Welcome to the NLP-course “Your Unlimited Powers”

1. Welcome to the NLP-course “Your Unlimited Powers” Organised by the ‘Quaker’ Office American Friends Service Committee Gaza 1st day Saturday 22 March 2014

2. Gaza NLP Basic Course “Your unlimited Powers” DailyCourse Schedule 8:30-10:00 session 1 90 minutes 10.00-10.15 snack+coffee break 1 15 minutes 10:15-11:45 session 2 90 minutes 11:45- 12:00 snack+coffee break 2 15 minutes 12:00-13:30 session 3 90 minutes 12.30 – 12.45 coffe+snack break 15 minutes 13:45-15:15 session 4 90 minutes 15.15 lunch Session 1 90 session 2 session 3 90 session 4 360 = 6 hours 5 days = 30 hours

3. Program: Day 1 Getting to know each other Goals 2 The three life questions 1 What is NLP? 3 Who is who in NLP? 4 Presuppositions of NLP 5 Sensory acuity Day 2 6 The NLP Communication model 7 Neurological levels 8 The 4- steps learning process Day 3 9 The four Basic Pre-suppositions 10 Sandwich feedback 11 Rapport 12 Representationsystems 13 The three houses Day 4 14 Anchoring 15 Language 16 Hierarchy of Language 17 Meta-Model 18 Milton model Day 5 19 Non-Violent Communication 20 Reframing 21 Evaluation 22 Validation 23 Certificates

4. The structure of NLP courses NLP Master Practitioner = 130 life training + modelling teases NLP Trainer = 130 life training + assistance 130 hours + 3 days of examination

5. The toolkit of NLP:NeuroLinguisticProgramming Anchoring 1 Focusing Positive language, Milton and Metamodel, chunking 2 Meaning giving Interpretation 3 Doing Reframing Integratepresuppositions 4 steps learning proces motivating in 2nd step Respect Neurological levels Accept Mission building The map is not the territory Changes on identity level toolkit Sensory acuity Building empowering beliefs Internalrepresentation Reframing Usingyour inner resources

6. The three life questions 1 What do I focus on? 2 What meaning do I give it? 3 What do I do?

7. 1. What are they focusing on? 2. What meaning do they give it? 3. What are they going to do?

8. External signal How do we Communicate? FILTERS Internal Representation Delete Deform Generalise State, emotions time/spacematter/energy time/space matter/energy language memories decisions metaprograms values and beliefs attitudes Physiology Behaviour

9. Sensory Acuity • Seeing • Which senses do you have? • Feeling • Hearing • Tasting • Smelling

10. The Head Tree

11. How sharp are your senses? Take more time to focus!

12. Focus with Sensory Acuity! What did you see? How many? Notice how many different observations there are done!

13. Very much Sensory Acuit! The answere is 10 heads Do you want to check another time? What kind of persons were represented?

14. 1 2 MahatmaGandhi 1 Gulzarilal Nanda 2 Nehru MahatmaGandhi Gulzarilal Nanda 3 4 3 4 Lal Bahadur Shastri Rajiv Gandhi 5 6 Indira Gandhi Nehru Lal Bahadur Shastri 5 6 Rajiv Gandhi Indira Gandhi

15. Sensory acuity, What do we observe? Exercise: What our senses are deleting? Read the following text once carefully and count how many times the letter F exists in this text. FINISHED FILES ARE THE RESULTS OF YEARS OF SCIENTIFIC STUDY COMBINED WITH EXPERIENCE OF YEARS OF TRUTHFULL WORK AND OF INTENSIVE REFLECTION IF THEY ARE FILLED WITH FAITHFUL FACTS ABOUT EFFECTIVE SAFETY PERSONS OR FALSE OFFENDERS OF FOUR BEAUTIFUL PEOPLE IN GAZA.

16. Deleting, Distorting, Generalizing • What did we observe? • What are the answers? • It is all about training and filtering information!

17. What do we need to get a complete picture? Attention Focus on the detail Focus on the overview Knowledge about what we can expect Interest ………

18. Sometimes it works differently …….. What do we really need? Acrocidng to sinefitc rsaerceh at an Eglnhis Uvirntsiey it dseson’t mkae any defenrifce in wchih suqenece the ltreets of a wrod are psiotienod, the olny tnihg whcih is intamropt is taht the fsrit and the lsat lteetr are at the rhgit palce. The oehetr lttrees may be pealcd on any pacle. You are albe to raed eislaiy waht is wttrien. The rosean is taht we are redinang erevy lteetr saetperlaly but ervey wrod as a wolhe.

19. Misleading? Which emotions following your inerpretations with this person? What is your interpretation if you turn this photo 180

20. As it was in the original photo

21. What are the lines doing, you think?

22. What does attract your attention?What is the difference between A and B? A B

23. How many legs has this elephant? And if you cover the lower part?

24. How many legs has this elephant? And ifyou cover the upper part?

25. Detail or……..

26. Detail oroverview?

27. What is your first sight?And what is next?

28. Where is yourattentiongoing to?

29. Discover Mr. Bean What is the function of a search image?

30. Which caracteristics are changing? • Color of the skin: • Light ………………………………….. Dark • 2. Tension of the skin: • Shiny …………………………………. Notshiny • Symmetric ………………………… Asymmetric • Wrinckles in forehead • Flat ……………………………………. Deep • Wrinckles between eyes • Flat ……………………………………..Deep • Wrinckles between eye and ear • Flat ……………………………………..Deep • Wrinckles around the mouth • Flat …………………………………… Deep • 3. Breathing • Fast …………………………………….Slow • High …………………………………….Low • 4. Size of the underlip, and • position of the mouth corner • Lines …………………………………..No lines • Mouth corner up ……………….Down • 5. Eyes • Focus sharp …………………………Notsharp • Pupils …………..…………………… Notenlarged

