2017 Coach Essentials 1
2017 Coach Essentials 1
2017 Coach Essentials 1
ESSENTIALS
Meta-Coaching System®
Module I
Developed originally by L. Michael Hall in conjunction with Bobby G. Bodenhamer. Materials taken
from, in part, User’s Manual for the Brain (1999) and The Sourcebook of Magic (1997).
Published by:
NSP — Neuro-Semantics Publications
P.O. Box 8
Clifton CO. 81520-0008 USA
Web Sites:
www.neurosemantics.com
www.meta-coaching.org
www.metacoachfoundation.org
www.self-actualizing.org
www.nlp-video.com
Specializing in Neuro-Semantic video tapes, audio CDs and other products, see
Tom Welch’s website, www.nlp-video.com , email: Twelch@nlp-video.com.
Disclaimer:
This Training Manual is designed for training and education and should not be used as a substitute for
psychotherapy or psychiatry. Even though this material was designed and written by a psychologist
and a Professional Licensed Counselor in the State of Colorado, USA, Dr. Hall and the International
Society of Neuro-Semantics (ISNS) recommend that if psychological and psychiatric assistance is
needed, that it should be sought by those professionally certified to give it and that this manual should
not be considered a substitute.
Detecting Patterns
Day 1 14 Template of Meta-Programs
Introduction Detecting Meta-Programs
Meta-Program Mastery
The NLP Communication Model Meta-Program Exercises
Communication Guidelines
Pattern:
The Meta-Programs Model
Changing Meta-Programs
NLP Listening Skills
Representational Listening
Listening for the Movies
Listening for Representations in Speech
The Art of being present to another
Sensory Acuity Skills
Eye Accessing Cues and Accessing Questions
Calibration Exercises
Day 2 35
Eliciting States
Neuro-Linguistic States
State Management #101
Elicitation Skills
State Accessing and Anchoring
Anchoring: Collapsing Anchors
Benchmarks for Inducing States
Patterns
Spheres of Excellence
The Swish Pattern
Movie Rewind Pattern
___ Will you agree to take full ownership for your own brain and state as you engage in this study?
___ Will you agree to enter this study for the single focus of learning, discovering, and applying these
processes and principles for your own growth and personal development?
___ Will you set yourself to look for and get as much value from the training for yourself?
___ Will you seek to support and contribute value to others in the training?
___ Will you focus on learning the patterns and processes to gain competency and therefore
certification as an NLP Practitioner?
___ Will you agree to be on time for the sessions and to be time-conscious of the breaks, beginning
and ending times?
___ Will you open yourself to feed back and shaping so that you can tune up your personal
knowledge and skills so that you can become much more resourceful, more resourceful than you have
ever been before?
___ Will your monitor yourself so that if something comes up as you process the patterns and
experiences, you will let us know and your team leaders so that we can support you and enable you to
apply these powerful principles to those old memories or meanings.
___ Will your embrace ambiguity, confusion, and even disorientation as you move through the
training? In NLP we say that “confusion is the gateway to new learnings.” So if you get confused or
overwhelmed, just welcome it in and let it be. As you trust the process, you will find new resources
and empowerment.
___ Will you agree to not introduce patterns and ideas from other disciplines and fields in this
training? This is about NLP and while each person brings rich resources from other fields, for the
training, we know that it’s best to keep or attention on NLP and not everything that you can bring.
This doesn’t discount the other learnings you have; it just keeps us focused on what we are doing
here.
___ Will you agree to be appropriately professional while you are here in terms of your ethics and
morality? While we will be making a list of participants available to you, this is not the time to sell
your products and services or to get new business.
___ Will you follow the direction and guidance of your trainer(s) and participate as a good team
member so that your learnings and skills as well as others can be enriched as much as possible?
NLP began, not with the sensory systems or sub-modalities, but with the language
patterns that two therapeutic wizards used to perform their magic. Bandler and
Grinder happened upon the marvelous languaging patterning of Fritz Perls (Gestalt
Therapy) and Virginia Satir (Family Systems) and began studying how the words and
language patterns performed their “magic.” They put the results of their study in the
books, The Structure of Magic, Vol. I and II (1975, 1976).
NEURO- The voluntary and autonomic nervous system through which our experiences are
processed by means of our five senses: Visual, Auditory, Kinesthetic, Olfactory and
Gustatory. Neurology, the nervous system, the physical foundations for the
“abstracting” of the nervous system that begins our “mapping” of the world out there.
In our neurological mapping, we map the world using the non-linguistic maps of the
sensory systems:
Visual — Sights
Auditory — Sounds
Kinesthetic — Feelings
Olfactory — Smell
Gustatory — Taste
LINGUISTIC The symbolic mapping that we create of the territory. It involves the higher cortical
functions in the brain which enable us to use symbols to create language, and to map
things out linguistically. This enables us to encode, order and give meaning to our
sensory representations using much more abstract categories.
Language — Words, sentences, syntax, grammar, etc.
Mathematics
Music
Non-propositional language: poetry, stories, narrative, etc.
PROGRAMMING The actual processes or patterns that we use to order and sequence our mapping.
Such “programming” generates our strategies for functioning, and results in our
skills, abilities, habits, etc. We develop “programs” for communicating, parenting,
working, relating, etc.
5. In any connected system, the element with the widest range of variability will always be
the dominate influence.
This "law of requisite variety" from the field of cybernetics identifies the value and
power of flexibility as a success mechanism.
8. We can model excellence by breaking tasks and skills into small chunks to express and
replicate the Strategy of the performance.
We can replicate genius only after we have specified the strategy.
9. Mind-body are part of the same system and influence each other.
We hyphenate “neuro-linguistics” to map the mind-body connection and that they
work circularly, each influencing the other.
11. Neuro-linguistic states are created by, and composed of, internal representations and
physiology.
Any and every person's state of consciousness, at any given moment in time, is a
result of the thousands and millions of stimuli that the brain (and thus nervous system)
receives from the representations we entertain in our minds in terms of visual,
auditory, kinesthetic, olfactory and gustatory stimuli. It also results from the millions
of stimuli received from our physiology— the way we hold our body, move, breathe,
etc.
12. When calibrating someone’s reality, the highest information will be behavior.
This includes a person’s eye accessing cues, breathing, etc.
13. The fact that we use the same neurological circuits when we remember or imagine, we
can use these to create new programs, skills, ways of thinking, and behaviors.
The use of the “As if . . . ” frame (imagination) and the “Remember when . . . ” frame
gives us the ability to learn from the past and build anticipations for the future.
14. Separate Person from Behavior. People are more than their actions, words, emotions,
roles, etc.
“Behavior” includes the larger macro-activities and the micro-behaviors of thinking
and emoting.
17. Every subjective experience has two parts; content and process or structure.
These two parts of experience indicate two different logic levels. It also means that
we can effect change at either level. Of the two, process or structure is more
pervasive since it indicates a mechanism of the personality.
18. When you don't get the response you want; try something different.
Being "stuck" means that what you are doing is not working so you trying to do it
more, harder, louder and with more pressure! The program of "Try something Else!"
when what you're doing is not working makes for personal flexibility.
1.
2.
3.
An Overview
Models
In Meta-Coaching, there are 7 meta-models that comprise the overall framework for the art of
communicating and coaching. These models are meta, that is, higher models which are about the
content of the conversation. In that, they provide the structure for the coach’s expertise in
understanding and working with the dynamic structure or process of coaching to unleash another
person’s potentials.
1) The NLP Communication model The foundation for the first 7 core coaching skills, a
cutting-edge model about the essential dynamics of
communication.
2) The Meta-States model A model about the reflexivity of the mind, how to
track our self-reflexive awareness that creates
meaning at multiple layers, that enables us to step-
back, and the meta-questioning skill.
3) The Axes of Change model A change model based on Meta-Programs that
models how self-actualizing people change, how
generative change rather than therapeutic change
occurs, that gives the coach 9 roles as a change agent
4) The Benchmarking model A model for operationalizing terms, for getting
behavioral indicators and equivalents of a “soft”
skill and sequencing them along a 0 to 5 continuum
to indicate no competence, competence, and
mastery.
5) The Matrix Model A systemic model based on developmental and
cognitive psychology that provides a template for
working with the complexity of the human mind-
body-emotion system.
6) Self-Actualization models Several models for how the process of self-
actualizing occurs, the Self-Actualization Quadrants,
the Matrix of Self-Actualization, and the Neuro-
Semantics of Self-Actualization.
7) The Matrix Business Plan A model for developing a holistic business plan or
professional development plan that enables one to
create specific action steps and plans for developing
a viable commercial coaching business.
Coaching Genius
Days 4, 5 and 6 introduces you to the reflexivity model of Meta-States to empower
you in working with the higher levels of the mind and especially to set resourceful
frames as a change agent.
