The User’s Manual
For The Brain
The Complete Manual For
Neuro-Linguistic Programming
Practitioner Certification
Bob G. Bodenhamer, D.Min.
and
L. Michael Hall, Ph.D.
Table Of Contents
Title Page
Table Of Figures
How To Use This Manual
Introduction
Part One: The NLP Model And Techniques
Chapter 1: The Content Of The Model: The Representational System
The Representational System Preference Test
Representational System Practice (Homework)
Predicates & Process Words
Predicates
Predicate Phrases
Matching Predicate Exercise
Eye Accessing Cues
Lead System
Possible Anomalies (Young, 1999)
Exercise: Mapping Eye Patterns
Elicitation Questions For Eye Accessing Patterns
Group Eye Accessing Exercise
I. Eye Accessing Patterns Exercise Number 1
II. Eye Accessing Patterns Exercise Number
Characteristics Of The Primary Representational Systems
Visual
Auditory
Kinesthetic
Auditory Digital
Submodalities—The Qualities Of The Modalities
Digital And Analogue Submodalites
Conclusion
Thought Questions To Assist Your Learning
Chapter 2 The Basics—Connecting With People: Building And Maintaining Rapport
Sensory Acuity
For Daily Practice
Directions For Group Work
The Observer/Meta-Person’s Role
Calibration: Sensory Acuity Exercises
How To Gain Rapport: Matching And Mirroring
An Example Of Rapport
Mirroring Exercise
Body Molding
Behavioral Mirroring
Difference Between Matching & Mirroring
Matching & Mirroring An Angry Person
Knowing When You Have Rapport
Homework
Thought Questions To Assist Your Learning
Chapter 3 Perceptual Positions
The Fourth Perceptual Position
The Fifth Perceptual Position
Exercise: Perceptual Positions
The Aligning Perceptual Positions Pattern
The Pattern
Thought Questions To Assist Your Learning
Chapter 4 NLP Presuppositions For Building Resourcefulness
Keeping The Context In Mind
NLP’s Theoretical Assumptive Presuppositions
The NLP Presuppositional Beliefs
The Operating System Of Presuppositions
Mental Processing Presuppositions
1. “The ‘map’ is not the ‘territory’” or “The menu is not the meal”
2. People respond according to their “maps”
3. Meaning operates context-dependently
4. Mind-and-body inevitably & inescapably affect each other
5. Individual skills function by developing & sequencing rep systems
Strategies
6. We respect each person’s model of the world
Presuppositions About Human Behavior/Responses
7. Person & behavior describe different phenomena
8. Every behavior has utility and usefulness—in some context
9. We evaluate behavior & change in terms of context & ecology
Communicative Presuppositions
10. We cannot not communicate
11. The way we communicate affects perception & reception
12. The meaning of your communication lies in the response you get
13. The one who sets the frame for the communication controls the communicating
14. “There is no failure, only feedback”
15. The person with the most flexibility exercises the most influence in the system
16. Resistance indicates the lack of rapport
Learning—Choice—Change Presuppositions
17. People have the internal resources they need to succeed
18. Humans have the ability to experience one-trial learning
19. All communication should increase choice
20. People make the best choices open to them when they act
21. As response-able persons, we can run our brains & control our results
Conclusion
Training Exercises
Thought Questions To Assist Your Learning
Chapter 5 NLP As A Communication Model: Excellence In Communicating
Three Qualities Of Exceptional Communicators
Well-Formed Outcome Model: Keys To An Achievable Outcome
1. Stated Positively
2. Described In Sensory-Based Language
3. Self-Initiated And Self-Controlled
4. Appropriately Contextualized
5. Maintain Appropriate Secondary Gain
6. Build In The Needed Resources
7. Ecological For The Whole System
Cartesian Coordinates
Well-Formed Outcome Exercises
Exercise 1
Exercise 2
Overview Of The NLP Communication Model
Facets Of Communication
Complexities That Affect Communicating
Dimensions Of Communication
Thought Questions To Assist Your Learning
Chapter 6 Framing For Resourcefulness
Part I—Using Different Frames Of Reference
Backtrack Frame
“As If” Frame
The “Agreement” Frame Pattern
Part II—Dissociative Frame For Handling Criticism
Part III—Dissociative Frame For Phobias And Trauma
The Fast Phobia Cure (Simplified)
