NLP STUDY

CARDS
A QUICK REFERENCE GUIDE TO THE PRACTITIONER MATERIAL

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Contents
Presuppositions of NLP
Keys To An Achievable Outcome
NLP Model of Change
Five Principles For Success
Prime Directives of The Unconscious Mind
List of Subdomalities
Swish Pattern
Rapport
Eye Patterns
Visual Predicates
Auditory Predicates
Kinesthetic Predicates
Auditory Digital Predicates
Language Patterns
Presuppositions
Hierarchy of Ideas
Meta Model
Milton Model
Reframing
Anchoring
Collapse Anchors
Chaining Anchors
Parts Integration

Copyright © 2019 Advanced Neuro Dynamics, Inc.

 The Presuppositions of NLP
Convenient Assumptions
1. Respect for the other person’s model of the world.
Mnemonic
2. Behavior and change are to be evaluated in terms of context and
Device
Ecology.
RESPECT
3. Resistance in a client is a Sign of a lack of rapport.
UR-WORLD
There are no resistant clients, only inflexible communicators. Effective
communicators accept and utilize all communication presented to
them.
4. People are not their behaviors.
Accept the person, change the behavior.
5. Everyone is doing the best they can with the resources they have
available.
Behavior is geared for adaptation, and the present behavior is the
best choice available. Every behavior is motivated by a positive intent.
6. Calibrate on behavior.
The most important information about a person is that person’s
behavior.
7. The map is not the Territory.
The words we use are NOT the event or item they represent.
8. (U) You are in charge of your mind, and therefore your results.
I am also in charge of my mind and therefore my results.
9. People have all the Resources they need to succeed and to achieve
their desired outcomes.
There are no unresourceful people, only unresourceful states.
10. All procedures should increase Wholeness.
11. There is ONLY feedback!
There is no failure, only feedback.
12. The meaning of communication is the Response you get.
13. The Law of Requisite Variety.
The system/person with the most behavioral flexibility will control the
system.
14. All procedures should be Designed to increase choice.
Keys to Achievable Outcomes
This tool helps you when setting and planning for goals by achieving greater clarity and
uncovering possible challenges before they arise. Keep in mind that not all the questions will
be applicable in every context. The more questions that you ask however, the more answers
you will get and the closer you will be to your goal!
Begin by asking yourself: “How is it possible that they don’t have it now?”
1. Clearly specify your outcome.
• Ask yourself: “What will I see, hear and feel when I have it?”
• Make your goal as compelling as you can by adjusting the submodalities, using
keywords, etc.
• Future pace it: “It is now January 12, 2012 and...” (Dissociated)
• Write it present tense, “I have...” “I am...” or “I do...”
2. State your outcome positive.
“What specifically do you want?” (As opposed to what you don’t want)
3. Specify the present situation.
“Where are you now in relation to your outcome?” (This should be Associated)
4. Get the first step.
“If you had nothing else to do but achieve this goal, what is the very next action you
would take?”
5. Uncover the evidence procedure.
“How will you know when you have achieved this goal?”
6. Is it congruently desirable?
“What will this outcome get for you or allow you to do? Are you sure you want it?”
7. Is it self-initiated and self-maintained?
“Is it only for you? Are you the only person in charge of your results?”
8. Is it appropriately contextualized?
“Where, when, how and with whom do you want it? Are there drawbacks in any of
these contexts?”
9. Establish resources.
• “What personal resources do you have that will assist you in achieving this?”
• “Have you ever had or done this before?” If yes, “How did you do it?”
• “Do you know anyone else who has achieved it? What resources did they have?
What can you learn from them?”
• “Imagine you have it now. What resources did you use to get it?”
10. Is it ecological?
• “Is it good for yourself, others and the planet?”
• “For what purpose do you want this?”
• “What will you gain or lose if you have it?”
11. Quantum Linguistics
• “What will happen if you get it?”
• “What won’t happen if you get it?”
• “What will happen if you don’t get it?”
• “What won’t happen if you don’t get it?”
 NLP Model of Therapy

Present State Desired State

1. Model of World 2. Loosen the Model

Milton Model
Meta Model
Meta Model III
Detailed Personal History Language Patterns
Establish Rapport Logical Levels of 4. Clean-Up
Set Outcomes Therapy Ecology
Meta Programs Parts Integration
Values 3. Change Work Alignment
Presuppositions Anchoring
Keys/Achievable Outcome Reframing 5. Future Pace
Well-Formedness Cond.’s MER ® New Behaviors
Elicit Strategies Values Fill Up Convincer
Submodalities
Hypnosis
Strategies
Parts Integration

Our Model of New Model of

the World the World
The Five Principles of Success

1. Know your outcome

2. Take action*

3. Have sensory acuity

4. Have behavioral flexibility

5. Operate from a physiology and

psychology of excellence*

* NOTE: Principles followed by an asterisk are not “traditional” NLP.