Coaching Mastery
Days 7 through 14 (the 8 days of the Coaching Mastery or the ACMC training)
introduces the Axes of Change model, the Benchmarking model, the Self-Actualizing
model, and the Matrix model.
Consulting Mentoring
COACHING
Counseling Training
What is Coaching?
While coaching is conversation, coaching is not a warm and fuzzy talk feast. Nor is it teaching,
training, or telling,. It is not even playing an expert in some domain-specific content. Coaching is
about facilitating through questioning, giving feedback, and operating as an expert in process or
structure about how we run our own brains for more effective performances. Coaching is distinct
from the following professional fields. It is not consulting, mentoring, counseling or therapy,
training, or hypnosis. If it is not these things, what is it?
1) Training
Training is a skill-based process for teaching, educating, and leading a person through a
process where he or she is enabled to perform the new skills.
2) Mentoring
Mentoring is a process of focusing on a particular skill that a particular individual has. It
involves giving advice, guidance, and sharing one’s own personal story. In mentoring there
is an unequal relationship, senior mentor passing on specific information to a younger and
less experienced person.
3) Counseling/ Therapy
Therapy focuses on problems, their sources, the symptoms that result from those problems,
how people are broken and dysfunctional, diagnosis of such disorders, and so focuses on
healing hurts and bringing resolution to personal pain. It implies that there’s something
wrong with the person.
4) Consulting
Consulting involves giving advice and using one’s own expertise in a given field to inform
(tell) the client what to do. While consulting can be facilitative, it can also involve
procedures, and helping a client do something new.
5) Hypnosis
Communicating in ways that use words, gestures, and tones hypnotically enable us to induce
a person into a hypnotic state for accessing more or new resources. Hypno-therapy for
health, psychology, and self-development involves the skill of speaking and communicating
to induce a trance.
Day 1:
Day 2:
Foreground / Moving images from the front The Swish Pattern
Background to the back, visa versa
Day 5
Reference: Internal / External Reframing Criticism
Attention: Self / Other
Day 7
Time Zones: Past, Present, Future Time Lines
Time Experience: In-Time / Through-Time; Random / Sequential.
Literally communication is the union of two people (co-) that results when messages sent and
messages received are shared. The communion of two or more people sharing an experience
or awareness through the exchange of verbal and non-verbal signals. The state of connecting
and relating with understanding.
Communicating is more than talking. We can talk and not communicate. It is also more than
understanding another. We can understand and not communicate. In communicating we
send and receive messages from another. We take the symbolic signals of another and
process them within our mind to “make sense” of them. We then respond in a way that seeks
further clarification so that we come to understand another as we represent in our mind a
close approximation of what the other has in his or her mind.
The NLP Communication model enables us to structure and pattern our experiences.
This model was developed by a linguist and student of the computer sciences. They
used the tools of Transformational Grammar and Computer science to create a model
of how human excellence or genius operates in a step-by-step process.
As we communicate our know-how knowledge, we map out skills and strategies for
excellence.
This communication model is a description of human functioning rather than a theory.
Its tools, models, techniques, and patterns gives us a way to talk about our subjective
experiences. By focusing on description rather than prescription, we focus on how the
processes and mechanisms work, how to replicate such (modeling), and how to
intervene, transform, and improve human functioning.
The NLP Communication model enables us to more effectively cope with the challenges of
communicating effectively and professionally.
There are several challenges that we all face with respect to communicating
2) Second, the problem of reflexivity. Because what happens when we hear the words,
“Believe in me!”? Do we not jump a level and start wondering, “Why is he saying
that?” “What is he try to pull?” Then the “thoughts in the back of our mind,” in our
matrix of frames are activated.
3) Third, the differential speed between speaking and talking. Most people talk
between 100 and 150 words a minute, but how fast can thought go? I can read at
3,500 words a minute. There are some who can read at 10,000 words a minute. That
means the mind can go hundreds, even thousand of times faster than the tongue! That
gives a lot of time for us to be thinking about a conversation even while we are in the
midst of it.
Outcomes:
To learn the template of meta-programs that create our perceptual filters.
To develop some basic skill in recognition and use of the meta-programs.
To develop an appreciation of their value and importance and how to use them
in communicating more effectively and pursuasionally.
Defining Meta-Programs
What are meta-programs and where do they come from?
We not only process information in our minds by representing things as a movie in our
mind and framing that movie layer upon layer, but we create filters—perceptual filters
—that then influence what and how we see. We call these perceptual filters meta-
programs.
To the extent that the meta-programs show up in language, we can detect them using
the Meta-Model.
For example, we have favored modals that describe our basic modus operandi
(modal operators) for operating: necessity, impossibility, possibility, desire, etc.
Learning and using meta-programs is also key to the skill of detecting patterns —the
one of the prerequisites for the PCMC (Professional Certified Meta-Coach) level.
LANGUAGE (Auditory Digital): Those who prefer and over-specialize in the language systems:
Want to “make sense” of things by using words.
Talk in more abstract terms, generalize, theorize, etc.
May even have little awareness of the sensory based systems.
Much less use of body, gestures, more in a “computer” mode.
What are the cues that a person is using any given system of representation to create the movies in their mind?
There are linguistic cues for each system. Learning to listen for these enables us to detect the way the person is
processing information.
Visually:
If I could show you an attractive and very clear way so that you could X (some value), I wonder if you
would like to look at that and see if it does fit with what you’re wanting.
Auditorially:
If I could effectively describe to you some of the benefits that you really want to obtain, would you like
to hear about them now or discuss them more fully?
Kinesthetically:
If I could help you get a hold of this value that you want in a concrete way, and in a way that really
embraces the value fully, would you like to try it on, just to get a feel for it?
Phrases:
seeing eye to eye appears to me mental picture got an eyeful
beyond a shadow of a doubt mind's eye bird's eye view naked eye
catch a glimpse of paint a picture clear cut photographic
pretty as a picture crystal clear plainly seen dim view
a sight for sore eyes see to it flashed on short sighted
get a perspective showing off get a scope on make a scene
horse of a different color hazy idea snap shot image
staring off in space take a peek in light of tunnel vision
In person under your nose in view of
AUDITORY
announce harmonize request answer harsh resonance
argue hear sang asked hum shout
attune inquire shriek call insult shrill
chatter lecture sighs cheer listen silences
complain loud silent crescendo melodious sound(s)
cry mention stammer deaf mumble talk
discuss noisy tell echo outspoken translate
explain overtones expression question utter growl
quiet vocal grumble recite yell gurgling
reply
Phrases:
all washed up hot-head be felt keep your shirt on
boils down to know-how catch on lay the cards on the table
chip off the old block light headed come to grips with control yourself
make contact connect with moment of panic pressure
pain-in-the-neck cool / calm / collected pull some strings hold it, hold on
firm foundations sharp as a tack floating on thin air under handed
slip through get a hold of slipped my mind topsy turvy
get a handle on smooth operator get a load of this heated argument
start from scratch get in touch with stiff upper lip hang in there
get the drift of throw out hand in hand tap into
hands on turn around
OLFACTORY/GUSTATORY
bitter smell fragrant smoky fresh sour
odor spicy pungent stale salty sweet
savor taste tang bite tongue aftertaste
essence inhale breath flavor lick fume
sip palate scent whiff reek a nose for
UNSPECIFIED PREDICATES
conscious know learn aware light believe
motivate change nice clear notice conceive
perceive consider process decide question experience
sense feel think sense sensitive understand
LANGUAGE
Meaning evaluation significance compute count account
factors factor in the bottom line
3) Eye accessing cue awareness and acuity to be able to see in experience how a person
is processing information and the states that are being accessed.
Yet this is just the beginning. There will be many more things that we can notice if we have
the sensory awareness to be present when we are communicating and which occurs in the
Meta-Coach System:
5) Meta-Program distinctions about perceptual filters
6) Meta-State distinctions about states and levels
7) Meta-Model distinctions about language
8) Perceptual positions in communicating
9) Where a person is on the Axes of Change
10) Where is person is in the Matrix of frames
11) Where a person is in the Self-Actualization Quadrants
12) Where a person is in the Performance Analysis model
Eyes:
Focus: Focused ————— Defocused
Pupil Dilation: Dilated ————— Undilated
Breathing:
Rate: Fast ————— Slow
Location: High ————— Low
Voice: Tone
Volume
Quality
Pitch
etc.
Vc Vr
Ac Ar
K Kd
(Language/ values)
CALIBRATION EXERCISES
Basic Calibration
1) Elicit from one person the story of his or her pathway to personal development or
coaching for 4 minutes.
2) The Coach observe the client’s eye accessing cues, breathing, color, etc.
3) The Meta-Person listen for predicates and watch the entire process.
4) Debrief for 2 minutes.
How much did you stay out of content?
