NLP

Scripts
For
NLP Practitioners

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 Warning: Please Read

This manual contains NLP scripts only for use by NLP

Practitioners who have been trained and certified by
an approved training school, and therefore are
qualified to apply them correctly.

These scripts are extremely powerful and must be used

appropriately.

Notes for Practitioners

Please note that many of the scripts are the standard
texts which I have then amended or added to based on
my own experience; some have notes, others
(generally the more straightforward) are just the
techniques.

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 Index
Technique Page Technique Page
4-Step Swish Pattern 4 Prime Concerns Elicitation 52
Public Speaking (Talk to a
Allergy Sneezing Model 5 53
Friend)
Anchors - Chaining 6 Releasing Attachments 57
Anchors - Change Personal
8 Representational System 58
History
Anchors - Collapse Script 9 Preference Assessment 60
Anchors - General 11 Six Step Reframe 61
Anchors - Stacked Resource 13 Strategy Design & Installation 63
Belief Change 14 Strategy Elicitation 66
Cartesian Logic 16 Sub-modalities 70
Changing Perspective 18 Super Future Pacing 71
Circle of Excellence 19 Swish Patterns 72
Complex Meta Programs 20 The Decision Destroyer 74
Thought Field Therapy -
Compulsion Blow Out 22 75
Cravings
De-Identification Pattern 23 Time Scramble 76
Detailed Personal History 24 TLT - Abreaction 77
Embedded Commands 30 TLT - Anxiety 78
Embedded Commands in TLT - Determining Limiting
31 79
Strategies Decisions
Emotional Benefits - Identifying 32 TLT - Discovering the ISE 80
Expanded Awareness 33 TLT - Elicitation 1&2 81
Fast Phobia Model 36 TLT - First Test of the Elicitation 83
General Reframes 38 TLT - Installing a Memory 84
Getting Rid of a Problem 39 TLT - Limiting Decision 85
TLT - Negative Emotions - Drop
Goals Outcomes (SMART) 40 88
Down
Like to Dislike 41 TLT - Negative Emotions #1 91
Linguistic Re-Sourcing 42 TLT - Negative Emotions #2 96
Logical Levels of Therapy 43 Values - Changing 101
Meta Model III 46 Values Elicitation 102
Negotiation Model 47 Values list 104
Parts Integration 49 Values Prioritisation 105

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 4-Step Swish Pattern
Overview
This is a useful pattern to add to a chain of anchors when you are complete with the
installation of the chain.

Process
1. Test the chain by firing off the first anchor, and make sure the client ends up in
the final state.

2. Ask the client to “Slow down the states again to create steps for the swish.”

3. Set up a picture for each of the states in the chain by asking the client for a
visual for each state “So when you think of procrastination, do you have a
picture?” Repeat for each state.

4. Once the client has all the pictures, ask them to have the first picture (first
state) on the screen with the second picture (second state) small and dark in the
lower left hand corner.

5. Do the same for the subsequent pictures.

6. Fire the first anchor whilst you mention the state, and have the client have the
first picture (including second state small picture) on their screen.

7. Fire the second anchor and have the client swish up to the second picture.

8. Fire the third anchor and have the client swish up to the third picture.

9. Repeat for all states/pictures.

10. Test and future pace.

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 Allergy Sneezing Model
Process
1. Elicit the sub-modalities of the substance they are allergic to.

2. Find something similar that they are not allergic too and elicit sub-modalities
(have them be associated).

3. Have client think of (non-allergic) sub-modalities and go through them, and then
hold the anchor (say the shoulder etc.); go though these sub-modalities again
and then hold the anchor a little bit longer.

4. Check the client can visualise a large glass like wall of Perspex.

5. Go through the (allergic) sub-modalities again, and then have the client
dissociate.

6. Keeping the client dissociated, have them visualise the large Perspex wall and
have them place this between themselves and the picture of the allergic
substance (now on the far side of The Perspex wall). Keep the client dissociated.

7. Fire the anchor whilst you have them imagine the Perspex lower into the
ground, re-assuring the client is safe (you can use some of the non-allergic K
sub-modalities). Hold the anchor the entire time the Perspex is lowering, and
keep re-assuring the client is safe.

8. Have the client associate back into the picture of the old substance they were
allergic to, staying safe, with the anchor still held (hold for about a further 30
seconds).

9. Test and future pace.

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 Chaining Anchors

This technique is used when the desired outcome or resource state is significantly
different from the present state, and would cause a stacked resource anchor to fail as it
would not be strong enough.

1. Get into rapport with client.

2. Tell the client what you are about to do: “In a moment I am going to do a process
called “Chaining Anchors” which removes the negative states; to do this it will
necessitate that I touch you on the (hand), is that okay?”

3. Have the client identify the undesirable present state (procrastination) and decide
on the positive resource/end state (motivation).

4. Design the chain by deciding on what intermediate states are needed to lead from
the undesirable present state to the desired state with the client; there should be
between one and three middle states and the first intermediate state can be mildly
negative and all states must be self initiated e.g. not shame etc. The chain must
flow logically to allow the client to move directly from one state to the next, and
must not be how the client does it now. The last state must be a ‘toward’ state and
self initiated. The chain must not match their current strategy.

5. Remember one event in the past that causes the undesirable present state and
anchor to a suitable trigger e.g. first knuckle etc.

6. It is important that every state is suitably intense so that when the trigger is applied
the state is fired off – stack if necessary.

7. Break and then test the state.

8. Repeat steps #5 - 7 until all of the states are in place. For each subsequent state use
the next trigger point e.g. second knuckle and stack each of these events to ensure
they are become stronger and more intense than the previous.

9. Set the chain off by firing anchor #1 and when it reaches its peak release this anchor
and fire the next anchor; go through all the anchors and hold the final anchor for
about 5 seconds.

10. Test – fire the undesirable present state anchor and you should see the client go
into the desired state, then ask: “Can you remember a time in the past, which, if
you’d thought about it previously, would have caused you to feel that old feeling,
and notice how you feel differently now; it is different?”

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11. Future Pace - “Can you think of a time in the future which, if it had happened in the
past, you would have (old undesirable state) and how you are feeling differently
now; it is different? Repeat and ensure client is completely convinced.

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 Change Personal History

This technique is a version of Collapse Anchors and works great when the client has a
specific negative emotion anchored to a specific event in the past.

1. Get into rapport with client.

2. Have the client identify an event in the past that still causes them a problem or
creates a negative emotion (in the present).

3. Ask the client what positive resourceful states they needed but didn’t have in the
past event, which if they had had, there would never have been a problem to start
with.

4. Create a stacked resource anchor for the client including the resources they
detailed in Step #3 (adding states if required). Ensure the stacked resource anchor is
significantly more intense than the negative state associated with the event.

5. Have the client relive the event then fire the stacked resource anchor.

6. Continue until the negative state has collapsed.

7. Break state.

8. Test #1 – “Think about the event and notice how you feel differently now; it is
different?”

9. Future Pace - “Can you imagine a time in the future when a similar situation might
happen, and see what happens now. Notice how you feel differently now; it is
different?” Repeat and ensure client is completely convinced.

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 Collapse Anchor Script

This is a change technique that should be used for negative states of a more minor nature
(not anger, fear, hate, sorrow, sadness etc.) that are highly contextualised with very
specific triggers; examples would be procrastination, uncertainty, self doubt, feeling
overwhelmed etc. It is also key that the stacked resource anchor is stronger than the
negative state or it will fail.

1. Get into rapport with client.

2. Tell the client what you are about to do: “In a moment I am going to do a process
called “Collapse Anchors” which removes the negative states; to do this it will
necessitate that I touch you on the (hand), is that okay?”

3. Decide on the negative state to be collapsed and agree on what states are involved
with this e.g. procrastination could be fear of making the wrong decision, self doubt
etc.

4. Ask the client to decide on how they would like to feel instead and elicit what states
are involved.

5. Using the positive states, create a stacked resource anchor using one trigger only,
and with each state ensure you be that state yourself. Also, make sure that the
client is fully associated, feels the state intensely, and that when completed it is
more powerful and intense than the negative state.

6. Anchor the negative state once and use a different location.

7. Fire both anchors at the same time until they peak and the integration is complete
(watch the client – they will usually exhibit signs of asymmetry as they bounce
between the states until the integration is complete).

8. Once the integration is complete and either a positive or neutral state is achieved,
release the negative anchor.

9. Hold the positive anchor for 5 seconds more.

10. Break state.

11. Test #1 - fire off the negative anchor and check for either a positive or neutral state.

12. Test #2 - “Think about an event in the past which, when you thought about it
previously, you would have felt that old feeling and notice how you feel differently
now; it is different?”

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Future Pace - “Can you imagine a time in the future when you might be in a similar situation,
see what happens now?” Repeat and ensure client is completely convinced

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 Anchors - General

The best anchors are naturally occurring states; once a client knows about anchors they
can create them themselves. The next best are past, vivid, highly associated states, and
then finally the least preferable are constructed states.

The five keys to anchoring are:

 Intensity: the more intense the emotion the stronger the anchor will become.
 Timing: carefully watch the client.
 Uniqueness: the more unique the better.
 Replication: make sure you can easily reproduce the trigger, so make it unique
enough that it doesn’t happen all the time, but make it simple enough you can
duplicate it at a later time. Remember that the trigger can be either location, a
phrase, a scent etc.
 Number: the more often the anchor is established, the stronger the trigger will
be.

Process (RACE)

R. Recall: have the client remember the state.

A. Anchor: as the intensity starts to build apply the anchor for between 5 – 15
seconds, releasing just after the intensity passes its peak. Remember to have this
in an easily accessible/repeatable place such as a knuckle etc.
C. Change: the person’s state.
E. Evoke: set off the anchor to test.

1. Natural Occurring States

“Every time you find yourself feeling confident or powerful, create a unique
trigger (explain this is the anchor and where to put it). The more you do this, the
stronger the anchor will become. Then, whenever you find yourself needing to
feel powerful or confident, simply fire off the anchor

2. Past, Vivid, Highly Associated States

“Can you remember a time when you were totally (state to be anchored)? Can
you remember a specific time? As you go back to that time, go right back to that
time, float down into your body and see what you saw, hear what you heard, and
really feel the feelings of being totally (state to be anchored).

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3. Constructed States
“Imagine what it would feel like if you were to feel totally (state to be anchored)
right now. And as you imagine feeling totally (state to be anchored) right now, sit
(or stand etc.) the way you would sit if you were to feel totally (state to be
anchored) right now. Breathe the way you would breathe if you were to feel
totally (state to be anchored) right now. Say whatever you would say to yourself if
you were to feel totally (state to be anchored) right now, and just picture in your
mind whatever you would need to picture in order to feel totally (state to be
anchored) right now.

An alternative would be to have the client recall someone who can strongly feel the state
to be anchored and have the client become that person.

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 Anchors – Stacked Resource

Stacked
Once an anchor has been created, this can be built upon by simply repeating the RACE
process with different vivid experiences for that emotion, always using the same trigger.
Remember to test and pace.

Stacked Resource Anchor

Sometimes a stacked anchor alone may not be strong enough to move your client into
the resourceful state, simply because the current state is so intense. In these situations, it
is best to stack multiple resource anchors on top of one another making them stronger
than the unresourceful state.

To create a SRA, elicit several instances of different (but similar) positive states and use
RACE to anchor them to the same trigger.

Example states are:

i. Absolute power, totally loved, unstoppable confidence, totally energised, feeling

you can have whatever you want, a feeling you can achieve anything etc.
ii. Humour, success, motivation, excitement, uncontrollable laughter etc.
iii. Courage, bravery, fearlessness, certainty etc.
iv. Peace, balance, serenity, harmony, relaxed etc.

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 Belief Change Script

Process

1. Check the belief is really a belief

2. “Can you think of a limiting belief about yourself that you wish you did not have? On
a scale of 0-100, where 0 is not at all and 100 is certainty, how strong do you believe
this limiting belief? (Note answer) Good, what is it? As you think about that belief, do
you have a picture?”

3. Elicit sub-modalities

4. Break state

5. “Can you think of a belief which is no longer true? For example, perhaps you used to
own a BMW and you no longer do, so the belief “I am a BMW owner” is no longer
true. Do you have something like that which used to be true for you but no longer is?
Good, what is it? As you think about that old belief, do you have a picture?”

6. Elicit sub-modalities (the driver(s), most likely either location and/or

association/dissociation, must be different, otherwise do another item)

7. Break state and do contrastive analysis on the two sets sub-modalities noting
differences

8. Re-create the limiting belief picture and then amend using the no longer true belief
sub-modalities that are different

9. “Seal those thoughts in your mind, like the lid on a Tupperware container, locked in
your sub-conscious mind forever. On a scale of 0-100, where 0 is not at all and 100 is
certainty, how strong do you now believe that old limiting belief?” (Check answer – if
not at/near 0 ask “What would you need to do to make it (half)%”; repeat until
desired result achieved (max three/four times).

10. “Now seal these thoughts in your mind, like the lid on a Tupperware container, locked
in your sub-conscious mind forever.”

11. Break state

12. Test - “Now, what do you think about that old belief?” Probe

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13. “Now, can you think of a belief which for you is absolutely true? Like, for example,
the belief that the sun is going to come up tomorrow. Pause - do you have a belief –
do you believe that? As you think about that belief, do you have a picture?”

14. Elicit sub-modalities

15. Break state

16. “What would you like to believe instead of that old belief you used to have? Good
what is it?”

17. Check this belief – ensue it is positive and incorporates prime directives etc. and
calibrate 0 – 100% strength of belief

18. “As you think about this belief, do you have a picture?”

19. Elicit sub-modalities *

20. Break state and do contrastive analysis on the two sets sub-modalities noting
differences

21. Re-create the new belief picture and then amend using the absolutely true belief sub-
modalities that are different, keep stating the new belief as you do so

22. “Seal those thoughts in your mind, like the lid on a Tupperware container, locked in
your sub-conscious mind forever”

23. Test - “Now, what do you believe? Why do you believe you have this new belief?”

24. Go to the future and get them to imagine a time when the old limiting belief would
have affected them, “Notice how different it feels, notice how it’s different (pause), it
is different?”

