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corner and making it bigger and brighter until it completely covers the whole thing.
Then open your eyes and reorient to the room (break state). It is very important to
reorient to the room at this point otherwise you could create a chain going from
problem state to desired state back to problem state. In other words, you could create
a loop unless you break state between the steps.
7. Repeat step 6 five times as rapidly as possible opening your eyes (breaking state)
between each run.
8. Go back and look at what used to trigger the old behavior and notice how your
feelings have changed.
Variations:
If, when you learn about your own Critical Submodalities, you find the location is a
strong influence on what motivates you, place the small, dark picture of the new behavior
in the location where motivation is, then continue the pattern from there.
Have one picture way off in the distance and the other picture closer to you. Swish them
by changing locations.
Confusion to Understanding
In the process of learning, the purpose is to go from confusion, or lack of understanding,
to a point where you understand. Some people run across the problem that when they are
confused, they feel frustrated, or they don't believe that they can learn what it is that will
make them understand. Therefore, being able to go from confusion to understanding in a
deliberate fashion can make learning something that can be enjoyable and add more
delight and fun to your life. This is an exercise to assist you in the process starting right
now. It is strongly suggested that you do this exercise with someone else, someone who
also knows something about Submodalities, and someone who will save your
Submodality list for future understanding.
Confusion to Understanding Steps
1. Pick a memory of something that you are confused about, but would like to
understand more.
2. Next, pick a memory of something you understand.
3. With your partner asking the questions and taking notes on the Submodality list,
begin to compare your internal representation of what you understand and what you
are confused about by going back and forth from one representation to the other. List
the differences. EXAMPLE: One is a movie while the other is a slide. One is
panoramic while the other is bordered, etc.
4. Once you have gone through the entire list, have your partner assist you in changing
your confused memory into the same Submodalities as the understanding memory,
changing whatever is different from confusion to understanding.
5. Now look at what you were confused about. Do you feel like you understand it? If
not, compare it with what you understand and go back and find the other differences
you missed.
Summary
Do you understand what you were confused about? What does that say about content?
This exercise is a demonstration that people usually know more than they thought, and
that learning can be easier. In order to be confused about something, you must have some
knowledge of it. If you are confused, it only means that you haven't yet organized the data
in a way that you completely understand now. It's easier when you have organized the
data because now you can find out what else you may need to learn.
Using Someone Else's Learning Style
The following exercise gives you the opportunity to "try on" the Submodalities of another
person s learning style.
Using Someone's Learning Steps
1. In the "Confusion to Understanding" exercise, you elicited your partner's difference
between confusion and understanding. Now go back and get the rest of the
Submodalities that are the same. FOR EXAMPLE: If both are movies, write this
down.
2. Next take something that you understand and change it to your partner's confusion.
3. Now, take what you understood from your partners confusion and change it into your
partner's understanding.
4. Now you can explore just how it is that you still understand what you know, but now
you have another way of understanding.
Beliefs
Beliefs are the large unconscious framework of our behavior and experience. You can
teach people new skills if they are alive and can feed back information to you. However,
if a person believes that they can t do something, they are going to find a way to
unconsciously keep the change from occurring.
One kind of belief is the belief that something is possible. This means that you believe
that your goal or outcome is a real possibility. If you do not believe that something is
possible, you won't act upon it and the usual response is hopelessness.
No belief that it is possible = Hopelessness
Another kind of belief is the belief that something is possible and that you have the
whatever it takes to reach your goal. This means that you believe that you have the
resources to accomplish whatever you set your mind to. Another version of this is when a
person believes something is possible for others, but not possible for themselves. A
person with these beliefs ends up helpless and does not take action to better their life.
No belief in own resources = Helplessness
A third type of belief has to do with expectancy. What we expect usually comes true,
right? If a person does not expect to accomplish the goals, then they will not take any
action to head in that direction. Another version of this is the placebo effect. Studies
prove that when people believe and expect they will feel better after taking a drug, they
do, even when it was just a sugar pill.
No expectancy = no action
In the NLP Master Practitioner training, we fully delve into beliefs; how to detect beliefs
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