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 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 Page 67

7. 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. 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 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

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 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

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 (K meta ) 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 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

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 1. Identify a behavior 2. 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 meanings 8. Test – check out old behavior and see if the new meaning comes into the foreground. (Edited →) pp. 89-91

43. Conscious Reframing Edited 1. 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 Pace 6. Test – think of the old problem and see if the new meaning comes into the foreground of your mind.

44. 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

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 3:12 Frames by I 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

51. Meta Level Categories Meanings Beliefs Values Identity Aboutness Principles Decisions Intentions Outcome Understandings Expectations Paradigms, models Metaphors Pages 97-98

52. Figure 3:13 – Teasing Out Frames Page 99

53. 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.

54. 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. Page 95

55. 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? Page 97

56. 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? Page 97

57. 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? Page 97

58. 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? Page 97

59. 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? Page 97

60. 6. Principles – guidelines, laws What principles do you hold about that? I understand ____________ (‘what’ about ‘that’)? How does this work? Page 97

61. 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 ____________? Page 97

62. 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? Page 97

63. 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? Page 98

64. 10. Understandings – supporting ideas What do you understand about that? What knowledge do you have about this? Page 98

65. 11. Expectations - anticipation So what are you expecting? Where did you learn to expect that? Page 98

66. 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? Page 98

67. 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

68. 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

69. 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

70. 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

71. Figure 3:14 Page 100

72. Figure 3:15 Page 101

73. 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

74. 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.  Page 103

75. 1)Decide to fully and completely learn the distinction between the Map and the Territory. See Figure 3:16  Page 103

76. Figure 3:16 Page 105

77. 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

78. Figure 3:17 Page 106

79. 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. Page 107

80. 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? Page 107

81. 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? Page 107

82. 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

83. Figure 3:18 Page 110

84. 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