Prime Directives of The
Unconcious Mind
The Unconscious Mind...
1. Preserves the body
2. Runs the body
The Unconscious has a blueprint of the body as it is now and of the
body in perfect health
3. Is the domain of the emotions
4. Stores memories
It does this in two ways,
a. Temporal Memories (in relation to time)
b. Atemporal (not in relation to time)
5. Makes associations and learns quickly
6. Organizes all your memories
Uses the structure of the Gestalt and the Timeline
7. Sometimes represses memories with unresolved negative emotions
8. Presents repressed memories for resolution
To release the emotions
9. May keep the repressed emotions repressed for protection
10. Is a highly moral being
The “morality” you were taught and accepted
11. Enjoys serving and needs clear orders to follow
12. Takes everything personally
13. Is symbolic
Uses and responds to symbols. Should not be considered “literal”
14. Does not process negatives
15. Controls and maintains all perceptions
16. Generates, stores, distributes and transmits “energy”
17. Maintains instincts and generates habits
18. Needs repetition until a habit is installed
19. Works on the principle of least effort
Will always seek out and take the path of least resistance
20. Is programmed to continually seek more and more
There is always more to discover
21. Functions best as a whole integrated unit
Does not need parts to function
List of Submodalities
Visual
• Self in or out of picture • Degree of Contrast
(when you see yourself in
the picture is disassociated) • Still frame or motion
• Framed or panoramic • Movement-Fast or slow
• Color or B/W • Focus (all or parts)
• Bright or dim • Intermittent or steady focus
• Size of picture
• Angle viewed from
• Size of Central object
• Number of pictures (shifts)
• Location
• Other?
• 3D or flat
• Intensity of color

Auditory
• Volume • Timbre (quality)
• Cadence (interruptions, • Location
groupings) • Uniqueness of sound
• Rhythm (regular, irregular) • Direction
• Inflection (words marked out) • Duration
• Tempo • Internal, external
• Pauses • Other?
• Pitch
• Tonality
List of Submodalities (continued)

Kinesthetic
• Temperature • Size
• Vibration • Shape
• Pressure • Weight
• Movement • Internal or external
• Duration • Other?
• Steady-in-termittent
• Intensity
Submodalities
Swish Pattern – Script
1. Get Agreement: “Is it alright with your Unconscious Mind for you to make this
change today, and for you to be aware of it consciously?”
2. Elicit the trigger for the unwanted state/behavior (Old Picture): “How do
you know it’s time to__________ (ex: feel bad)? When you think of that, do
you have a picture? Rewind and Fast Forward the movie until you find the
trigger.”
3. Break State: “Okay, just save that picture for later. Clear the screen.”
4. Elicit the trigger for the desired state/behavior (New Picture): “How would you
like to feel/act instead? When you think of that, do you have a picture?”
5. Associate to New Picture: “Now float into that picture, into your body, looking
through your own eyes.”
6. Adjust the VAK SMDs for the most positive feelings: “Now adjust the brightness
of the picture, turn it up, turn it down, till the picture is the most intense, the
most real for you.” Continue adjusting SMDs.
7. Dissociate from New Picture: “Good. Now keeping all those changes, float
out of the picture, so you see your body in the picture.”
8. Break State: “Clear the screen.”
9. Associate to Old Picture: “Now bring back the Old Picture and float into the
picture so that you’re fully associated, looking through your own eyes.”
10. Explain the “Swish”: “Now, keeping the Old Picture up, take the New Picture
and put it in the lower left-hand corner, small and dark. When I say ‘SWISH!’
have the New Picture explode BIG and BRIGHT on the screen, while the Old
Picture rapidly shrinks into the lower left corner. This can happen as quickly as
...1...2...3...SWISH! Are you ready?”
11. Swish: “Okay bring up the Old Picture. And the New Picture. Ready...1...2...3...
SWISH!”
12. Break State and Repeat: “Good. Clear the screen. Bring up the Old Picture
again... and the New Picture...1...2...3... SWISH!”
13. Repeat: Repeat step 12 until the client immediately accesses the desired
state. Make sure the client cannot access the Old Picture.
14. Break State: __________ (ex: “Do you smell popcorn?”)
15. Test: “Now how do you feel about that old state/behavior? How is it different
now?”
16. Future pace: “Go out in the future, which, if it would have happened in the
past, you would have__________” (ex: had that old state/done that old
behavior). What happens instead?”
Rapport
Communication is much more than the words that we speak. It can be both
verbal and non-verbal. At any given time, we’re communicating more than
we’re saying. In fact, our non-verbal communication is far more meaningful
than the words we use.
Communication can be broken down into the following components:

