINKING OR ABSTRACT THINKING

ABSTRACTION CONTROLS THE SPECIFIC

AMBIGUOUS INCLUDES THE SPECIFIC

OVERWHELM MEANS TAKING TOO BIG OF CHUNKSINTUITION

What i thi an exa!"#e $%&

Wh'&

F$( hat "*("$e +++ &

E,ISTENCE

MOVEMENT

TRANSPORTATION

TRAINS AIRPLANE CARS BOATS BUSES

C#ae and Cate-$(ie Pa(t

.AGUAR HONDA WHEELS BOD/

ACCORD PRELUDE HUB CAPS

L, EI LUG NUTS

SEDAN 0 DOOR THREADS

DETAILED OR SPECIFICS THINKING

MAKING DISTINCTIONS

NIT PICKING MEANS TOO SMALL CHUNKS AND POLARIT/ THINKINGSENSING

What a(e exa!"#e $% thi&

What "e1i%i1a##'& H$ "e1i%i1a##'&What i a "a(t $% thi&

H$ d$ '$* 2n$ that&

What t$" '$* %($! 33333333&


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L+'CAL LE(ELS +* SSTEMS

%&e use o "ogica" "eve"s o systems in NLP 2nterventions is $eyond t&e scoe o t&is"anguage or


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As


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%&e o""oing eam"es s&o &o to use "anguage to recognie and t&en move $eteen"ogica" "eve"s o systems. %&is irst eam"e s&os t&e use o "ogica" "eve"s in aconversation a$out a "imitation.

tatements Leve"C"ientLimitation

2 cannot ta"< in ront o grous Caa$i"ity

=esonse'

o it &as $een your eerience t&atyou &ave &ad diicu"ty ta"


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E"E#CSE$

2n grous o t&ree# ractice recogniing t&e correct "ogica" "eve" and resonding in a ay t&atmoves t&e conversation one or to "eve"s &ig&er.

i) A states a "imitation or a resource at any "ogica" "eve".

ii) 6 si"ent"y recognies t&e "ogica" "eve" and resonds it& a statement &ic& raises t&ecommunication one or to "ogica" "eve"s &ig&er.iii) C acts as o$server and indicates t&e to "eve"s used in t&e communication. A as at a

$e&avior "eve" and 6 moved to a $e"ie and va"ue "eve".iv) C&ange ro"es.


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The Milton Model and +ther y)notic Language Patterns

%&e Mi"ton Mode" a""os you to use "anguage t&at is artu""y vague so t&at c"ients can give it ameaning t&at is aroriate or t&em. %&e Mi"ton Mode" can $e used to ace and "ead a erson@srea"ity# distract and uti"ie t&e conscious mind and to access t&e unconscious and t&e erson@sresources. Patterns o ynotic %ec&ni?ues o Mi"ton . Eric


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e)

2


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$) No t&at e &ave rea"ied t&at you &ave a communications ro$"em e can $egin t&e or< to

so"ve it.

c) tudying t&e or"d@s greatest communicators &as "ed to a mode" t&at can $e easi"y transerred

to ot&ers# NLP.

d)

e)

6eing on t&is tas< orce i"" &e" you "earn a"" a$out communication.

Hour $eing &ere means t&at you rea""y ant to "earn.

Hour com"eting t&is assignment a""os you to ee" ecetiona""y good.

93 Com)le, Euivalent

(tatements t&at say t&at one t&ing is or means t&e same as anot&er t&ing)

a) %a


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:3 Presu))ositions

(!&at must a"ready $e assumed to $e true or t&e statement $eing made to $e true.)

Presu))ositions are covered e,tensively earlier in this !or.sho) and !ill not be re)eated in detail here3

a) :ne o t&e more imortant acts a$out t&is ervasive c&ange seminar is t&at it is tota""y tadeducti$"e.

