PRACTITIONER LEVEL STANDARDS

What does it take to become certified as an NLP Practitioner?

What are the minimum requirements that indicate that you have learned and understand the NLP model and are able to practically use the patterns? Today our focus is on assessing where you are— your strengths and weaknesses so that you can be commissioned as a NLP Practitioner.

For Competency of the Practitioner Training Course of NLP:

1) Able to know and behaviorally integrate the NLP presuppositions.

2) Able to quickly get rapport with a person and to maintain that rapport by pacing them verbally and non-verbally, and to then lead.

3) Able to calibrate another person’s inner states by using exquisite sensory experience. Such calibration such include the ability to note a person’s use of predicates in their language and eye accessing cues as they speak.

4) Able to create a well-formed outcomes for self and elicit one from another.

5) Able to help a person overlap to other representational systems and to translate out of their system into other systems.

6) Able to identify and use the Meta-Model in communicating and information gathering. To be able to ask challenging Meta-Model questions for any presenting surface statement. This presupposes recognizing the linguistic distinctions of the Meta-Model.

7) Able to identify and use the Milton-Model so as to take a person into an altered state and allow them to experience the resources that are a part of that state. Able to generate the language patterns as well as the behavioral flexibility of voice to facilitate trance states.

8) Able to identify the frame of a person, to expand the frame, de-frame, reframe and to use alternative frames for doing change work: the “As If” frame, the First, Second and Third Position frames, the Relevancy frame, a contrast frame, etc.

9) Able to anchor in V.A.K. systems and then to be able to fire off an anchor and have the person to re-experience the state anchored.

10) Able to shift one’s own state of consciousness from external (uptime) to internal (downtime) according to the task’s need.

11) Able to step into a state and fully associate in that state and then to step out and experience more of a witnessing or observing state.

12) Able to “chunk up” and to “chunk down” in handling various sizes of information, to move up and down the scale of specificity and abstraction.

13) Able to detect, elicit, and shift “sub-modalities” when working with various patterns.

14) Able to elicit responses both verbally and non-verbally, and to amplify the state or response that’s elicited.

15) Able to access, build, and amplify resources (resourceful states) in self and others.

16) Able to show a wide range of verbal and non-verbal flexibility with the basic models (Meta-Model, Sub-Modality model, Meta-States model, Time-Line model).

17) Able to select when and where to use the basic NLP patterns; able also to explain reason behind one’s choice.

18) Able to step back and ask questions about ecology in order to check on the ecology of an intervention or response.

19) Able to think through (critical thinking skills) ethical questions using the Meta- Model questions and the basic premises of NLP and Neuro-Semantics.

How do we assess a person’s level of competency and skill? There are two areas for testing, knowledge and skill.

TESTING YOUR KNOWLEDGE OF NLP

1) What are the representational systems in NLP? What do we mean by that phrase? What does it refer to?

2) What is a 4-tuple? What does that strange phrase mean?

3) How are the sensory systems of visual, auditory, kinesthetic, etc. important to a model of communication? How does knowing about the VAK help us communicate better?

4) What are sub-modalities? What does this term refer to?

5) Do you know who came up with the term “sub-modalities?” Or, do you know what was the term used prior to that term?

6) What is the position of Neuro-Semantics on sub-modalities which differs from traditional NLP?

7) What are some of the arguments for the Neuro-Semantic position? What difference does it make?

8) What is the difference between analog and digital in NLP?

9) What difference does the difference between analog and digital make? Why is this important? How can you utilize these distinctions?

10) What are five distinctions between each of the basic representation system? Contrast and compare the following sensory systems:

Visual:

Auditory:

Kinesthetic:

Language:

11) Knowing the differences in information processing between these systems, what is the value or good of that?

12) What is sensory acuity and how can a person develop more of it?

13) What are some of the benefits of developing more sensory acuity?

14) What is the Meta-Model? What is in this model?

15) Where did the Meta-Model come from? How was it developed?

16) How many distinctions were in the first Meta-Model (1975) and how many were in the Expanded Meta-Model (1997)?

17) What does it mean to read eye-accessing cues? What are these eye-accessing cues?

18) Why would a person want to learn the art of reading eye-accessing cues? What would be the benefits of doing that?

19) How does constructed and remembered play a role in the eye-accessing cues? What does these terms mean?

20) There are many patterns in NLP. What are these patterns? What do we mean by a pattern?