Words........................ 7%
Tonality................... 38%
Physiology.............. 55%
The basis of Rapport is that when people are like each other, they tend to like
each other. The NLP process of rapport creates a feeling as if the participants
like each other. Remember that Rapport is a process of responsiveness, and
not necessarily “liking.”
Rapport is established by matching and/or mirroring these three areas of
communication. In NLP this is called “pacing and leading.” The following are
the major elements of these areas that can be easily “paced”:

55% 38% 7%
• Posture • Tone (pitch) • Predicates
• Gestures • Tempo • Key words
• Facial (speed) • Common
expression • Timbre experiences
• Blinking (quality) • Content
• Breathing • Volume chunks
(loudness)

Crossover Mirroring
You can also match one part of the body with another (for example,
breathing with finger tapping). This is called Crossover Mirroring, and can be
highly covert.
The 4 Indicators of Rapport
These four indicators will help you know when you have established rapport.
Keep in mind that, while you might experience one or more of these indicators,
only the last one (Auditory Digital) is a sure sign that you have established
rapport. All the others are optional or possible indicators.

1 2
Internal Feeling - You might Color Shift - There might
Kinesthetic

Visual
experience a feeling of be a change in color in
warmth, usually along the both people, usually from
midline of the torso. Some the neck up. You will feel
people describe this feeling it in yourself first and then
as “butterflies.” notice it in the other person.
It will typically be a shift
from light to dark.

3 4
They might say something • Leading - Rapport is a
Auditory

Auditory Digital

to indicate that you are in state of responsiveness

rapport, e.g: (i.e. both people
• “Do I know you?” responding to each
• “Have we met before?” other).
• “I feel like we’ve known • The sure indicator is when
each other for years.” they begin to follow you.
• Test by shifting positions,
picking up a glass, etc.

Remember that, at its core, Rapport IS pacing and leading. The only sure
indicator of rapport is leading; when you lead, they follow.
The Eye Patterns
You can tell how people are thinking (not what they’re thinking) by watching
their eye patterns. When accessing certain modalities, people tend to move
their eyes based on the chart below. By watching for those eye movements,
you can tell a lot about their thinking.

Eye Pattern Chart

A Normally Organized Right-Handed Person - As You Look At Them

Vc = Visual Constructed
Vr = Visual Remembered
Ac = Auditory Constructed
Ar = Auditory Remembered
K = Kinesthetic (Feelings)
Ad = Auditory Digital (Self talk)
 Visual Predicates
Memorize by seeing pictures and are
less distracted by noise. Often have
trouble remembering and are bored
by long verbal instructions because
their mind may wander. They are
interested by how the program looks.

see
look
view
appear
show
dawn
reveal
envision
illuminate
imagine
clear
foggy
focused
hazy
crystal
picture
 Auditory Predicates
Typically are easily distracted by
noise. They can repeat things back
to you easily & learn by listening.
They like music and like to talk on the
phone. Tone of voice and the words
used can be important.

hear
listen
sound(s)
make music
harmonize
tune in/out
be all ears
rings a bell
silence
be heard
resonate
deaf
mellifluous
dissonance
question
unhearing
 Kinesthetic Predicates
Often they talk slowly and breathy.
They respond to physical rewards &
touching. They memorize by doing or
walking through something. They will
be interested in a program that feels
right or gives them a gut feeling.

feel
touch
grasp
get hold of
slip through
catch on
tap into
make contact
throw out
turn around
hard
unfeeling
concrete
scrape
get a handle
solid
 Auditory Digital Predicates
They spend a fair amount of time
talking to themselves. They memorize
by steps, procedures, sequences. They
will want to know the program makes
sense. They can also sometimes exhibit
characteristics of other rep systems.

sense
experience
understand
think
learn
process
decide
motivate
consider
change
perceive
insensitive
distinct
conceive
know
The Conscious Use of
Language
The Outcome
The desired outcome of the language section is for all participants to
be able to successfully use language to produce their desired results
using language by chunking up or down to levels of greater ambiguity or
specificity.