$) 6eing ece""ent communicators# a""os us to get more o &at e antG &o can e &e" youget &at you antK

c) %&e greatest communicators in t&e or"d use NLP tec&ni?ues# some


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!inston C&urc&i"" said# Never# never# never# never give u. And &e as rig&t# asn@t &eK

im# e can $egin to or< on getting resu"ts

rig&t no.c) rom &at 2 &ave $een a$"e to discover# NLP cou"d $e t&e greatest communication mode" in

t&e or"d.

d)

e)

=3 &ominalliDations

(!ords t&at c&ange a rocess or ver$ into a static event or noun)

a) !&en you &ave com"eted t&is seminar and made comre&ensive c&anges# you@"" agree t&at

t&is as an ece""ent decision.

$) Many organiations "iim# ma


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o# you@re not stu$$orn# you@re Bust ersistent.

?3 %ns)ecified (erbs

(Der$s t&at do not &ave &rases t&at seciy &o or on &at an action is erormed)

a) At t&is seminar you can $egin to ma


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Hou &ave "earned a "ot &ere# &aven@t youK2t@s ort& every enny# isn@t 2tK

Hou a"" agree# don@t youK

Language atterns are very oeru"# don@t you agreeK

553 Lac. of #eferential nde,(%&e use o a noun or ronoun to reer to a non seciic grou or category. %&e erson doing

or receiving t&e action is de"eted.)

a) :ne can# you


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583 Pacing Current E,)erience

(tatements t&at descri$e ongoing eerience)

a) Hou received my $roc&ure in t&e mai" and &en you read it somet&ing t&at you sa "ed you to

&one and ta"< to me and &en you enro"" and attend you i"" $e even more de"ig&ted at t&e

many c&anges you can ma


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e)

Hou may $egin to ee" terriic immediate"y or it may ta


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$) :ne o my c"ients in a irm t&at 2 orim# you s&ou"d &ire my irm and t&at eac& o t&em

said t&at t&ey &ad $een te""ing ot&ers to consider it serious"y and &e


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(Meta&or) And t&e c"oc< said 2t@s time to c&ange no.

5=3 Embedded Commands

-tatements t&at inc"ude indirect commands em$edded it&in t&e statement itse")

a) !&en eo"e "i


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2@m curious# can you see the value in t&is roduct

2@m ondering i you ou"d )refer this3

2@m not sure i you i"" ant to buy today &i"e t&e sa"e is on# or not.

7@3 Covering All #anges of Possibilities

(tatements &ic& cover a"" ranges o &at is ossi$"e)

a) !&en you decide to ta


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c) (%&ere are many ot&er great communication mode"s.) Hou@re rig&t# t&ere are many ot&er great

communication mode"sG t&at is actua""y &o NLP as a$"e to ta


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793 Truisms About Sensations and Time3 (niversa" statements a$out sensations and time)

a) Most eo"e &ave eerienced a ee"ing o $eing tota""y re"aed and t&at@s &at you@"" eerience in

one art o t&is comre&ensive c&ange seminar.

$) Most eo"e


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7;3 Single Binds

(tatements t&at "in< one cause to one eect as t&e on"y ossi$i"ity)

(more "essG $etter orseG $igger sma""erG &arder easierG aster s"oerG "onger s&orter)

(#yG not yG not # yG not # not y)

a) %&e more eo"e ractice t&ese tec&ni?ues &ic& ma


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d)

e)

2@m not going to te"" you t&at Poer Airmations are t&e on"y roduct avai"a$"e o t&is


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insecurity in security# sti"" (motion) sti"" (time) eig&t ait# sig&t site# Bust us Bustice# 2 rate irate)

6uy NoV you


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873 Punctuation Ambiguity

(%o e""-ormed statements are com$ined into a singu"ar i"" ormed statement)(2 notice t&at you are earing a !atc&) careu""y &at 2 am doing.Ose stress management tec&ni?ues t&ey i"" or< in some cases you may notice dramatic imrovement.o are you a$"e to go into a dee trance no.