25. Set SMART strategies to this new belief and install into future.

* Can skip steps 19 & 20 and immediately install absolutely true sub-modalities but
ensure drivers are enhanced.

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 Cartesian Logic

Introduction
By questioning a problem, issue, or potential outcome etc. from four different perspectives
you will often gain huge insight in the client’s true beliefs and start to create change.

Area for questioning

identified using two
elements (AB):

“What will happen (A)

when you become more
confident (B)?”

Ask the initial question (note both elements AB must always be stated in the positive) and
note answers.

Then change one element (A) to the opposite and ask this new question:

“What will happen (A)

when you become more
confident (B)?”

“What won’t happen (-A)

when you become more
confident (B)?”

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Now change the other element (B) and ask the new question:

“What will happen (A)

when you become more
confident (B)?”

What won’t happen (-A) “What won’t happen (-A)

when you don’t become when you become more
more confident (-B)?” confident (B)?”

Finally, change the first element back to its original and ask the new question:

What will happen (A) when “What will happen (A)

you don’t become more when you become more
confident (-B)?” confident (B)?”

What won’t happen (-A) “What won’t happen (-A)

when you don’t become when you become more
more confident (-B)?” confident (B)?”

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 Changing Perspective

Overview
Good intervention when a client has a problem about someone else.

Process
1. Identify problem: context and/or object of reference (person or thing).

2. Teach client Expanded Awareness.

3. (Self) anchor peripheral vision (hand movement).

4. Associate client to problem context and fire peripheral vision anchor.

5. Condition 3 – 5 times, break state each time.

6. Check perceptual positions (ecology check):

a. Self – peripheral vision

b. Other – re-integrate (delete for trauma)
c. Observer – re-integrate

7. Future pace.

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 Circle of Excellence

Overview
The Circle of excellence is a stacked resource anchor that uses the three main
modalities: visual, auditory, and kinaesthetic.

Process
1. Decide on a number of states (3 is common) to be associated with the resource
anchor.

2. Have the client imagine a circle on the floor.

3. Elicit each state in the client; when the state begins to increase have them step
into the circle.

4. Make the state as powerful for the client as you can.

5. Once the state has reached its peak have them step out of the circle leaving the
feelings inside the circle.

6. Repeat this process for each of the states.

7. Once the resource anchor has been established, have the client choose a word
or phrase that goes with the resource anchor. Have the client step into the circle
and as the resource state reaches its peak have them say the word and then
step out of the circle.

8. Have the client choose a physical gesture that goes with the resource anchor.
Have the client step into the circle, say their trigger word/phrase, and as the
state reaches its peak have them make their gesture and then step out of the
circle.

9. Break state.

10. Test by having the client step into their circle, say the trigger word/phrase and
make their trigger gesture at the same time; notice that they become fully
associated into the resource state.

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 The Complex Meta Programs

Questions

1. Direction Filter. “What do you want in a car Toward 

(job/relationship)?” Toward with a little Away 
“What’s important to you about…?” Both Toward and Away Equally 
Away with a little Toward 
Away 

2. Reason Filter. “Why are you choosing to do what Possibility 

you’re doing?” Necessity 
Both 
3. Frame of Reference Filter. “How do you know when Internal (me) 
you’re doing a good job?” External (we) 
Balanced 
Internal with External Check 
External with Internal Check 

4. Convincer Representation Filter. “How do you See 

know when someone else is good at what they Hear 
do?” Read 
Do 
5. Convincer Demonstration Filter. “How often does Automatic 
someone have to demonstrate competence to you Number of Times 
before you’re convinced?” Period of Time 
Consistent 
6. Management Direction Filter. “Do you know what Self and Others 
you need to do to be a success on a job?” Self Only 
“Do you know what someone else needs to do?” Others Only 
“Do you find it easy or not so easy to tell him?” Self but Not Others 
7. Action Filter. “When you come into a situation do Active 
you usually act quickly after sizing it up, or do you Reflective 
do a complete study of all the consequences and Both 
then act?” Inactive 
8. Affiliation Filter. “Tell me about a work situation in Independent Player 
which you were the happiest, a one-time event?” Team Player 
Management Player 
9. The Work Preference Filter. “Tell me about a work Things 
situation in which you were the happiest, a one- Systems 
time event?” People 
10. Primary Interest Filter. “What’s your favourite
People (staff etc.) 
restaurant – tell me about it?”
Place (location) 
Things (food) 
Activity (ambience) 
Information (rating) 

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 11. Chunk Size Filter. “If we were going to do a project
Specific 
together, would you want to know the big picture
Global 
or the details first? Would you really need to know
Specific to Global 
the …(other)” 
Global to Specific
12. Relationship Filter. “What is the relationship Sameness
between these three coins?” Sameness with Exception 

“What is the relationship between what you’re Sameness with Differences

doing this year on the job and what you did at this Equally 
time last year?” Differences with Exception 
Differences
13. Emotional Stress Response. “Tell me about a
Thinking 
situation (context related – in your
Feeling 
career/relationships) that gave you trouble, a one- 
Choice
time event?”
14. Time Storage Filter. “What direction is the past and Through Time 
what direction is the future?” In Time 
15. Modal Operator Sequence. “What was the last
Possibility 
thing you said to yourself just before you got out of
Necessity. 
bed this morning?”
16. Attention Direction: no question, just observe – you Self 
are looking for the compulsive “others” person Others 
Communication Styles 
17. Information Processing Style. “When you need to
work through a problem or a challenge in your life,
External 
is it absolutely necessary for you to talk about it
Internal 
with someone else, or think about it by yourself
only?”
18. Listening Style. “If someone you knew quite well
said “I’m thirsty” would you find the comment Literal

interesting but probably do nothing about it, or Inferential 
would you feel really compelled to do something
about it?”
19. Speaking Style. “If you felt that someone around
you was not performing as well as they should, Literal 
would you come to the point and tell them directly, Inferential 
or would you hint, imply, and give them clues?”

NOTES:

 A Literal Listener may not know when an inferential speaker compliments them, and
 An Inferential Listener may think that any question is a request for action.

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 Compulsion Blow-Out
Warning
This is a very ‘hard’ technique (it’s like a sledgehammer). If you begin it, you must complete
it. When you finish, the client must have a positive future representation of what they will
do without the problem. If there is a compulsion and a revulsion, you must blow out both.

Part 1
1. Elicit the sub-modalities of the thing ‘compulsed’ about.

2. Elicit the sub-modalities of something similar.

3. Get sub-modality differences.

4. Test the differences for drivers.

Part 2
If you have an SMD that is infinite in extent, then do a really fast continuous increase
as in Method #1; otherwise use Method #2.

Method #1
5. If size or any other continuous driver, blow up beyond the universe.

6. Initially feeling of compulsion will increase.

7. At some point it will pop or blow-out.

Method #2
5. If Distance or any other non-continuous driver, use a ratchet method.

6. Crank it like a jack.

7. They will go over the top.

Finish
Both techniques use Steps #8 – 10 to finish

8. Wait approximately 5 minutes until the client settles down.

9. Test by having them make a picture with no compulsion.

10. Swish old picture (compulsed) with new picture (non-compulsed).

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 De-Identification Pattern

Desired Outcome
Directed questioning for a specific result.

Clients
For clients whose realities are Energy (how/why – model operators – necessity, probability,
possibility).

Useful for challenging and transcending boundary conditions associated with complex
equivalence’s. Complex equivalence’s are language constructions of identification e.g. “I’m a
terrible husband”.

With a slight adjustment of language, you can use this easily on yourself therapeutically or
as a meditation if you continue to repeat steps #3 through #6.

Process
1. Elicit the identification in the form of a complex equivalence; listen for the verb “to
be” or “means”.

2. Pace and feedback the complex equivalence.

3. “Is that all you think you are?” (Look for physiological shift).

4. “Aren’t you more than that?” (There should be agreement).

5. “What are you that’s not (the previous identification)?”

a. We want a verbal answer here (you have expanded the identification that
encompasses a larger neural network – you need a word to stabilise the shift).

6. “And beyond (the word elicited in #5), is that all you are?”

a. For extra leverage ask the tag question: “You do know you are more than that,
don’t you?”

7. “How do you know?”

a. Anchors the change to the client’s reality strategy.

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 Detailed Personal History

Negative Emotions List


1. Elicit all reason for client being there; keeping asking; often times the last Toward
few answers reveal most. Away
“Why are you here?”
”Why else?”
Cause
Effect

2. “What are you best at – starting things, changing things, or stopping Being
things?” “What are you worst at – starting things (being), changing Doing
things (doing), or stopping things (having)?” Having

a. If BEING: “So who is it that you are not being that you want to
be?”
b. If DOING: “So what is it that you are not doing that you want
to do?”
c. If HAVING: “So what is it that you do not have that you want
to have?”

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Negative Emotions List

3. “How do you know you have this problem?” Listening Style Inferential
Literal

Convincer Representation Filter See

Hear
Read
Do

4. “How long have you had it?” If the answer is a short time probably Necessity
possibility, if long probably necessity. Possibility

Convincer Representation Filter Automatic

# Times
Period
Consistent

5. “Was there ever a time when you didn’t?”

6. “What have you done about it?” Look for secondary gain

7. “What happened the first time you had this?” Emotional Stress Response Thinking
Feeling
Choice

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Negative Emotions List

8. “What emotions were present?”

9. “What events have happened since then?”

Look TE and are they obviously not learning something (tell them!)

10. “What emotions were present?” Look for negatives/TE

11. “In each of these events, what is the relationship Relationship Filter Sameness
between the event and your current situation in life?” Same w/ex
Differences
Diff w/ex

12. “Tell me about your parents?”

26
Negative Emotions List

13. “What is the relationship between this person and your current situation?”

14. “Tell me about your siblings?” Self

Others

15. “What is the relationship between this person and your current situation?”
Again, listen for Relationship Filter.

16. “Tell me about your kids (if applicable)?”

27
Negative Emotions List

17. “What is the relationship between this person and your current situation?”
Again, listen for Relationship Filter.

18. “Tell me about your childhood in relationship to this problem?”

Listen for SEEs and perhaps ISEs.

19. “Is there a purpose or reason for having the problem – ask your unconscious mind?”
Can reveal why they won’t change and secondary gain.

20. “When did you choose to have this situation be created?”

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Negative Emotions List

21. “For what purpose did you choose to have this situation be created – ask your unconscious
mind?”
Can reveal why they won’t change and secondary gain.

22. “Is there anything your unconscious mind wants you to know, or is there anything you’re
not getting, which, if you got, would allow the problem to disappear?”
Can reveal secondary gain.

23. “Is it okay with your unconscious mind to support us in removing this problem today, and
for it to allow you to have an undeniable experience of it, when we are complete?”
If no need reframe/chunk-up to highest intention “For what purpose?”

24. “Is it okay with your conscious mind to support us in removing this problem today, and for
it to allow you to have an undeniable experience of it, when we are complete?”
If no need reframe/chunk-up to highest intention “For what purpose?”

29
 Embedded Commands

Desired Outcome
Be able to deliver suggestions smoothly and confidently in normal dialogue to the listener’s
unconscious mind without their conscious mind being aware of the suggestions given.

Two Elements
Means – two words - how to do it e.g. Learn this
End – one word – what to do e.g. easily

The key is three in a single sentence delivered LOWER AND LOUDER.

Process
1. Decide outcome;
2. Develop sentence;
3. Deliver it;
4. Calibrate for results –outcome.

Example
I’m not saying you can learn this easily.

30
 Embedded Commands in Strategies
Desired Outcome
Be able to deliver suggestions smoothly and confidently in normal dialogue to the listener’s
unconscious mind without their conscious mind being aware of the suggestions given.

Process
1. Identify the client’s strategy for the outcome they desire e.g. motivation, decision
etc.
2. Structure the commands inside the context of their strategy.
3. Enclose the entire sentence with temporal predicates.

Example
Assuming that a client has a decision-making strategy that was:

Ve/Vi Ad K DECISION

“I’m wondering (hypnotic language pattern) how soon it will be before (temporal
predicate) you will have the opportunity to look at our proposal and recall seeing
that it meets your criteria so you can feel good about it tonight (hypnotic language
pattern with temporal predicate), won’t you?”

The magic number seems to be at least three presuppositions in a single sentence,

which immediately gets beyond the conscious mind.

Hypnotic “I’m wondering

Temporal how soon it will be before

you will have the opportunity to

Embedded look at our proposal and recall seeing that

Commands
Inside the it meets your criteria so you can
Strategy
feel good about it

Temporal tonight,

Hypnotic won’t you?”

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 Identifying Emotional Benefits

Process
1. Re-associate client into the state of ‘x’.

2. Make sure they acknowledge ‘x’ in the situation.

3. What did ‘x’ give you emotionally?

4. If they don’t know say “I know you don’t know, but if you did know, what would you
say?”

5. Sit back and shut up.

6. Listen to their story for later recall.

7. Listen for the positive emotional benefit word .

8. Feedback their story as a process of discovering together.

9. “So what you’re really saying is that you didn’t want ‘x’, but what you really wanted
was (emotional benefit).

10. Link emotional benefit with new behaviour.

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 Expanded Awareness

Definition
The state of mind and body whereby negative internal dialogue and judgements cease to
exist (sometimes called the Learning State, Peripheral Vision, or Hakalau).

NOTE: I have added significantly here from the manual.

Process
1. Move off to one side “This is a visual technique, so I'm going to get out of your line of
sight, and just for a while I want you to forget that rule of polite society which says
you have to look at someone when they are talking to you.”

2. “What I want you to do instead is to get comfortable and find a point on the wall
which is straight in front of you and slightly above your eye level, and just continue to
look at that point in soft focus, noticing everything about that point.”

3. After a while you may find that the rest of the room gets a bit fuzzy or hazy and you
get a kind of tunnel vision.”

4. “This way of looking at things, this tunnel vision, this is the way we look at a lot of
things. When you watch the TV, you don't really notice the rest of the room. When
you are reading or writing, you only notice the page, or when you are working on a
computer. Even when we talk to someone, we tend to look at their eyes or face and
ignore the rest of them. And this way of looking at things also goes with a kind of inner
tunnel vision.... with obsession, fixation, worry, stress, rushing around, adrenaline.”