The Process
1. Using Specificity or Ambiguity in Language
2. Hypnotic Language Patterns
A. Utilization
B. Unspecified language
3. The Agreement Frame
A. I appreciate, and...
B. I respect, and...
C. I agree, and...
D. Avoid using “but” or “understand”
4. The Purpose Frame
“For what purpose?”
5. The What If Frame
“What would happen if?”
6. Using Words that Create Positive I/R’s - Say it the way you want it:
At least 5 positive I/R’s of being involved.
7. Conditional Close:
“So if we did this, would you do this?”
8. Tag Questions:
“This is something you are interested in, isn’t it?”
Linguistic Presuppositions
Presuppositions are Linguistic Assumptions. They’re useful for recognizing
what a person assumes to be true, just by the way that person talks. You
can also use presuppositions to help create new and better IRs for people.
Presupposition of... Listen for...
1 Existence Nouns - person, animal, place, thing, etc.
2 Possibility/Necessity Modal Operators - “Must,” “Should,” etc.
3 Cause & Effect “Makes,” “If...then,” “Since...” “Because...”
4 Complex Equivalence “Is,” “Means”
5 Awareness Verbs with V, A, K, O, G,
6 Time Verb tense, “Stop,” “Now,” “Yet,” “Again”
7 Adjective/Adverb Any Adverb or Adjective
8 Exclusive/Inclusive OR “Or,” “Only”
9 Ordinal A list
 Hierarchy of Ideas

Chunking Up
In Trance
Intuitor
Big Picture
Agreement
Abstract — Milton Model
The Structure of Overwhelm:
Too Big Chunks
Existence
“What is this an example of?”
“For what purpose...?”
Movement

Chunking Laterally
Chunking Laterally

“What is your intention...?”

In mediation, chunk up to get Transportation
agreement, until you get a
Nominalization.
Buses – Boats – Cars – Planes – Trains
The Structure of Intuition:
The ability to chunk up to find
connections & relationships, and Classes & Parts &
then to chunk back down & relate Categories Components
to the current situtation. It’s rare
to find a large chunker who sorts
for information—they are usually Ford Suspension
small chunkers.
“What are examples of this?”
Mustang Wheels
“What specifically...?”
Any Meta Model Question GT Lug Nuts
The Structure of Nit-Picking:
Chunking Down and Mismatching
Specific — Meta Model
Details & Distinctions
Details
Sensor

Out Trance

Chunking Down
The Meta Model
Pattern Response Prediction
Distortions
1. M
 ind Reading: Claiming to know someone’s internal “How do you know people don’t Recovers source of the
state. Ex: “People don’t like me.” like you?” Information.

Gathers evidence.
2. L ost Performative: Value judgments where the person “Who says it’s bad?” “According Recovers source of the
doing the judging is left out. Ex. “It’s bad to be to whom?” “How do you know it’s belief, the Performative
inconsistent.” bad?” and strategy for the
belief.
“How does what he’s doing cause
3. Cause & Effect: Where cause is wrongly put outside the
you to choose to feel angry?” Recovers the choice.
self. Ex: “He makes me so angry.”
Counter ex., or “How Specifically?”

4. C
 omplex Equivalence: Where two experiences are “How does her yelling mean that Recovers Complex
interpreted as being synonymous. Ex: “She’s always she..?” “Have you ever yelled at Equivalence. Counter
yelling at me, she doesn’t like me.” someone you liked?” example.

5. Presuppositions: Ex: “If my husband knew how much I Specify the choice & the
(1) “How do you choose to suffer?”
suffered, he wouldn’t do that.” verb, & what he does.
(2) “How is he (re)acting?”
There are three Presuppositions in this sentence: (1) I Recovers the Internal
(3) “
 How do you know he doesn’t
suffer, (2) My husband acts in some way, and (3) My Rep., and the Complex
know?”
husband doesn’t know I suffer. Equivalence.

Generalizations
6. U niversal Quantifiers: Universal Generalizations such as: Recovers counter
Find counter examples. “Never?”
all, every, never, everyone, no one, etc. Ex: “She never examples, effects and
“What would happen if she did?”
listens to me.” outcomes.

7. M
 odal Operators:
a. W hat would happen if you
a. M
 odal Operators of Necessity: As in: should, shouldn’t, Recovers effects and
didn’t?” (“What would happen
must, must not, have to, need to, it is necessary. outcomes.
if you did?” Also, “Or?”)
Ex: “I have to take care of her.”

b. M
 odal Operators of Possibility: (Or Impossibility.) As in:
b. “W hat prevents you?” (“What
can/can’t, will/won’t, may/may not, possible/impossible. Recovers causes.
would happen if you did?”)
Ex: “I can’t tell him the truth.”

Deletions
8. Nominalizations: Process words which have been frozen “Who’s not communicating what Turns it back into a
in time, making them nouns. to whom?” “How would you like to process, recovers deletion
Ex: “There is no communication here.” communicate?” and Referential Index.

