Читаем Frogs into Princes: Neuro Linguistic Programming полностью

One of the things that some people do when you ask them questions is to repeat them with words inside their head. Lots of people here are doing that. I say "Lots of people repeat words" and they go inside and say to themselves "Yeah, people repeat words."

Have any of you had the experience of being around somebody whose second language is the one you're speaking? Typically the first eye movement they will make as they hear something is to translate it internally, and you'll see that same auditory cue.

Some people take forever to answer a question. What they usually have is a complex strategy in consciousness. For example, one guy had a fascinating strategy. I asked him "When was the first time you met John?" And he went inside and said "When was the first time I met John? Hmmm. Let's see," and his eyes went up and he made a constructed picture of John. Then he looked over to his left and visually flipped through all the possible places he remembered, until he found one that gave him a feeling of familiarity. Then he named the place auditorily, and then he saw himself telling me the name of that place, and imagined how he would look when he did that. He had the feeling that it would be safe to go ahead and do it, so he told himself "Go ahead and do it."

There's a whole set of advanced patterns we call streamlining which you can use to examine the structure of a strategy and streamline it so that all the unnecessary or redundant steps are taken out. It involves examining strategies for loops and other kinds of restrictions and problems, and then streamlining those out so that you have efficient programs to get you the outcomes you want.

Let's take an example from therapy. Somebody comes in with the problem that they're very jealous. They say "Well, you know, I just... (looking up and to his right) well, I just (looking down and to his right) really feel jealous and (looking down and to his left) I tell myself it's crazy and I have no reason to, but I just have these feelings." He starts leading visually; he constructs an image of his wife doing something nasty and enjoyable with someone else. Then he feels the way he would feel if he were standing there actually observing it occurring in the room. He has the feelings that he would have if he were there. That's usually all he is aware of. Those feelings have the name "jealousy" and that's the representational system, kinesthetic. He leads visually, represents kinesthetically, and then he has an auditory reference system check which tells him that his feelings are invalid. So all three different systems are used in different ways.

Woman: So in that situation you're suggesting that if you were working with that person you would tie in with the feeling system, the representational system?

It depends on what outcome you want. Our claim is that there are no mistakes in communication; there are only outcomes. In order for us to respond to your question you have to specify what outcome you want. If you want to establish rapport, then it would be useful to match the representational system, indicated by the predicates. The client comes in and says "Well, I feel really jealous, man, you know, and it's hard on me and I don't know what to do." You can say "Well, I'm going to try to help you get a handle on it because I feel you are entitled to that. Let's come to grips with this and really work to have some solid understanding about this." That would be a first step which would help you to establish rapport. If instead you said to that person "Well, I'm going to try to help you get a perspective on your feelings," you would not get conscious rapport. You might or might not get unconscious rapport, which is the most important one anyway.

When this man comes in with his jealousy problem and you can see the accessing cues, you have all the information you need to understand the process he goes through. Even when people begin to get an idea that this kind of stuff is going on, they don't teach people new ways to do it. If your therapist just tries to assist you in making more realistic pictures, he's working with content, and still leaving the structure intact. Most of the time people don't try to change the actual structure of the process. They try to make it "more realistic" or workable. This means that as long as the revised content remains the same they'll be fine, but when they switch content they will get into trouble again.

The way you motivate yourself may have the same structure as jealousy: you make a picture of what you want that feels good and then tell yourself how to make that picture come true. If that's so, then until you have another way to motivate yourself you are going to keep that way no matter how unpleasant it is sometimes. Even the crummiest strategy is better than none at all.

Man: What's the difference in the cerebral hemispheres as to the dominant hand and dominant eye?

Перейти на страницу:

Похожие книги

10 глупейших ошибок, которые совершают люди
10 глупейших ошибок, которые совершают люди

Умные люди — тоже люди. А человеку свойственно ошибаться. Наверняка в течение своей жизни вы допустили хотя бы одну из глупых ошибок, описанных в этой книге. Но скорее всего, вы совершили сразу несколько ошибок и до сих пор продолжаете упорствовать, называя их фатальным невезением.Виной всему — десять негативных шаблонов мышления. Именно они неизменно вовлекают нас в неприятности, порождают бесконечные сложности, проблемы и непонимание в отношениях с окружающими. Как выпутаться из паутины бесплодного самокопания? Как выплыть из водоворота депрессивных состояний? Как научиться избегать тупиковых ситуаций?Всемирно известные психологи дают ключ к новому образу мыслей. Исправьте ошибки мышления — и вы сможете преобразовать всю свою жизнь. Архимедов рычагу вас в руках!

Артур Фриман , Роуз Девульф

Психология и психотерапия / Психология / Образование и наука
111 баек для тренеров
111 баек для тренеров

Цель данного издания – помочь ведущим тренингов, психологам, преподавателям (как начинающим, так и опытным) более эффективно использовать в своей работе те возможности, которые предоставляют различные виды повествований, применяемых в обучении, а также стимулировать поиск новых историй. Книга состоит из двух глав, бонуса, словаря и библиографического списка. В первой главе рассматриваются основные понятия («повествование», «история», «метафора» и другие), объясняются роль и значение историй в процессе обучения, даются рекомендации по их использованию в конкретных условиях. Во второй главе представлена подборка из 111 баек, разнообразных по стилю и содержанию. Большая часть из них многократно и с успехом применялась автором в педагогической (в том числе тренинговой) практике. Кроме того, информация, содержащаяся в них, сжато характеризует какой-либо психологический феномен или элемент поведения в яркой, доступной и запоминающейся форме.Книга предназначена для тренеров, психологов, преподавателей, менеджеров, для всех, кто по роду своей деятельности связан с обучением, а также разработкой и реализацией образовательных программ.

Игорь Ильич Скрипюк

Психология и психотерапия / Психология / Образование и наука