5. “But there is another way of looking at things, and I'd like you to experience that way
now. So as your eyes continue to look at the same point, your eyes don't move, but
you can begin to broaden out your field of vision and notice what's either side of that
point, and your field of vision can get wider and wider until you're really paying
attention to what you can see out of the corners of your eyes.... at the periphery of
your vision.”

6. “You might be quite interested to find out how far round your peripheral vision goes,
so I'm going to stand here moving my hand up and down - can you see that? And as I
gradually move it backwards, you can let me know when it disappears (find spot) and
at this point you can only see it when it's moving and not when it's still. That is the
periphery of your vision. And now I'd like you to extend your awareness all the way
around behind you.”

7. Of course I'm not suggesting you can see behind you, but just use your sense of
hearing or spatial awareness to be aware of what's behind you as well - all 360°. You
may or may not have noticed that your breathing has slowed down a little. Maybe the

33
 muscles of your face have relaxed, perhaps especially your jaw muscles and you can
help them along as much as you like.”

8. “And it's probably a bit early for this to have happened just yet, but if you were to stay
in peripheral vision for any length of time, you might find that your hands begin to get
warm, or even your feet. But it's probably a little early for that to have happened just
yet. And the really interesting thing about peripheral vision is that it seems to activate
the parasympathetic nervous system, the part of your nervous system that calms you
down and slows your breathing down - even your heartbeat slows down. And your
mind and body and emotions can come back into balance. Your immune system is
boosted. So this relaxed state, is just not compatible with adrenaline.”

9. “So when you're really in peripheral vision you can't be stressed, you can't be worried.
And I don't want you to go all the way deep into this state now, because you'll have
lots of opportunities to practice, at home or at work. So I'd like you to begin to return
to normal waking consciousness now, letting your field of vision narrow back down,
and welcome back!”

34
 Intervention for Learning

Learning is facilitated best by the student being in a relaxed, receptive, focused state.
The teacher should watch the students for the initial signs of relaxation, and when
noticed verify by saying “That’s right – very good!”

Process
1. Ask the student to put their eyes up and centred, as if to look at the space
between the eyebrows (a spot on the ceiling will do).

2. Closely watch the students for the first signs of relaxation and ‘centeredness’
(look for rate of respiration, muscle tension in the face, size of pupils etc.). Do
not do this for more than 2 minutes otherwise eyestrain may result.

3. Verify relaxation by saying “That’s right – very good!”

4. Ask the student to remain just as relaxed, and to move their eyes down and
focus on you.

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 Fast Phobia Model

Process
A phobia is a very intense kinaesthetic response to a trigger.

1. Note: if it is a “rational” phobia before proceeding.

2. Establish end test and calibrate initial response to phobic stimulus (scale 1 – 10).

3. Identify triggers for the phobic response – exactly what has to happen.

4. Establish a resource anchor (confidence, laugher etc.) if required to be used during

process if client has severe reaction or to move the process along in a positive fashion.

5. Acknowledge the client’s ability to learn quickly and never forget – phobias are often one
time learning events though you often do not remember the initial event. Add personal
experiences/observations.

6. Have the client discuss what life is going to be like when they no longer have the phobia.

7. Explain process (closed eyes/imagery) done in a safe place in the client’s mind, where you
will be able to imagine the phobia without it having to physically experience it.

8. Have the client close their eyes, and then imagine sitting in a cinema and looking at a
blank screen. Have them imagine that they float out of their body into the projection
booth, so that they can see themselves sitting in the cinema looking at the screen.

9. Start the film just before they have the response and ensure they include the triggers,
and have them watch themselves, watching themselves on the screen experiencing their
phobic response in the movie running normal speed in black and white. Ensure you let
them get to the end of their film (do not detail the phobic response directly) – “When
you get to the end of the film let me know.”

10. “When the movie comes to the end, have the screen go blank (or white it out) and let me
know.”

11. Have them associate into the movie (as the star/into the image/be the character in the
movie etc.) and make the film run backwards at high speed and in colour back to the start
– “When you get to the beginning let me know.” and then have the screen go blank (or
white it out) and let me know.

36
12. Repeat steps 7 through 10 until the kinaesthetic response has totally gone or test to see
if it’s gone (eyes still closed), otherwise continue to repeat. After a few times the process
can be speeded up.

13. “Eyes open and welcome back.”

14. Check for phobic response.

15. Go to the future and get them to imagine a time when they would have had the phobic
response, “Notice how different it feels, notice how it’s different (pause), it is different?”

16. “Seal those thoughts in your mind, like the lid on a Tupperware container, locked in your
sub-conscious mind forever”

17. Check ecology and if necessary use a swish pattern to install a new appropriate
behaviour.

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 General Reframes

Learning
“What is there to have learnt from this event, the learning of which will allow you to
easily let go of the emotions? Won’t it be better to preserve the learnings than the
emotions? If you let go of the emotions and preserve the learnings you will have
learnt what you needed.”

Protection/Safety
“The negative emotion of (state) doesn’t protect you.” (If you’re working with fear or
anger, mention flight or fight). “In fact, negative emotions aren’t safe for the body.
Each negative emotion can contribute to the following types of health problems:”

i. Anger: Heart attack, heightened cholesterol

ii. Sadness: Weakened immune system, depression
iii. Fear: Excessive stress, PTSD, phobia
iv. Guilt: Lowered healing energy
v. Conflict: Cancer

Prime Directives
“Not letting go of this emotion is in direct conflict with the highest prime directive of
the sub-conscious mind, which is to preserve the body. This emotion, though getting
results, does not preserve the body – it hurts the body. Wouldn’t it be better to let go
of the repressed emotion and get the same results in some other way?”

Note: the presuppositions of NLP are great learnings:

1. Everyone has a unique model of the world;

2. respect your client’s model of the world;
3. The map is not the territory (the words we use are not the event);
4. People are not their behaviours;
5. The meaning of all behaviour is dependent upon the context it exists in;
6. All behaviour has a positive intention;
7. The most important information about a person is that person’s behaviour;
8. Everyone is doing the best they can with the resources they have available;
9. There are no unresourceful people, just unresourceful states;
10. Everyone has all the resources they need to succeed and to achieve their
desired outcomes;
11. The person with the most flexibility in their behaviour will have greater
influence over others;
12. There is no failure, only feedback;
13. Everyone is in charge of their mind, and therefore their results;
14. The meaning of communication is equal to the response you get;
15. Resistance in a client is a sign of lack of rapport;
16. All procedures should be designed to create choice and promote wholeness.

38
 Getting Rid of a Problem

Overview
This process can be used for single negative emotion, behaviours, or complex
problems in situations that involve more than one emotion. The key is the client’s
ability to get in touch with the whole problem. Technically, the technique works by
lighting up and removing the boundary conditions of the problem, thus dissolving it
into the void.

Process
1. Teach the client how to go into Expanded Awareness and anchor it.

2. Elicit the problem “What is the problem?” Have the client talk about the
problem and ask them to “get in touch with how you know you have that as a
problem?”

3. “Now go into Expanded Awareness.” Fire off anchor. Calibrate for integration.

4. (Optional) Suggest they preserve positive learnings (if there are any).

5. Repeat Steps #2 – 3 until the client can no longer access the problem.

6. Test and Future pace. Elicit new options.

39
 Smart Goals/Outcomes

Questions
1. What specifically do you want?
Specific

S Simple
2.
3.
4.
5.
Where are you now?
What will you see when you have it?
What will you hear when you have it?
What will you feel when you have it?
Measurable 6. How will you know you’ve achieved it?

M Meaningful
7.
8.
What will this outcome get for you?
What will this outcome allow you to
do?
9. Is this outcome only for you?
As if Now

A
10. Where do you want to achieve this?
11. When do you want to achieve this?
All Areas of Life 12. How do you want to achieve this?
13. With whom do you want to achieve
this?
Realistic

R Responsible
14.
15.
16.
17.
What resource do you have now?
What resource do you need?
Have you done (had) this before?
For what purpose do you want this?
Timed 18. What will happen when you get it?

T Toward What You Want

19.
20.
21.
What won’t happen when you get it?
What will happen if you don’t get it?
Is it a promise?

Checks
1. Is goal stated in Positive terms?
2. Will the goal be initiated and maintained by the client?
3. Is there a clearly identifiable and achievable sequence of steps?
4. Is it ecological?
5. Is there more than one way to achieve the goal?
6. Does the outcome increase choice?
7. Obstacles occur only when you start to move towards your goal.

Areas of Life
1. Career
2. Family
3. Health & Fitness
4. Personal Development
5. Relationships
6. Inner Being (Spirituality)

40
 Like to Dislike Script
Process
1. “Can you think of something that you like but wish you really did not? Good –
what is it? As you think about that, do you have a picture?”

2. Elicit sub-modalities

3. Break state

4. “Can you think of something that is similar, but which you absolutely dislike? For
example, ice cream and yogurt are similar but different?”

5. Elicit sub-modalities (the driver(s), most likely either location and/or

association/dissociation, must be different, otherwise do another item)

6. Break state and do contrastive analysis on the two sets sub-modalities noting
differences

7. Re-create the like picture and then amend using the sub-modalities that are
different

8. Take the like picture and change the sub-modalities which are different

9. “Now, as you think about the item you used to like, how is it different now?”

10. Go to the future and get them to imagine a time when they would have
associated with then liked item, “Notice how different it feels, notice how it’s
different (pause), it is different?”

11. “Seal those thoughts in your mind, like the lid on a Tupperware container, locked
in your sub-conscious mind forever”

41
 Linguistic Re-Sourcing

Desired Outcome
Directed questioning for a specific result.

Clients
For clients whose realities are Time or Space (listen for when/where presuppositions).

Process for TIME

(for SPACE replace” when” with “where”)

1. “What’s the problem?”

2. “How do you know when it’s a problem?”

3. “When did you decide that?”

4. “When don’t you do it now?”

5. “What are you deciding then?”

6. “How is that different from how you were?”

7. “How do you know that, now?”

8. “What other changes would you like to make?”

42
 Logical Levels of Therapy

Take it all the way out

Blow out the strategies. Blows out the sub-modalities.
to the limit

“Teach me to do it” Makes them the authority. Dissociated.

Temporary Agency

How do you do it?”

“When do you do it?”
Associated/Strategies/Mind Reads/Temporal.
“How do you know it’s
time to do that?”

Give us the patterns.

Meta Model

Get the Cause & Effect and the Modal operators

Presenting Problem

43
 Phobia Demonstration

A phobia is a very intense kinaesthetic response to a trigger.

Process
1. Establish end test and calibrate initial response to phobic stimulus.

2. Understand the boundaries/severity of the phobia – what has to happen to have (the
phobia).

3. “Okay, we’re going to play a game called ‘Teach me how to be (the phobia) ‘; I’d like to
be able to know how to do it, act just like you, teach me how you do (the phobia).”

4. “What’s the first thing that has to happen in order for you to be (the phobia), how do
you know it’s time to be (the phobia), what has to happen in order for you to get (the
phobia), teach me how to do it.

5. “What’s the first thing you do?” Get specific answer (VAK internal/external etc.). This is
the first part of their strategy.

6. Feedback their answer from Step #5 but incorrectly.

7. Confirm and check they are able do (your incorrect answer from Step #6) and then ask
“Would this give you (the phobia)?”

i. If no “Well don’t do that, whatever you do, don’t do that okay? Don’t (feedback
incorrect answer) will you, as that won’t allow you to have your (the phobia) will
it?”
ii. If yes you need to check they’re at the first position and/or redo Step #6 so they
can not have the phobic response.

8. “What’s the next thing you do? Do you say something to yourself, see a picture (etc.)”
Get specific answer (VAK internal/external etc.).

9. Feedback their answer from Step #8 but incorrectly.

10. Confirm and check they are able to (your incorrect answer) and then ask “If you (first
incorrect answer) and then (next incorrect answer), would this give you (the phobia)?”

i. If no “Well don’t do that, whatever you do, don’t do that okay? Don’t (feedback
incorrect answers) will you, as that won’t work? It will stop the phobia from
working!”
ii. If yes need to restate the incorrect answers so they can not have the phobic
response.

44
11. Loop through Steps #8 - 10 until full strategy has been gone through.

12. Repeat all the incorrect answers and confirm if they do all of these will they get (the
phobia) “Are you sure?”

i. If yes have them do a practice run of all the steps “Are you getting any (the
phobia)? Are you sure? So the next time you could have your phobic response
whatever you do don’t do this okay? Don’t do this!” Go to Step #13.
ii. If no need to restate the incorrect answers so they can not have the phobic
response and then repeat Step #12.

13. Apply test, and then check phobia completely gone.

45
 Meta Model III

Desired Outcome
Directed questioning for a specific result.

Clients
For clients whose realities that are either Matter (listen for what – nouns, nomilisations
(process words that have been frozen in time making them nouns)) or Energy (how/why –
model operators – necessity, probability, possibility).

Process

START
P What’s wrong?

R
O What caused this problem?

B
How can you failed to have resolved this?
L (Fully consider answer to this)
E
M How can you overcome (circumvent) the solution to your problem

FLIP
S What would you like to change?

O
L When will you STOP IT from being a limitation?

U
T How many ways do you know you have solved this?

I
O I know you are changing and seeing things differently.

N
CONFIRM

46
 Negotiation Model (Linguistic Parts Integration)

Desired Outcome
To gain agreement between two parties (either different people, groups, or within one
person).

Preframe
1. Both parties must be willing not to get exactly what they want;

a. Are you both willing to make this work?

b. Is this relationship worth saving?
c. Are you committed to an outcome that works, or being right?
d. What’s more important – getting your way or keeping the morale of the team
strong?

2. Mind read which is the more negative/less flexible/most in conflict and start with this.
3. Can be done separately or together.

Process
1. First person: “For what purpose do you want to….?” Keep chunking up until you
get to a high level of “want”.

2. First person: “So if you get (answer from #1), then however we do it is okay?”
This is the conditional close.

3. Second person: “For what purpose do you want to….?” Keep chunking up until
you get to the same level of “want” as from the first person.

a. If response does not “match”, repeat steps #1 and #2 to get higher level of
“want” with first person until a match is achieved, or if a match still not
found
b. Repeat step #3 with second person until match achieved, or if a match is
still not found
c. Go back to 3a) and keep looping until match achieved and then go to step
#4.