9. Unspecified Verbs: Ex: “He rejected me.” “How, specifically?” Specifies the verb.

10. S
 imple Deletions:
a. S imple Deletions: a. “About what/whom?” Recovers Deletion.
Ex: “I am uncomfortable.”

b. L ack of Referential Index: Fails to specify a person or b. “W ho, specifically, doesn’t listen
Recovers Ref. Index.
thing. Ex: “They don’t listen to me.” to you?”

c. “B etter than whom?” “Better at

c. Comparative Deletions: As in: good, better, best, worst, Recovers Comparative
what?” “Compared to whom,
more, less, most, least. Ex: “She’s a better person.” Deletion.
what?”
The Milton Model – Page 1
Hypnotic Language Patterns
1. Mind Read: Claiming to know the thoughts or feelings of another person without
saying how you knew, as if you are reading their mind.
a. “ I know that you are wondering...”
b. “ I bet your Unconscious Mind knows...”
c. “I’m sure this already feels a little familiar...”
d. “I can tell you’re excited to learn...”

2. Lost Performative: Sharing a value judgement on someone or something, but not

saying who is doing the judging.
a. “ And it’s a good thing to wonder...”
b. “ It’s important to trust your Unconscious...”
c. “It’s good to just relax and let go...”
d. “That’s right.”

3. Cause & Effect: Implying that one thing causes or caused another. It’s not necessary
for it to be true, only to sound plausible.
Implied causatives include: “Makes” “If...then...” “As you...then you...” “Because” and
“Since.”
a. “ The Milton Model makes you go inside.”
b. “ As you listen to these patterns, then you will get the hang of these.”
c. “Simply because you are here you are learning unconsciously.”
d. “If you just relax you will find this is an easy, fun and powerful process.”

4. Complex Equivalence: This is when two things are referred to as being equal, as in
their meanings being equivalent. Example: “That means...”
a. “ Asking questions means you are learning.”
b. “ You are relaxing more and more now, so you can do this easily.”
c. “Your question means you already know.”
d. “Hearing all of these patterns means your unconscious is ready.”

5. P
 resupposition: Remember presuppositions are the linguistic equivalent of
assumptions. This includes any of the presuppositions from Page 35.
a. “ You are learning many things...”
b. “You can do this easily.”
c. “You realize you have more resources than ever before.”
d. “Now you can do this even better.”
The Milton Model – Page 2
6. U
 niversal Quantifier: Universal generalizations that don’t specify who or what you’re
referring to. Specifically this is a set of words which is both a universal generalization
and has no referential index.
a. “ Anyone can do this.”
b. “ Everyone has done this before.”
c. “You’re always communicating something.”
d. “All learning is Unconscious.”

7. M
 odal Operator: Words that indicate “operating in the mode of” possibility or
necessity. For example words like “can/can’t,” “should/shouldn’t,” “must/musn’t,”
“will/won’t,” etc. These words indicate our unconscious rules in life.
a. “ And you can learn...”
b. “ You could learn this now.”
c. “You have to just let go and let your Unconscious.”
d. “It’s possible to change in an instant.”

8. Nominalization: Process words (including verbs), which have been frozen in time by
making them into nouns. The test is, “Can I put it in a wheelbarrow?”
a. “ And all of your new learnings and changes.”
b. “ Allow your unconscious.”
c. “To make NLP easy.”
d. “And to integrate your new skills.”

9. Unspecified Verb: Where an adjective or adverb modifier does not specify the verb
or the action taken.
a. “ And you can.”
b. “ Just let go.”
c. “You may discover.”
d. “You’re beginning to enjoy.”

10. Tag Question: A question added after a statement, designed to displace resistance.
a. “ Aren’t you?”
b. “ Isn’t it?”
c. “Haven’t you?”
d. “Can you not?”

11. Lack of Referential Index: A phrase where the subject is not a specific person or
thing.
a. “ One can, you know...”
b. “ People do...”
c. “They know what I’m talking about.”
d. “Someone inside there is making new connections.”
The Milton Model – Page 3
12. Comparative Deletion (Unspecified Comparison): A comparison to someone or
something that’s not specified.
a. “ And it’s more or less the right thing.”
b. “ It’s better to do things the right way.”
c. “At one time or another, you may notice.”
d. “But that’s neither here nor there.”

13. Pace Current Experience: Describing the client’s verifiable, external experience in a
way which is undeniable.
a. “ You are sitting here, listening to me, looking at me, (etc.)...”
b. “ As you look at me like that...”
c. “And as you breathe in, and out...”
d. “One hand feels different than the other...”

