A comprehensive and practical 15 weeks ONLINE Training course, course that will provide you with a set of skills and techniques that can be used in a wide range of situations. On completion of this training course, you will be equipped with tools to enhance your effectiveness in both business and personal life.
The uniqueness of this training is derived from its developer, Terrence McClendon, whose comprehensive understanding of NLP spans 30 years and his experience encompasses many cultures, countries and working environments. The course’s strengths are in teaching the micro skills that make a difference to achieving success. In addition this training course comes with the option, after completion of additional worksheet modules, of receiving the coveted Gold Seal of The International Association of NLP (IALNP). If you wish to use this training for professional counselling or coaching, after completion, you are one step closer to becoming a National Accredited Health Care Provider whereby your clients will be able to claim your services with their private health care funds.
On completion of this training, you will benefit by your ability to:
The Neuro-Linguistic Programming (NLP) model teaches the skills required to achieve unparalleled success in most human interactions. NLP is essentially the study of the structure of “excellence” i.e. how people become successful at things. This success encompasses the setting and the achievement of goals.
NLP emerged in the early 1970’s as a powerful and effective tool with applications to counselling, education, sports and business communication. Drs Richard Bandler and John Grinder formulated the NLP model after many years of observing and listening to people who seemed to have a natural talent for effective communication. They concluded that these peoples’ strengths lay not in what they said (content) but how they said it (process). Layla Ibrahim studied with Terrence who were trained in NLP by Drs Bandler and Grinder.
The foundations of NLP assume that excellence in performance can be modelled and transferred from one person to another. The elements of an excellent performance can be broken down into its constituent parts, for example, excellent communication is a function of what is said (the words), how it is said (the tone, tempo, volume) and well as body language.
The NLP model functions at the level of what is happening with an individual’s perception of the world i.e. how an individual experiences an interaction and makes sense of that interaction. Because NLP examines the process of experience rather than the content, it is referred to as the “Study of Subjective Experience”.
The quality and experience of nlp•australia’s Director of trainer Layla Ibrahim is unique in Australia.
Layla:
nlp•australia’s NLP Practitioner course will provide you with skills to build sparkle into your life. You will have better relationships, you will be more interested and motivated in day to day activities, have better parenting skills and learning strategies and have the resources to achieve your hope wants and dreams.
Being a good communicator is a skill that pays dividends in many circumstances. Good communication lubricates social situations, creates win-win outcomes, improves empathy and maximizes the impact of presentations and training.
Personal and professional achievements can be achieved more directly and quickly through the setting of appropriate, relevant and attainable goals. The most valuable goals are those that are creatively conceived, executed with motivation and enthusiasm and result in high levels of satisfaction.
Being flexible opens many doors and allows one to explore unexpected avenues in careers, lifestyles or business opportunities.
Everyone can enhance their life skills through completion of this course. Some specific roles where benefits are immediate and can be applied directly include:
You will learn that the most effective way to communicate with and influence another is to step into their model of the world so as to identify and understand their needs. To do this, you need to:
nlp•australia is the first and most established NLP training organization in Australia. Initially called ‘The Australian Institute of NLP’ (AINLP), the company was established in 1981. AINLP eventually became the first national and federally registered NLP membership body.
Managing Director of nlp•australia, Layla Ibrahim studied with Terrence, who is the only Master Trainer in Australia endorsed by the IANLP. He originally studied with the co-founders of NLP, Richard Bandler and John Grinder, at the University of California, Santa Cruz and is the only Australian NLP Trainer to have trained with the originators of NLP during its inception in the 1970’s. His experience locally and internationally is unmatched.
nlp•australia conducts approved NLP Practitioner, Master Practitioner and specialty training programs both nationally and internationally. In the past 5 years, nlp•australia has conducted NLP training courses in the United Arab Emirates, Malaysia, Singapore, Turkey, the Netherlands and Austria as well as Australia and has provided consultancy and training to a number of Australian-based organizations. The course materials used and the training conducted by nlp.australia satisfies the standards of the International Association of NLP (IANLP).
Following is an outline of the course coverage and examples of professional applications of the skills and techniques.
Information Gathering & Outcomes
This NLP method introduces course participants to a way of organizing information into workable chunks to ensure the success of outcomes and targets.