4. Second person: “So if you get (answer from #1), then however we do it is okay?”
Conditional close.

5. Use agreement frame to get high level agreement with both parties (this can be
either their original starting point and the matched “want”, or just the matched
“want”).

6. Chunk down to a solution only as quickly as you can maintain agreement.

47
a. If resistance is met, chunk up and then go lateral, and then chunk down
again.
b. Keep using the agreement frame.
c. Time is not critical (unless it is!)

48
 Part(s) Integration

Process
1. Explain that the process may be repetitive and ask seemingly annoying questions.

2. Identify the conflict – make sure there is an obvious problem part (try it on – be
devil’s advocate/sceptical) – if not convinced ask “How’s that a problem?”

3. Once convinced acknowledge: “Okay – I can see that’s a problem”

4. ”Is it okay for your sub-conscious mind to allow this to be no longer a problem
for you and also for you to be consciously aware of that?”

5. Bring problem part out on hand first and ask: “Part of you wants to (state part’s
intention), would that part like to come out on one of your hands?”

i. Yes: have the client hold out their hands.

ii. No: ask: ”Could it?”

6. Ask: ”Does the part look like anyone you recognise or sound like someone you
know or feel like someone you’re familiar with?” If the client says no ask: ”Could
it?”

7. Ask: ”Is the part willing to talk to us?”

8. Find the part in most conflict with the first part – this is the whole. “Can you find
the part inside that is in most conflict with this part? Its opposite number, the flip
side of the coin?” If the client says no ask: ”Could you?”

9. Say “Could that part please come out on your other hand?”

10. Ask: ”Does the part look like anyone you recognise or sound like someone you
know or feel like someone you’re familiar with?” If the client says no ask ”Could
it?”

11. Ask: ”Is the part willing to talk to us?”

12. Position arms in the correct position – elbows slightly out and in front of body.

13. Explain: ”This process may seem repetitive and maybe even seem annoying to
you and the part, but it will make significant change – is that okay?”

14. Start with the problem part “Can we ask this part, what is its highest intentions?”

49
15. Note this and the answers to the following:

i. “How is that a problem?”

ii. “For what purpose?”
iii. “What does that do for you?” Make sure the client stays associated.
iv. “What is the highest intention of that?”
v. “What would that give you?”

16. Keep repeating Step #15 until the part loops.

17.
18. Once looping, chunk up on all the previous answers to break the boundary:
”What would all of these things - (list) - putting all of these things together what
is their highest intention?”

i. If the part goes back to a previous answer redo Step #17 until the part
breaks the boundary.
ii. If the part dissociates (which means it’s close to the boundary) bring back to
associated: ”And if you were to get (the outcome), what would it do for
you?”

19. Once the boundary is broken go up one or two more levels.

20. Question the other part to discover the same highest intention as the first part:
”Can we ask the other part – for what purpose does this part want to be seen?”

21. Question until the intentions match:

i. “For what purpose?”

ii. “What does that do for you?” Make sure the client stays associated.
iii. “What is the highest intention of that?”
iv. “What would that give you?”

22. ”So this parts highest intention is (list), and the other parts highest intention is
(list). In other words, both of these parts want the same thing – that’s great.”

23. Integrate part with the rest of the sub-conscious mind:

i. “Is it just me, or have you noticed that your hands are coming together?”
ii. “As you notice your hands coming together, have these parts realised yet
that they were once part of the larger whole?”
iii. “If there are any other parts that were once part of a larger whole, you may
join in as well.”
iv. “What positive attributes and resources does (the good part) have that the
other part would like to have?”
v. “What positive attributes and resources does (the separate part) have that
the other part would like to have?”

50
24. Utilise hypnotic language skills:

i. “Don’t rush – let the parts join together in their own time and become one.”
ii. “When your fingers touch all becomes one.”

25. Once hands come together, have the client slowly bring both hands together to
their heart to symbolise the re-uniting of the parts and integration into the
whole.

26. With hands over the heart, make positive comments on choices, change etc. and
let the client absorb this.

27. Test and future pace: ”Close your eyes for me – can you think of an event in the
future, an event which if it had happened in the past, you’d have experienced
your old conflict and notice how its different now (pause), it is different?”

28. ”Come back to now, but only as easily and as effortlessly as to allow all these
changes to be permanent, sealed in, locked into your core self, and only when
this is done open your eyes.”

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 Prime Concerns Elicitation

Desired Outcome
To change a behaviour or presenting problem.

PART ONE: Starting, Changing, Stopping

For our purposes in elicitation there are six possibilities that operate in conjunction
with one another. In other words, a person will usually be best at one and worst at
one. So there are two questions to use, and they should be asked in order.

Process
1. First question: “What are you best at – starting things, changing things, or
stopping things?”

2. Second question: “What are you worst at – starting things, changing things, or
stopping things?” Note answer and apply against list below:

a. The person who’s worst at starting things will have trouble being who they
want to be (“Why can’t I be who I want to be?”) = BEING.

b. The person who’s worst at changing things will have trouble doing what
they want to do (“Why can’t I do what I want to do?”) = DOING.

c. The person who’s worst at stopping things will have trouble having what
they want to have (“Why can’t I ever have what I want?”) = HAVING.

3. Third question:

a. If BEING: “So who is it that you are not being that you want to be?”

b. If DOING: “So what is it that you are not doing that you want to do?”

c. If HAVING: “So what is it that you do not have that you want to have?”

4. Note answers. Either the third question is their prime concern, or the answer
from this question is, and this will give you more specifics on what is missing.

52
 PART TWO: The Ecstatic State Elicitation

In looking for a Prime Concern, we are not really looking for the ecstatic state, we are
looking for the non mirror-image reverse of the ecstatic state. This elicitation will
provide a tremendous amount of information.

Process
1. First question: “Can you remember a time when you were totally ecstatic? Do
that right now please.”

2. Second question: “As you remember a time when you were totally ecstatic,
what was present in that state that’s not usually present?” Note the exact
words the client gives you – make sure the client is fully accessing the state.

3. Third question: “What was missing that’s usually present in your normal, usual,
working state?” Note the exact words the client gives you – make sure the client
is fully accessing the state.

The answer the client gives to #2 and #3 will give you a level of words that are either
Prime Concerns or leading to Prime Concerns e.g. being alone – lonely – scared –
needing someone.

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 PART THREE: Prime Concerns

This is best used for behaviours, not non-behaviours.

Process
1. From the list gathered look for significant, analogically marked (unusual) words.

2. Pace the problem then feed back the responses (remember that the words that
fill the blanks serve as embedded commands, so it’s important they are
positively stated):

a. “Anything less than (the opposite of the problem) isn’t (the intention of the
problem) isn’t it”

b. See if the neural networks are activated; the client will probably say
“What?”

c. Use Cartesian Logic: “So it’s not just about (the intention of the problem or
other keywords) isn’t it.” Repeat using different questions/words (5, 10,
20! Times) going across the threshold and boundaries and look for a shift.

3. Resolution:

a. The problem disappears;

b. They can’t hear you;
c. Parts integrate;
d. Boundaries disappear;
e. Capacity of words to act as linguistic markers disappears.

4. Test and Future Pace.

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 Releasing Attachments

Overview
Since in Quantum Physics, the whole contains the part and the part contains the
whole, every desire contains the potentiality of its opposite in its essence. Every time
we ‘want’ something, there is an inherent potentiality of not being okay with not
having that. This technique can be used to get rid of desires that cause us to lose our
balance and to be less than totally centred.

Paradoxically, by dissolving the desired outcome in the void, you may actually
enhance it happening spontaneously.

Process
1. Teach the client how to go into Expanded Awareness and anchor it.

2. Elicit the problem desire. Have the client talk about the problem desire and ask
them to “get in touch with how you know you want that”.

3. “Now go into Expanded Awareness.” Fire off anchor. Calibrate for integration.

4. Loop Steps #2 -3.

5. (Optional) Suggest they preserve positive learnings (if there are any).

6. Repeat Steps #2 – 3 until the client can no longer access the problem.

7. Test and Future pace. Elicit new options.

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 Representational System Preference Assessment

Overview
For each of the following statements, please place a number next to every phrase.
Use the following system to indicate your preferences:

1. Least descriptive of you

2. Somewhat describing you
3. Next best description
4. Closest to describing you

Please answer as you are, rather than what you would like to be!

Questions
1. I make important decisions based on:

gut level feelings

which way sounds the best
what looks best to me
precise review and study of the issues

2. During an argument, I am most likely to be influenced by:

the other person’s tone of voice

whether or not I can see the other person’s point of view
the logic of the other person’s argument
whether or not I am in touch with the other person’s true
feelings

3. I most easily communicate what is going on with me by:

the way I dress and look

the feelings I share
the words I choose
my tone of voice

4. It’s easiest for me to:

find the ideal volume and tuning on a stereo system

select the most intellectually relevant point in an interesting
subject
select the most comfortable furniture
select rich, attractive colour combinations

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5. I am very:
attuned the sounds of my surroundings
adept at making sense of new facts and data
responsive to colours and to the way a room looks
sensitive to the way articles of clothing feel on my body

57
 Representational System Preference

1. Copy the answers from the previous page to here.

1. K 2. A 3. V 4. A 5. A

A V K Ad Ad

V Ad Ad K V

Ad K A V K

2. Place the results from Step #1 into the Matrix.

Questions V A K Ad

1.

2.

3.

4.

5.

TOTALS

3. The comparison of the total scores will give the relative preference for each of the four
major representational systems.

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 NLP Technique: Six Step Reframe

Process
1. Identify the behaviour to be changed (can be kept secret by client).

2. Request an honest involuntary yes/no signal to be shown recognising that you are
not taking behaviours away as they have positive intention.

i. Invite unconscious for the signal;

ii. Watch closely for signal;
iii. Thank the unconscious when the signal is received; and then
iv. Confirm that the unconscious has a positive intent for using the behaviour
and thank it for this.

3. Check that signal is an honest involuntary signal.

i. Ask unconscious to signal again;

ii. Watch for signal and thank when received; and then
iii. Ask client to thank unconscious for its positive intent for using the
behaviour and thank it for this.

4. Ask the unconscious if it is willing to share what the positive intention of the
behaviour is, and if yes when?

i. If the answer is yes, gather the info and check this is the real intention – if
told no that’s okay.

5. Ask the unconscious if it is willing to generate five alternative behaviours for

achieving the positive intent (at least as successful if not more successfully than the
current one) – yes or no?

i. If yes, ask the unconscious to generate the 5 alternatives and let you know
when this has been done;
ii. If no, ask the unconscious if it is willing to consciously let you know why?

6. Ask the unconscious to take responsibility for choosing & testing one of the new
behaviours (e.g. for two weeks). Check that the 5 alternatives are at least as good as
the old behaviour or if there any objections to them – revert back to #5 if required
and ask it to create 5 alternatives that are.

7. If the new behaviour is satisfactory, it can remain. If not, the unconscious can either
try one of the remaining alternatives, or revert to the original pattern.

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8. Ask the unconscious if there is any objection to the new approach. If okay, allow the
changes to integrate inside (the client may not know what the changes are as this is
being done at the unconscious level).

9. Future pace - look into the future now and notice how the new, more successful
behaviours, have helped you achieve goals and change your life.

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 Strategy Design & Installation

Strategy Design

Definition
The process of creating or modifying a strategy to produce more choices in one’s life.

Process
5. Identify the missing element of the strategy, or the lack of strategy.
6. Ask yourself “What would need to happen in addition or in place of this, in
order for the problem to no longer be a problem?”
7. Design the new strategy with the answer from Step #2.

Example
A client may have the decision-making strategy below when they go shopping. As a
result, they become a compulsive shopper and buy things all the time that they don’t
really need.

Ve Ki DECISION

I see it I want it I buy it

By inserting an At of the voice of someone they respect saying something such as “Remember,
only fools spend foolishly” (if they have a moving Away Direction Meta Program), or
“Remember, a wise investor spends wisely ” (if they have a moving Toward Direction Meta
Program).

Ve At Ki DECISION

Helpful Hints
1. The client must have a well defined representation of the outcome in order for
it to be a well designed strategy – see Keys to Achievable Outcomes and Meta
Model (Practitioner Manual).

2. The strategy should use all three of the major representational systems i.e. V, A,
and K.

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3. There should be no two-point loops as this becomes a synaesthesia (such as a
V-K synaesthesia ”I want to see how I feel”) which loop round too quickly, so it
becomes harder to exit the strategy.

4. In many cases you will want to create an external check. This will prevent Ad
feedback loops i.e. they talk themselves in and out of the decision.

5. The strategy should have a test, and part of the test should be a comparison of
the present state and the desired outcome. This is best done through each step
having specific sub-modalities that are very specific.

6. Install as few steps as possible.

7. The strategy should leave the client with more choice in life, not restrict them
from options.

8. Take into account the Direction Meta Program (Toward/Away).

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 Strategy Installation

Definition
The process of installing a created or modified strategy for the purpose of offering the client
more options in life.

Process
There are many techniques that can be used:

A. Chaining Anchors
B. Swish Patterns
C. Metaphors
D. Rehearsal (move eye patterns as defined by the amended strategy)

Example
A client may have the decision-making strategy below when they go shopping. As a
result, they become a compulsive shopper and buy things all the time that they don’t
really need.

Ve Ki DECISION

I see it I want it I buy it

However, the strategy we want is below:

Ve At Ki DECISION

1. Anchor Ve to the first knuckle.

2. Anchor Ki to the third knuckle.
3. Anchor At to the second knuckle.
4. Chain the anchor (this can be done with Rehearsal)
5. Stack each component approximately three times.
6. Install chain approximately three times.
7. Test – fire first knuckle.

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 Strategy Elicitation
Overview
There are two ways two elicit strategies: formally and informally. In business, it is often
easier to elicit a strategy informally, by simply watching a person’s eye patterns and
listening to their words. Often by simply asking how someone does it and they will run
through their strategy. Both are shown below.