As you continue to $reat&e dee"y don in your dia&ragm ....... d)

d)

e)


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Sleight of Mouth

"eig&t o mout& is used &en reraming a statement t&at is in t&e orm o a cause and eect or com"ee?uiva"ence statementG suc& as A causes 6# A is 6# A means 6# or A e?ua"s 6. 2 t&e statement is not int&is orm t&en re&rase it into t&is orm.

%&emes' a) Hour rice is too &ig& means 2 cannot aord your roduct.$) Hour not "istening to me means you don@t care a$out me.

2ndividua""y determine &at are common t&emes8o$Bections t&at continua""y reoccur in your "ie and ritet&em in c) and d) $e"o. P&rase t&ese t&emes in t&e orm o e?ua"s H# means H# or causes H.

c)

d)

!rite out s"eig&t o mout& statements t&at rerame t&is o$Bection using eac& o t&e o""oing atterns.

%&e o""oing s"eig&t o mout& ?uestions are rom t&e or< o %ad >ames.

53 Meta 4*rame

(o is it ossi$"e t&at t&ey cou"d $e"ieve t&atK)

a) Hou@re on"y saying t&is $ecause you &aven@t yet considered t&e va"ue you i"" add to your ami"y &enyou urc&ase my roduct.$) Hou@re on"y saying t&is $ecause you are not considering our tota" re"ations&i.c)

d)

73 Change *rame SiDe

(!&at is somet&ing t&ey &aven@t noticedK se a dierent rame or t&e same $e&avior. C&un< u to auniversa" ?uantiier) a) ave you noticed t&at you on"y get &at you ay orK $) orry 2 as t&in


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;3 Model of the World

(itc& reerentia" inde. 2s t&is true o everyone@s mode" o t&e or"dK)a) unti" no it@s $een your eerience t&at &aving $oug&t "oer va"ue roducts &as a"ays $een tota""y

satisyingK$) oes everyone t&in< t&e on"y ay to care is to "isten.

c)

d)


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?3 #edefine B not eual to A

(!&at ot&er meanings cou"d t&is &aveK 6 is not e?ua" to A. A is e?ua" to C and t&at@s .)a) Da"ue is not rice. Da"ue is your ami"y@s saety and t&at@s a"" t&at@s imortant.$) Caring is not "istening. Caring is comorting someone and t&at@s art o "ove.

c)

d)

5@3 Counter E,am)le

(invert t&e $e"ie. Ma


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583 Meta)hor or Analogy

(%e"" a meta&or or ma


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5;3 ierarchy of CriteriaF(alue

(!&at are &ig&er criteriaK A"y t&e &ig&er criteria to t&e current statement.)a) 2sn@t saety &at@s rea""y imortant &ereK$) aving a satisying re"ations&i is &at@s rea""y imortant# isn@t itK

c)

d)

5


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E,ercise$

1. 2n grous o 3 ractice t&e c&osen "eig&t o Mout& Patterns.

• A states a $e"ie in t&e orm o e?ua"s H# or causes H.• 6 and C eac& resonds it& t&e irst o t&e c&osen atterns and continues on t&e ot&er

atterns.• A notices t&eir resonse.

• A# 6# and C sitc& ositions.

*. 2ndividua""y determine &at are common t&em es8o$Bections t&at continua""y reoccur in your "ie.P&rase t&ese t&emes in t&e orm o e?ua"s H# or causes H. !rite out "eig&t o Mout& statementst&at rerame t&is o$Bection.


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C+&TE"T A&1 MEA&&' #E*#AM&'

Wor.ing Theory$

• se reraming &en a erson or grou o eo"e t&in< t&at t&ey on"y &ave one c&oice o$e&avior or meaning or an eterna" event or stimu"us. =eraming i"" ma


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TE MEA&&' #E*#AME

!&en eo"e &ave a sensory eerience t&at t&ey do not "i


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TE C+&TE"T #E*#AME

A contet rerame "eaves t&e meaning o an eerience t&e same and s&os &o it is a roerresonse in anot&er contet.

