Chapter 3 State Management 101 Accessing Personal Genius Page 66
Jan 20, 2016
Chapter 3
StateManagement 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? In this section we look more into how
the mind creates states and how to change them.
Page 67
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
1) The Components of States
Linguistics The Sensory Representation
System (Visual, Auditory, Kinesthetic, Olfactory & Gustatory)
The Language Representation System
Physiology/Neurology pp. 67-68
Figure 3:1 – Neuro-Linguistic States
RepresentationScreen
VAK
SpeechBehavior X
Response Stimulus
Page 73
2a)Two Avenues to Evoke States
1. Internal Representations specify our state of mind the things that we internally map out (VAK & Language, what we say to ourselves).
A. These make up our understanding, learnings, beliefs, values, etc.
B. We have choice about what to represent; we have Representational Power
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2b)Two Avenues to Evoke States
2. 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.
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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
Figure 3:2 – Two Royal Roads to State Control
RepresentationScreen
VAK
Event(Stimulus)
Page 69
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
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
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
Figure 3:3 – State Accessing/Inducing
Imagination
Memory
MemoryImagination
“Think about atime when….”
“What would itbe like if…?”
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Exercise: In and out of states
1. Access a recent state of being fluent and note the qualities.
2. Access a state of blocking and note the qualities.
3. Write down the differences of each experience.
4. Practice going in and out of these two states.
Pages 73
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?
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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
Figure 3:5 – State Intensity
Mind
Body
X (Event inthe World)
10
0
5
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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
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
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.
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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.
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Precision AnchoringIn
ten
sit
y
DurationHold Anchor
5 to 15 Seconds
Anchor atpeak intensity.
State
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.
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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.
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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).
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Figure 3:5
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Transcending thePrimary State
Including Primary State
Thought -Feeling
The Basic Meta-Stating Pattern
1. Access a Resource State.2. Amplify & Anchor the Resource
State.3. Apply to the Primary State.4. Appropriate in your life and
future.5. Analyze the quality of the Meta-
State in your entire mind-body system. Pages 78-79
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.
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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
Figure 3:6
Map
Territory
Positive
Negative
TheExperience
of the
Page 80
Figure 3:7
Evaluations about I-R
Evaluations about T-F
Internal Representation
Experienceof theWorld
Evaluations about T-F
Ou
r “M
odel
of
the
Wor
ld”
Page 81
“Emotions are Just Signals” between our
Model of the World and our
Experience of the World.See Figure 3:6
Page 82
Figure 3:6
Map
Territory
Positive
Negative
TheExperience
of the
Page 80
Emotions are Just Signals Pattern
1. Recognize that emotions are just signals.2. Access a witnessing state.3. Recognize the triggers of the event.4. Say to yourself, “It is just an emotion.”5. Design engineer a new meta-stating
structure.6. Meta-state the negative emotion with a
powerful resource state.7. Quality control the permission and add
needed reframes.8. Put into your future and install.
pp. 82-84
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.
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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.
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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
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
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.
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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.
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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?”
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Conscious Reframing1. Identify a behavior2. Engage – communicate with it.3. Identify frame – discover qualities of the movie.4. Chunk down to more specifics – edit movie.5. Context Reframe – find where it may be useful.6. Content Reframe – give it a new meaning.7. Integrate – ecology check – permission to use
new meanings8. Test – check out old behavior and see if the new
meaning comes into the foreground. (Edited →)
pp. 89-91
Conscious Reframing Edited1. Identify a problem behavior and identify.2. Establish communication with the part
responsible for the behavior and discover its positive intent.
3. Context Reframe – in what context could this behavior be useful?
4. Content - What new meaning could you now give it that would serve you.?
5. Ecology check and Future Pace6. Test – think of the old problem and see if the
new meaning comes into the foreground of your mind.
The “Miracle Pattern”
1. Identify your problem.2. Identify your beliefs-about-your beliefs.3. Sketch out the higher level meaning
structure of the experience.4. Run an ecology-check state about the
meta-beliefs. 5. Imagining the night of the miracle.6. Describe the day after.7. Confirm and future pace.
pp. 92-93
Figure 3:10 Figure 36 The “Miracle” Pattern
Have you had enough?
Ecology Check
Day AfterThe
MiracleWhat’sDifferent?
MiracleNight
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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.
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Figure 3:11
Figure 30 Meta-Stating a Thought Into a Belief
Thought
Confirmation
“Yes!” “Belief”
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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.
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Figure 3:12Frames byI implication
Frames byImplication
Decisions
Understandings
Reasons
Explanations
Thought
“Yes!”
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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
Meta Level Categories Meanings Beliefs Values Identity Aboutness Principles Decisions
Intentions Outcome Understandings Expectations Paradigms,
models Metaphors
Pages 97-98
Figure 3:13 –
Teasing Out Frames Representational
Screen
Person UsingPowers ofRepresentationalThinking
Events inthe World
Meanings
Values & Beliefs
Identity
Aboutness
Decisions
Intentions & Outcomes
Metaphors, Non-Linguistic Symbols
Paradigms, Models, Schemas
Expectations
Understandings
PrinciplesM
eta
-Fra
me
s
Page 99
Meta Levels Each of these frames has other
categories within it. I.E., you can believe in a value or value
a belief, etc. When we “nominalize” these
categories and make them “things,” we get into trouble.