31. Which caracteristics are changing? • Color of the skin: • Light ………………………………….. Dark • 2. Tension of the skin: • Shiny …………………………………. Notshiny • Symmetric ………………………… Asymmetric • Wrinckles in forehead • Flat ……………………………………. Deep • Wrinckles between eyes • Flat ……………………………………..Deep • Wrinckles between eye and ear • Flat ……………………………………..Deep • Wrinckles around the mouth • Flat …………………………………… Deep • 3. Breathing • Fast …………………………………….Slow • High …………………………………….Low • 4. Size of the underlip, and • position of the mouth corner • Lines …………………………………..No lines • Mouth corner up ……………….Down • 5. Eyes • Focus sharp …………………………Notsharp • Pupilsenlarged…………………… Notenlarged

32. External signal How do we Communicate? FILTERS Internal Representation Delete Deform Generalise State, emotions time/spacematter/energy time/space matter/energy language memories decisions metaprograms values and beliefs attitudes Physiology Behaviour

33. Internal Representation What are the differences in the internal representations? Exercise 21 p 15 Write down at least 5 words which come up when you hear the word “Wall” How many of these words, you wrote down, you think are written down by everybody?

34. Communication in strip “I bought a dog” “Oh yes? A big dog?” “No not so big” “With long hair?” “No with short hair” “Which colour?” “Spotted black and white” “What a nice dog!” “Yes indeed it is!”

35. What is most important in your life? Who are you? Why? How? Which skills? What do you do? Where? When?

36. The 4-Step Learning Process 1. Unconscious incompetent Becoming conscious 2. Conscious incompetent Exercise 3. Conscious competent Getting routine 4. Unconscious competent Unlearn: from step 4 to 2 and again to 4 Once more learn: from 2 to 4.

37. Feelings in the 4 steps learning process 4 feelings 2 1 3 2 time

38. All learning, behaviour and change is unconscious

39. How big is your conscious? Look carefully at the numbers and try to store them in your short memory 4 8 2 5 3 7 9 Look carefully at the second series of numbers and try to store them in your short memory 5 2 9 1 8 3 7 5 6 4 2 9 George Miller wrote in 1956 a famous article: "The magical number seven, plus or minus two" (Psychological Review).

41. Cause andResult C R Stand at the side of the cause and not on the side of the result. Think in options. I feel powerless Because she …. He does it again!

43. Un-Limiting Convictions (Beliefs)

44. The central nervous system is not able to store a denial Do not think on this flying elephant Do not think on how you came to the course today Do not think on how you are going home after the course

45. Representation systems

47. Practice Predicates 2 Indicate with V = visual, At = Auditive tonal, K = Kinesthetic, Ad = Auditive digital • I evaluate this as soon as it is analyzed. Ad • I know beyond a shadow of a doubt that that is true. V • That does not resonate with me at all. At • Life is in perfect harmony .“ At • I am not sure I'm following you. K • I'm conscious about my reflections. Ad • You have a colourful future. V • That is pretty hazy to me. V • Does what I am saying sound right to you? “ At • That information is accurate word for word. Ad • I feel that I am in touch with what you're saying. K • I take a dim view of your perspective. V • I want to make this loud and clear. At • My mental image of life is sparkling and crystal clear. V • If you could only take a look at my • perspective. V • I see your point V. • I want you to get a grasp on this. K • It appears rather clear to me. V • I ask myself. At • I saw a twinkling in your eyes. V • Are you able to get a handle on this? K • I understand you. Ad • That doesn't really ring a bell. At • I want you to take a look at this. V • What it boils down to is that what • you're doing doesn't feel right to me. K • I hear what you are saying. At • Life feels warm and wonderful. K • I think that you will understand me. Ad • Am I painting a clear picture? V • That information is as solid as a rock. K

48. Representation system typology V: Visual with their eyes upward. They breath from the top of their lungs, often sitting forward in their seats. At: Auditive They breath from the middle of the chest. they are talking to themselves . They love music and talking on the phone. They remember by using steps, procedures and sequences. K: Kinaesthetic Breathing from the bottom of their lungs. They often move slowly. They may speak slowly and with a low tune. They are standing close to people, touch the other person. Ad: Auditive digital They love ANALYZING the worlds around them. Thinking in themselves and becoming conscious about something

49. Anchoring Anchor: Any stimulus that is associated with a specific response. The short way to your resources • MOTIVATION • HUMOUR / LAUGHING • ENERGY • LOVE • POWER • SELFCONFEDENCE

50. To set an anchor Anchoring end start intensity feelings time The four keys to anchoring The make anchors working properly, they have to meet four criteria. We call these the four keys to anchoring: The intensity of the experience - must be totally associated; see, hear, feel it as it was; The timing of the anchor (see graphic above); The unique properties of the stimulus (don’t take the inside of your hand, but take the touch of a knuckle or step in a circle); Repeating of the stimulus (the incentive must be able to be repeated).