Notation System
Below are the elements of a strategy and their shorthand notations
1. Visual (V)
a. External (e) – remembered
b. Internal (i) – constructed/imagined

2. Auditory (A)
a. External (e) – remembered
b. Internal (i) – constructed/imagined

3. Auditory Digital (Ad)

4. Kinaesthetic (K)
a. External (e) – tactile
b. Internal (i) – proprioceptive (meta – emotion)

5. Olfactory (O)
a. External (e) – remembered
b. Internal (i) – constructed/imagined

6. Gustatory (G)
a. External (e) – remembered
b. Internal (i) – constructed/imagined

Eye Patterns
Below are the patterns as you look at a person.

Visual Construct Visual Remembered

(External) (Internal)

Auditory Construct Auditory Remembered

(External) (Internal)

Kinaesthetic Auditory Digital

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 Informal Elicitation

Process
Ask any of the following:
a. “Where did you…?”
b. “How did you…?”

Notes
1. Watch for the ‘look to talk’ rule with eye patterns.
2. An Ad at the start may be the client repeating the question.
3. A Vi at the start is probably really a Ve; if it is a Vi the question is how is the
client constructing it? In some cases you will see a Vi/Ve (or vice-versa) which
indicates a comparison.
4. When asking questions be non-directive.

65
 Formal Elicitation
Process
1. Gain Rapport
If the client is not in rapport with you, they may not be willing to tolerate the
questions that follow.

2. Set the Frame

You want to set a softening frame to prepare the client for the questions that
follow such as “You know, as we sit here talking about your business, I’m really
motivated to ask you some questions that will allow me to serve you better. So
I hope you don’t mind if I ask you…”

3. Get into the State you are Eliciting

For example, it is recommended you know someone’s decision-making strategy
prior to the time you want them to make a decision, so you could present
information to them in a way that allows them to decide easily. To elicit their
decision making strategy you would want to get into a decisive state – a state
where you made a decision. If you are in rapport with them as outlined earlier,
this will lead them into the state and make it easier for them to access their own
decision making state.

4. Formal Elicitation Script

A. “Can you recall a time when you we’re totally (strategy required)?”
B. “Can you recall a specific time?”
C. “As you go back to that time now, what was the very first thing that
caused you to be totally (strategy required)?”
a. “Was it something you saw (or the way someone looked at you)?”
b. “Was it something you heard (or someone’s tone of voice)?”
c. “Was it the touch of someone (or something)?”
D. “What was the very first thing that caused you to be totally (strategy
required)?”
E. “After you (saw, heard, felt) that, what was the very next thing that
happened as you were totally (strategy required)?”
a. “Did you picture something in your mind, say something to yourself, or
have a certain feeling or emotion?”
F. “What was the next thing that happened as you were totally (strategy
required)?”
G. After you (list previous), did you know you were totally (strategy
required)?”. If no, go back to Step E a).

Note: make sure the client is in a fully associated state. This will help to ensure that
eye patterns are more ‘genuine’ and they are less analytical during the process

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5. Anchor the State
This step and Step #6 are actually done during the process of Step #4. As the
client is accessing the state, anchor that state to assist them in returning to the
state a second or third time, perhaps even more if needed. Remember you can
have them repeat this as often as you need so long as you have rapport
established.

6. Fire the Anchor

Each time you have them recall the state, fire of the anchor to assist them in
accessing the information.

7. Repeat
Repeat Steps #4 – 6 until complete.

8. Elicit the Sub-modalities

In each component of the strategy there will be sub-modalities – these are how
the nervous system either passes or fails the second test in the TOTE model.

Helpful Hints
In case you run out of ways to get into a strategy elicitation, here are some other
things you can say:

“Has there ever been a time when you were really motivated to do something?”
Motivation
“What is it like when you’re exceptionally creative?” Creativity
“Has there ever been a situation in which you were exceptionally creative?” Creativity
“Can you tell me about a time when you were best able to do ‘x’?” A Skill
“What is it like to ‘x’?”
“Can you ‘x’?”
“How do you ‘x’?”
“Have you ever ‘x’ed?”
“Would you know if you could ‘x’?”
“What happens to you as you ‘x’?”

Any of the above can be used to elicit either a formal or informal elicitation.

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 SUBMODALITIES CHECK LIST
Submodality State #1 State #2 State #3 State #4
Reference
VISUAL Do you have a picture?
Black & White or Colour
Near or Far
Bright or Dim
Location
Size of Picture
Associated or Dissociated
Focussed or Defocused
Focus – Steady or Changing
Framed or Panoramic
Movie or Still
Movie – Fast Normal or Slow
Amount of Contrast
3D or Flat
Angle Viewed From
# of Pictures
AUDITORY Are there any sounds that are important?
Location
Direction
Internal or External
Loud or Soft
Fast or Slow
Pitch – High Medium or Low
Tonality
Timbre
Pauses
Cadence
Duration
Uniqueness of Sound
KINESTHETIC Are there any feelings that are important?
Location
Size
Shape
Intensity
Steady or Changing
Temp – Hot Warm or Cold
Movement/Duration
Vibration
Pressure
Weight

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 Super Future Pacing
Process

1. Choose some goal that you want to achieve, some change you want to make that
you’re committed to. This is a powerful process, so I only want to use it to reinforce
goals that you genuinely want! The next stage in the process involves imagining future
scenarios, so it’s best if you get someone to read it to you, or record yourself reading
the steps with space in between for you to process.

2. Looking back to the present from this point in the future, notice what you have been
doing, & how you have been doing it. It’s OK if you can’t “see” what you’ve been doing
in the intervening period. Just asking the question will get you processing the answers
at a conscious & an unconscious level. This creates a pathway between the present &
the future.

3. Notice 3 or 4 particularly outstanding & convincing examples (specific

accomplishments or behaviours) that really let you know that you’ve made this
change. Examples help our brains to generalise. Just like your current expectations of
yourself are built on past examples, we’re creating a future expectations based on
past-examples-to-be! Sneaky huh?!?

4. Send a message, resource or gift to that “you” back in the present, a vote of
confidence from this future you that has already made these changes. It could be a
message of encouragement (“You can do it!”), reassurance (“Everything’s OK”), or
motivation (“Pull your finger out and start taking action!”) Once you’ve given the gift
to that you back there in the present...

5. Return to the present & receive that message / gift / resource from that “you” who
has already achieved this goal / made this change. If you’re doing this physically, walk
back to the place that represents the present moment & receive that message.

6. As you see your future opening big & bright before you, ask yourself “All of this, for
what purpose? And in order to do what? And in order to do what?” As you allow the
answers to come, continue allowing what you’ve been learning to integrate at every
level in your neurology.

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 Swish Pattern Script

Applied to change minor unwanted behaviours or states that are highly contextualised;
installs new choices for a new way of life. Remember that the state/behaviour may have
multiple triggers – must find the triggers.

Process
1. Elicit present state or behaviour: “How do you know it’s time to (state/behaviour)?
How do you know that’s a problem for you? When you think of that
(state/behaviour) do you have a picture? See the picture looking through your own
eyes.” Note: this trigger must be before they do the state/behaviour and not as
they are doing it.

2. Elicit sub-modalities and visually intensify for the most positive kinaesthetic.

3. Break state.

4. Elicit desired state: “How would you like to (feel/act) instead? When you think of
that (feel/act) do you have a picture?

i. Behaviour – dissociated - “Good, now step out of the picture so you see your
body in the picture.”

ii. State – associated - “See the picture looking through your own eyes.”

5. Elicit sub-modalities. If necessary, assist client in adjusting the visual intensity of the
desired state for the most positive kinaesthetic (“How could you make it more
tempting (visual, auditory, kinaesthetic).)

6. Break state – explain the swish process using diagram if necessary.

7. “Now, can you take the old first picture, maybe see it on a screen? Make sure that
you are looking through your own eyes.”

8. “Good, as you have the old first picture on the screen, can you see the new picture
in the lower left hand corner, small and dark? Note: if left handed swish from the
lower right hand corner.

i. Behaviour – dissociated - “Make sure you can see your body in the picture.”

ii. State – associated – “Make sure you are seeing this picture through your
own eyes.”

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9. “Good, now have the picture explode big and bright, and have it explode up so that
it covers the old picture, while the old picture shrinks off into the distance, and do
that as quickly as ssswwisshh.”

10. “Okay ssswwisshh.” Note: check the client’s physiology.

11. “Open your eyes, now close your eyes.”

12. Repeat steps seven through eleven (5 – 30 times) until the unwanted
state/behaviour is not accessible using less and less dialogue and getting quicker
and quicker so in the end their conscious mind cannot keep up.

13. Test - “Close your eyes, can you see the old picture?”

i. No – go to step fourteen.

ii. Yes – repeat steps seven through eleven.

14. “Now, go out to a time in the future when the state/behaviour would have occurred -
what are you doing? Notice how different it feels, notice how it’s different (pause),
how is it different?”

15. “Seal those thoughts in your mind, like the lid on a Tupperware container, locked in
your sub-conscious mind forever”

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 Public Speaking

Talk to a Friend

Introduction
Many of us find speaking in a public at best an uneasy proposition, at worst a nightmare to
be endured; but it need not be this way. For most, we have taught ourselves this fear, and
by repeated association allowed this fear to grow and gain strength until it can completely
overtake rationale thinking. However, what can be taught (the fear) can easily be untaught.

This document deals with one simple solution to help when we are in the process of having
to speak; it’s called ‘talk to a friend’.

Rapport
When we talk to each other, a fundamental strategy to being a good communicator is that
we have rapport with the person or audience we are communicating with. By definition,
rapport means harmony, conformity, accord, affinity etc., and once rapport is achieved, at
the unconscious level a bond is created between us. This bond is very strong, and has a
powerful effect on both the communicator and the person or audience being
communicated with, and all good speakers either have this as a naturally ability or have
been taught to utilise this skill.

So how do we create rapport? When communicating, it is easy to think that the actual
words themselves will create the bond we desire, but in reality they are the least important
element. The bullet points below show the three key facets, and perhaps surprising, the
percentages represent their importance in gaining rapport:

 Words (7%)
 Voice Quality: tone, timbre etc. (35%)
 Physiology: posture, gestures, facial expressions, breathing etc. (55%)

To prove this point, next time you are talking to a friend, colleague etc and are making a
(non contentious!) point, nod your head positively several times as you say the words, and
you find the person you are talking to will respond by nodding their head too. This simple
exercise shows you have rapport, gained non-verbally, and this dramatically increases the
responsiveness that person will have towards you.

So we now understand that our physiology is fundamental in gaining rapport and creating
the bond we require to be an effective speaker. But, there is another key benefit to us as
the speaker: by gaining rapport our unconscious mind instantly knows that the person we

72
are talking to is supporting us, and this automatically triggers this part of our mind to send
out re-assuring signals, allowing us to relax and gain confidence.

Talk to a Friend
This model is based on the information above, and is a very simple and easy way to create
rapport with (initially) one member of the audience, and in return relax and gain confidence.
When about to speak, employ the following model:

1. Find a friend in the audience whom you trust and know will support you;
2. As you are about to speak, take a deep breath and smile;
3. As you start to speak, focus on your selected friend only (do not do any form of room
scan);
4. Attempt rapport by smiling at them, nodding your head, whatever is sensible to what
you are saying;
5. Do not stray from your friend until rapport is created (e.g. you get a reciprocal reaction
as a return smile, nodding of the head etc.);
6. With this rapport, you know the model is working;
7. Only then look at another section of the audience briefly and then return to your friend;
8. Check for rapport again;
9. Once confirmed, select another friendly member of the audience and gain rapport;
10. Return to your friend confirming rapport again;
11. Repeat steps #8 - #10 until you have rapport set-up with several members of the
audience and only then deploy your normally scanning process, going back to your
selected ‘friends’ as required.

This simple model may seem a lot to remember but in reality it is very easy: find a friend –
get rapport – move on and then start again. As with all things, practice makes perfect, so
utilise this technique whenever you can; one-to-one conversations is a great way to start.
And if rehearsing your speech, build the model into the rehearsal and add a reminder in
your notes to ‘Talk to a Friend’.

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 The Decision Destroyer

Desired Outcome
Directed questioning for a specific result for a decision made in the past that now longer
serves them.

Clients
For clients whose realities are Time (listen for when presuppositions) and the client says
“I’ve already decided”.

Note: this process requires rapport!

Process

1. Elicit problem and then pace. Get the client back to the decision.

2. “Where were you when you were deciding that?”

3. “…just before that, where were you?”

4. “NOW, as you think about your present situation in life, notice how many options you
have, now.”

5. “Think of that problem and notice how you feel now.”

6. “As you think about the next time you may do (from the limiting decision), knowing
what you know now, notice how much better you feel, not doing it.”

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 TFT – Thought Field Therapy

With 2 fingers of your right hand tap the following acupuncture points 10 times whilst
thinking about a craving e.g. food, smoking, gambling etc.

1. Take a reading of your craving from 1 – 10 where 10 is severe craving and 1 is mild
craving
2. Tap above left eye
3. Tap below opposite eye
4. Tap left collarbone
5. Tap under the left arm
6. Tap side of left hand (Karate chop)
a. Think about what it was you were craving
7. Tap back of left hand
8. Close Eyes whilst tapping back of left hand
9. Open Eyes whilst tapping back of left hand
10. Keep head still and look down to the right whilst tapping the back of left hand
11. Keep head still and look down to the left whilst tapping the back of left hand
12. Tap back of left hand
a. Keep thinking about that craving
13. Rotate eyes 360 degree still tapping back of left hand
14. Rotate eyes 360 degree in opposite direction whilst still tapping back of left hand
15. Hum a couple of bars of Jingle Bells – fast whilst still tapping back of left hand
a. Jingle Bells, Jingle Bells, Jingle all the way
16. Count from 1 to 5 still tapping the back of your left hand
17. Tap above the left eye again
18. Tab under the opposite eye
19. Take a new craving reading

This is not a distraction technique as it is not possible to get back the feeling afterwards

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 Time Scramble

Desired Outcome
Directed questioning for a specific result.

Clients
For clients whose realities are Time (listen for when presuppositions).
Note: do not use with grumpy clients!

Process

1. Elicit problem.

2. “Go inside and try in vain to have the same problem?”

3. “It was a terrible problem wasn’t it?”

4. “What would it be like when you have made those changes, now?”

5. “In the future, as you look back and see what it was like to have had that problem….,
as you stop thinking about it now, if you could make this change for yourself so that
you could STOP…., having made that change and see yourself now.”