14. Double Bind: Offering the client the illusion of choice, usually separated by an “or”
where both choices are preferable or desired
a. “ Do you want to go in to trance in this chair or this one?”
b. “ Would you like to go to Master Practitioner or Huna?”
c. “Do you want to begin now or later?”
d. “You can change as quickly or as slowly as you want to now.”

15. Conversational Postulate: A permissive command that sounds like a question. The
communication has the form of a question – a question to which the response is either
a ‘yes’ or a ‘no’. It allows you to choose to respond or not and avoids authoritarianism.
a. “ Can you imagine this?”
b. “ Have you ever noticed yourself going in and out of trance throughout your day?”
c. “Did you know that you can use yes or no questions to help someone go deeper
and deeper in trance?”
d. “Do you feel this... (punctuation ambiguity) is something you understand?

16. Extended Quotes: Quoting a person, who quotes another, who quotes another, etc,
becoming impossible to tell for sure who is delivering the message.
a. “ Last year I was with Dr. Matt who told me about his training in 1983 in Denver when
he talked to a student who said his friend learned that anyone can learn to speak
hypnotically.”
b. “ My grandmother told me her friend Beth once read a book about a monk who
talked to tree and she said extended quotes are powerful.”
c. “Chris once said he asked his friend Daniel who told him about his job in Seattle
when he talked to a student who said that her mother heard from a magazine
article that change is easy.”
d. “Last month, I met a woman who said she knew a man who had remembered that
his Father told him be sure you can’t tell in the end who is delivering the message.”
The Milton Model – Page 4
17. Selectional Restriction Violation: Personifying an inanimate thing.
a. “ A chair can have feelings...these chairs are already hypnotized.”
b. “ Sometime a book just calls to you.”
c. “Remember, the walls have ears...these walls could tell such stories.”
d. “I wonder how much your pen knows.”

18. Ambiguities:
a. Phonological Ambiguities: Words with different meanings that sound alike.
i. “Hear,” “Here”
ii. “There,” “Their,” “They’re”
iii. “Your,” “You’re”
iv. “To,” “Too,” “Two”
b. Syntactic Ambiguities: Where the function (syntax) of a word cannot be immediately
determined from the context.
i. “They are visiting relatives”
ii. “Selling salesmen can be tricky!”
iii. “Speaking to you as a child...”
iv. “You’re going to sleep.”
c. Scope Ambiguities: Words with ambiguous scope – where you can’t tell how much of
the sentence a word applies to.
i. “The old men & women...”
ii. “Imagining yourself, here and now, in a room and relaxing…”
iii. “The comforting sounds & thoughts...”
iv. “The weight of your hands & feet...”

d. P
 unctuation Ambiguities: Either the punctuation is eliminated as in a run on sentence,
pauses occur in the wrong place or sentences are left incomplete.
i. “I want you to notice your hand me the glass.”
ii. “I was looking for my tie...into this thought.”
iii. “And now you’re almost too relax...ed to even move.”
iv. “Or would you rather just go into a nice, deep...”

19. Utilization: Remember to utilize all that happens or is said.

a. Client: “I can’t be hypnotized.”
Possible Response: “That’s right. You can’t be hypnotized because Hypnosis isn’t
something someone does to you. It’s something you learn how to do.”
b. Client: “I don’t know the answer.”
Possible Response: “That’s right, you don’t know...consciously. But your Unconsious
knows.”
c. Client: “I’m not sold.”
Possible Response: “That’s right you are not sold, yet, because you haven’t asked the
one question that will have you totally and completely sold.”
d. Client: “I can’t learn new things.”
Possible Response: “That’s right you haven’t been able to learn things easily before
because you never learned how to learn. Now you are, so you can.”
Reframing
Reframing separates intention from behavior and often causes obstacles,
problems and objections to simply melt away.

Context Reframe
Works best with: Comparative Deletions
Language Pattern Examples: “I’m too X,” “He’s too X,” “I’m not X enough.”
How to Reframe: Think of a different context in which the person will respond
differently to the same behavior.
Example Reframes:
1. Problem: “She’s too headstrong.”
Reframe: “Isn’t it great that she’ll be able to stand up for herself?”
2. Problem: “I don’t have enough money to go do what I want.”
Reframe: “ If your car broke down, wouldn’t you do anything to fix it? So,
what’s more important to invest in: your car... or transforming
your life?”

Meaning Reframe
Works best with: Cause and Effect statements and Complex Equivalences.
Language Pattern Examples: “  Whenever ‘X’ happens, I respond ‘Y’,” “Since I X, I
Y,” “X because Y” “X means Y.”
How to Reframe: Ask yourself, “What else could this behavior mean?” or internally
think of an opposite frame or a different meaning. “What is it
that this person hasn’t noticed that will bring about a different
meaning, and change his or her response?”
Example Reframes:
1. Problem: “When I meet potential clients, I feel nervous.”
Reframe: “ Energy is just energy. Couldn’t all that energy just be excitement?”