A contet rerame is used on an eerience t&at aears as a comarative genera"iation a$outonese" or someone e"se and &as de"eted t&e contet

Eam"es are' 2 am too . or e is too .

(u$Bect) is too # 2 am too . ---- re?uires a contet rerame

+W T+ 1+ A C+&TE"T #E*#AME

1) Listen or t&e "inguistic orm o 2 am too . or (u$Bect) is too .

*) As< yourse"'•

2n &at contet ou"d t&is articu"ar $e&avior $e o va"ueK• (%&in< o dierent contets unti" you ind one t&at c&anges t&e eva"uation o t&e $e&avior.)

3) %&in< o t&e rerame.

4) e"iver t&e rerame congruent"y and o$serve sensory $ased nonver$a" c&anges t&at occur in t&eerson as t&eir eerience c&anges.

EAMPLE'

tatement' %&e comany is too s"o in deciding &om to


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+ther Patterns

Chaining Modal +)erators

(se statements to c&ain moda" oerators toget&er. tart rom t&e moda" oerators o necessity androgress to moda" oerators o ossi$i"ity.) 2


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E,ercise$

!rite your on statements using Cartesian "ogic.

&egative Suggestions

(%&e unconscious mind does not understand a negative. se negative suggestions to resuose aositive ant or interna" reresentation.)2@m not going to te"" you t&at you are going to tota""y ant t&is rogramG 2@d $e oo"is& to te"" you t&at youtota""y ant t&is rogram. o cou"d 2 &en e &aven@t even discussed it yetKor t&e most art eo"e use negative suggestion in inaroriate ays3 !e tend to say# on@t dro t&eg"ass. instead o o"d t&e g"ass tig&t"y. on@t orry. instead o %a


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nductive Language Patterns

(se "anguage t&at moves t&e reresentation rom a seciic to t&e tota"# or rom one to a"".)

!&at@s t&e one t&ing you can do t&at i"" get you tota""y engaged in starting your on $usinessK

2t@s not Bust a$out smo


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E,ercise$!rite your on statements using stac


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Time #eleased Suggestions

(tatements t&at ma


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As you eerience t&at u""y# notice &o t&e ee"ing automatica""y $ecomes muc& more intense# doesn@tt&at ee" good# no.2mmerse yourse" com"ete"y into t&e onderu" ee"ing o se" conidence.

E,ercise$

No rite out some statements using semantica""y c&arged ords.

%sing 6uotes as E,)erts

(Fuote genera"ied eerts or aut&orities in a ay t&at "eads to t&e accetance o t&e suggestion.):ne t&ing t&e eerts say is t&at you cannot deve"o a &ig& erormance team un"ess you giveeveryone "egitimacy.Peo"e &o understand team $ui"ding say you cannot aoint a "eaderG you need to a""o t&e team todecide &o t&e "eader i"" $e.

At t&e conerence in a""as# t&e system t&in


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E,ercise$

!rite your on statements using ?uotes as eerts.

to

(se t&e universa" eerience o %:P to sto eo"e@s interna" rocessing and createan oening to suggest ne action or a ne $e"ie.)>ust or a moment sto and imagineto and ictureQQ..to and rea"ieQQ..to and visua"ie QQ.. !&en t&ey sto# ma


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%se *uture Pacing Statements

(se "anguage t&at deve"os a ositive toard) or a negative aay romO interna" eerience so t&at

someone is come""ed toards t&e uture and &as an eerience o &at is ossi$"e it is no in t&eir

comort oneO or e"se t&ey are so aa""ed at &at t&e uture &o"ds t&ey i"" maust suose you cou"d ..........