Benefits: It assists in orienting individuals towards achieving personal and company outcomes
Applications: Negotiations, Sales, Counselling, Sports Performance, Management, Education
Rapport Skills
Rapport is the foundation of all influence. Participants will learn NLP behavioral steps for gaining rapport with others quickly and effectively and also a testing procedure to check rapport status. The degree of rapport you establish with someone else is determined by your ability to pace that person. Pacing involves getting in rhythm with the other person on as many levels as possible. Rapport skills enable you to create a relaxed atmosphere, elicit high quality confidential information and build trust. Successful communicators’ first build a strong rapport base and then move into influence strategies.
Benefits: Rapport skills enable you to create a relaxed atmosphere, elicit high quality confidential information and build trust.
Applications: Counselling, Sports Performance, Management, Recruitment, Sales, Negotiation, Leadership, Education, Patient Management
Representational Systems
We each represent reality by how we make contact with the world through our five senses. These representations are influenced by a dominant or preferred sensory system. Participants will learn the behavioral accessing cues that demonstrate another’s preferred representational system. These cues include eye movements, predicates or language, voice tone, gestures, breathing patterns and posture.
Benefits: Knowledge and use of representational systems enable you to identify and match different styles of communication. This results in comprehension being maximized and confusion minimized. Additionally, it allows a participant to expand their field of sensory perception to provide them with a greater wealth of information regarding verbal and non- verbal response.
Applications: Education, Negotiations, Sales, Counseling, Sports Performance, Management, Patient management.
Calibrations
This term relates to the NLP skill of reading a person’s external non-verbal behavior to determine internal thought processes and psychological states.
Benefits: This ability allows you to empathize, to improve rapport, to recognize objections or to incrementally build on agreement in negotiations
Applications: Negotiations, Sales, Sports Performance, Education, Counselling, Management, Patient management.
Anchoring
This refers to the association of a stimulus to a behavioral response for the purpose of accessing different psychological or physiological states. Several ways of using anchoring are covered in the course and these can be applied to a wide variety of areas for maximizing delivery of information, for overcoming un-resourceful emotional states, for creating effective atmospheres to conduct business and education and to improve resourcefulness and flexibility when influencing others particularly in sales, negotiations and training/coaching.
Benefits: It enables you to be personally resourceful and to assist others in achieving resourceful states such as creativity, confidence and enthusiasm
Applications: Counselling, Sports Performance, Management, Education, Coaching, Negotiations, Sales
Meta Model Verbal Information Gathering Tool
This is a structure for understanding, identifying and probing language to gather further high quality confidential information.
Benefits: It will assist you in minimizing misinterpretations, identifying needs and establishing relevant criteria for business and personal dealings.
Applications: Negotiations, Sales, Counselling, Sports Performance, Management, Recruitment, Education, Patient Management
Timeline
This is the process that indicates how we store our “past, present and future memories”. It is a powerful and effective time management tool. In educational and counselling settings, the use of timelines assists in tapping internal resources such as motivation and confidence and resolving
internal conflicts.
Benefits: It can result in unlocking an individual’s potential and freeing them from feelings of guilt, fear and anxiety.
Applications: Counseling, Sports Performance, Education, Management
Reframing
Any event has meaning, depending upon the “frame” in which we perceive it. When we change the frame, we change the meaning. This is called Reframing – changing the frame in which a person perceives events in order to change the meaning. When the meaning changes the person’s responses and behaviors also change.
Benefits: When complaints or objections arise, reframing allows you to assist another person in viewing the complaint in a different context or with a different meaning so that it is no longer an objection or obstacle. Reframing also assists in viewing a situation in a different way so you can recognize options not normally available with your habitual responses and thought patterns: it allows you to remain solution oriented and maximizes time spent in productive interactions.
Applications: Counselling, Sports Performance, Management, Education, Negotiations, Sales
Sub-modalities
The intensity of meaning holds a direct relationship to the component elements of a given representational system. For instance, as you remember a pleasant experience, the degree of pleasure you have in that memory is directly influenced by the color, size, brightness and distance of the visual image you hold in your mind’s eye. The techniques utilizing sub-modalities can assist in rapid, effective and long lasting behavioral changes.
Benefits: These techniques are used for problem solving, increasing motivation, accelerating learning, changing limiting beliefs and improving flexibility in situations. They therefore provide you with a greater choice of options in business and in your personal life.