Other Editing Tools
Thought Questions To Assist Your Learning
Chapter 7 The Art Of State Management
1. State Understanding
2. State Awareness
3. State Alteration
4. State Utilization
The Pattern
The Skill Of Elicitation
How To Elicit And Work With Subjective States
Conclusion
Thought Questions To Assist Your Learning
Part Two: The NLP Language Model
Chapter 8 The Meta-Model Of Language: Structure And Meaning
Deep Structure/Surface Structure
Distortions
1. Nominalization
2. Mind Reading
3. Cause-Effect
4. Complex Equivalence
5. Presuppositions
Generalizations
6. Universal Quantifiers
7. Modal Operators
8. Lost Performative
Deletions
9. Simple Deletions
10. Comparative Deletions
11. Lack of Referential Index Or Unspecified Nouns And Verbs
12. Unspecified Verb
Extending The Meta-model
1. Identity/Identification (Id.)
2. Static Words (Signal Words, One-Valued Terms) (SW)
3. Over-/Under- Defined Terms (O/U)
4. Delusional Verbal Splits (DVS)
5. Either-Or Terms And Phrases (E-O)
6. Pseudo-Words (PW)
7. Multi-Ordinality (MO)
8. Personalizing
9. Metaphors/Metaphoring
Thought Questions To Assist Your Learning
Linguistics Today
Chapter 9
Hypnosis Part I—The Misunderstood Nature Of So-Called “Hypnosis”
Defining Hypnosis
The Conscious/Unconscious Mind
Altered States And Trance
OK, OK, Give Us The Patterns!
Trancing Ourselves To Face The Inner Darkness
The Feeling Of Trance
“Hypnosis” As Poetry
Defining The Conscious/Unconscious Facets Of Mind
1. When Consciousness Goes Unconscious
2. The “Unconscious Mind” Of The Autonomic Nervous System
3. The Subconscious “Mind”
4. The Forgotten “Mind”
5. The Repressed “Mind”
6. Meta-levels Of Awareness
An NLP Pattern For Working With The Unconscious Mind
The Six-Step Reframe Extended
So How Does “Hypnosis” Work?
Thought Questions To Assist Your Learning:
Chapter 10 Hypnosis Part II—The Milton Model
The Milton Model
1. Tag Questions
2. Pacing Current Experience
3. Double Binds
4. Conversational Postulate
5. Extended Quotes
6. Selectional Restriction Violation
7. Phonological Ambiguities
8. Syntactic Ambiguity
9. Scope Ambiguity
10. Punctuation Ambiguity
11. Utilization
12. Embedded Commands
13. Analogue Marking
14. Spell Out Words
15. Linkage Language
Conclusion
Summary Of Milton Model Language
Milton Model Language Patterns Using Meta-Model Violations
Milton Model Continued
Linkage Language
Steps In Communicating
Thought Questions To Assist Your Learning
Chapter 11 Hypnosis Part III—Story, Metaphor, Analogy
Trans-derivational Searches
Displacing Referential Indexes
Isomorphism
Transforming Meaning Using Metaphor
Connecting Present State With The Desired State
Pacing
Leading
Utilizing Reframing Within Metaphors
Unspecified Verbs, Nominalizations, Embedded Commands & Analogue Marking
Unspecified Verbs
Nominalizations
Embedded Commands
Summary—The Attractiveness Of Metaphors
Boiler Factory Metaphor
Metaphor Analysis
Constructing A Metaphor
The Mother Of All NLP
The Basic Steps In Generating A Metaphor
Metaphor Exercises
I. Building Associations
II. Likeness
III. Therapeutic Metaphor
Thought Questions To Assist Your Learning
Chapter 12 Satir Categories
The Categories
Pacing Satir Categories
Exercise: Satir Categories (3 people)
Example Of Replies:
Satir Categories In Public Speaking
Thought Questions To Assist Your Learning
Part Three: The NLP Neurology Model
Chapter 13 Anchoring: Managing Neurology
The Stimulus-Response Concept
What Do We Mean By “An Anchor?”
