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Advanced NLP

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Mastery, New Coding and Systemic NLP
By Judith DeLozier | Published 09 03 1998
Advanced NLP , Result of Modelling
Coding. There's a paradox. As soon as we code something, is it systemic anymore? At what level do we have to go to in our thinking to maintain the systemic nature of it? And how do we put it back in the body? We look at how the system emerges naturally. We look at how the system punctuates itself naturally. We look at how it goes out of bounds and then rebalances itself naturally. That is holistic, that is systemic. And I think this really is the next challenge for NLP.
The Meta-States in Symbolic Modelling
By L Michael Hall | Published 13 04 2001
Advanced NLP , SyM and NLP

In previous works, I have described the role of "metaphors" as language (The Secrets of Magic, 1997) and as meta-level phenomena that sets higher frames or meta-states over primary states (Meta-States Journal). Doing this enables us to engage in a much higher level kind of thinking; we are then able to think about one thing in terms of another.

Meta, Milton, Metaphor: Models of Subjective Experience

In the beginning was the Meta Model. Richard Bandler and John Grinder's brilliant linguistic methodology for exploring and influencing a client's model of the world — in the direction of sensory experience. Then came the Milton Model. The linguistic art of utilising non-specific and conceptual experience for therapeutic ends. The marriage of these two models produced an offspring: Neuro-Linguistic Programming (NLP).  But what if there was another type of experience metaphoric and symbolic — never coded by Bandler and Grinder?

What is Therapeutic Modelling?
This article has been written as a dialogue. Some of these dialogues have actually occurred, although most of the questions are composites of those we have been asked over the years. It describes differnces between Therapeutic and Product modelling, and between Top-down and Bottom-up modelling.
Introducing Modelling to Organisations

"What is NLP modelling?"  This article contains a brief overview of the five stages of a modelling project. It includes a 'checklist' of items and questions to consider when you decide to embark on a modelling project in an organisation, as well as an annotated reading list.

How to do a Modelling Project
We summarise 15 years experience of conducting formal modelling projects and training modelling. Our ideas are presented as working notes and guidelines rather than a finished article. We intend to keep updating and expanding these notes. Please revisit this site and let us know if you think there is something we should add. All contributions will, of course, be credited.
Vision is Not Black and White: The Colourless Case of Mr. I
By James Lawley | Published 01 12 1996
Advanced NLP

While reading Oliver Sacks' latest book, An Anthropologist on Mars, I was excited to discover how many of the conclusions from his lifelong study of people with unusual neurological conditions could be mapped directly onto an NLP framework.

This article gives a brief description of Sacks' research with one particular patient. It describes how Sacks' findings can be used to enrich the NLP model and how an NLP perspective can make sense of the functioning of the brain.
Thinking Virtually Creates Your Reality
By Penny Tompkins & James Lawley | Published 01 03 1993
Advanced NLP
Many philosophies and religions including Christianity and Buddhism allude to the power of our thoughts to create our reality. If one believes that our reality is only inside our head this maxim is self-evident.

However, the question takes on a different quality when 'reality' is taken to mean the physical environment. Just how much of our environment does reflect our behaviour, capabilities (and limitations), beliefs, values and deep held presuppositions?
The NLP Group: Building community with NLP
By Penny Tompkins & James Lawley | Published 01 09 1995
Advanced NLP

"How do you do it?" is the question most asked about the success of The London NLP Group: A Practice and Support Network. "How did you build and maintain such a successful group?".

It began by using NLP with ourselves and creating visions; it developed with a loosely organised "learning committee" made up of volunteers who shared common values; it evolved with careful attention to feedback, taking decisions based on the presuppositions of NLP; and it continues because we apply the process to the process ... over and over again...learning to learn.

Shaping an NLP Training Course for Teachers
Judith Baker interviews Penny Tompkins and James Lawley (in 1997) on how they use NLP in the design and delivery of training courses.

Judy: I am interested in what processes you go through before you begin a course, how you envisage it, what you go through as the course unfolds, how you reflect on it afterwards and how that might change what you do next time ...

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