To what extent were you able to identify the structures?
Calibrating States
1) Groups of three.
Pair up with 2 other participants.
2) Story telling time.
For five minutes recall four learning experiences and tell it to the others.
Tell about three experiences that are true and positive. Tell a fourth story that
is not true, but one you would like to be true. The false story can come in any
sequence with your presenting your four stories.
Calibrate to the person’s style of communicating.
3) Guess.
After the telling, each person guesses which one is the false one.
4) Debrief.
Using your sensory acuity skills, which one do you believe to be the false one?
Give sensory based descriptions as to why you believe the story contains false
information.
Let the storyteller identify the false one.
The second core coaching skill is Supporting. This refers to relating in such a way that you
create a relational and physical context for communicating and dialoguing that provides a
sense of safety, validity, care, and respect. How do you create a sense and a feel of safety for a
client, a sense that you are there in a supportive role? There are numerous things you can do:
4) Focus on fully entering the client’s world and space for the purpose of understanding.
“Seeking first to understand” was one of the seven habits of highly effective people
(Stephen Covey). This is an attitude more than a technique.
Design: What’s the design in all of this? One thing: to facilitate a sense of safety so another
human being feels supported in opening up, disclosing, and experiencing his or her own
authentic experience.
Pacing: To create this kind and quality of support, the skill of pacing offers us a truly magical
way to enter into another’s world with support. Pacing is all about matching the client, that is,
entering into the person’s world to be there with him or her. In this we can pace many things
and at many different levels.
1) Physiological pacing: matching the physiological outputs of the client so the person
feels that we are together, like each other, and dancing in harmony in energy levels,
movements, and voice qualities.
2) Verbal pacing: saying words that fit and match the person’s internal world.
3) Meta or conceptual pacing: identifying and mirroring back to the person concepts,
ideas, beliefs, values, meta-programs, meta-states, etc. that reflect his or her internal
world. Meta-level pacing is a higher level of pacing. Such rapport leads to a person
feeling understood.
As you become more professional in your listening, communicating and supporting, you
discover more about how to come into sensory awareness, notice what’s going on, and then
mirror back the speaker’s the verbal and non-verbal responses. This reflection acknowledges
Matching gestures: moving in a way that takes on the hand and body gestures
of another and to do so gracefully and respectfully. This is not mimicking.
Matching breathing: adjusting your breathing patterns to match the other's.
Matching vocal or qualities of speech: matching another's shifts in tonality,
tempo, volume, timbre, intonation patterns, etc.
Effective communicators develop this ability of entering into another's reality. This
makes for true understanding because it takes the other at his word and tries to imagine
how his words reflect a perception or map of the world. Entering his reality doesn't
mean we have to make it ours or even agree with it. We can maintain our own reality
while flexibly imagining and appreciating the other’s world as a map.
All of these questions invite you to take the other’s perceptual position (“second
position”). As map listening, pacing enables you to get to the other person's reality
language so that you can more effectively communicate with each other. Matching
your words to the other's internal state, and making statements that are in agreement
with, and congruent with, the person's internal, ongoing experience so that the other
person begins to feel deeply heard.
You can even purposefully break pace in order to engage the other person. Do this by
over-stating or over-guessing about the other's reality and asking for feedback and
correction. Because we all want to be understood, this will evoke us to help the other
person to understand us. By over-stating or under-stating your guesses, you create an
opportunity to receive more information and to listening more attentively.
Pacing reduces repetition in conversation. When we feel heard we don't have to keep
repeating ourselves. Pacing can sometimes take some time. After all, it is connecting
with the other person and so make call up us to exercise patience, calmness, and
respect to make contact with the other's reality.
2) Create an expression.
The third person should place him/herself in an unusual posture with unusual
facial expressions. Don't overdo it; you will need to hold this position for a few
minutes.
3) When shopping.
When you go up to a counter to purchase something, practice establishing
instant rapport with the person at the counter.
1st Position – Self The healthy position of seeing, hearing, and feeling from out of oneself.
We take this position to speak authentically, to present ourselves, our
thoughts, feelings, and responses congruently, to disclose, listen,
inquire, be present with another. When you are stuck in this position,
you operate exclusively from the self-referent meta-program.
2nd Position – Other The empathy position of understanding, feeling with, and seeing things
from another’s point of view. Here we feel in accord with the other and
develop a strong sense of his or her perceptive. When you are stuck
here, you can lose your sense of self and become co-dependent to the
person. Doing this means takes on the other-referent meta-program.
3rd Position — Meta The position of stepping back to gain a sense of distance, observe,
witness, feel neutral, and appreciate other positions. When stuck here,
you come across as uninvolved, over-rational, and in analytical mode.
4th Position — The position for understanding the contexts (cultural, linguistic,
System business, family, etc.) that influence all of the larger systems and
contexts of our world. When are stuck here, you become “the Company
man.”
2) Step out of that memory and into the position of the person you were interacting with at the
time.
From that person’s point of view, look at the You in that memory. Physically step
aside. From this expanded perspective, express what you see, hear and feel. Use the
language of the second perceptual position: “you, he, she.”
How would you describe the person demonstrating that resource?” “He...
“She...”
What did that person do or say that seemed resourceful?”
4) Step out yet another time to a position out beyond the whole Systems of interactions.
What additional awareness do you have, understand, feel, etc. as you look at all
of that from a larger systems point of view?”
In communication, we communicate from a state to a state. This makes states critical and
our ability to recognize and manage our states essential.
There are three core skills in coaching competence of Inducing States. They involve eliciting,
anchoring, and induction.
State Eliciting
The art of identifying, detecting, and providing the required stimulus so that another
person elicits a state of mind-and-emotion. To do that effectively, you have to be
comfortable with your emotions and those of another. You have to be aware of
emotional states and alert to them—able to calibrate. You have to have the flexibility
in offering a wide range of triggers to call forth a state.
State Anchoring
The art of being able to establish a trigger or link to a state, to do so consciously and to
be able to replicate it at will. Once you can do that, then you can develop the skill of
calling forth the state you anchored, “firing it off” by replicating the linkage.
State Induction
The systematic ability to provide an induction by means of a story, an anchor, a menu
list, and a wide range of options so you can invite others into more resourceful states.
Definition of State—
A state is a mental and emotional state, a dynamic mind-body state of experience or
being that operates as an experiential energy field. We experience life in specific
mental and emotional states.
Our state of mind, state of body, state of emotion are all so inter-related that the state
cannot be separated. When you do, it is only linguistically separated and as a
description. As you think, so you feel in your body and move and act and this entire
configuration (or gestalt) is what we mean by “experience.”
We live and move and have our being as a neuro-linguistic class of life.
As a neuro-linguistic class of life we experience and map the territory beyond our skin,
the world “out there” so that we can effectively relate to it. This means that most
fundamentally, we operate as pattern detectors and mappers, and this gives us our most
unique ability to program ourselves.
As we map things, so we become. It begins with our neurology, how we use our
nervous system and sense receptors. It also involves our linguistics, how we use
symbols, words, metaphors, and classifications to create mental and emotional
programs.
State Components:
If we create our states from our mental-emotional-somatic mapping, this gives us two
royal roads to state. Two avenues that we can use to evoke or induce a state.
The languages of the mind, how the mind “thinks” and encodes information. In NS we
call the result, the representational screen or internal cinema or movie of the mind (see
MovieMind, 2003).
Together, mind-body makes up our states –the interface between neurology and the
“languages” of mind by which we encode the information of the process world “out
there” and in the process world “inside.” This structure of our mind-body states serves
as the basis for Meta-States, the higher levels of the mind. Alfred Korzybski first
coined the terms, neuro-linguistics and neuro-semantics and used them
interchangeably. Here we use Neuro-Linguistics for primary states and Neuro-
Semantics for meta-states.
State Awareness:
Awareness of the states and the factors that drive them. Because all states habituate,
they drop out of conscious awareness. Notice the quality of the state: How "pure" your
state? How much congruity? Complexity or simplicity? Meaning or semantics?
Pain-pleasure quality?
How is the state encoded and structured? Identify the qualities, properties, features,
distinctions in the representations governing its intensity (i.e. vivid, sharp, quick,
degree of movement, etc.).
A tool for greater state awareness is Bubble Journaling (See Sourcebook of Magic).
State Altering:
States do not stay the same, but forever change. Count on your states altering, shifting,
and transforming. What methods do you have for altering your states?
State Interrupts:
Stop any and every mind-body-emotion state by jarring, interfering, sabotaging,
preventing, etc. State Interrupts refer to ways for stopping or preventing a state from
functioning.
State Dependency:
States govern our learning, memory, perception, behavior, communication, etc., state-
dependent LMPBC. State dependency is called "emotional expectational sets" or
"conceptual expectational sets" determining what we see and hear.
