These skills exercises are designed to help you to build your level of skills in a sequence that will support your learning on the course input days. We like to give you as much as possible on the formal input sessions so the more you practise the more you will gain from these sessions. These exercises will consist of building on initial observation, taking notes of your observation, matching what you observe and later active exploration and change work.
These daily tasks are designed to take very little time. Decide on a few spare moments where you can give full attention, even if only for a minute or two. For example on day one, any spare moments on the first half of the day notice examples of yourself and those around ‘chunking very big’; on the second half of the day when you notice also match chunking big (on the inside if it is not suitable to do so on the outside!).
Some of the tasks require “LIVE” situations, others can successfully be completed using T.V. or radio programmes.
If you use “LIVE” situations please be very VERY careful and give due consideration to the privacy and welfare of those you include.
Week One
| Day: | Sensory skills: | Task: |
|---|---|---|
| One | Internal Attention | Notice |
| Two | External Attention | Notice |
| Three | Internal ‘Positive’ | Notice |
| Four | Internal ‘Negative’ | Notice |
| Five | External ‘Negative’ | Notice |
| Six | External ‘Positive’ | Notice |
| Seven | Pick one you missed or found difficult. | Notice |
Week Two
This week, in addition to noticing examples of the particular state, take note of one particular example. A brief description of how they are in terms of physiology e.g. eyes defocus, hand goes up to the chin, breathing becomes more shallow etc.
| Day: | Sensory skills: | Task: |
|---|---|---|
| One | Internal Attention | Notice, Take note of one example using sensory based language |
| Two | External Attention | Notice, Take note of one example using sensory based language |
| Three | Internal ‘Positive’ | Notice, Take note of one example using sensory based language |
| Four | Internal ‘Negative’ | Notice, Take note of one example using sensory based language |
| Five | External ‘Negative’ | Notice, Take note of one example using sensory based language |
| Six | External ‘Positive’ | Notice, Take note of one example using sensory based language |
| Seven | Pick one you missed or found difficult. | Notice, Take note of one example using sensory based language |
Week Three
| Day: | Sensory skills: | Task: |
|---|---|---|
| One | ‘Happy’ Type State | Notice, Take note of one example using sensory based language |
| Two | ‘Sad’ Type State | Notice, Take note of one example using sensory based language |
| Three | ‘Nervous’ Type State | Notice, Take note of one example using sensory based language |
| Four | ‘Excited’ Type State | Notice, Take note of one example using sensory based language |
| Five | ‘Confused’ Type State | Notice, Take note of one example using sensory based language |
| Six | ‘Understanding’ Type State | Notice, Take note of one example using sensory based language |
| Seven | Pick one you missed or found difficult. | Notice, Take note of one example using sensory based language |
Week Four
Begin to complete the ‘limiting/enhancing’ worksheet using your own behaviour as examples.
| Day: | Sensory skills: | Task: |
|---|---|---|
| One | Morning: Decide on a state that you think you will get into during the day. (Positive State) Evening: Review the day: 1. How was it similar to what you expected? 2. How was it different to what you expected? | Morning: Notice Review: Take Note |
| Two | Choose a different state. (Positive state) | Repeat Day One |
| Three | Choose a different state. (Positive state) | Repeat Day One |
| Four | Choose a different state. (Positive state) | Repeat Day One |
| Five | Choose a different state. (Positive state) | Repeat Day One |
| Six | Choose a different state. (Positive state) | Repeat Day One |
| Seven | Compare what you noticed through the six days similarities and differences | Take Note |
Week Five
Continue to anticipate some of the days states and review at the end of the day. Check for sameness and difference. Do as much of the following as you can make time for.
| Day: | Sensory skills: | Task: |
|---|---|---|
| One | Examples of negative states: How are they similar? | Notice |
| Two | Examples of negative states: How are they different? | Notice |
| Three | Examples of positive states: How are they different? | Notice |
| Four | Examples of positive states: How are they similar? | Notice |
| Five | Examples of external attention states. | Notice |
| Six | Examples of internal attention states. | Notice |
| Seven | Compare what you noticed on days five and six for similarities and differences. | Take Note |
LIMITING / ENHANCING BEHAVIOUR Choose three behaviours you consider to be enhancing and three you consider to be limiting. Identify contexts where the opposite would be the case.
| BEHAVIOUR | WHERE IT WOULD BE LIMITING | WHERE IT WOULD BE ENHANCING |
|---|---|---|
Week Six
| Day: | Sensory skills: | Task: |
|---|---|---|
| One | Morning: Decide on a state that you think you will get into during the day. (Positive State) Evening: Review the day: 1. How was it similar to what you expected? 2. How was it different to what you expected? | Notice Take note of the language you use to describe how you got into that state |
| Two | Choose a different state. (Positive state) | Repeat Day One |
| Three | Choose a different state. (Positive state) | Repeat Day One |
| Four | Choose a different state. (Positive state) | Repeat Day One |
| Five | Choose a different state. (Positive state) | Repeat Day One |
| Six | Choose a different state. (Positive state) | Repeat Day One |
| Seven | Compare what you noticed through the six days similarities and differences | Take Note |
Week Seven
| Day: | Sensory skills: | Task: |
|---|---|---|
| One | Examples of Positive states: How are they similar? | Notice what language you use to describe these |
| Two | Examples of positive states: How are they different? | As Day One |
| Three | Examples of different positive states: How are they different? | As Day One |
| Four | Examples of different positive states: How are they similar? | As Day One |
| Five | Examples of external attention states | As Day One |
| Six | Examples of internal attention states | As Day One |
| Seven | Compare what you noticed on days five and six for similarities and differences | Take Note |
Week Eight
| Day: | Sensory skills: | Task: |
|---|---|---|
| One | Examples of present attention: How are they similar? | Notice the sub-modality patterns |
| Two | Examples of present attention: How are they different? | Notice |
| Three | Examples of past attention: How are they different? | Notice |
| Four | Examples of past attention: How are they similar? | Notice |
| Five | Examples of future attention: How are they different? | Notice |
| Six | Examples of future attention: How are they similar? | Notice |
| Seven | Compare what you noticed for the similarities and differences | Take Note |
Week Nine
| Day: | Sensory skills: | Task: |
|---|---|---|
| One | Example of being in “two minds”: Both Positive | Notice what language patterns you use in these two. |
| Two | Example of being in “two minds”: Both Negative | As day one |
| Three | Example of different positive “two minds” | Notice your physiology |
| Four | Example of different negative “two minds” | As day three |
| Five | Examples of mixed positive and negative “two minds” | Notice what senses you use for each |
| Six | Examples of mixed positive and negative “two minds” | As day five |
| Seven | Pick one you missed or found difficult. | Notice any patterns in your responses |