21) Describe the well-formed outcome pattern and explain its value.

22) What is a neuro-linguistic state? How would you define such a thing?

23) What did Fritz Perls mean by his famous quote, “Lose your mind and come to your senses?”

24) What are the two royal roads to state?

25) What do we mean when we speak about calibrating to a state? What is calibration in NLP?

26) Why is it important to learn the art of state calibration?

27) What does the term unconscious mean in NLP?

28) What did George Miller mean by “the magic number 7 plus or minus 2?” How is that number important in terms of communication?

29) How do we access a state in another person? What are some of the mechanisms that we can use to do this?

30) Describe the Circle (Sphere) of Excellence pattern and how it operates. When would this be a useful pattern?

31) What is the Swish pattern? How does it work?

32) What does the Swish pattern do for us or another? When would you use it?

33) What does it mean to anchor in NLP? How does this process of anchoring work?

34) What are the key variables in being able to anchor with precision and effectiveness?

35) What does the following language mean in NLP: firing an anchor, setting an anchor, making an anchor redundant in all systems?

36) What are the four perceptual positions in NLP? Why are these important?

37) How does a person move between the perceptual positions? What’s the critical variable that facilitates this?

38) What do the words, associate and dissociate mean in NLP? What simpler words has Neuro-Semantics offered in their stead?

39) What is the SCORE model? Who developed it and what is its value? What do the letters stand for?

40) What is the Movie Rewind pattern? What are some of the other names for this pattern in NLP?

41) What are some of the central mechanisms that explain how the Movie Rewind pattern works?

42) What does it mean to Collapse Anchors? How does this pattern work?

43) What is the Visual Squash pattern and how does it work?

NLP Patterns:

There are many patterns in NLP, perhaps 150. Check the Patterns below that you know about with a check mark (/), those that you are skilled at with a star (*), and a minus (-) those that you are unfamiliar with.

Well-formed Outcomes

State Elicitation

The Swish Pattern

State Calibration

Movie Rewind (or Phobia Cure)

Pacing

Six Step Reframing

Pacing and Leading

Over-Lapping Representation Systems

Anchoring

Circle of Excellence

Collapsing Anchors

Meta-modeling

State Interrupt (Pattern Interrupt)

Chaining Anchors

Visual Squash Pattern

Accessing Time-Lines

Change History

Decision Destroyer

Belief Change using Submodalities

Shifting Perceptual Positions

Aligning Perceptual Positions

Strategy Elicitation

Strategy Unpacking

Core Transformation

Meta-Yes-ing

Meta-Stating

Re-Imprinting

Submodality

Detecting Meta-Programs

Changing Meta-Programs

Pleasuring and De-Pleasuring

Context and Content Reframing

Establishing Value Hierarchy

New Behavior Generator

Positively Responding to Criticism

S.C.O.R.E Model

Creativity Strategy

Dancing SCORE

 

NLP Frames:

There are numerous frames in NLP. If you know the following Frames and can describe them satisfactorily, check the frame with a check mark (/), those that you are skilled at using, check with a star (*), and put a minus (-) those that you are unfamiliar with.

Evidence Frame

Backtracking Frame

As if Frame

Well Formed Outcome Frame

Agreement Frame

Relevancy Frame

Ecology Frame

Contrast Frame

NLP Language Distinctions

Which of the following language distinctions in the Meta-Model and from the Milton Model do you know about and feel confident to use? Check the Distinctions below that you know about with a check mark (/), those that you are skilled at with a star (*), and a minus (-) those that you are unfamiliar with.

Unspecified Verb, Noun Unspecified Referential Index

Simple Deletions Comparative Deletions

Modal Operators Universal Quantifiers

Lost Performatives Mind-Reading

Nominalizations Cause-Effect

Complex Equivalence Presuppositions

Conversational Postulate Selectional Restriction Violation

Analogical Marking Ambiguity

Embedded Question Embedded Quotes

Embedded Commands Tag Questions

Experiential Challenges:

1) Someone shows up in your office and says, “I’m depressed.” How do you respond using NLP in an effective way? What do you say and do that will be helpful?

2) Someone in your family experiences a series of highly frustrating activities. They feel that they are about to burst with stress and upsetness. What do you do?

3) People are complaining about poor leadership in a Company and you are called in to help. What set of activities will you do to get to the source of things?

4) Your child suddenly begins having nightmares and waking up in the middle of the night sweating and being in a state of fear. What do you do?

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