Anchoring a State:
Set up a trigger (sight, sound, sensation, movement, gesture, word, etc.) and link it to
the state. "Anchors" operate as Pavlovian conditioning tools for state management and
depend on uniqueness, intensity, timing, purity. Wait until you or another person has
reached the peak of the experience, then link some unique trigger to it. Test to see if
the trigger then “fires off” the state. If so, you have an “anchor.”
State Utilization:
Detect and then use resourceful ways of thinking-feeling, perceiving, communicating,
etc. "Where would I like to use this state?" "What would it look, sound, feel like to
have this state in this or that situation?"
State Strategy:
The pieces of information (VAK), neurology, responses, etc. that comprise the sequential
composition of a state. Track down this sequence
and model the pieces of the strategy that creates the
state.
6) Begin with unspecified terms and then shift to more predicate specific terms.
Begin with unspecific words that allows the person to search for the experience in his or her
own way. As you notice the accessing of certain representation systems, help the person by
then using sensory-specific words. If you hear a visual term then say, "And what do you
see...?" Good downtime questions will assist the person in locating and identifying the
experience. To do that you will need just enough content so as to ask good questions. In fact,
that’s the primary value of knowing some content.
1. Intensity
How intense is the state?
As you gauge it from 0 to 10, where are you?
What increases the intensity of your state?
How quickly do you change states? Calibrate to the speed of someone going into state.
Capture the state at the peak of its intensity and anchor when the person goes into the
desired state. If you are touching, increase the firmness of your touch as their state
increases and then release just after the peak of the experience.
2. Purity
How pure and discreet is the state? How mixed?
How focused is the person’s attention?
Is he or she thinking about one referent or a group of them?
3. Uniqueness
How unique is the new stimulus of the anchor?
When kinesthetically anchoring, where will you touch?
How much pressure, for what length of time?
Do you have a location you can easily return to?
Avoid setting a touch anchor in an area that's regularly touched.
Touch a precise place on the skin, not the clothing which will shift.
4. Timing
In replicating an anchor, you "fire it off" by returning to the precise location with the
same stimulus and apply the same pressure for the same amount of time. Apply a firm
steady pressure, but never in a painful way, or too faintly. Then hold it. Gradually
increase the pressure as the person goes more fully into the experience. It takes time
for people to completely re-experience a state. When learning to anchor, have the
person signal you when they're in the desired state; it'll help you calibrate.
Anchoring Exercise
1) In pairs, access a state of relaxation.
Use your elicitation skills.
2) Evoke it fully.
Think of a time when you fully experienced this state...
Think of a time when you clearly had it in a powerful way.
What thoughts really evoke this state?
What do you need to do
How much do you now have the feeling of this state? Be with that feeling... let
it grow... now let it double...
What would increase the experience of this state even more?
What would it be like if you did fully experience this state? Use this if you’re having
any difficulty eliciting the state.
What are you best coaching states? How much access do you have to them?
How available are they to you? What are your top ten?
4) Take a meta-position.
What you ever had a time when you experienced that resource? As you recall that
instance, stand outside the circle, and let the circle fill up with those qualities ...
qualities that you want to have available now and in the future.
If needed, pretend you have these qualities or model them from someone else who does
have them.
What do you see? Hear? Feel? What do you say to yourself?
How are you holding your body when you are experiencing these resources fully?
Anchor this state in all sensory systems.
6) Future pace.
As you continue to experience the circle, see, hear and feel yourself performing in the
days and weeks to come . . . using this state as you move through the world. Notice
The Pattern:
1) Identify an experience to be changed.
What response or habit do you want to transform?
Do you have any responses that you would like to re-wire?
Would you like to attach a new response to an old trigger?
Identify the context where the trigger occurs, where the feelings or behavior occurs.
(Menu list: Biting your nails, smoking)
When, where, how, etc. do you do this? Teach me.
5) Prepare to Swish.
In just a moment I want you to quickly allow the Cue Picture to fade out, to dim out, to
move far back into the distance and at the same time I want you to let the dot that
contains the Desired Image to very quickly get bigger and brighter and closer. As the
Cue Picture gets smaller and darker and at more distance (use the cinematic features
that drive your responses), let the New Picture swish in and completely cover the
screen of your mind. Juice it up so that it is there in 3-D and coded in the ways that
your brain knows is "Real, Compelling, and Attractive."
You will do all of this very quickly, in less than a second.
6) Swish!
Do it. Quickly fade out the images . . . let them move back into the distance and
quickly watch the dot explode into the center of the screen . . . watch it get very big
and bright and close.
8) Test.
Good. Now let’s test this to see if it works. After all, that's the important thing.
I want you to just allow yourself to think about the triggering Cue Picture that used to
set you off and put you into the reactive state. Got it?
Notice what happens.
As you think about that old trigger, does your brain now immediately go to the new
picture?
Good. That means you’re done. You have successfully swished your brain so that it
now has made a link. It now knows where to go.
1) Access a state.
What state do you want to take the emotional charge out of?
How much are you accessing that state right now?
As I set this as an anchor for that state, nod when you reaccess that state even more,
how is that? How much are you experiencing that limiting state?
Now freeze-frame this scene just prior to the Movie so that it appears as a snap-shot. Is
it a black-and-white snapshot? If not, then let the color of the picture fad out.
Now sit back to watch it, aware that you have taken a spectator's position to that
younger you. Notice that you have stepped out of the picture and observe it from
outside. This changes how you are feeling about it, doesn’t it? And you can sit
comfortably eating your popcorn or whatever you like to snack on.
And as you gain this psychological distance, just be a witness to that old snapshot,
delighted that you can step aside even further. Because taking this spectator position to
your old memories enables you to begin to learn from them in new and useful ways.
You might notice that your younger self in the memory thought-and-felt from a less
resourceful position than you have now, setting here, and observing with your adult
mind. And this can give you a new and different perspective, does it not?
From this position, you can put your hands on the glass or the plexi-glass to remind
yourself that you are not in the picture, not even in the theater, but way back here in the
projection booth, the place where you can control things. How much distance do you
have between yourself and the movie? How safe and secure do you feel here in the
control booth?
Now as you watch this movie, notice the cinematic features. Notice it’s size, whether
it is clear or fuzzy, the sound track, volume, pitch, tone of voices, etc. Be a good film
critique about the cinematic features.
As you begin with the visual system, just notice whether you have the picture—in color
or black-and-white? A movie or snapshot? Bright or dim? Close or far? As you make
these distinctions, you can begin to choose which coding would enable you to think
comfortably about that memory so that you can stay resourceful and thoughtful in a
relaxed and comfortable way.
Notice the sound track and the auditory qualities. Do you even have a sound track?
What sounds do you hear coming from that movie? What quality of tones do you
hear? At what volume, pitch, and melody? And what about the words being used?
What words do you hear from that younger you? From where do you hear these words
coming? Notice their tone, volume, and location. As you notice how that younger you
feels, what sensations does that person have in his or her body up that on the screen?
Where and at what intensity, weight, pressure?
3) Now let the old memory play out as you watch it from the projection booth.
From the projection booth, let the initial snapshot turn into a black-and-white movie,
and just watch it play out to the end from this control booth. Watch it from the
beginning to the end . . . Good. And if it needs to speed up to get through it, just fast
forward it.
Let the Movie play past the end to a time when the unpleasantness is all gone, when
those scenes disappear and play it until you can see that younger you in a time and
place of safety and pleasure. And when you find that scene of comfort . . . whether it
occurred at that time or whether you have to fast forward your memories to some
future event of pleasure, even years into the future, do so. Got it? Good. Stop the
Movie and freeze frame the comfort scene.
4) Step into the comfort at the end of the movie and rewind.
Now I want you to step into the comfort scene where there’s pleasure and delight and
just be there. Step in ... at the end of the Movie and be there, and feel that comfort
fully . . . Do you like that? Let it grow and fill all of your body. Isn’t that nice?
Now in just a minute we are going to fast rewind this memory and do so in super-fast
rewind speed. You have seen movies and videos run backwards, haven’t you? Well, I
want you to rewind this movie at the fastest rewind speed imaginable, in just a moment
Ready? Step into the comfort scene at the end of the movie, feel the feelings of
comfort, turn on some pleasant music ... Do you feel that comfort scene? Good. Now
push the rewind button and experience it rewinding ... zooooooommmmm. All the
way back to the beginning.
There you go. It only takes a second or two to do that fast rewind, and how did that
feel . . . rewinding from inside the movie? When you experience the fast rewinding,
all the people and their actions go backwards. They walk and talk backwards. You
walk and talk in reverse. Everything happens in reverse, like rewinding a movie.
7) Test the results. [Break state from this exercise for a few minutes.]
