1 / 84

Chapter 3

Chapter 3. State Management 101 Accessing Personal Genius. Page 66. “States – The foundation of MS. Before there is behavior, there are states. What state are you in when resourceful ? What state are you in when unresourceful?

honorato-webster
Download Presentation

Chapter 3

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Chapter 3 State Management 101 Accessing Personal Genius Page 66

  2. “States – The foundation of MS • Before there is behavior, there are states. • What state are you in when resourceful? • What state are you in when unresourceful? • In this section we look more into how the mind creates states and how to change them. Page 67

  3. States Foundation of MS cont • In order to run our own brain and maintain desired states, we need some basic knowledge. • There are some key principles that we need to understand. • Are you pleased with how you are running your brain and maintaining your states? Page 67

  4. 1) The Components of States • Linguistics • The Sensory Representation System (Visual, Auditory, Kinesthetic, Olfactory & Gustatory) • The Language Representation System • Physiology/Neurology pp. 67-68

  5. Figure 3:1 – Neuro-Linguistic States Page 73

  6. 2a)Two Avenues to Evoke States • Internal Representations specify our state of mind the things that we internally map out (VAK & Language, what we say to ourselves). • These make up our understanding, learnings, beliefs, values, etc. • We have choice about what to represent; we have Representational Power Page 67

  7. 2b)Two Avenues to Evoke States • Physiology and/Or Neurology describe the physical state or state of body • …the things that we experience in our body, involving health, posture, breathing, bio-chemistry, etc. Page 68

  8. 2) Two Royal Roads to State Control • Because our Language as it interacts with our Physiology/Neurology produces or states, then we have these two basic elements to not only create our states but to control our states: • Mind • Body (neurology/physiology) Page 69

  9. Figure 3:2 – Two Royal Roads to State Control Page 69

  10. 3) State Object • In order for a mind-body-emotion state to exist, there must be an object of attention. • In Primary States (i.e, fear, anger, joy, calmness, sadness, etc.) the object usually refers to something “outside” you and “beyond” your nervous system. • “What do your thoughts-and-feelings refer to? What’s on your mind?” Page 70

  11. 4) State Awareness • Awareness of the states and the factors that drive them. • Because all states habituate, they drop out of consciousness awareness. • We must bring our states to consciousness in order to start controlling them. • How is the state encoded and structured? Page 71

  12. 5) State Accessing/Inducing • We can use the Two Royal Roads to state control by using our mind-and-body neuro-linguistic system to access previous states (memory) or states that we can imagine (imagination) to access a desired state. • See Figure 3:3 next slide. Page 72

  13. Figure 3:3 – State Accessing/Inducing Page 72

  14. Exercise: In and out of states • Access a recent state of being fluent and note the qualities. • Access a state of blocking and note the qualities. • Write down the differences of each experience. • Practice going in and out of these two states. Pages 73

  15. 6) State Altering • States do not stay the same, but forever change. • Count on your states altering, shifting, and transforming. • What methods do you have for altering your states? Page 73

  16. 7) State Intensity & Amplification • Gauge each state in terms of intensity. • How much do you experience the state? • What level of strength or weakness does the state convey? How much does it dominate your consciousness? Pages 73-74

  17. Figure 3:5 – State Intensity Page 74

  18. State Intensification • Need more fluency? Crank it up by increasing or intensifying the IR in the sense and language modalities. • What processes do you rely on for amplifying your states? • How do you crank them up? Page 75

  19. 8) State Strategy • All behaviors are a product of an ongoing process (strategy) of pictures, sounds, feelings, smells, tastes and meta-level word meanings that we give an experience. • You have a strategy for every behavior. • Stephen Covey, “In between stimulus and response, there is choice.” pp. 74-75

  20. 9) State Strategy Interrupts • Stop any and every mind-body-emotion state by: • Jarring • Interfering • Sabotaging, etc • State Interrupts refer to ways of stopping or preventing a state from functioning. Page 75

  21. 10) State Anchoring • Set up a trigger (sight, sound, sensation, movement, gesture, word, etc.) and link it to the state. • Anchors operate as Pavlovian conditioning tools for state management and depend on uniqueness, intensity, timing and purity. Page 76

  22. Precision Anchoring

  23. 11) State Dependency • Once in a state, in a strong and intense state, we experience a dependency on that state for how we think, learn, remember, perceive, communicate and behave. • We call this State Dependency. • It means that the State has us, and feels as if it has a life of its own. • A great example of this is a block. Page 76

  24. 12) From State Dependency to Meta-States- Self Reflexivity • When we experience a powerful State Dependency, it becomes very easy to Reflect that State back onto another state. • When we do, we create a state-about-state structure and this gives birth to Meta-States. Page 77

  25. Self Reflectivity • When we reference an internal thought, feeling, idea, etc., we are Self-Referencing. • This raises our awareness to a new level. • It creates Self-Reflexive Consciousness (See Figure 3:5). Page 77