6. “Do you like the way you look if you could make that change and look back at
yourself having made that change now!”

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 TLT - If a Client Abreacts

It is not unusual for clients to associate into a traumatic memory during a Time Line therapy
technique, and there are other techniques that actually associate clients into traumatic
events on purpose. Unlike these techniques, it is not the intent of Time Line Therapy to
associate the client into a traumatic memory; however, it is not unusual, so if your client
associates into an unwanted memory here is what to do:

1. “Where are you?” If the client is feeling the emotions, the client is in the event.

2. Whatever the clients says: “Good, just get up above the Time Line so you are looking
down at the event.”

3. Pause: “Are you above the Time Line?”

i. If no, go back to Step #2.

ii. If yes say “Good, now make sure you are above the event but before the event,
and you are looking toward now.” Pause: “Now where are the emotions?”

Sometimes, although you need to be patient, you have to be quite forceful or authoritarian
to get the client above the Time Line. Remember, it is important for the client’s comfort to
get them out of the traumatic memory as soon as possible. While we say that negative
emotions are good, it is also not good to hold on to the emotions. If the client remains
associated it just strengthens the emotions.

4. If Steps #1 – 4 do not work then stand up and clap your hands over the client’s head
and say “Open your eyes and look up at the ceiling – keep your eyes up.” When the
client’s eyes open, go back to Step #2.

5. If Step #4 does not work, stand up and say to the client: ”Stand up and walk with
me.” Then walk the client around the room at high speed while you do the process
again with the client walking.

6. Depending on the client’s state, you may also need to use the Fast Phobia model.

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 TLT – Anxiety

Above the Timeline

Past Now Future

EVENT

Note: anxiety may be the result of fear which has not been released, and if so always release
the fear first.

1. “Float up above your Time Line, and go out into the future to a time 15 minutes after
the successful completion of the event about which you thought you were anxious.
Tell me when you’re there.”

2. “Good. Turn and look towards now along the Time Line.

3. “Now, where’s the anxiety?

4. If the anxiety does not disappear, then reframe: ”I know that there’s a part of you
that thinks it’s important for you to have some anxiety to motivate you, and I agree
that it’s important for you to be motivated. The problem is that anxiety is not good
for the body. Are there other ways that would be okay for you to motivate yourself,
and let the anxiety go?” Ensure these are expressed and then go back to Stage #1.

5. ”Come back to now.”

6. If desired, test by having them think about what used to make them anxious, and
notice that the feeling is emotionally balanced or flat.

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 TLT - Determining Limiting Decisions

When doing Time Line Therapy techniques, we will work mostly with eliminating the client’s
past negative emotions and limiting decisions. It is important to determine the difference
between these two modalities of intervention. Generally, anything that is not a negative
emotion is a limiting decision. There also some additional criteria for determining a limiting
decision which are when it is described as:

1. Anything You Can’t Feel. If the description the client gives you is something which
when you try it on is something you cannot feel without hallucinating substantially,
then you are working with a limiting decision. “I just don’t feel happy” for example, is
the result of a limiting decision.

2. Negations. As in the above example, anytime you hear a negation describing

anything, which might be a negative emotion, you should be looking for a limiting
decision. Examples include: “I’m not capable” or “I don’t feel loved” or “I can’t make
the kind of money I want.”

3. Comparatives. Whenever you hear a comparison, such as “I wish I could make more
money” treat it as a limiting decision. Comparatives include statements such as “I
have low self esteem” or “I’m not good enough” or “I want to feel better about
myself.”

4. All Dysfunctional Beliefs. What is not obvious is that any time we have a limiting belief
we must have a limiting decision which preceded it. Each time in the past when you
adopt a limiting belief, a limiting decision preceded that acceptance. A limiting
decision preceded even the beliefs that were adopted from other people. If a client
says “I don’t believe I can do it” the practitioner should say “When did you decide
that?”

5. Physiological Issues. Many issues that result in physiological symptomology have their
roots in decisions (this includes all physiological issues that look like disease).

6. Accidents. Many events in the client’s past are the results of decisions that the client
made which preceded the event. Even if this is not true, when the client accepts their
creation of a past “accident” then the client can un-choose the event and thus change
their future.

7. Cause. When a client is not at cause for an emotion a limiting belief is present.

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 TLT - Discovering the Initial Sensitising Event (ISE)

Note: this is done before the client is above the Time Line – it increases unconscious trust
and co-operation. For a limiting decision, ensure client is at cause; if not then ask for the
limiting decision that caused this limiting decision.

1. “Is it alright for your unconscious mind for you to release this (emotion or limiting
decision) today and for you to be aware of it consciously?” If they say “No” you need
to reframe.

2. Find the ISE: “If you were to know what the initial event of this (emotion or limiting
decision) was, the root cause of this (emotion or limiting decision), the first event,
which when disconnected will cause any and all (emotion or limiting decision) to
disappear from your past present and future, if you were to know, would you say that
initial event was before, during, or after your birth?”

Note: if the client says they don’t know the root cause say: “I know you don’t, but if
you did, take whatever comes up, trust your unconscious mind.”

Note: if the client says it’s always been there say: “I know, go back fifteen minutes
before it’s always been there.”
o Before: “In the womb or before?”

 Womb: “What month?”

 Before: “Was it a past life or passed down through the generations?”

o Past Life: “How many lifetimes ago?”

o Genealogically: “How many generations ago?

Note: if the client says both, work with the earlier one first and then the
later one.

o During: okay

o After: “If you were to know, what age were you?”

3. Note answer.

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 TLT - Elicitation of the Time Line - Version #1

This is done with the client awake, not in trance, increasing unconscious trust and co-
operation.

“We’re going to play a game now called trust your unconscious mind – okay? If you were to
trust your unconscious mind and just ask it in what direction your past is, I imagine you’d be
able to point in that direction. It might be to the left, or right, or behind you, or in front of
you, or upward, or downward, or it could be at an angle – in some direction from you in
relation to your body. And I’m not so concerned with what you consciously think the correct
answer is, I just want you take the first thing that comes to mind. So just go ahead and trust
your unconscious mind and point to the past”

Always note all analogue behaviour in elicitation.

“And your future, what direction would you point if I asked your unconscious mind, where’s
your future?”

“And if you were to point to where right now is, where would that be?”

“Now, if you were to connect the past to the present, and then the present to the future,
notice how that implies a line? That’s your Time Line.”

If they say NO: “Well, could you notice that?”

If they still say NO: “Is your past arranged by location, for example, where you lived?” If
they confirm this: “How would it look if, for the purposes of this
process, it were stretched out in a line?

Remember: Time Line therapy is not only a visual process, it can be done auditorally or
kinaesthetically as well.

“Good, now when I say line, I don’t mean to imply only visual, because in a moment I’m
going to ask you to float up above that line, and however you float up above your Time Line
is perfect. So, can you just float up above your Time Line?”

NOTE: as you elicit the Time Line, realise that however your client does it (how they organise
the past and the future) is perfect for your client. Make no value judgements about the
organisation of your client’s Time Line, but you certainly want to identify if it works for your
client.

If there are two or more Time Lines, say “Which of these Time Lines would be the best to use
to cause the most pervasive and long lasting change to occur?”

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 Elicitation of the Time Line - Version #2

NOTE: only use if version #1 does not work.

Maintain the relationship and communication with the unconscious mind so as to discover
the unconscious storage and organisation.

1. “Can you remember something that happened one week ago?”

2. “Good, as you do, can you notice where it comes from?” (Alternatively, since some
clients can’t notice where a memory comes from, they can notice where it goes to).

3. Repeat steps 1 & 2 for one month ago, one year ago, five years ago, and ten years
ago.

4. Now, repeat steps 1 & 2 for the future, for one month, one year, five years, and then
ten years.

5. Now ask the client “Do you notice that this arrangement implies a line, or some linear
arrangement of your memories? That’s your Time Line”

The arrangement may be linear or it may not. Allow your language and your behaviour to be
non-directive so as to discover and not install the Time Line for your client.

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 TLT - First Test of the Elicitation

Eyes closed.

“Now, would you bring to mind your Time Line?”

Remember: Time Line techniques are not only a visual process, they can be done auditorally
or kinaesthetically.

“Good, now when I say line, I don’t mean to imply only visual, because in a moment I’m
going to ask you to float up above that line. When I say float, you may do this visually, or you
might float on the wind, or float in the bath tub, however you float up above your Time Line
is perfect. So, can you just float up above your Time Line?”

Check how they are doing this and if the client is doing the process visually: “Make sure you
are looking through your own eyes.”

“Now, remaining above your Time Line, just float back into the past (pause) – are you there?
Good, so you can do this quite fast then! Okay, now float out in the direction of your future,
past the present and into the future… just float all the way out into the future and keep
going, go so far that you go all the way out into the future, way beyond now (pause) – are
you there? Great, you’re doing just fine… now I want you to float all the way back to now and
when you get back to now, just float directly above now and let me know when you’re there
(pause).

Wonderful, now I want you to just float up even higher and higher now (if the client is afraid
of heights, you may suggest that they don’t float up higher but the Time Line floats further
down or away), just keep floating so high that your entire Time Line seems to be only one
inch long (pause). And as you look at that Time Line so far away, I want you to just imagine
placing your hand in between you and your Time Line, and notice how with the wave of the
hand, all your problems, concerns, and worries can just disappear. For you see, you are not
your problems…your problems exist in your Time Line, you do not. Now at any given time
throughout the day, you may find yourself wanting to just relax and get away… so just know
that you can return to this place and time of solitude anytime you wish by just floating above
your Time Line and going so high that you can place your hand in between you and your
Time Line. For now though, it’s time to return to now, so just bring your Time Line back into
your awareness and come back to down to now easily and effortlessly. Come all the way
back down to now, and float down into now and come back in the room (pause)”

“How was that?”

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 TLT - Installing Events in your Future

Internal
Representation
Above the Timeline

Past Now Future

Process
1. Be sure that the goal is SMART.

2. “How certain are you that you will achieve this goal in terms of a percentage?” Note
answer.

3. Get the last step: “What is the last thing that has to happen so you know you
achieved it?”

4. Mismatch the answer: “Is it possible that this last step could happen and you will not
obtain your goal?” If “Yes”, go back to Step 3.

5. Ask client to see a picture of the answer from Step 4 (use sub-modalities).

6. Step into the internal representation – associate the client.

7. Adjust the sub-modalities (V, A, & K) to make the feeling as positive as possible.

8. Step out of the internal representation – dissociate the client.

9. Install future event “Float up above your Time Line and take with it this internal
representation. Now, float out into the future, to the correct time, and then let go of
your internal representation and let it float right into your Time Line.”

10. Back to now ”As you float back to now, notice on the way how all the events between
then and now re-evaluate themselves to support your goal. The client may or may not
have an experience of the re-evaluation, so we call it to their attention.

11. ”Take as long as you need, and only open your eyes when you know all the events
have re-evaluate and you’re back to now”

12. Test: ” How certain are you now that you will achieve this goal in terms of a
percentage?” If not 100%, use other techniques to achieve this.

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 TLT - Limiting Decisions

Position B B

Past Now Future

EVENT

Note: position B is before (and above) the event.

Note: the client should always be at cause – if not, then ask for the limiting decision that
caused the limiting decision. Try the limiting decision on to see what you get (not just reality)
and if “real” ask “So when did you decide …..”You should also elicit what the alternative
desired decision is to install later on.

1. “I’d like to ask your unconscious mind to float up in the air, above your Time Line, into
the past and down into the event, right into the event itself, seeing the world through
your own eyes, the eyes of a younger you (pause) – are you there yet? Notice what
emotions are present, and also note if you are aware of the decision that was made
there too.” Watch for the emotions present.

i. If the client says “No” say “I’d like you to rewind the movie of your memory
until you come to the time of the decision – right now.” Note: under certain
circumstances, it may be necessary to install a decision. If this is required,
have the client float down in the event, then have them imagine making the
new decision (associated), in a way that is in alignment with their outcome.
Before leaving, make sure the event is still associated.

2. ”Float back up above the Time Line and go to a position so you are above the event
but well before the beginning of the event, or any of the chain of events that lead to
that event, and turn and look towards now. Preserve the positive learnings (see note
on Learnings), and then ask yourself “Now, where are the emotions?” If the emotions
do not disappear then reframe. ”And the decision, did it disappear too?” If the
decision does not disappear then:

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 i. Make sure the client is at the correct position: ”Get up higher, and float
farther back. Get high enough and far enough back until the decision
disappears.”

ii. Make sure the client is before the first event: ”Are you before the first event?
Is there an earlier event than this one? Go back before the first one.”

iii. If still no response: ”What is there to learn from this event? If you learn this,
won’t it be better than having the old emotions? How can you get the same
benefit that the emotions provided when you let them go?”

iv. If still no response: ”Tell me what emotions you are feeling.” Note these
emotions and work on these until cleared instead.

3. “Excellent, then float down inside the event, looking through your own eyes, and
check on the emotions. Are they there? Or have they disappeared! Now!! Good, and
the decision too – it’s disappeared! Good, come back up to the position where you
are above the event but well before the event.”

4. “Come back to now above your Time Line only as quickly as you allow all the events
between then and now to re-evaluate themselves in light of your new choices, and let
go of all the negative emotions on those events. Assume a position above but before
each subsequent event, preserve the learnings, let go of the emotions and allow each
event to re-evaluate itself all the way back to now. Sometimes it is useful to add “As
you come back to now, I’d like your unconscious mind to allow you to notice at least
three events where you could have (desired decision) but because of the decision we
have just deleted, you didn’t notice the possibility, and now you can.”

5. Test : “Now, how do you feel about that old decision (or belief)?”

6. Future pace - client back at now: “I want you to go out into the future, to an
unspecified time in the future that would be most appropriate, and imagine a time
when something like this could happen again, and how do you react – okay? Good,
come back to now, only as easily and effortlessly to allow your unconscious mind to
make permanent changes to your life, changes for the better, and let these positive
changes affect all the other areas of your life, giving you more choices, and only when
this is complete open your eyes.”