How was that? You know things come apart when you rewind things. How about
this? Sense makes nothing then and apart comes syntax th, backwards, a sentence a
read we when. When we read a sentence backwards, the syntax comes apart and then
nothing makes sense. So with our memories, scrabble them with this rewind method,
and it’s hard to even call up the original memory and feel bad. See if you can do it?
Can you, can you get the unpleasant feelings back? Try really hard and see if you can
recall the trauma Movie.
1) We communicate best by questioning because as the person finds his or her own
answers, those answers will be more memorable and the person will assume more
ownership.
2) We facilitate change and exploration by questioning. Our own curiosity enables and
empowers the listener to be even more curious about the structure of his or her own
experience.
3) We coach best when we ask great questions that the person question finds exiting
and powerful in answering.
In learning the Meta-Model, we will learn to identify linguistic distinction and to then
questions those distinctions for greater communication precision. This will involve the
skills of Meta-Model detection, questioning, and inductions.
THE META-MODEL
Do you know that there’s magic in language?
Do you know that magic lies the words we speak and the symbols that we use to
convey movies for the mind and frames for those movies?
The Meta-Model
As a model, the Meta-Model is a set of linguistic distinctions and questions. The
structural distinctions give us specific questions for exploring a person’s experience.
A description about the structure of language which enables us to think about the
words we use everyday and the clarity (or lack of it) in the movies that it evokes in our
minds.
The Meta-Model describes the surface words and sentences that we utter and the
deeper level meanings or references that they allude to. This gives us different levels.
We have the level that’s on the surface, and we have the level behind or underneath
that gives us a fuller map of the person’s meanings.
By using the distinctions of the Meta-Model we can question linguistic and semantic
structures that are not well-formed. Doing this elicits more well-formed expressions
giving the speaker the opportunity to create a more complete mental map and mental
movie. This enriches his or her inner world creating new capacities and skills. This is
the “magic” of language and of the NLP communication model.
Language as a mapping process only “makes sense” if it connects some movie for us
or if we can use the words to create a movie in our mind. Communicating with
Representational Tracking
Representational tracking is the primary tool for using the Meta-Model effectively.
This refers to the ability to hear statements and to take only what we hear and track it
into the theater of our mind to create our representations of the other person’s mental
movie. If we can track from the word directly and immediately to our own internal
movie and it makes sense, then the words are well-formed. If not, then the words are
vague and fuzzy and we need to ask some questions about them in order to gather more
information.
What pictures and sound track did you create for your inner movie? Compare that with
this one:
“The brown dog ran across the green grass in the backyard chasing a brown
rabbit who appeared suddenly from under a bush, and he ran across the cement
that has only been set a few minutes before.”
Do you have pictures of that? Did the movie begin playing almost as soon as you read
the words?
As we step back, we can now explore the results of any given conversation to begin
noticing if we communicate by hallucinating, jumping to conclusions, filling in the
gaps, or if we ask questions to identify the speaker’s messages and inner movie.
How rich is my client’s movie?
What are the map rules for my client?
Is there any value or fluffy process?
What parts of their words do not allow us to create a clear representation?
The Meta-Levels
Either-Or Phrases
Over/Under Defined Terms
Questioning Generalizations
Evaluative Based Language . Challenging the Allness
. Challenging the Rules
. Challenging the One-Valued Structure
---Deletion--- . Challenging the Two-Valued Structure
. Challenging the specificity
Deletions -- Simple
Deletions—Comparative/ Superlative
(Unspecified Relations)
Unspecified Referential Indices Indexing Deleted References
(Unspecified Nouns & Verbs) . Specifying the what, when, who,
where, how, etc.
Unspecified Processes — . Representationally Tracking referents
Adverbs Modifying Verbs
Unspecified Processes —
Adjectives Modifying Nouns
Sensory-Based
Language
Descrip tive
Sensory-Based Language
Multi-Ordinality
At what level are you
using this term?
What does this
nominalization mean at X
level of abstraction?
Metaphor
How does this X relate to
Y?
What comparisons are
you making?
Where does the metaphor
break down?
"He said that she was mean.” Recover the individual meaning of the term
Whom did he say that you call mean?
What did he mean by 'mean'?
Add details to the map
"People push me around."
Who specifically pushes you?
4. Questioning Processes
Adverbs modifying Verbs
“Surprisingly, my father lied about his drinking.” Recovers the process of the persons emotional state
How did you feel surprised about that?
What surprised you about that? Enriches with details the person’s referent
5 Questioning Processes
Adjectives Modifying Nouns
“I don’t like unclear people.” Recovers the projection of the speaker’s sense of feeling
Unclear about what and in what way? “unclear” “unhappy"
Questions are asked to challenge rules, beliefs, to discover processes and the identity of a source of
information.
You have to? What would happen if you didn’t?
Always? Never? Everybody?
How does that work?
How do you know? Says who?
3. Questioning the Source of Info ( From Lost Performatives and Mind Reading)
Evaluative statements with the speaker deleted or unowned
Assuming knowledge of another’s internal feelings, thoughts, motives
"Its bad to be inconsistent." Recovers the source of information, specifies conclusions
Who evaluates it as bad?
According to what standard?
How do you determine this label?
Beginning Meta-modeling
1) Create a list.
In your group make a list of 6 to 12 examples of each of deletions, comparative
deletions, unspecified nouns, unspecified verbs, nominalizations, mind-reading,
complex equivalences, modal operators, cause-effect statements.
2) Present.
Take turns delivering the ill-formed statements to the others letting the group
practice meta-modeling.
3) Debrief .
Debrief after each speaker about what questions seemed most effective in
gathering the highest quality information and effecting positive change.
Effects
Resources
C auses
Aw ay F rom P resent State
M otivation
Sym pto m s
To move to a well-formed outcome we gauge the distance and difference between present state
and desired state. Where are we now? Where do we want to go? How can we get there?
What stops us? What’s in our way? This gives us a clear way to think more about moving
away from aversions and toward desired outcomes. This pattern uses the key components for
effectively creating and reaching a desired outcome. In coaching we use this pattern as a
reference tool since it allows us to do several important things:
By it we hand over responsibility to the client for his or her own plans and life.
We set up milestones to measure and confirm progress.
We set up a directional frame for Coaching.
We set up a process that gives us and the client a leverage for change.
The Pattern:
1) State the outcome in positive terms.
Where are you now? (Present State)
Where do you want to be? (Desired State)
What do you want in that desired state?
What do you want to positively achieve or experience?
What are you going toward?
1. Stated in positive
5. Steps / Stages ---- I see, hear, and feel X as I do Y ----
6. Self-initiated / \
2. Sensory-based
5. Information Staging: 23. Authority Source: 38. Modus Operandi: 52. Self-Integrity:
Foregrounding & Counting Internal –- External Necessity, Desire Conflicted — Incongruity
Backgrounding and Possibility, Choice Congruent — Integrated
Discounting Impossibility
7. Classification Scale: 25. Em. Containment: 40. Goal Striving: 54. Ego Strength:
Black-white, Either-Or Uni-directional— Skeptic, Optimization Unstable and weak —
— Continuum — Multi-directional Perfectionism Strong and Stable
Multi-Dimensionality
8. Nature:
Static — Process
Aristotelian— Non-A.
10. Philosophical: 27. Somatic Response: 42. Social Convincer: 56. Self-Monitoring:
Why (Origins)— Reflective , Active Distrusting Suspicious— Low external—High Internal
How (Solutions) Reflective, Inactive Trusting Naive
Understanding—Getting Results
13. Causation: 30. Work Style: 45. Management: 59. Quality of Life:
Causeless, Linear, Independent, Team Control, Delegate, Be — Do — Have
Complex, Personal, Player, Manager, Collaborative
External, Magical, Bureaucrat, Follower Flexibility
Correlation
14. Completion: 31. Change Adaptor: 46. Risk Taking: 60. Values:
Closure — Non-Closure Closed — Open Aversive — Embracer List of Values
Late—Medium— Early Fearful — Excitement Nominalizations of what
we believe as important
17. Conventional:
Conformist —
Non-Conformist
______________________
18. Speed:
Deliberate and Slow
Witty and Quick
Your Self-Preparation:
1) Turn up your reasons for paying attention.
If you had a way to detect, sort out, and pay attention to these meta-level patterns. ...
If you could consciously detect and track how any given person attends the world, you
would have a way to more effectively understand and even predict that person’s style
of hearing and responding to things. This would give you an awareness of that
person’s model of reality.
What to do as a Practitioner:
(1) Assist the person into a more fully associated state.
The more one is in an experience, the cleaner the information we’ll gather.
Amplify that state when necessary and appropriate.
(5) Invite the person to step into and out of the experience.
Watch the difference between when the person is associating into the experience and
feeling it and when the person is not.
META-PROGRAM MASTERY
How can we develop mastering in detecting and using meta-programs?