2magine &at it ou"d $e "i


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2 rea""y ant to ta"< to &er. 2 am araid to ta"< to &er.

2 am araid to ta"< to &er. 2 rea""y ant to ta"< to &er.

E,ercise$

!rite your on statements t&at create t&e desired direction.

Miscellaneous Patterns

ave you noticed t&at ..........

!ou"d it $e air to say ...........

on@t (your outcome) un"ess you rea""y ant to (your $eneit). on@t $uy Poer Airmations un"ess you

rea""y ant to c&ange your "ie.

(P&rase) $ecause (P&rase) t&ereore ($eneit). Hou can do anyt&ing you ut your mind to $ecause e

&ave $ot& seen ot&ers do itG t&ereore you s&ou"d ma


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S+ME P+WE#*%L S%''EST+&S *+# W#T&'0 SPEAG&' A&1 B#+C%#ES

53 P"ease (do &at you ou"d "i


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;3 !&en (you $egin to do &at 2 ant you to do) you@"" ind yourse" ?uic


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573 May$e 2@m not (minor ro$"em). 6ut (very oeru" descrition o &at you ant $e"ieved).

May$e 2 not a retty ace. 6ut 2 do


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Hou can $ring a"ong your go" c"u$s# $ut t&ere is no guarantee t&at you@"" use t&em. Eect to $e

$usy "earning and racticing t&e oeru" tec&ni?ues e@"" $e teac&ing you.

1,. P"ease rea"ie Larry is (&at you ant t&em to t&in< a$out Larry) and &e re?uires t&e same

attitude rom you.

P"ease rea"ie t&at Larry is very serious a$out "earning t&ese s


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W*50 a mont& or to mont&s# automatica""y c&arged to your credit card. : course# i you ay

over time# you@"" &ave to give u your =EE 6:NV note use o V t&e unconscious reads t&at

somet&ing eciting &as Bust $een read. ay on"y - on"y W5V and even more - as i revious

oer as o great dea" a"ready generous"y - aren@t you "ucust (do &at ou"d mean

t&ey a"ready are enro""ed) and send it in. !&en (you arrive at t&e seminar or do &at 2 ant)

your $onus i"" $e aiting or you.

As soon as you ca""# you@"" get a oeru" scrit on &o you can get more customers into your

oice. Hou@"" a"so get a mar


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*+. (tatement). Even &en (oosite)V

!ord atterns t&at are automatica""y acceted as "ogica"# no matter &at t&e su$stance. Even

&en t&e idea is i""ogica"V

*7. (tatement you ant $e"ieved.) %&at@s &ere I o us go rong. (!&at may $e t&eir ee"ing

a$out t&e statement.) %&e trut& is (&at you ant t&em to $e"ieve or ee").

Persuasion is an easi"y "earned ver$a" s


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o sim"y do t&is' "isten to t&e enc"osed tae# t&en as< yourse" a ?uestion. 2sn@t it ossi$"e t&at

out o t&e doens o tec&ni?ues Larry teac&es# Bust one i"" $e ort& more t&an t&e cost o t&is

seminarK

3*. 2 you agree it& me t&en you deinite"y need t&is inormation and t&is seminar may $e t&e ayyou ant to go.

33. Per&as you t&oug&t t&at &at 2@m saying to you ou"d $e directed at &y you s&ou"d enro"".

34. 2 intend to give you on"y enoug& to get you even more ecited and cause you to enro"" no.

35. (!&at 2 ant you to do.) o


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3,. %&ereore# your a$i"ity to in"uence ot&ers may mean t&e dierence $eteen success

and ai"ure. (Anot&er resuosition -- your successes deend on ta


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43. Per&as you can (em$edded command).

Per&as you can see yourse" $ecoming so successu" at sa"es t&at you on"y need to or< simont&s o t&e year or even "ess.