  26. Figure 3:5 Page 77

  27. The Basic Meta-Stating Pattern • Access a Resource State. • Amplify & Anchor the Resource State. • Apply to the Primary State. • Appropriate in your life and future. • Analyze the quality of the Meta-State in your entire mind-body system. Pages 78-79

  28. 13) State Utilization • Your brain over the years has learned some powerful states. • Are they useful and if not, where and how can you use them? • “Where would I like to use this state?” • The mind-body system cares not about the content – only the state of mind. Page 79

  29. 14) States as Emotion (Kmeta) • How do we construct emotions? • Emotions consists of evaluative judgments, beliefs, meanings and values. • If you evaluate your experience of the world as a good experience, you will have a positive emotions. • If the evaluation is bad, you will have negative emotions. See Figure 3:6  Page 79

  30. Figure 3:6 Page 80

  31. Figure 3:7 Page 81

  32. “Emotions are Just Signals” between our Model of the World and our Experience of the World.See Figure 3:6  Page 82

  33. Figure 3:6 Page 80

  34. Emotions are Just Signals Pattern • Recognize that emotions are just signals. • Access a witnessing state. • Recognize the triggers of the event. • Say to yourself, “It is just an emotion.” • Design engineer a new meta-stating structure. • Meta-state the negative emotion with a powerful resource state. • Quality control the permission and add needed reframes. • Put into your future and install. pp. 82-84

  35. 15) State Extending/State Containment • We can both extend and contain states. • These properties of neuro-linguistic states enable us to take the thoughts-feelings and all of the mind-body correlations and contaminate other experiences with a state. • We can also build boundaries and barriers around a state so as to disconnect from other things. Page 95

  36. Changing Meaning by Reframing • All meaning is a structured reality. • Each individual constructs his/her own meaning reality. • As a structured reality, meaning functions as a fluid reality. • As a structured reality, meaning is changed in the same way that it was first structured. Page 86

  37. Reframing • In in framing (thinking, giving meaning), we create a mental context by which to think about something… • Then in reframing, we attach a new meaning. • This leads to a new response, a new experience and a new behavior. Page 86

  38. Reframing • Some meanings are in the muscle like blocking. • Blocking/ stuttering derives to a large extent from the meanings given to what stuttering means to the individual. • Because blocking/ stuttering is at its roots a product of thinking, it is subject to change via changing the meanings associated with blocking/ stuttering. Page 86

  39. Reframing • Meaning works in powerful ways. • If in framing (thinking, giving meaning), we create a mental context by which to think about something, then in reframing, we attach a new meaning. • This leads to a new response, a new experience, and a new behavior. Page 86

  40. Two Basic Ways to Reframe • Content/Meaning Reframing involves giving the experience new meanings. • Context Reframing involves finding a new context where the experience could be useful. Page 86

  41. Framing Methodology: • Content Reframing – “What else could this mean?”“This is X – no, it is Y and that is better.” • Context Reframing – “Where would this be really useful and valuable?” Page 87

  42. Conscious Reframing • Identify a behavior • Engage – communicate with it. • Identify frame – discover qualities of the movie. • Chunk down to more specifics – edit movie. • Context Reframe – find where it may be useful. • Content Reframe – give it a new meaning. • Integrate – ecology check – permission to use new meanings • Test – check out old behavior and see if the new meaning comes into the foreground. (Edited →) pp. 89-91

  43. Conscious Reframing Edited • Identify a problem behavior and identify. • Establish communication with the part responsible for the behavior and discover its positive intent. • Context Reframe – in what context could this behavior be useful? • Content - What new meaning could you now give it that would serve you.? • Ecology check and Future Pace • Test – think of the old problem and see if the new meaning comes into the foreground of your mind.

  44. The “Miracle Pattern” • Identify your problem. • Identify your beliefs-about-your beliefs. • Sketch out the higher level meaning structure of the experience. • Run an ecology-check state about the meta-beliefs. • Imagining the night of the miracle. • Describe the day after. • Confirm and future pace. pp. 92-93

  45. Figure 3:10 Page 93

  46. Changing Meaning by Changing Beliefs • What is the difference between a thought and a belief? • Can you hold a thought in your mind that you do not believe? • How do we change a thought into a belief? • A belief is a thought that we say yes to. Page 94

  47. Figure 3:11 Page 95

  48. Frames by Implication • Behind or above our yes’ and our no’s (and any other thought) are many other frames of mind – usually unconscious. • We constantly have thoughts about thoughts. • Over the years, this process layers our mind with frames of mind innumerable. Page 95

  49. Figure 3:12Frames byI implication Page 96

  50. Meta-Frame Questions • All Meta-Levels in our mind are made of the same “stuff” as the primary level. • We use our see-hear-feel representations and words to build up meanings at the Meta-Levels. • We define our Meta-Levels with different categories. Page 96

More Related