Applications: Negotiations, Sales, Education, Counseling, Sports Performance, Management, Coaching
Behavioral Flexibility
Behavior is a significant piece of the communication process. If you tell your employer you are dedicated to your company and arrive for work late each morning, which counts more, your
words or your behavior? The highest quality information is behavioral.
Benefits: Being able to change your approach in any context is important in maximizing your choices in interactions.
Applications: Education, Counselling, Patient Management, Sports Performance, Management, Negotiations, Sales
Strategies
When NLP first began to study subjective experience, it was found the specific sequence of representational systems that a person used to process information created a unique structure of meaning. These representational system sequences are called strategies. This training program will cover strategies for learning, motivation, decision making and creativity. Additionally, techniques on how to elicit, install and design an individual’s strategy will be taught.
Benefits: The use of strategies is critical for behavioral modeling and understanding learning processes.
Applications: Education, Counselling, Sports Performance, Management, Negotiations, Sales
Multi Level Communication
Language is a powerful medium for communication, when used to its full potential. Multi Level Communication incorporates maximizing delivery by tonal marking and inflection to convey the message to both the conscious and unconscious levels of the listener. Additionally, the use of presuppositions in language illuminates what you want to be easily understood.
Benefits: These skills are critical for creating productive atmospheres for selling and staff management and in any context where you wish to influence with integrity to gain mutually beneficial outcomes.
Applications: Education, Counselling, Sports Performance, Management, Negotiations, Sales
Additionally, our nlp•australia NLP Practitioner Training tailors the course areas of specific interest to the participants. These specializations include counselling, education, business and sports performance. The following streams are available at most of our NLP Practitioner programs.
Counselling/Education Stream
Specific techniques taught include the NLP Phobia Cure (V/K Dissociation), SWISH for changing limiting behaviors, Change History for rewriting past limitations and techniques for dealing with earlier traumatic events and for changing limiting beliefs.
Business/Education Stream
NLP is applied into areas such as negotiations, including the ability to chunk information into global and content areas, and fine-tuning skills in translating representational system predicates between individuals. Other business applications include leadership, telephone sales, personal sales and presentation skills.
Sports Stream
This stream focuses on monitoring and developing positive mental attitudes across performances, identifying and achieving sports goals by designing and implementing an action plan, designing and installing a positive performance cycle and creating and installing positive compelling motivations for performance.
Detailed nlp•australia NLP Practitioner course content
The following are broad categories of course content. There some overlap between categories.
Information Gathering |
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Conditions for well-formed outcomes | ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() |
Eye movement patterns |
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Present to desired state model | ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() |
Sensory Acuity |
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Outcome specification | ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() |
Visual, auditory, kinesthetic (VAK) calibrations |
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Meta outcomes | ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() |
Meta Model patterns |
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Representational systems | ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() |
Milton Model |
Process Skills |
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NLP Methodology | ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() |
Sub-morality discovery |
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Outcome orientation | ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() |
Driver sub-modalities |
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Future pacing | ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() |
Anchoring criteria |
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Accessing cue leads | ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() |
Stacking anchors |
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Lead, primary and output systems | ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() |
Generating linguistic presuppositions |
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Matching predicates | ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() |
Behavioral flexibility |
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Generating predicates | ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() |
Building internal resource states |
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Gestures for congruency leads | ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() |
NLP Sales Model |
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Presenting congruent information | ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() |
NLP Presentation Model |
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Voice tonality and tempo development | ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() |
Time Lines |
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Accessing physiology leads | ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() |
Replacing limitations with compelling futures |
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Representational system characteristics | ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() |
Secondary gains |
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Overlapping representational systems | ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() |
Uptime and downtime |
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Sequential and simultaneous incongruity | ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() |
Cybernetic Systems theory |
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Ecology | ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() |
Law of requisite variety |
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Strategy decision points | ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() |
Generative intervention |
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Strategies-conditions, design, installation | ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() |
Remedial intervention |
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TOTE model | ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() |
Modelling |
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Levels of learning | ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() |
Synesthesia patterns |
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Meta strategies |
Techniques |
|||
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Rapport skills | ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() |
Building new presuppositions |
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Association and Dissociation | ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() |
Linguistic reframing – meaning and context |
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Stress management | ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() |