Warning: “Negative Anchors Present”
Anchoring Forgiveness
Consciously Anchoring In Therapy
Developing The Art Of Anchoring Effectively
Four Keys To Anchoring
1. Uniqueness: Use A Unique Place To Anchor
2. Intensity: Set The Anchor At The Moment Of The State’s Highest Intensity
3. Purity: Make The Anchor As Discrete As Possible
4. Precision: Precisely Time The Anchor
Five Steps To Anchoring
1. Establish Rapport
2. Explain The Process
3. Elicit And Anchor The Desired Experience (Positive Or Negative)
4. Interrupt The State So The Person Breaks State
5. Test The Anchor By Firing It
Exercises
I. Anchoring States 1
II. Anchoring States 2
III. Anchoring And The Trans-derivational Search
IV. Trans-derivational Search Limiting Feelings—Good For Anxiety
V. Uptime Self Anchor
VI. In-Time Self Anchor
VII. Circle Of Excellence Exercise
VIII. Collapsing Anchors: Integrating Parts
IX. Change Personal History
X. Change Personal History – Through The Eyes Of The Meta-state Model
XI. Collapsing Visual Anchors: Overcoming Doubt
XII. Chaining Anchors
XIII. Visual And Auditory Anchors: Stage Anchoring
XIV. Collapsing Anchors: The Advanced Visual Squash Pattern
Conclusion
Thought Questions To Assist Your Learning
Chapter 14 Focusing On Submodalities
Different Kinds Of Submodalities
Therapeutic Interventions Using Submodalities
Exercises
I. Submodality Exploration Exercise
II. “The Cure” For Headaches And Other Uncomfortable Feelings
III. Mapping Across With Submodalities
Time-Line Submodalities
How Your Brain Tells Time
IV. Time-Line Submodalities
V. Godiva Chocolate Pattern
VI. The Swish Pattern
Beliefs
VII. Belief Formation Change Pattern
VIII. The Grief/Loss Pattern
Thought Questions To Assist Your Learning:
Part Four: Advanced Neuro-Linguistic Programming Modeling
Chapter 15 Strategies
NLP—A Model Of Models
The Philosophy/Epistemology Of NLP
The Components Of Subjectivity
“Map”-Making: Creating “Maps” For Charting The Territory
Deletion
Generalization
Distortion
Modeling That Creates Strategy “Maps”
Conclusion
Tracking Down Consciousness
“Once Upon A Time There Was A Stimulus-Response Model…”
“And Then The S-R Grew Up Into A TOTE”
Then NLP Enriched The TOTE Model And Created “Strategies”
Using “Strategy Analysis” To Track Down Where A Brain Goes
Mastering “The Strategies Model”
Strategy Elicitation
Unpacking Strategies As They Flash By
Designing Strategies
Designing New And Better Strategies
Utilizing Strategies
Installation Of Strategies
Strategy Elicitation
Example: Eliciting Decision Strategy
Context Setting:
Test Questions:
Operate Questions:
Test Questions:
Exit Questions:
Strategy Elicitation Through Backtracking
Potential Problems People May Have With Their Decision Strategy
Pointers In Elicitation
Exercises
I. The Spelling Strategy
II. Decision Strategy
III. Motivation Strategy
IV. Learning Strategy
Thought Questions To Assist Your Learning
Chapter 16 An Introduction To Time-Lining
Anglo-European And Arabic Time
Determining Your Personal Time-Line
Difficulty Eliciting The Time-Line
Parts Reframe
Through Time And In Time
Developmental Periods
Imprint Period
Modeling Period
Socialization Period
Beyond The Presenting Problem
Memory Management: Experiencing Your Time-Line
Reframing Memories With The Fa
st Phobia Cure
Replacing Memories With The Swish Pattern
Steps Into Time-Lining
1. Establishing Rapport
2. Gathering Information
3. Going From Effect To Cause
4. Teach Me How To Do That
5. Scramble The Strategy
6. Discover the Root Cause
Letting Go Of A Negative Emotion: Using Time-Lining
Experiencing Your Time-Line: Letting Go Of Negative Emotions
When The Emotions Won’t Let Go
When The Emotions Haven’t Disappeared During Testing
The Basic Principles Of Time-Line TherapyTM (Young, 1999)
Alternative Procedure For Time-Lining (Young, 1999)
Thought Questions To Assist Your Learning
Endnotes
Bibliography
Glossary Of Terms
Acknowledgments
Copyright
Table Of Figures
1:1 Making Sense of the World
1:2 Eye Position Chart
1:3 Language Accessing Cues
1:4 Levels of Abstractions
4:1 The NLP Communication Model
5:1 Cartesian Coordinates
5:2 Well-Formed Outcomes
5:3 Linear Model of Communication
5:4 The Complexity of Communication
6:1 Dissociative Frame for Handling Criticism
6:2 Visual-Kinesthetic Dissociation Pattern (Fast Phobia Cure)
8:1 Living at Cause-Effect
8:2 Dissociating from Cause-Effect
8:3 Outside-of-the-Box Thinking
8:4 The Solution
8:5 The Meta-Model of Language
8:6 The Meta-Model – Extended
9:1 Levels of Learning
10:1 Chunking up/Chunking down
10:2 Chunking up – Another Format
10:3 A Double Bind
13:1 Precision Anchoring
14:1 Submodalities Checklist
14:2 The Swish Pattern I – Using Size/Brightness
14:3 The Swish Pattern II – Using Location/Size/Distance
15:1 The TOTE Model
15:2 Dilts’ TOTE Model
15:3 Spelling TOTE
16:1 Through Time and In Time
16:2 Gestalts and Significant Emotional Experiences of Pain
16:3 The Greater Problem
16:4 Time-Lining Diagram
How To Use This Manual
To get the most out of your studies of Neuro-Linguistic Programming and this book, we suggest the following:
1) Obtain and devote a notebook to your reflections, insights, practices, and exercises. The neuro-muscular action of actually writing will reinforce your learnings in kinesthetic ways and “drive in” the knowledge in ways that transcend conscious understanding. Further in the future, you will probably find it helpful and insightful to return to your notes, insights, ideas, and practice drills.
The User's Manual for the Brain Volume I Page 1