44. 2 get ecited &en 2 t&in< a$out (name) and 2@m so imressed it& (somet&ing a$out t&e erson)

and &at (name) &as done and so imressed at &at 2 &ave "earned rom or


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4,. 2 am a$so"ute"y convinced t&at you &ave a"ready made t&at imortant ste and $ro


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55. 2@m going to s&o you (&at you@re roosing t&ey "earn or do) in suc& a ay t&at you i"" $e a$"e to

(&at t&ey ant to "earn or do)# &et&er you ant to or not.

2@m going to s&o you &o to use t&ese oeru" tec&ni?ues in suc& a ay t&at you@"" $e a$"e to

ersuade eo"e to get &at you ant and t&ey ant in every situation# &et&er you ant to or not.

5+. 2 don@t


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E,am)les of %sing Embedded Commands in Brochures.(P"ease read this entire notice $eore you or t&is day o

un it& advanced "anguage atternsV)

WA#&&'HH%&is "anguage or


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!&at mig&t it "oo< "i


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The Meta Model

!&en anyone is sea


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6+ Pres%%ositions

4I% the' 2ne h$ ha(d e $(2

the' $*#dn*i(ed)

;h$*#d: !*t: ha8e t$: $*-ht: need

t$)4I ha8e t$ d$ it a## !'e#%+4

7+ $% "$i7i#it' $( i!"$i7i#it';1an1an


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9+ De#eti$n a+ A7$*t hat: 7' a+ Re1$8e( de#eti$n

a+ i!"#e de#eti$n h$!& 7+ Re1$8e( (e%e(entia#

4I a! 8e(' t(eed+4 7+ Wh$ "e1i%i1a##' index+

7+ #a12 (e%e(entia# index d$en

d$!inee(in-: *nae(ti8e: 1ha(a1te(iati$n+

di(e"e1t%*#)

9+ Attribtion O% E!$ti$n H$ d$ '$* 2n$& Re1$8e( de1(i"ti$n

222 %ee# -*i#t'+4

4He %ee# -*i#t'+4

9+ P(edi1ti$n H$ 1an '$* "$i7#' E#i!inate the "at;1#ai! t$ 2n$ %*t*(e ha""enin-) 2n$ the %*t*(e& e>*a# the %*t*(e

@ @ "(edi1ti$n

Additional %seful Patterns That Are &ot in The +riginalMeta Model


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9

9 C$n=e1t*(e and C$n1#*i$n H$ d$ '$* 2n$&Re1$8e( e8iden1e;1#ai! ith$*t e8iden1e) H$ d$ '$* 2n$ and en$(' 7aed

that that


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tate E"icitation Patterns

1. ea< a$out your on eerience8e" reerence2 remem$er a time 2 . 2t as so H. o you remem$er t&e "ast time you e"t t&at ayKo you remem$er t&e "ast time you t&at made your ee" t&at ayK2 canRt remem$er t&e "ast time 2 e"t . 2t ee"s Bust "i


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101

Concluding #emar.s$

o# t&ere it is# a ?uic< tour t&roug& t&e NLP "anguage atterns. No# 2@m going

to as< you to $egin to ma


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10*

Bibliogra)hy

Andreas# C.# Andreas# . C&ange Hour Mind and 9ee t&e C&ange. =ea" Peo"e Press# 1,7.

Andreas# C.# Andreas# . eart o t&e Mind. =ea" Peo"e Press# 10.

Andreas# .# Dirginia atir' %&e Patterns o er Magic. cience and 6e&avior 6oo. ' %&e tructure o Magic 1 and *. cience and 6e&avior 6oo. ' =eraming' Neuro-Linguistic Programming and t&e %ransormation o Meaning. =ea"Peo"e Press# 1,*.

6and"er# =.# ;rinder# >. ' %=ANCE-ormations' Neuro-Linguistic Programming and t&e tructure o ynosis.=ea" Peo"e Press# 1,1.