7. See “Installing a Memory” to install desired decision.

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Learnings
These are not always obvious to the client, especially when they already have learnings they
may not get any new or obvious ones. Learnings should not be:

 Negative
 Past
 Involve others

When you are aware of learnings they should be:

 Positive
 Future
 Self

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 TLT - Drop-Down Through Technique
(Negative Emotions)

Position B Position A

Past Now Future

EVENT Purpose
The drop-down technique is for the purpose
Emotion of assisting a client in releasing negative
emotions that do not release after repeated
sessions. This process will eliminate the
Emotion negative emotions on the “rare” gestalt with
a vertical component.

Warning: Do not use with groups or for

Emotion first treatment – always make sure you
release the negative emotions first using
the normal techniques #1 & #2. Follow
Void directions exactly – this technique has
critical components.

Process
+ve Emotion
1. Find the first event: “What is the ISE
of this problem, the first event which,
when disconnected will cause the
+ve Emotion problem to disappear? Can you tell
me the first time you felt this
emotion?” Get this and then ask for
STOP the next.

2. Go back to the first event “I’d like to ask your unconscious mind to float up in the air,
above your Time Line, into the past to a position above this event and let me know
when you’re there (pause).”

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3. Preserve the learnings “With wisdom and distance, what do you need to have
learned from this event, the learning of which allow you to let this (name of emotion)
go easily and effortlessly?”

i. If nothing: “That’s okay, we’re going to release the negative emotion first then, so
the learning can become present to your conscious mind.” Go to Step 3.

ii. If learnings available, ensure they are positive, about self, and focussed on the
future – reframe if necessary.

4. Drop-Down Through: “As quickly as you can, can you drop down through the
emotion. Sort of do a kinaesthetic free-fall, as quickly as you can and tell me the
name of the emotion that is underneath.”

5. Ask: “As quickly as you can, just drop down through that (name of last emotion) –
what’s underneath this?”

6. Continue Step 5 until the chain has run all the way to a void, nothing, and/or an
unspeakable stage, and comes out the other side a positive kinaesthetic.

7. Ask: “As quickly as you can, just drop down through that (name of last +ve emotion)
– what’s underneath this?” NOTE: a) only go to two positive emotions, and b) if
looping occurs more than once, use an inductive language pattern to exit the loop to
a deeper level of meaning.

8. End the chain – there should be an obvious physiological shift (the chain tends to be
collapsed at this point): “Now float back to a position that is well before the first
event or any chain of events that led to the event, and turn and look towards now
and let me know when you’re there (pause).”

9. Make sure the emotions have disappeared: “Now, where is the emotion? Where did
it go? That’s right – it disappeared!”

10. Test: Now, just float right down into the event and notice that the emotion has
disappeared. Is the emotion totally gone!? Good, come back up to the position
before the event.”

11. Continue to re-run the chain until only +ve kinaesthetic is accessed.

12. Come back to now: “Now, come back to now above your Time Line only as quickly as
you can let go of all the (name of emotion) on all of the events from your past. I want
you to stop at a position above and before the event, for all of the events on the way
back to now, preserve the learnings, and let go of all the (name of emotion). When
every event has been done, come all the way back to now and come back into the
room - take as long as you need to do this.” Break state.

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13. Test: “Can you remember any event in the past where you used to be able to feel
that old emotion, and go back and notice if you can feel it now, or you may find you
cannot! Good, come back to now”

14. Future pace: “I want you to go out into the future, to an unspecified time in the
future, which if it had happened in the past, you would have felt inappropriate or
unwarranted (name of emotion), and notice if you can find that old emotion, or you
may find that you cannot. Okay? Good. Come back to now, only as easily and
effortlessly as to allow your unconscious mind to make permanent changes to your
life, changes for the better, and let these positive changes affect all the other areas of
your life, giving you more choices, and only when this is complete open your eyes.”
Link these words to the six Value Areas.

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 TLT - Negative Emotions #1

B A B B B A

Past E E E E Now Future

ISE Event 3 Event 2 Event 1

ISE
Obtain and note ISE.

Review Time line Positions

Ensure client is aware of the three positions: A above the event, B before the event, and E the
event itself.

Determine the Check Points

1. “Can you think of three events in your past, that when you think of them now, still conjure
up emotions of (name of emotion)? You don’t have to tell me what the events are, but I do
need to get an age and maybe you can give me a one-word cue that will help me remind
you of the event when we are checking to make sure all the emotion is gone. “Note the
three events! Thank you – is it okay to mention these?”

2. “Great, now if you were able to relive those three events and be free of (name of emotion)
whilst reliving those events, would that be sufficient for you to know that this emotion is no
longer a problem, and you have released it from all of your past events.”

i. If no “Then what events would you need to experience without having this emotion in
order for you to know this is no longer a problem for you, and you have in fact released
it from your past?”

Calibrate Positions & Emotion

1. “I’d like to ask your unconscious mind to float up above your Time Line, and when you’re
floating above now just nod your head (pause). Great, now go ahead and float into the past,
all the way back to a time where you are above the most recent of the three events you
mentioned to me, facing the past, and when you get there notice the event – let me know
when you’re there (pause).”

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2. “Great – are you aware of the position before the event, and the position which is the
actual event itself? Good, now on a scale from 0 to 100, where 0 is no emotion whatsoever
and 100 is the most intense (name of emotion) you have ever felt, how much (name of
emotion) is in your body?”

i. If less than 50: “Excellent –then this one will be really easy to release.”
ii. If more than 50: “Good, then you really will be able to feel a significant shift as you
release this emotion.”

Acquire Lessons
1. “Now, whilst were in the position above the actual event, we can find powerful lessons that
help us in the future. In order to release this emotion easily, it helps to have learned from
the event, and by learning what you need to have learned from this event, you won’t have
to repeat it anymore. So with that objective in mind, and some distance from the event,
let’s find out what there is to have learned from this event which will allow you to let go of
the (name of emotion) easily and effortlessly.”

2. “What are the positive learnings to receive from this event, the learning of which will
empower you, and allow you to release the emotion from your past easily and move to the
future with healthier decisions and actions in your life. Tell me what the learnings are.” If
necessary reframe the learnings so they are positive, about self, and focussed on the future.

Release the Negative Emotion

1. “Great, now taking those positive learnings with you, float all the way back into the past,
back to the initial sensitising event when you were (ISE information). Go all the way back to
the position (A) above this event – are you there yet (pause)?”

2. “Well done, are you aware of the position before this event (pause), and the position which
is the actual event itself (pause)? Good. And can you see how the lessons you have brought
back with you have relevancy to this event as well?” (go through the lessons). Ensure they
have time to consider this thoroughly.

i. If no: “That’s okay, sometimes these connections are for the unconscious mind, more
than the conscious mind. What’s important is that you consciously focus on how it
feels when the (name of emotion) disappears.”
ii. If yes: “Great, this one will be easy to let go of.”

3. “When I say now, not now, but when I say the word now, I want you to float back to the
position (B) before the event, before the event so the emotion can just release. In order for
the emotion to release, you want to be looking at the initial sensitising event in your Time
Line facing the direction of NOW…that’s right, just go to the position before the event –
before the event right now and let go of the emotion, just let it go (wait a moment and use
sensory acuity to mind read that the emotion has gone). Now, where is the emotion?”

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i. If they say it’s still there: “Sorry, I didn’t mean to rush you, just go ahead and keep
letting it go, and when you get to 0 on a scale from 0 to 100 just let me know by
nodding your head (wait for them to nod, then go to ii)”.

ii. If they say it’s all gone: “Great, now on a scale from 0 to 100, where 0 is no emotion
whatsoever, and 100 being the most (name of emotion) you’ve ever experienced,
you’re probably at a 10 to 20 right?”
a. If they say “No it’s 0” go to Step 5, otherwise continue below.

iii. Answered “Yes” or some value other than 0: “Okay, we aren’t quite finished yet, so
keep letting the emotion go until you are all the way down to 0, totally and
completely. And when you’re there, just let me know by nodding your head (wait for
them to nod). ”Great, now on a scale from 0 to 100, where 0 is no emotion
whatsoever, and 100 being the most (name of emotion) you’ve ever experienced,
you’re probably at a 5 to 10 right?”
a. If they say “No it’s 0” go to Step 5, otherwise continue below.

iv. Answered “Yes” or some value other than 0: “Okay, if you haven’t released it
completely yet that usually means you aren’t quite at the position before the event.
So float up twice as high and twice as far back, keep floating up higher and further
back until the emotion is totally gone (wait a moment and use sensory acuity to mind
read that the emotion has gone). Now, where is the emotion?”
a. If they say “It’s gone/0” go to Step 4, otherwise continue below.

v. Answered still there: “I would like to ask your unconscious mind a question, and have
your conscious mind answer me verbally please: are you at the first event, or is there
an event before this one?”
a. If not the first event: “Thank you. I’m going to count from 3 down to 1, and as I
do, I want your unconscious mind to instantly take you back to the first event,
and you may or may not consciously remember when the event was, but your
unconscious mind will know where to stop you. Ready? 3.. 2..1.. just go ahead
and go right back to the initial event.” Go back to start of Step 3.

b. If it is the first event: “In that case, I would like to speak directly with your
unconscious mind, and ask it to communicate with me verbally. What is the
purpose of holding on to the (name of emotion)? Whatever the reason, chunk
up to safety or protection: “Well that’s certainly a noble reason to hold on to
the emotion. I can certainly see that (safety/protection) is something that is very
important to you, and did you realise that by holding on to (name of emotion)
you are in fact damaging the body, and not actually (keeping it safe/protecting)
it at all? It’s true, studies have shown that (name of emotion) actually increases
the chance of (appropriate health ailment). I’ll bet you didn’t realise that at this
level, did you? Well knowing what you know now, I’m sure you would be willing
to release the emotions now and feel a sense of (safety/protection) like you
have never felt before. And let me know when all the (name of emotion) is gone
(wait a moment and use sensory acuity to mind read that the emotion has

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 gone). Now, where is the emotion?” If they say “It’s gone” go to Step 5,
otherwise continue below.

4. If all gone: “Great, now on a scale from 0 to 100, 0 being no emotion whatsoever, and 100
being the most (name of emotion) you’ve ever experienced, you’re probably at 1 to 5
right?”

i. If they say “No it’s 0” go to Step 5, otherwise loop back to Step 3. v.

5. If they say it’s all gone/0: “Really, no emotion whatsoever? Well, can you prove it – can we
test it to make sure it’s completely gone? Then just go ahead and float right back down into
the event (C), seeing the event through your own eyes, and even though you can remember
that you use to have that emotion, notice how now that emotion is no longer there. It’s
kind of like remembering this event differently now. So - on a scale from 0 to 100 how much
(name of emotion) is in your body?”

i. If 0: “Are you sure? How can that be? You’re positive – really? Congratulations! Just
go ahead and float up to the position before the event.” Go to Step 6.

ii. If anything other than 0: “Great – thank you for your honesty, I appreciate you for
that. Just go ahead and float back up to the position before the event, and this time
just keep going up higher and further back, go so high and so far back that all of the
emotion completely releases. And just nod your head as soon as it has completely and
totally released.” Go back to Step 3.

6. “Now, come back to now above your Time Line only as quickly as you can let go of all the
(name of emotion) on all of the events from your past. And to ensure the emotion has
released from your past, I want you to stop at each of the events which we discussed
before you released all the (name of emotion). Float to the position above and before the
event, and just make sure the emotion is gone. If it is there, then just stay there until the
emotion releases completely. I want you to start with the event we named and just nod
when done (state the one word clue and age for the event furthest back in the past - pause).
Continue with all the events we discussed, make sure the emotion is gone, and if any is still
there, then just stay there until the emotion releases completely. When every event has
been done, come all the way back to now and come back into the room - take as long as
you need to do this.” Break state.

7. Test - client back at now: “As you think of those three events, the initial sensitising event, or
for that matter any other event where you used to be able to feel that old emotion, as you
think about it now notice if you can feel any (name of emotion), or you may find you
cannot.”

8. Future pace - client back at now: “I want you to go out into the future, to an unspecified
time in the future, and think of something which if it had happened in the past, you would
have felt inappropriate or unwarranted (name of emotion), and notice if you can find that
old emotion, or you may find that you cannot. Okay? Good.” Repeat as many times as

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required for the convincer strategy. Well done – come back to now, only as easily and
effortlessly as to allow your unconscious mind to make permanent changes to your life,
changes for the better, and let these positive changes affect all the other areas of your life,
giving you more choices, and only when this is complete open your eyes.” (Link with the six
Value Areas: Family, Career, personal Development, Relationships, Spirituality, Health &
Fitness).

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 TLT - Negative Emotions #2

B A B B B A

Past E E E E Now Future

ISE Event 3 Event 2 Event 1

Key: A is above the event; B before and above the event, and E is each event.

Note: This is not for trauma or phobias.

The client should always be associated when above the Time Line. Tone is cool and normal,
everything fine.

Review Time line Positions

Ensure client is aware of the three positions: A above the event, B before the event, and E the
event itself.

Determine the Check Points

1. “Can you think of three events in your past, that when you think of them now, still conjure
up emotions of (name of emotion)? You don’t have to tell me what the events are, but I do
need to get an age and maybe you can give me a one-word cue that will help me remind
you of the event when we are checking to make sure all the emotion is gone. “Note the
three events! Thank you – is it okay to mention these?”

2. “Great, now if you were able to relive those three events and be free of (name of emotion)
whilst reliving those events, would that be sufficient for you to know that this emotion is no
longer a problem, and you have released it from all of your past events.”

a. If no “Then what events would you need to experience without having this emotion in
order for you to know this is no longer a problem for you, and you have in fact
released it from your past?”

Calibrate Positions & Emotion

3. “I’d like to ask your unconscious mind to float up above your Time Line, and when you’re
floating above now just nod your head (pause). Great, now go ahead and float into the past,
all the way back to a time where you are above the most recent of the three events you
mentioned to me, facing the past, and when you get there notice the event – let me know
when you’re there (pause).”

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4. “Great – are you aware of the position before the event, and the position which is the
actual event itself? Now just float from this position above the event straight down into the
event itself, seeing the event through your own eyes as a younger you. And when you get
there, notice the emotions that are present. On a scale from 0 to 100, where 0 is no
emotion whatsoever and 100 is the most intense (name of emotion) you have ever felt, how
much (name of emotion) is in your body?”

i. If less than 50: "Excellent –then this one will be really easy to release.”

ii. If more than 50: "Good, then you really will be able to feel a significant shift as you
release this emotion.”