1) Take each meta-program, one at a time and practice each one until you develop
proficiency in recognizing and using it in speaking.
Refuse to overwhelm yourself with them.
6) Remember, all meta-programs do not all carry the same or equal weight of
importance.
They differ according to how a person uses and values them in a given task or
area. Identify context, and then Prioritize them in terms of importance to that
person.
“Which MP is most important and impactful for this person?”
“What MP exercises the most significance in this person’s
experiencing?”
7) Use the Sorting Grid to track the meta-programs (see Figuring Out People for the
Grids).
META-PROGRAM EXERCISES
3) Practitioners coach the experiencer in order to elicit more and more of the
experience with questions.
3) Person B should forge ahead regardless of A’s verbal and non-verbal resistance.
4) During this, the two meta-persons will be writing down all of the Meta-Programs
they can detect in both persons.
Pay special attention in detecting the linguistic markers within the language
patterns of the persons.
“What would you need to know to have an evening out with a good friend?”
“What would you evaluate as a delightful evening out with someone?”
2) Create a list of all meta-programs that you detect in the other person’s responses.
2) The Practitioner (or Coach) begins by asking ten questions of the Experiencer to
identify his or her basic meta-programs.
Ask general, conversational question to gather this information.
3) After gathering MP information, Practitioner will then frame his request (evoking
his desired outcome) in words that will reflect the Experiencer’s most compelling
Meta-Programs.
2) Use the Meta-Program sorting list, elicit as much information as possible about the
Experiencer.
3) Repeat, doing the same for when the Experiencer disliked another person (a
stranger, or now friend) upon first meeting him.
“How did you decide that you disliked that person?”
4) Meta Person will then feed back to Practitioner what he or she saw and heard and
how the Experiencer responded in terms of meta-programs. Meta Person will also feed
back to the Practitioner about how B displayed his or her own meta-programs in the
process.
CHANGING META-PROGRAMS
1) Identify and check the ecology of the meta-program filter.
When, where, and how do you use this meta-program which does not serve you well?
How does it undermine your effectiveness in some way?
3) Try it out.
Imaginatively adopt the new MP, pretend to use it in sorting, perceiving, attending, etc.
Notice how it seems, feels, works, etc. in some contexts where you think it would serve
you better. Even if it seems a little "weird" and strange due to your unfamiliarity with
looking at the world with that particular perceptual filter, notice what other feelings,
beside discomfort, may arise with it.
4) Model it.
Do you know someone who uses this MP?
If so, then explore with that person his or her experience until you can fully step into
that position. When you can, then step into 2nd perception so that you can see the world
out of that person’s meta-program eyes, hearing what he or she hears, self-talking as he
or she engages in self-dialogue, and feeling what that person feels.
What’s that like?
If you have typically operated using the Other-Referencing meta-program and you give
yourself permission to shift to Self-Referencing. Yet when you do, you hear an
internal voice that sounds like your mother’s voice in tone and tempo, “It’s selfish to
think about yourself. Don’t be so selfish, you will lose all of your friends.”
This voice objects on two accounts: selfishness and disapproval that leads to
loneliness. So rephrase your permission to take these objections into account. “I give
myself permission to see the world referencing centrally from myself—my values,
beliefs, wants, etc., knowing that my values including loving, caring, and respecting
others and that this will keep me balanced by considering the effect of my choices on
others.”
“If you knew when you originally made the choice to operate from the Other Referent
(name the meta-program you want to change), would that have been, before, after, or
during birth?
Use one of the time-line processes to neutralize the old emotions, thoughts, beliefs,
decisions, etc. The visual-kinesthetic dissociation technique, decision destroyer
pattern, etc. Once you have cleared out the old pattern, you can install the new meta-
program.
What do you now understand about Meta-Programs that you didn’t know before?
Did you discover any of your driving meta-programs?
What Aha! insights did you have in exploring the whole subject of our perceptual
filters?
How well are you able even now to begin to profile your own perceptual filters?
What did you learn about eliciting meta-programs and detect them in others?
What ideas do you have about how this will enrich your communication and
relationships skills?
Do you understand how meta-programs arise from our coalesced meta-states?
What did you discover in yourself when you used the Expanding Meta-Programs
Pattern?
What are the roots of NLP? Where did the NLP Model and Movement come from? Who and
what is a part of t he NLP heritage? Who gave birth to this movement and these models, and
under what circumstances?
1975— 1979:
The Structure of Magic, I & II.
Patterns of the Hypnotic Language of Milton H. Erickson, I & II.
The Seminar Books by Steve Andreas: Frogs, Reframing, Trance-formations, Using
your Brain.
NLP Society ... break up.
1980 — 1990:
Second generation Trainers and Developers —the splitting into different camps.
Sub-Modalities (1979 ... 1985)
Time-Line/s (1986)
Anthony Robbins (1986)
The New Code (1985, Grinder, DeLozer)
Bandler murder trial (1986-7)
1990 — 2000:
Bandler’s DHE
Bandler’s 90 million USA lawsuit (1995–1999), Fraud lawsuit in the UK.
Meta-States (1994)
Neuro-Semantics (1996)
Frame Games (1999)
2000 — 2010:
Matrix Model (2002)
Axis of Change and Meta-Coaching (2003)
Self-Actualization and Benchmarking models (2004)
Pre-NLP
History
1933 1950 1956 1960 1972 1974 ‘75 ‘76 ‘78 ‘79
1976
4) The Milton Model. Using these facets, Bandler and Grinder modeled the hypnotic
patterns of Erickson and affectionately labeled the model, “The Milton Model.”
1977
5) Strategy Model: using the TOTE model and enriching it with Rep. Systems, a richer
model emerged from the Miller, Gallanter, Pribram TOTE model. They didn’t create
1978
6) Meta-Programs model. Are there patterns in information processing, sorting, and
attending?
7) Sub-modalities or Pragmagraphics model. The distinctions and features of the
Rep. Systems. Can we systematically order and structure these features and then use
them for something? In revisiting this model, Bob Bodenhamer and I ended up re-
modeling the so-called “sub-modalities” and created a new model about the features of
the VAK (The Structure of Excellence, 1999). This then led to 6 new sub-models. We
now know that these distinctions occur at a meta-level rather than at a supposed “sub”
level, and that the model works “symbolically and semantically” rather than merely
representationally. That is, a given distinction of a Rep. System works according to the
meanings that a person attributes to it.
1979
8) Time-Lines. Is there a pattern in how people sort out and make distinctions within
the concept of “time?” Inheriting the Temporal Model (Past, Present, Future), and
based on the work by Edward Hall (no relation), NLP did not invent or create this
model, but adapted and extended it (as with the strategy model). We now know that
this model works at a meta-level and as a meta-state about ideas of “time.” (Time
Lining or Adventures with Time-Lines, 1998)
1994
10) The Meta-States model. Using the idea of logical levels found in Korzybski and
Bateson, Meta-States emerged from finding the strict linear nature of the NLP enriched
TOTE model ineffective and inadequate for following the strategy of complex states
like resilience, proactivity, self-esteem, etc. Upon extending and enriching the Strategy
model with meta-levels, Meta-States emerged as a model by bringing in system ideas
from cybernetics, meta-cognition, reflexivity, etc.
1998
11) The Frame Games Model. Originally an attempt to “simplify” Meta-States and to
put the meta-stating processes into a more user-friendly language. In that process we
2002:
The Matrix Model was developed from the work in Frame Games. The Matrix Model
was immediately put to use as a template to gather and sort out information and then as
a diagnostic tool for a person’s frames, then later (2003) the Matrix Business Plan.
The Meta-Coach Training System (Hall and Duval).
2003:
The Axis of Change Model (Hall and Duval).
2004:
The Self-Actualization Quadrant, Model, and Matrix.
2005:
The Meta-Performance Model
The Axis of Leadership
The Stroke of Genius series
Read the following three descriptions of houses and notice the internal representations they
evoke in you.
The first house is quite picturesque. It has a very quaint look to it. You can see that a
lot of focus has been put on the colorful patio and garden area. It has a lot of window
space so that you can sit in the kitchen and look adn enjoy a really nice view of the
surrounding area. It's clearly a beautiful home.
The second house is soundly constructed. When you walk in the front door, the door
closes with such a solid sound that you can hear its quality construction. It's in such a
quiet area, in fact, that all you hear when you walk outside are the sounds of the birds
singing. Its storybook interior tells of so much character that you'll probably find
yourself saying to yourself that you would enjoy living here.
The third house is also solidly constructed and has a feel of warmth and comfort. It's
not often that you come in contact with a place that touches on so many important
features. It's spacious enough that you really feel like you can move around freely and
yet cozy enough that you won't wear yourself out taking care of it.