6and"er# =.# ;rinder# >. ' Patterns o ynotic %ec&ni?ues o Mi"ton . Eric. ' Neuro-Linguistic Programming' Do"ume 1# %&e tudy o t&etructure o u$Bective Eerience. Meta Pu$"ications# 1,0.

6and"er# =.# Macona"d# !. ' An 2nsider@s ;uide to u$moda"ities. Meta Pu$"ications# 1,,.

C"eve"and# 9. ' =aorter Magaine. ring Edition 1,, to >u"y 10.

i"ts# =. A"ications o Neuro-Linguistic Programming. Meta Pu$"ications# 1,3.

i"ts# =. =oots o Neur o-Linguistic Programming. Meta Pu$"ications# 1,3.


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Bibliogra)hy

i"ts# =. ' C&anging 6e"ie ystems !it& NLP. Meta Pu$"ications# 10.

i"ts# =.# a""$om# %.# mit . ' 6e"ies' Pat&ays to ea"t& and !e""$eing. Metamor&ous Press# 10.

>ames# %.# !oodsma""# !. ' %ime"ine %&eray and %&e 6asis o Persona"ity. Meta Pu$"ications# 1,,.

Leis# 6.# Puce"i


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A$out t&e Aut&or

Larry McLauchlin is a secia"ist in communication# and individua" and cororate transormations. e is aCertiied Practitioner and Master Practitioner o NeuroLinguistic Programming. Larry &as sent t&e "ast *0years researc&ing and understanding t&e structure o communication# ersuasion# in"uence# "eaders&i and&uman interaction3 rom t&is or< and training it& ot&er recognied eerts# Larry &as deve"oed and

erected many rameor


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Teti!$nia# %$( 4Ad8an1ed Lan-*a-e Patte(n

Mate('4

THE WORKSHOP"Superb content, illuminating and elevating language as one of the great change agents for our use today. This course is

only for all the people who either want to become great communicators or those who can speak with anyone." Ron inter )Govern$ent ,anager

This was an outstanding hands!on workshop in which I could see and fee an improvement in my use of language patterns.

This is exciting to me. I know it will improve my teaching and the rapport I have with students. Thanks for a really funweekend. " Kat=leen 'an Doeren ) ,sic Teac=er

"#hat a wonderful opportunity to re!enforce powerful patterns for change !! both professionally and personally$$ Thank

%ou." Diane Nass ) Professional Recover# Assistance

"&ound this material provoking, en'oyable and of high intellectual impact.


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!#arr" gave a laid$back and non$threatening presentation that is extremel" effective %he exercises(practice in small groups) in using language patterns were fun and great learnings ! #ichard (an1oeren 4 Acoustics Engineer

!#arr" Mc#auchlin presents #anguage Patterns in a low$ke" and eas" to understand manner& thenumerous hands on activities ensured that we practiced and understood the patterns each step of the

wa"! Jerry Welli. 4 College Professor

!ood information $$ookbook like $ and * can use these tools in m" life! !* like "our sense of humorand natural relaxed manner Jay Wolterstor

Testimonials for 2Advanced Language PatternsMastery2

TE B++G

!*t is a +o" to find in one source the wide variet" of language patterns and approaches to influentialcommunication that before !,dvanced #anguage Patterns Master"! were scattered here and therethroughout the #and of -#P -ot onl" does Mc#auchlin offer us a valuable reference work& he enhances

what he found from others b" his careful organi.ation of materials and thoughtful considerations of theimplications of language in human communication! Joe Munsha!0 Ph3 13 Cofounder0 'ate!ay &LPnstitute

!* showed "our book to Mr / 0 and several others at the -#P omprehensive 1ummer 2esidential%he book was the sensation for others as it was for me (3ort" people ordered almost immediatel") -ice

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!4er" useful $ ver" valuable help in understanding -#P vocabular"!

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99265025 Advanced Language Patterns Mastery

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