2. Problem: “I’m confused and that makes me feel like I do not understand this
information.”
Reframe: “  By feeling confused, that means you know something. For
example, I know nothing about building rockets, and I can’t feel
confused about it. Because you’re confused, you’re learning, and
confusion always precedes a higher level of understanding.”

3. Problem: “My boss yells at me all the time; that means he doesn’t respect
me.”
Reframe: “  People often yell because at some level they don’t feel heard. If
you find out a way for him to feel heard then he won’t have any
reason to yell.”
Anchoring – Overview
The Theory:
Anchoring allows you to feel any state or emotion any time you want,
and to help others do the same. Anchoring is based on the Stimulus/
Response effect pioneered by Russian researcher Ivan Pavlov in 1904.
The theory behind Anchoring is based on the idea that any time a
person is at the peak of an intense, associated state, if you provide
a unique internal or external stimulus, this will create a neurological
association that can be instantly triggered simply by providing the
stimulus again.
Our desired outcome with Anchoring is to be able to anchor any
state in a person at any time in any modality.
The Process of Anchoring:
Mnemonic Device The Four Steps to Anchoring:
RE 1. Recall a past vivid experience
2. Anchor a specific stimulus at the peak of the state
3. Change the person’s state (break state)
4. Evoke the State - Set off the anchor to test
Mnemonic Device The Five Keys to Anchoring:
– 1. The Intensity of the Experience
2. The Timing of the Anchor (see chart below)
3. The Uniqueness of the Anchor
4. The Replicability of the Stimulus
5. The Number of Times the state is anchored

Application of an Anchor:
Collapsing Anchors – Script
1. Rapport: Establish Rapport.
2. Discover Problem State: Find out what specific, contextual negative
state the client would like to collapse.
3. Choose Positive States: “What positive emotions would you like to feel
instead? Good, what else?” Get at least three specific states.
4. Get Unconscious Permission: “Is it alright with your Unconscious Mind
for you to let go of this problem today, and for you to be aware of it
consciously?”
5. Get Conscious Permission: “In just a moment we’re going to do a
process called ‘Collapsing Anchors,’ and for that I’ll need to touch you
on the knuckles. Is that okay?”
6. Elicit and Anchor the Positive States: “Can you remember a time when
you felt totally _________? Can you remember a specific time? As you
go back to that time now, go right back to that time, float down into
your body and see what you saw, hear what you heard, and really feel
the feelings of feeling totally __________.”
7. Stack the Positive States: Repeat Step six for each positive resource state
and anchor with the same stimulus.
8. Break State and Test: Trigger the positive anchor to make sure it is
sufficiently intense.
9. Break State: __________ (ex: “Do you smell popcorn?”)
10. Elicit and Anchor Negative State: “Can you remember a time when you
felt __________? Can you remember a specific time? As you go back to
that time now, go right back to that time, float down into your body and
see what you saw, hear what you heard, and really feel the feelings of
feeling __________.”
11. Break State and Test: Trigger the negative anchor to make sure they go
into the state.
12. Break State: __________ (ex: “Do you smell popcorn?”)
13. Collapse The Anchors: Trigger both anchors at the same time until the
integration is complete. Release the negative anchor first and hold the
positive anchor for five additional seconds before releasing.
14. Break State: __________ (ex: “Do you smell popcorn?”)
15. Test: “Now how do you feel about that old state that used to be a
problem?”
16. Future pace: “Can you imagine a time in the future when you might be
in a similar situation? What happens instead?”
Chaining Anchors Script – Page 1
1. Rapport: Establish Rapport.
2. Identify the undesired and desired states: Determine the state that
the client wants to no longer struggle with (ex: procrastination), and
decide on the positive state that they desire instead (ex: motivation).
3. G
 et unconscious permission: “Is it alright with your Unconscious Mind
for you to let go of this problem today, and for you to be aware of it
consciously?”
4. G
 et conscious permission: “In just a moment we’re going to do a
process called ‘Chaining Anchors,’ and for that I’ll need to touch you
on the knuckles. Is that ok?”
5. D
 esign the chain: Elicit from the client which intermediate states are
most appropriate to lead to the desired end state.

