Part One: 19 – 21 April 2024
Part Two: 17 – 19 May 2024
Part Three: 14 – 16 June 2024
Part Four: 5 – 7 July 2024
Hours: Friday17.30-20.00, Saturday 10.00-20.00, Sunday 10.00-14.00
The Training is Online


General 900 Euros
Participants from previous DBM® Art and Science Training 840 Euros
DBM® Graduates 700 Euros

**Unemployed 50% discount

Bank Details
Banco Santander
Name: Sensory Systems Training
Account number: IBAN: ES37 0075 0234 0506 7000 3179
Sensory Systems Training,
162 Queens Drive, Glasgow, U.K. G42 8QN


DBM® Diploma in Developing Language Skills

Language is a defining feature of being human. Traditionally, communication has been the main language function. In this new Diploma course John McWhirter will introduce many new language distinctions and models created through Developmental Behavioural Modelling (DBM®). He will greatly extend and a add new details to the traditional communication distinctions of Statement, Question, and Command. As well as detailing many traditionally overlooked language functions, he will explore with you how they develop from baby noises through to numerous adult functions including relating, loving, caring, making sense of the world, planning, and doing things. In this training John will be introducing many new language distinctions that will greatly increase the language acuity of participants. Through a deeper understanding of how a wide range of language functions work, and how they often do not work, participants will develop more skills to improve their own language skills as well as how to help others develop.

New DBM® Developing Language Distinctions from John McWhirter.

Language has both a structure and function. The three main language distinctions, Statement, Question, and Command can function as one of the other two.

  • A statement can function as a question or as a command.
  • A question can function as a statement or as a command.
  • A command can function as a statement or as a question.

In this training John McWhirter will introduce a number of new DBM® language developments that greatly increase our understanding of the many functions of language and how to use them more effectively. Including:
1. Adding to the Traditional language Model. From Three to Nine communication Functions.
The traditional language distinctions of Statement, Question, and Command are, in isolation, incomplete as effective functions. Each only functions when effectively followed by a listener. This adds three additional functions. Stating needs Undestanding to be effective, Questioning needs Answering to be effective, and Commanding needs Following to be effective. To be complete both speaker and listener need to notice themselves and the other, attend and create and understanding of the communication interaction. This creates nine integrated language functions.

language 1

2. Adding more distinctions within the Language Communication Model
Communicating is a very important language distinction but it lacks the specific detail that we need to know how to effectively respond. What exactly is being communicated? Knowing the specific functions of the communication is necessary. Knowing that a baby is  communicating is only useful if we know that they are communicating a need for food, comfort, attention, etc.. This is also the case for the three sub-distinctions of communicating, Stating, Questioning, Commanding. John has identified many of the more detailed distinctions that greatly increase our understanding of the communicating language functions.

Each of the nine functions have many variations that function a little differently and understanding the differences can help identify many common problems as well as create new possibilities to communicate more effectively.

For example, as well as Stating there is Announcing, Commentating, Repeating, Regurgitating, Reporting, Telling, Affirming, Explaining, Expounding, Describing, Justifying, Expressing, Elucidating, Articulating, Elucidating, Briefing, Notifying, Disclosing, Telling, Voicing, Defending, Supporting, Recommending, Asserting, Guessing, Hypothesising.

As well as Questioning there is Asking, Inquiring, Searching, Seeking, Exploring, Speculating, Quizzing, Requesting, Testing, Reviewing, Surveying, Exploring, Inspecting, Canvassing, Confirming, Searching, Delving, Checking, Diagnosing, Scrutinising, Examining, Probing, Prying, Interrogating, Cross-examining, Grilling, Demanding, Challenging, Negating, Undermining, Open up.

As well as Commanding there is Directing, Re-directing, Misdirecting, Suggesting , Instructing, Proposing, Dictating, Advising, Guiding, Steering, Swaying, Counselling, Hinting, Compelling, Asserting, Imposing, Influencing, Corralling, Telling to, Compelling, Ordering, Coaching, Insinuating, Hypnotising,.

As well as Understanding there is Knowing, Comprehending, Following, Acknowledging, Accepting, Making sense, Getting it, Got it, Going along with it, Seeing it, Feeling it, Hearing it, Putting it together, Grasping, Apprehending, Realising, Deciphering, Discerning, Uptaking.

As well as Answering there is Responding, Reacting, Repeating, Acknowledging, Replying, Telling, Explaining, Justifying, Saying, Specifying, Defending, Claiming, Arguing, Pleading, Denying, Refuting, Parrying, Avoiding, Rejecting, Dismissing, Ignoring, Retaliating, Re-stating.

As well as Following there is Obeying, Leading, Capitulating, Accepting, Embracing, Taking on, Taking up, Abdicating, Pursuing, Ignoring, Rejecting, Re-stating, Interpretating.

Understanding the differences between these functions can greatly improve your language acuity, knowledge, and skill.

3. Extending Performative distinctions of J. L. Austin.
The British philosopher J. L. Austin introduced a new language function, Performative language. Examples of this are when we make a promise, or swear an oath, the language is part of the act of actually doing the promising, etc.. John has extended the range of “performing” distinctions.

4. Identifying many other language functions.
As well as performing distinctions John has identified many other language functions most of which get overlooked. These include many of our most cherished and crucial behaviours including loving, caring, nurturing, valuing, Informing, telling, directing, guiding, reacting, expressing, supporting, warning, checking, soothing, comforting, distracting, wanting, teasing, joking, playing, starting, keeping going, stopping, teaching, coaching, encouraging, inspiring motivating, deciding, choosing selecting, investigating, doubting, speculating, remembering, and imagining.
John will provide a list of over 80 different language functions for participants to identify and explore.

5. The importance of identifying and rectifying Mis-Functioning.
Just as mi-communicating is important to identify and correct so are mis-functioning of all the different other language functions. Participants will learn to identify the most common mis-functions and how to fix them.

6. The importance of non-verbal behavioural for the language functions.
Participants will explore and experiment and will appreciate the importance of non-verbal behavioural for the different language functions; how subtle and not so subtle differences are experienced, how the functions can total change. Participants will develop their acuity and learn how to use non-verbal elements more effectively.

7. Identifying how language functions develop from early baby noises through childhood into adult functions.
John will guide participants to explore and understand how these language functions develop from baby behaviours through to adult behaviours, identify common mistakes and how to rectify them.

8. How all of these connect with other DBM® Language models.
John will help participants to connect the many language and behavioural functions, for example, the Fractal Language Model, Investigating -Knowing-Doing, and Knowledge Trees.