Acquire Lessons
1. “Now, float back to the position above the event, where we can find powerful lessons that
help us in the future. In order to release this emotion easily, it helps to have learned
whatever you needed to have learned from the event. By learning what you need to have
learned from this event, you won’t have to repeat it anymore. So with that objective in
mind, and some distance from the event, let’s find out what there is to have learned from
this event, the learning of which will allow you to let go of the (name of emotion) easily and
effortlessly.”

2. “What are the positive learnings to receive from this event, the learning of which will
empower you, and allow you to release the emotion from your past easily and move to the
future with healthier decisions and actions in your life. Tell me what the learnings are.” If
necessary reframe the learnings so they are positive, about self, and focussed on the future.

Release the Negative Emotion

1. “Great, now taking those positive learnings with you, float all the way back into the past,
back to the initial sensitising event when you were (ISE information). Go all the way back to
the position above this event – are you there yet (pause)?”

2. “Well done, are you aware of the position before this event (pause), and the position which
is the actual event itself (pause)? Good. And can you see how the lessons you have brought
back with you have relevancy to this event as well?” (go through the lessons). Ensure they
have time to consider this thoroughly.

i. If no: ”That’s okay, sometimes these connections are for the unconscious mind, more
than the conscious mind. What’s important is that you consciously focus on how it
feels when the (name of emotion) disappears.”

ii. If yes: "Great, this one will be easy to let go of.”

3. “When I say now, not now, but when I say the word now, I want you to float back to the
position before the event, before the event so the emotion can just release. In order for the

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emotion to release, you want to be looking at the initial sensitising event in your Time Line
facing the direction of NOW…that’s right, just go to the position before the event – before
the event right now and let go of the emotion, just let it go (wait a moment and use sensory
acuity to mind read that the emotion has gone). Now, where is the emotion?”

i. If they say it’s still there: ”Sorry, I didn’t mean to rush you, just go ahead and keep
letting it go, and when you get to 0 on a scale from 0 to 100 just let me know by
nodding your head (wait for them to nod, then go to ii).”

ii. If they say it’s all gone: "Great, now on a scale from 0 to 100, where 0 is no emotion
whatsoever, and 100 being the most (name of emotion) you’ve ever experienced,
you’re probably at a 10 to 20 right?”
a. If they say “No it’s 0” go to Step 5, otherwise continue below.

iii. Answered “Yes” or some value other than 0: "Okay, we aren’t quite finished yet, so
keep letting the emotion go until you are all the way down to 0, totally and
completely. And when you’re there, just let me know by nodding your head (wait for
them to nod). ”Great, now on a scale from 0 to 100, where 0 is no emotion
whatsoever, and 100 being the most (name of emotion) you’ve ever experienced,
you’re probably at a 5 to 10 right?”
a. If they say “No it’s 0” go to Step 5, otherwise continue below.

iv. Answered “Yes” or some value other than 0: "Okay, if you haven’t released it
completely yet, that usually means you aren’t quite at the position before the event.
So float up twice as high and twice as far back, keep floating up higher and further
back until the emotion is totally gone (wait a moment and use sensory acuity to mind
read that the emotion has gone). Now, where is the emotion?”
a. If they say “It’s gone/0” go to Step 4, otherwise continue below.

v. Answered still there: "I would like to ask your unconscious mind a question, and have
your conscious mind answer me verbally please: are you at the first event, or is there
an event before this one?”
a. If not the first event: "Thank you. I’m going to count from 3 down to 1, and as I
do, I want your unconscious mind to instantly take you back to the first event,
and you may or may not consciously remember when the event was, but your
unconscious mind will know where to stop you. Ready? 3.. 2..1.. just go ahead
and go right back to the initial event.” Go back to start of Step 3.

b. If it is the first event: "In that case, I would like to speak directly with your
unconscious mind, and ask it to communicate with me verbally. What is the
purpose of holding on to the (name of emotion)? Whatever the reason, chunk
up to safety or protection: ”Well that’s certainly a noble reason to hold on to
the emotion. I can certainly see that (safety/protection) is something that is very
important to you, and did you realise that by holding on to (name of emotion)
you are in fact damaging the body, and not actually (keeping it safe/protecting)
it at all? It’s true, studies have shown that (name of emotion) actually increases

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 the chance of (appropriate health ailment). I’ll bet you didn’t realise that at this
level, did you? Well knowing what you know now, I’m sure you would be willing
to release the emotions now and feel a sense of (safety/protection) like you
have never felt before. And let me know when all the (name of emotion) is gone
(wait a moment and use sensory acuity to mind read that the emotion has
gone). Now, where is the emotion?” If they say “It’s gone” go to Step 5,
otherwise continue below.”

4. If all gone: "Great, now on a scale from 0 to 100, 0 being no emotion whatsoever, and 100
being the most (name of emotion) you’ve ever experienced, you’re probably at 1 to 5
right?"

i. If they say “No it’s 0” go to Step 5, otherwise loop back to Step 3. v.

5. If they say it’s all gone/0: ” Really, no emotion whatsoever? Well, can you prove it – can we
test it to make sure it’s completely gone? Then just go ahead and float right back down into
the event, seeing the event through your own eyes, and even though you can remember
that you use to have that emotion, notice how now that emotion is no longer there. It’s
kind of like remembering this event differently now. So on a scale from 0 to 100 how much
(name of emotion) is in your body?”

i. If 0: ”Are you sure? How can that be? You’re positive – really? Congratulations! Just
go ahead and float up to the position before the event.” Go to Step 6.

ii. If anything other than 0: "Great – thank you for your honesty, I appreciate you for
that. Just go ahead and float back up to the position before the event, and this time
just keep going up higher and further back, go so high and so far back that all of the
emotion completely releases. And just nod your head as soon as it has completely and
totally released.” Go back to Step 3.

6. “Now, come back to now above your Time Line only as quickly as you can let go of all the
(name of emotion) on all of the events from your past. And to ensure the emotion has
released from your past, I want you to stop at each of the events which we discussed
before you released all the (name of emotion). Float to the position above and before the
event, and just make sure the emotion is gone. If it is there, then just stay there until the
emotion releases completely. I want you to start with the event we named and just nod
when done (state the one word clue and age for the event furthest back in the past - pause).
Continue with all the events we discussed, make sure the emotion is gone, and if any is still
there, then just stay there until the emotion releases completely. When every event has
been done, come all the way back to now and come back into the room - take as long as
you need to do this.” Break state.

7. Test - client back at now: “As you think of those three events, the initial sensitising event, or
for that matter any other event where you used to be able to feel that old emotion, as you
think about it now notice if you can feel any (name of emotion), or you may find you
cannot.”

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8. Future pace - client back at now: “I want you to go out into the future, to an unspecified
time in the future, which if it had happened in the past, you would have felt inappropriate
or unwarranted (name of emotion), and notice if you can find that old emotion, or you may
find that you cannot. Okay? Good.” Repeat as many times as required for the convincer
strategy. Well done – come back to now, only as easily and effortlessly as to allow your
unconscious mind to make permanent changes to your life, changes for the better, and let
these positive changes affect all the other areas of your life, giving you more choices, and
only when this is complete open your eyes.” (Link with the six Value Areas: Family, Career,
personal Development, Relationships, Spirituality, Health & Fitness).

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 Changing Values
Outcome
1. Reorganise values hierarchy.
2. Insert new values into a values structure.
3. Remove unwanted values that no longer serve you.

Process
1. Elicit the sub-modalities of the value that is directly above where you intend to
place the value you are moving e.g. if you were going to move money to value
position #3, elicit the sub-modalities for the value at position #2. “When you
think of (value) do you have a picture?” Note sub-modalities as normal; break
state.

2. Elicit the sub-modalities of the value you are moving “When you think of (value)
do you have a picture?” Note sub-modalities as normal; break state.

3. Replace the sub-modalities of the moving value with the sub-modalities of the
higher value (from Step #1).

4. “Now, I want you to lessen the intensity of the picture, the sounds you hear,
and the feelings you felt, by about 10%, and let me know when you’re done.”
Let client choose which VAK subsets to change. This should cause the modified
value to fallen under the higher value. Note: the intensity may have to be
changed by more or less than 10% to make this happen.

5. “Now, I want you to save this picture as you’ve amended it, just like a computer
file, stored away.”

6. Check values order and rewrite.

7. Test “When you think of (modified value), how do you feel about it in relation to
(higher value)? When you think of (modified value), how do you feel about it in
relation to (value now below)?

8. Future pace.

Notes
a. Changing the number #1 value will cause radical shifts in the client’s life.
b. If replacing number #1 value, when mapping across sub-modalities increase
intensity by 10%.
c. To cause a significant shift, a value must be moved into the top 4.
d. Before moving any value, check how this fits in with the other (Five) Value
Areas.
e. Values should be moving Towards.

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 Values Elicitation
Versions 1 – 3

Version #1 – Standard Elicitation

Theory
Most people can consciously reveal around 3 – 5 values in rapid succession. By repeating the
question and ‘demanding’ more answers, they will be able to reveal more values. Many
times, the values they discover in the third round are actually quite important on the values
hierarchy. The values elicited can be both conscious and unconscious.

Process
1. Get values hierarchy for the Six Value Areas (Career, Family, Health, Spirituality,
relationships, Personal Development) and define which one (normally highest
priority) you will work with.

2. “What’s important to you about (answer from #1)?” Note answers; the client
will usually be able to say 3 – 5 values, once they go silent go to the next step.

3. “What else is important to you about…………?” Note answers.

4. “And what else is important to you about…………?” Note answers – keep

‘pushing’ to get more values.

Version #2 (From Motivation Strategy)

Theory
If you can discover the feeling someone is experiencing just before they felt motivated, this
will be a value. Often times, these are unconscious and do not surface from the first
elicitation. The values elicited will be unconscious.

Process
1. “Can you remember a time when you were totally motivated in the context
(choose second priority from Six Value Areas)? Can you remember a specific
time”

2. “As you remember that time, what was the last thing you felt just before you
were totally motivated?”

3. “Can you give me the name of that feeling?”

4. If they give you a word that is too low level, ask: “What’s important to you
about that?”

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5. Continue with Steps #1-4 until you get repeat words.

Version #3 Threshold Values

Theory
Once the client has discovered ‘all’ of their values, they should discover even more values
when placed in a dichotomous situation. The values elicited will be unconscious.

Process
1. Show the client the list of values they have so far.

2. “All these values being present, is there anything that could happen that could
make you leave ….(your job etc.)?” Note answers.

3. “All these values being present, plus the values(s) you just mentioned, what
would have to happen to make you stay?” Note answers.

4. “All these values being present, plus the values(s) you just mentioned, what
would have to happen to make you leave?” Note answers.

5. Continue with Steps #2 – 4 until you get repeat words.

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 VALUES ( EXAMPLE )

Initial List Final List

1. ACHIEVEMENT
d SUCCESSFUL (3)
2. WELL LIKED WELL LIKED (2)
3. SUCCESSFUL WEALTHY (4)
4. WEALTHY HAPPINESS (15)
5. CONSIDERATE ACHIEVEMENT (1)
6. PROFESSIONAL PROFESSIONAL (6)
7. KNOWLEDGEABLE STIMULATION (23)
8. APPROACHABLE CLEINT CENTRED (24)
9. RECOGNITION EXCITEMENT (18)
10. SELF SUFFICIENCY KNOWLEDGEABLE (7)
11. SELF RELIANCE SELF SUFFICIENCY (10)
12. RELIABLE FULFILMENT (21)
13. TIMELY RECOGNITION (9)
14. ANTICIPATION APPROACHABLE (8)
15. HAPPY TIMELY (13)
16. WANTING TO GET ON ANTICIPATION (14)
17. SENSE OF URGENCY RELIABLE (12)
18. EXCITEMENT INTEREST (22)
19. GLADNESS CONSIDERATE (5)
20. JOY
21. FULFILMENT
22. INTEREST
23. STIMULATION
24. CLEINT CENTRED
25. LIKE COLLEAGUES
26. SECURITY
27. BELONGING
28. QUALITY
29. SUPPORT
30.
31.
32.
33.
34.
35.

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 Values Prioritisation

Initial Prioritisation
Process #1
1. “Now will you please number the values in order of importance to you?” Note: this has
got be part of their current life.

2. “What’s the most important? What’s next?”

3. If this process does not work, use Process #2.

Process #2
1. “Of the above values, which is the most important to you?”

2. “Assuming you have (list values already chosen), is (next value on list to be prioritised)
more or less important than this (these)?” or

3. “Assuming you have (list values already chosen), if you couldn’t have (next value on list to
be prioritised) but could have (value after that) would that be okay?” etc.

Notes
a) Importance of values must be related to their current life.
b) As you work through all the values, client may want to merge, modify, or delete some of
the answers, and
c) Looking for top 10 (approximately).

Check Prioritisation
1. Re-write list of values after Initial Prioritisation.

2. “Does this list look okay to you or would you like to make any modifications?”

3. Test from the list “Do you have more (value) than (another value)?”

Check Value Conflicts

Are there any values next to each other that could cause conflict?

1. Motivation Direction: test for Toward/Away “Why is (value) important to you?” Note
answer T, A, Ta, At and check you have the real reason e.g. making money (T) as the value
but the underlying reason is not being broke (A) – if unsure keep asking. Look for
negations, comparative deletions, and modal operators of necessity (all Away)

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2. Sequential Incongruity. Money (T) and Freedom (T) – causes client to have ping-
pong effect. Resolve with Time Empowerment or Peripheral Vision.

3. Simultaneous Incongruity. Money (T) and Poverty (A) – causes client to be

pulled both ways. Resolve with Parts Integration or Values shift.

4. Simultaneous & Sequential Incongruity. Intimacy (A) and Abandonment (A) –

client doesn’t want either. Resolve with Time Empowerment, Expanded
Awareness, or Parts Integration.

5. Logical Level of Abstraction: is the first value the most abstract? Are all other
values a sub-set of the higher value?

6. Syntax: starting with the lowest value on the list, does this support the
actualisation of the next higher value? Continue to the highest value.

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