Example:
• Practitioner: “You’re procrastinating, what is a sufficiently intense
enough state to move you out of that state toward feeling
motivated?”
• Client: “Boredom.”
• Practitioner: “Good, and what would get you moving out of the
state of boredom?” (toward motivation.)
• Client: “Curiosity.”
• Practitioner: “Good, and what would get you moving out of the
state of curiosity?” (toward motivation.)
• Client: “After I feel curious I would get motivated!”

6. M
 ake sure the chain is different from how they already do it. Ask: “Is this
how you do it now?” How they do it now is not working, so we want to
help them find a new way that works.
7. If the answer is “No” then go to Step #8. If the answer is “Yes” say, “Let’s
find a new way you can go from (ex: procrastination to motivation)
that’s different from how you already do it. What else would get you
out of the state of (ex: procrastination)?” Go back to Step 5 and
redesign the chain.
Chaining Anchors Script – Page 2
8. Anchor each state using RACE:
RA: Beginning with the present state through to the end state, anchor
each separately by saying…
“Can you remember a time when you felt totally __________? Can
you remember a specific time? As you go back to that time now, go
right back to that time, float down into your body and see what you
saw, hear what you heard, and really feel the feelings of feeling totally
__________.”
NOTE: As you elicit each state, make sure you get into the state as well
and remember to stack a minimum of 3 times. You may need to stack
some more to get a high enough intensity. There is no need to break
state in between stacking the same states.
C: Change state (Do you smell popcorn?) When minimum of 3 states
have been stacked.
E: Evoke (Test by firing off state)
9. Repeat Step #8 for Each Step in the Chain: Anchor each state
(between 3 and 5 states) on a different knuckle. While there is no need
to break state while anchoring the same knuckle, you do want to do a
break state between each knuckle.
10. Break State In Between The Last and First State: __________ (ex: “Do you
smell popcorn?”) This step prevents looping.
11. Chain Each State Together: Link each state to the next by first firing the
anchor for State #1. When #1 is at its peak add #2, and then release #1.
When #2 comes to the peak, add #3, then release #2. Add #4, etc. in
the same way.
12. Break State Before Testing: __________ (ex: “Do you smell popcorn?”)
13. Test Unconsciously: Test to make sure the chain is working by firing the
anchor for the present undesired state. The client should end up in the
desired end state, automatically.
14. Test Consciously: “Now how do you feel about that old problem you
used to have? How is it different now?”
15. Future Pace: “Can you think of a time in the future which if it had
happened in the past you would have __________(ex: procrastinated).
What happens instead?”
Parts Integration - Script
1. Uncover The Conflict: “What is the problem?”

2. Look For Deeper Issue: “How is that a problem?”

3. E
 licit Unwanted Part: “I wonder if I can talk to this Part. Which
hand would it like to come out and stand on?” Show client
how to hold their hand.

4. Get V-A-K: “Who does this Part look like? Does it look like
someone you know? Does it sound like them? Does it feel like
them?”

5. E
 licit Opposite Part: “I’d like to talk to the Part with which this
Part is most in conflict, the flip side of the coin, the opposite
number. Let’s have that Part come out and stand on the other
hand.”

6. G
 et V-A-K: “Who does this Part look like? Does it look like
someone you know? Does it sound like them? Does it feel like
them?”
Parts Integration - Script (continued)

7. Switch Back to Unwanted Part and Chunk Up: “What is that Part’s
intention?”

8. Continue Chunking Up: Keep asking, “For what purpose?” or,

“What is the intention for that?”
• K
 eep Them Associated: If the client dissociates, ask, “What
will that do for you? What will that make you feel?” Also keep
them looking at the Part.
• Group Loops Together: If the client loops then group the loop
together.

9. Point Out When Hands Move: “I wonder if you’ve noticed that

your hands are coming together.”

10. Chunk Up Opposite Part: Repeat step #7 with the opposite Part
until A) Both Parts have the same intention and B) The hands are
moving together.

11. When Both Parts State Same Word: “Do both Parts recognize that
they share the same highest intention?”
Parts Integration - Script (continued)

12. Continue Giving Suggestions For Integration...

• “Now, do these Parts notice that they were once Part
of a larger whole?”
• “Have the Parts notice the resources and attributes
each Part has that the other Part would like to have.
• “Are there any other Parts that would like to join in this
integration?” If yes, “Good, have those Parts come
out and integrate now.”

13. Just Before Hands Touch: “Only let the hands come together
as quickly as they can fully integrate easily and effortlessly
right...now.”

14. Finalize Integration: “Take the integrated Part inside and

have it merge into the wholeness inside.”

15. Break State: __________ (ex: “That was a big one, wasn’t it?”)

16. Test & future pace.

 “Everything you do with
regular practice helps
to keep you empowered.”

- Dr. Matt James