Read each of the following statements and place a number next to every phrase using the
following system to indicate your preferences:
4 = Closest to describing you
3 = Next best description
2 = Next best
1 = Least descriptive of you
For Scoring—
1) Copy your answers to the sequences listed here:
1. __ K 2. __ A 3. __ V
__ A __ V __ K
__ V __ Ad __ Ad
__ Ad __ K __ A
4. __ A 5. __ A
__ Ad __ Ad
__ K __ K
__ V __ V
2) Add the numbers associated with each letter. There are 5 entries for each letter.
Totals:
3) The comparison of the total scores in each column will give a relative preference for
each of these four major RS.
2) Person 2 encircle the dollar bill with the hand about mid way up and ready to catch the dollar
bill when Person 1 drops it.
3) Calibrate each time 1 drops the dollar bill until #2 figures out Person 1 unconscious
movements, etc, prior to dropping the dollar bill. Look for the unconscious signals of that person
before dropping the dollar bill.
4) When person #2 catches the dollar bill three times in a row, you know you have determined
Person’s 1's pattern. #2 notices what he or she has calibrated to regarding the dropping of the
dollar bill. Feed back to 1 sensory based descriptions of the unconscious movements detected.
Genie Laborde (Influencing With Integrity) a handy instrument for determining one’s preferred
representation system. Use it to determine which system you most prefer, prefer secondarily, and
which one you do not consciously use very much. The system that gives you the most difficulty
to translate and match probably reflects your least used system.
3) Mary gets churned up on Mondays when the boss expects the report.
Match:
Kinesthetic: Mary gets agitated and nervous on Mondays.
Translate:
Visual: Mary can't focus on Mondays when the report comes due.
Auditory: Mary hears lots of static on Mondays when the report comes due.
Complete the following to increase your awareness of the representational systems. This will offer you good practice
for future use. This exercise will wire your mind to match predicates when you next hear one of these.
1. My boss walks over me like I'm a door mat.
Match:
Translate:
Translate:
Translate:
After these, there are 9 communication/coaching skills for facilitating change around the four
axes of change (the Axes of Change model) and 10 advanced communication/coaching skills for
a total of 26 coaching skills for the Meta-Coach.
Change Skills in the Coaching Dance We highlight these during the ACMC
1) Awakening Meta-Coach training but do not benchmark
2) Challenging them as prerequisite competencies. We do
3) Provoking that for the PCMC credentials.
4) Probing: Questioning and Meta-Questioning
5) Co-Creating: Framing, Deframing, Reframing
6) Actualizing
7) Reinforcing / Celebrating
8) Testing
9) Facilitating
Outcomes:
To learn and explore all seven of the models governing the Meta-Coach Training System
to have a systematic methodology for coaching, enabling the coach to know what to do
when with whom and why.
To begin using the models in extended and intensive coaching practices.
To give and receive high quality feedback that is sensory specific and that facilitates the
ongoing development of another.
To learn how to dance with the process of change through the axes of change and to
develop skill as a change agent.
To be benchmarked on the 7 core coaching skills and to receive certification as a Meta-
Coach (ACMC credentials) which begins the pathway to being a professional
coach (PCMC).
Having met three truly awesome coaches who had become Neuro-Semantic trainers, Michelle Duval,
Graham Richardson, and Cheryl Gilroy, Michael invited them to be the expert coaches at the first Meta-
Coach Training and to offer whatever input they would like. Later Michael invited Michelle to join him in
more fully developing Meta-Coaching. As a modeler and researcher, Michael’s creative genius lies in that
of synthesizing materials and seeing patterns, and as a visionary leader in NLP and Neuro-Semantics that
of awakening people to an exciting vision about what’s possible.
Meta-Coach Trainers
These are Neuro-Semantic trainers certified as Meta-Coaches (ACMC) who have been Team Leaders and
have shadowed the Meta-Coach Training System and then licensed. The license has to be renewed every
three years:
David Murphy — Mexico
Mandy Chai — Hong Kong and China
Ivan Robbles — Mexico
Mohamed Tarek — Egypt
Our primary goal in Coaching Essentials is to learn the NLP Communication model and the basics for
running our own brain as the first model of the ACMC credentials. The purpose of this is to take charge
of our own experiences and to manage our own states so that we begin from a most resourceful place.
SUPPORT
Sets Frames Id. Patterns
Summarizes – Celebrates; Commitment
Interrupts Fidgeting Partial matching Matches verbally – Acknowl. Confirmation
Judges Dis-validates Ignores Matches physiology Confrontation
0 1 2 2.5 3 3.5
LISTENING
Signals for talking Silence
Interrupting Misses Points % Talk Clarity Q. Invites self-listening
Talking over Mind-reading Insufficient Repeats words – Mirrors Awareness Q.
Telling Distracted Paraphrasing Eye contact Tracks Asks what not
said
0 1 2 2.5 3 3.5
Where?
When?
W/ whom?
PROCESSES:
What Actions:
You? Intrinsic:
VAK:
Plan:
Monitor?
CHECKS:
Resources:
Ecology:
Compelling:
How Know?
Evidence:
KPI
STATE INDUCTION
Names
Insufficient Voice # of attempts Coaches body
Incongruent Avoids Triggers Induction
Monotone Rushes Addresses Silence Meta-Q Menu
0 1 2 2.5 3 3.5
1) Speaks about mind-and-body “states” (thoughts and feelings) that client experiences or wants (Addresses).
2) Refers to “experiences” or events that call forth feelings (Triggers).
3) Uses voice, gestures, etc. that increases the likelihood of evoking the experience.
4) Repeatedly attempts to elicit the embodied experience (5 or more attempts).
5) Names an experience as a “state.”
6) Uses silence to allow a client time to experience a state.
7) Asks meta-questions that presuppose the accessing of a state.
8) Provides a menu list of choices of possible ideas for evoking a state.
9) Uses “the language of induction” (hypnotic language patterns).
10) Asks client about his or her breathing, muscle tension, facial expressions, voice, etc. in order to feel an idea or
experience (“coaching the body”).
1) Matches an experience in words, gestures, tone, volume, etc. seen or heard to mirror back.
2) Uses client’s outcome as point-of-reference.
3) When using a benchmark, mentions the number of the level.
4) Speaks in sensory-based terms.
5) Speaks shortly after the event—ideally within minutes (timely).
6) Offers comments tentatively, owns them as one’s own (tentative).
7) Gives response that relates to what the person says is important to self (“relevant”).
8) Asks client if the mirrored response seems accurate and valid (checks)
9) Offers suggestions for a next step for improving skill (“actionable”).
RECEIVING FEEDBACK
Appreciation
Discount Explains Acknowledge Means to you?
Walks away Argue Disagree Calm Sensory evidence Implements
Disengaged Talks over Silent reflection Inquires about Uses
0 1 2 2.5 3 3.5
This article confirms the fact that most information which we receive from each other in our communications is not
non-verbal information and not conveyed by the non-verbal channels of tone, facial expressions, or body “language.”
No. It is rather our meta-representational system of language that allows us to convey most of the information in our
lives. Try to “say” (send the informational content) that “Supper will be ready at 5:45 p.m.” with just some tones,
facial expressions, or body gestures! This highlights the crucial role that the higher linguistic systems play in our
lives. We need words to convey higher level as beliefs, concepts, understandings, ideas, plans, meanings, etc. So
while primary states are valuable and important, meta-states are much more so. They truly govern our experiences
inasmuch as they set the conceptual and semantic frames that we live in. Enjoy.
L. Michael Hall
In the remote sense that anyone in the NLP field needs mean that the learning of foreign languages could be
their memories refreshed concerning the numbers in greatly abbreviated. After all, if the words only
the above title, let me briefly give my recollection account for 7% of the meaning of communication, we
from numerous sessions. The total message one should all be able to go to any country in the world,
receives in any face to face communication is divided and simply by listening to the tone and carefully
into three components. The words themselves, the observing the body language, be able to accurately
tonality used in delivering those words, and the body interpret 93% of their communications! And I’ll bet
language accompanying the other two. you always thought that learning Chinese or Russian
would be a real stretch. In fact, from these
The numbers indicate the relative weight or percentages, it appears that you needn’t even bother.
importance assigned to each of these three areas with You may be better off without being encumbered by
body language receiving the 55% figure, tonality the all the intricacies of any language. People like Leo
38%, and the actual words themselves being tagged Buscaglia are looking forward to the time when words
with a paltry 7%. This strangely skewed distribution will no longer be necessary as he states in his book
has bothered me ever since my introduction into this Living, Loving & Learning. Since a word such as
marvelous arena called NLP. “love” has as many definitions as it has definers, he
feels it will be a happy day when the world of word
Out of the Mist hang-ups is replaced by “vibrations.”