Only nominalize categories that serve you.
Meta-Level Elicitation Questions
Under each category we have questions that will elicit the categories from the individual.
In asking these questions, you are exploring the individuals higher level structures.
Remember, they are not different “things,” just different ways of expression.
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1. Meanings – ideas in the mind
What does this mean to you? What else does it mean to you? How much meaning does it hold
for you?
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2. Beliefs – ideas we affirm
What do you believe about that? How much do you value that belief? Do you have any beliefs about that
belief? How have you confirmed that
belief? How strong is that confirmation?
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3. Values – importance, esteem
How is that important to you? What do you believe about that
value? Why is that important or valuable
to you?
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4. Identity – ideas about self
Does this affect your self-definition or identity?
How does it affect the way you think about yourself?
What does this say about how you perceive yourself?
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5. Aboutness – ideas about ideas
What do you think about that? What do you feel about that? What comes to mind when you
entertain that thought?
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6. Principles – guidelines, laws
What principles do you hold about that?
I understand ____________ (‘what’ about ‘that’)?
How does this work?
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7. Decisions – ideas we separate and cut off from other ideas
What decisions drive this? So what will you do? How would you complete this
phrase, “I will ____________ (‘what’)?
Or, if you use, I choose _________? Or, I feel ____________?
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8. Intentions – motive, wants
What is your purpose in this? What is your intent in this? What do you get from that? And when you get that (as you
want it), what will that get you? Why is that valuable to you?
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9. Outcomes – goals, ends
How do you want to see this turn out?
What do you want from this? What consequences do you hope
will come from this?
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10. Understandings – supporting ideas
What do you understand about that?
What knowledge do you have about this?
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11. Expectations - anticipation
So what are you expecting? Where did you learn to expect
that?
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12. Paradigms, Models, Schema
(The ideas we have that come together as more complex mappings about things.)
What paradigm (model, schema) drives and informs this?
What paradigms are you relying on in your understanding?
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13. Metaphors, Non-Linguistic Symbols
What is this like? If this was a color, what color would it
be? If this was an animal, what animal would
it be? What would this sound like if you put it to
music? If you made up a poem or story about
this, what would you say? Page 98
14. Realizations
How does this feel to you? When you realize this, what do you
think? Now that you know, what do you
want to do? Now that you are aware of this,
what comes to mind?Page 98
15. Permissions
What happens when you give yourself permission to experience “X”?
As you give yourself permission for this, notice what happens?
How well does this settle? How many more times will you
need to give yourself permission?Page 98
Meta-Yes/ Meta-No Pattern
We change a limiting belief at the base level by saying “no” to it.
Make sure your desired belief is ecological for you.
Meta-stating a limiting “belief” enables us to de-commission old programs.
Page 99
Figure 3:14
Old MappingFromChildhood
Thought
“Yes!”
“No!”DisconfirmationState
LimitingBelief
Page 100
Figure 3:15
LimitingBelief
DesiredBelief
“No!” “Yes!”
Page 101
Meta-Yes/ Meta-No Pattern
1. Access a limited belief and “get a strong “no!”
2. Meta “no” the limiting belief.3. Access a strong and robust “yes.”4. Meta “yes” the enhancing belief.5. Yes, yes it repeatedly and put it
into the future.Page 102
Changing Meaning by Changing Reactions Meaning drives everything
including our unresourceful states. We hold our unresourceful states
in place by the meaning we give to internal or external experiences.
To change this meaning, a good place to start is with the “Map – Territory” distinction.
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1) Decide to fully and completely learn the distinction between the Map and the Territory.
See Figure 3:16
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Figure 3:16 Page
105
Meta-Stating Semantic Reactions
1. I will learn the distinction between map and territory.
2. I will use my neurology as a human being.3. I will manage the higher levels of my mind.4. I will not take counsel of my illogical fears. 5. I will access my higher resources.6. I will create a new “gestalt” from my higher
resources.
pp. 116-117
Figure 3:17
Page 106
Confidence
Faith
Representational Screen
The ExternalWorld
HopeH
igh
er L
evel
Sta
tes
ofM
ind
-Em
otio
n
Courage
Joy
Love
Changing Meaning by Changing Language We have looked inside the movie;
lets now look inside the language of our unresourceful states.
Our matrices have language and language has structure.
We have questions (Meta-Model) that effectively challenge the structure of language.
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Tearing Language Apart
What does this state mean to you? How is this state a problem for you? When do you do this state? When do
you not have this problem? Where do you do this? Where do you
not do this?
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Tearing Apart the Language How do you do the process of having
this resourceful state? What do you see, hear, feel and how do
you talk to yourself in order to create this state?
What are the thoughts in the back of your mind about this state?
Do you have any memories that contributed to this state?
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Fast Phobia Cure Behind many unresourceful states
one will inevitably find fear. The “Fast Phobia Cure” is
especially designed to remove visual images of the movie that creates fear.
The key to change fear is to gain control over what happens in your own brain. Page
108
Figure 3:18 Page
110
ProjectionBooth
Watch YourselfWatch the Movie
Theater Seat
The Fast Phobia Pattern
1. Step back from your painful memory.2. Step back from watching the movie.3. Let the old movie play out as you
watch from the projection booth.4. Step into the movie and rewind.5. Repeat the process five times.6. Test results.
pp. 109 -111