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 Twenty
| Day: | Sensory skills: | Task: |
|---|---|---|
| One | Visual Predicates | Match and take a note of results |
| Two | Auditory predicates | Match and take a note of results |
| Three | Kinesthetic Predicates | Match and take a note of results |
| Four | Olfactory and Gustatory Predicates | Match and take a note of results |
| Five | Pace and lead: One person from Visual to Kinesthetic | Take note of results |
| Six | Pace and lead: One person from Kinesthetic to Visual | Take note of results |
| Seven | Pace and lead: One person from visual to auditory | Take note of results |
You require ‘live’ situations for this. Please maintain HIGH LEVELS OF RAPPORT throughout and respect the subject; leaving them in a better state (good ecology) at the end of your practice time. If you would like to take note of any particular experiences you would like to discuss at the next session please do so. It will be more useful for your learning if you choose definite times to practice rather than vaguely intending to do them at some point.. Small amounts of high quality practice will help you more than large amounts of low quality practice./p>
Week Twenty-One
| Day: | Sensory skills: | Task: |
|---|---|---|
| One | Pace and lead: Body posture | Notice and take a note of results |
| Two | Pace and lead: Breathing | Notice and take a note of results |
| Three | Pace and lead: Voice | Notice and take a note of results |
| Four | Pace and lead: Representational systems | Notice and take a note of results |
| Five | Pace and lead: Breathing and body posture | Notice and take a note of results |
| Six | Pace and lead: Voice and representational systems | Notice and take a note of results |
| Seven | Pick one you found difficult or missed | Notice and take a note of results |
Week Twenty-Two
| Day: | Sensory skills: | Task: |
|---|---|---|
| One | Simple Deletions | Notice |
| Two | Comparative Deletions | Notice and take a note of results |
| Three | Unspecified References (people, things, etc.) | Notice and take a note of results |
| Four | Unspecified Verbs (behaviour, processes) | Notice and take a note of results |
| Five | Nominalisations (verbs stored as nouns) | Notice and take a note of results |
| Six | Lesser Nominalisations (adverbs stored as adjectives) | Notice and take a note of results |
| Seven | Pick one you found difficult or missed | Notice and take a note of results |
Week Twenty-Three
| Day: | Sensory skills: | Task: |
|---|---|---|
| One | Extended Scope: General (e.g. Some) | Notice and take a note of results |
| Two | Extended Scope: Universal (e.g. every) | Notice and take a note of results |
| Three | Limited Scope: (e.g. only, just) | Notice and take a note of results |
| Four | Modal Operators: Possibility | Notice and take a note of results |
| Five | Modal Operators: Necessity | Notice and take a note of results |
| Six | Either – Or | Notice and take a note of results |
| Seven | Pick one you found difficult or missed | Notice and take a note of results |
Week Twenty-Four
| Day: | Sensory skills: | Task: |
|---|---|---|
| One | Lost Performative | Notice and take a note of results |
| Two | Mind reading | Notice and take a note of results |
| Three | Conjunctions: where they are interesting | Notice and take a note of results |
| Four | Implied causatives | Notice and take a note of results |
| Five | Cause – effects | Notice and take a note of results |
| Six | Complex Equivalent (Up – Down – Sideways) | Notice and take a note of results |
| Seven | Pick one you found difficult or missed | Notice and take a note of results |
Week Twenty-Five
Paying attention to your use of language and that of others to determine the direction of attention in terms of: Conscious External; Conscious Internal; Unconscious External; Unconscious Internal.
| Day: | Sensory skills: | Task: |
|---|---|---|
| One | Conscious External Orientation | Notice and take note |
| Two | Conscious Internal Orientation | Notice and take note |
| Three | Unconscious External Orientation | Notice and take note |
| Four | Unconscious Internal Orientation | Notice and take note |
| Five | Shifting attention: Conscious toUnconscious Orientation | Notice and take note |
| Six | Shifting attention: Unconscious to Conscious Orientation | Notice and take note |
| Seven | Pick on you missed or found difficult | Notice and take note |
Week Twenty-Six
p>Paying attention to the processes of “Projection” and “Introjection” with “Subject and Predicate “language use./p>
| Day: | Sensory skills: | Task: |
|---|---|---|
| One | Projection of personal response (likes/dislikes) | Notice and take note |
| Two | Projection of Beliefs | Notice and take note |
| Three | Introjection of others responses | Notice and take note |
| Four | Introjection of Beliefs | Notice and take note |
| Five | Projection of Introjection | Notice and take note |
| Six | Introjection of Projection | Notice and take note |
| Seven | Pick on you missed or found difficult | Notice and take note |
Week Twenty-Seven
Paying attention to use of “Psychological Frames.”
| Day: | Sensory skills: | Task: |
|---|---|---|
| One | “Relevancy” Frame | Notice and take note |
| Two | “As if” Frames | Notice and take note |
| Three | “Backtrack” Frame | Notice and take note |
| Four | “Evidence” Frame | Notice and take note |
| Five | “Future Pace” Frame | Notice and take note |
| Six | “Outcome” Frame | Notice and take note |
| Seven | Pick on you missed or found difficult | Notice and take note |
Week Twenty-Eight
Paying attention to use of “Metaphors.”
| Day: | Sensory skills: | Task: |
|---|---|---|
| One | Your use of Metaphors | Notice and take note |
| Two | Metaphors you hear | Notice and take note |
| Three | Ill-formed Metaphors | Notice and take note |
| Four | Metaphor sequences | Notice and take note |
| Five | Life Metaphors | Notice and take note |
| Six | Component Metaphors | Notice and take note |
| Seven | Pick on you missed or found difficult | Notice and take note |
Week Twenty-Nine
| Day: | Activity | Task: |
|---|---|---|
| One | Look for Visual Anchors in the world around you. | Notice and take note |
| Two | Look for Kinesthetic Anchors in the world around you | Notice and take note |
| Three | Listen and look for Auditory Anchors in the world | Notice and take note |
| Four | Establish a Visual Anchor for a good state. Fire it and take a note of the effect | Notice and take note |
| Five | Establish an Auditory Anchor for a good state. Fire it and take a note of the effect | Notice and take note |
| Six | Establish a Kinesthetic Anchor for a good state. Fire it and take a note of the effect | Notice and take note |
| Seven | Pick one you missed or the one that you were least satisfied with the results. | Notice and take note |
Week Thirty
This week will concentrate on change processes at different levels of functioning.
| Day | Task |
|---|---|
| One | Ecologically assist in changing someone’s STATE, Limiting to Enhancing |
| Two | Ecologically assist in changing someone’s MOVEMENT, Limiting to Enhancing |
| Three | Ecologically assist in changing someone’s SENSORY PROCESSING, Limiting to Enhancing |
| Four | Ecologically assist in changing someone’s LANGUAGE USE, Limiting to Enhancing |
| Five | Ecologically assist in changing someone’s SUB-MODALITY USE, Limiting to Enhancing |
| Six | Ecologically assist in changing someone’s ORIENTATION, Limiting to Enhancing |
| Seven | Ecologically assist in changing someone’s BELIEFS, Limiting to Enhancing |
You require ‘live’ situations for this. Please maintain HIGH LEVELS of RAPPORT and CARE throughout, respecting the subject; leaving them in a better state (good ecology) at the end of your practice time.