The first reason for my puzzlement was that none of
my NLP instructors could tell me where those figures Counting on What?
came from. Please do not interpret this to mean that I wonder how many of you have a 93% rate of
I had been cursed with unknown and unknowing fly- accuracy when it comes to interpreting and
by-night mentors. They are all very well known and understanding even your most intimate friends and
active in the NLP community. They are also, in my family members? And that’s with people speaking the
opinion, excellent teachers. However, when asked same official language with its 7% impact!
where I might find further information about the
research that produced those numbers, I was vaguely It is not only the NLP community that is espousing
referred to a variety of well known universities. I later and apparently believing the 7-38-55 myth. I’ve heard
drew a blank at each of these institutions. therapists and counselors who were unfamiliar with
Secondly, if these percentages are really valid it would NLP allude to those same numbers. There also seems
References
Buscaqlia, Leo. (1982). Living, loving, & learning.
Charles B. Slack, Inc.
Mehrabian, Albert. (1972). Nonverbal
communication. AldimeAtherton, Inc.
Mehrabian, Albert. (1971). Silent Messages.
Wadsworth Publishing Co.
Mehrabian, Albert; Ferris, Susan. (1967). Journal of
Consulting Psychology, Vol. 31. No. 3. Pg. 248-252.
Mehrabian, Albert; Wiener, Morton. (1967). Journal
of Personality and Social Psychology. Vol. 6, No. 1.
Pg. 109-114.
Author
Dr. C. E.”Buzz” Johnson, retired Optometrist, has
been through Master Practitioner and Trainer’s
Training. He has been researching the power of
words in a variety of different disciplines, medicine,
education, addictions, relationships, psycho-neuro-
immunology, hypnosis, psychotherapy, etc.
Kinds of States:
1) Primary states: Comprised of primary emotions like fear, anger, joy, relaxed, tense, pleasure, pain, etc.
and involve thoughts directed outward to the things “out there.”
2) Meta-states: The higher level structures like fear of fear, anger at fear, shame about being embarrassed,
esteem of self, etc. In these states, your self-reflexivity relates (not to the world), but to yourself, to your
thoughts, feelings, or to some abstract conceptual state.
3) Gestalt states: The emergent properties from layering mind repeatedly with other states which gives rise
to a new neuro-semantic system, an emergent state that’s “more than the sum of the parts” such as courage,
self-efficacy, resilience, and seeing opportunities.
Meta-State Factors:
Frames: Meta-States describes higher frames-of-references which we set these up and use to create stable
structures (i.e., beliefs, values, understandings, etc.).
Reflexivity: You never just think. As soon as you think or feel—you then experience thoughts and feelings
about that first thought, then other thoughts-and-feelings about that thought, and so on. Your self-reflective
consciousness works as an “infinite regress” to recursively iterate.
Layering: You layer states onto states to create higher levels of awareness. In layering thinking-and-feeling,
you put one state in a higher or meta (above, beyond) position to the second. This creates a “logical type”
or “logical level.”
Psycho-Logics: A special kind of internal logic arises from layering of states. When you transcend from
one state (say, anger or joy) to another state (say, calmness or respect) you set the second state as a frame
over the first and include it inside it. This gives “calm anger,” respectful joy, joyful learning, etc. It makes
the first state a member of the class of the second.
Non-Linear: It’s not logical in a linear or external way, yet it is psycho–logical. Internally when you put a
state like anger or fear inside another state (calmness, respect, gentleness, courage, etc.), you change the
internal logic of our nervous system and person. You create “logical levels.” When you put one state in a
“logical” relationship to another state so that one is at a higher level then the higher one is about the other.
This about-relationship establishes the “logic.”
Self-Organizing: There are no such “things” as logical levels. They do not exist “out there.” But only in
the mind as how you represent categories and levels. With this logical typing or leveling, the effect of each
level is to organize and control the information on the level below it. In logical levels each level is
progressively more psychologically encompassing and impactful.
Coalescing: By repetition and habituation higher frames or states coalesce into the lower states. The higher
thoughts-and-feelings soak down into them to qualify or texture the lower state.
Neuro-Semantic Factors:
Emotions: When something means something to you—you feel it in your body. The meanings show up as
“emotions.” The meanings take the form of values, ideas, beliefs, understandings, paradigms, mental
models, frames, etc.
Meaning-Making: Neuro-Semantics is a model of how you make meaning through evaluating experiences,
events, words, etc. It’s a model of how you then live in the World or Matrix of Meaning that you construct
and inherit.
Matrix as Frames of Meaning: Neuro-Semantics describes the frames of reference you use as we move
through life and the frames of meaning that you construct. It creates the Matrix of Frames in which we live
and from which you operate.
Semantic Reactions: The reactions that occur which indicate our semantic structures.
Generative Neuro-Semantics: Building up new gestalt states which offer new experiences which are more
than the sum of the parts.
Systemic: The meta-state structure of Neuro-Semantics involves a different kind of thinking as it shifts from
linear to non-linear thinking. Systemic thinking involves reflexivity, recursiveness, and spiral thinking. It
means following feedback and feed forward loops around the loops of the fluid Matrix.
Neuro-Semantic Models:
The first model of Neuro-Semantics is the Meta-States Model which maps your reflexivity, self-reflexive
consciousness, and which describes the layering of states upon states to create your matrix of frames and
higher levels of mind and perception.
The Mind-Lines Model came next as a model for conversational reframing to transform meaning.
The Frame Games Model detects, diagnoses, and transforms the inner game of our frames so that we can
take our outer games of our performances to new levels of expertise.
The Matrix Model provides a systemic and unifying model of all the patterns and processes in NLP and NS,
offering 3 process matrices from Cognitive psychology and five content matrices from Developmental
psychology as a diagnostic and modeling tool.
The Axes of Change model maps the process of change and transformation using 4 meta-programs as axes
for the dance of change.
The Neuro-Semantic Self-Actualization model includes the Self-Actualization Quadrants which enables us
to diagnose the relationship between meaning and performance and to use the quadrants to recognize that
we all perform meaning and hence experience neuro-semantic states.
L. Michael Hall is a visionary leader in the field of NLP and Neuro-Semantics, and a modeler of human
excellence. Searching out areas of human excellence, he models the structure of that expertise and then
turns that information into models, patterns, training manuals, and books. With his several businesses,
Michael is also an entrepreneur and an international trainer.
His doctorate is in the Cognitive-Behavioral sciences from Union Institute University. For two decades
he worked as a psychotherapist in Colorado. When he found NLP in 1986, he studied and then worked
with Richard Bandler. Later when studying and modeling resilience, he developed the Meta-States Model
(1994) that launched the field of Neuro-Semantics. He co-created the International Society of Neuro-
Semantics (ISNS) with Dr. Bob Bodenhamer. Learning the structure of writing, he began writing and has
written more than 40 books, many best sellers in the field of NLP.
Applying NLP to coaching, he created the Meta-Coach System, this was co-developed with Michelle
Duval (2003-2007), he co-founded the Meta-Coach Foundation (2003), created the Self-Actualization
Quadrants (2004) and launched the new Human Potential Movement (2005).
Contact Information:
P.O. Box 8
Clifton, Colorado 81520 USA
(1-970) 523-7877
Websites:
www.neurosemantics.com
www.meta-coaching.org
www.self-actualizing.org
www.meta-coachfoundation.org
11) Mind-Lines: Lines For Changing Minds (with Bodenhamer, 1997/ 2005).
12) Communication Magic (2001). Originally, The Secrets of Magic (1998).
13) Meta-State Magic: Meta-State Journal (1997-1999).
14) When Sub-Modalities Go Meta (with Bodenhamer, 1999, 2005). Originally entitled, The Structure
of Excellence.
15) Instant Relaxation (with Lederer, 1999).
16) User’s Manual of the Brain: Volume I (with Bodenhamer, 1999).
17) The Structure of Personality: Modeling Personality Using NLP and Neuro-Semantics (with
Bodenhamer, Bolstad, and Harmblett, 2001).
18) The Secrets of Personal Mastery (2000).
19) Winning the Inner Game (2007), originally Frame Games (2000).
20) Games Fit and Slim People Play (2001).
31) Coaching Conversation, Meta-Coaching, Volume II (with Michelle Duval & Robert Dilts 2004,
2010).
32) Coaching Change, Meta-Coaching, Volume I (with Duval, 2004).
33) Unleashed: How to Unleash Potentials for Peak Performances (2007).
34) Achieving Peak Performance (2009).
35) Self-Actualization Psychology (2008).
36) Unleashing Leadership (2009).
37) The Crucible and the Fires of Change (2010).
38) Inside-Out Wealth (2010).
39) Benchmarking: The Art of Measuring the Unquantifiable (2011).
40) Innovations in NLP: Volume I (Edited with Shelle Rose Charvet; 2011).
41) Neuro-Semantics: Actualizing Meaning and Performance (2011)