TRAINING MANUAL TIMELINE COACHING AND RE- IMPRINTING LESSON #NLC- 31

Size: px

Start display at page:

Download "TRAINING MANUAL TIMELINE COACHING AND RE- IMPRINTING LESSON #NLC- 31"

Monica Snow
5 years ago
Views:

1 TRAINING MANUAL TIMELINE COACHING AND RE- IMPRINTING LESSON #NLC- 31 1

A Model of The Mind A Model of The Mind The Prime Directives of The Unconscious Mind 1. Preserve the body 2. Stores Memories: Temporal / A temporal 3. Be the domain of the emotions 4.

2 A Model of The Mind A Model of The Mind The Prime Directives of The Unconscious Mind 1. Preserve the body 2. Stores Memories: Temporal / A temporal 3. Be the domain of the emotions 4. Organize all memories Time Line & Gestalt 5. Repress memories with unresolved un- resourceful emotions 6. Present repressed memories for "rationalization (to make rational and to release emotions) 7. May keep the memories and emotions repressed for protection 8. Run the body 9. Maintain the integrity of the body 10. To be a highly moral being 11. Be a servant, to follow orders NLP Communication Model The Prime Directives of The Unconscious Mind 12. Control and maintain all perceptions Regular/Telepathic Receives and transmits perceptions to the conscious mind 13. Generate, store, distribute and transmit "energy" 14. Maintains instincts and generate habits 15. Needs repetition for long- term projects 16. Programmed to continually seek more and more. 17. Functions best as a whole integrated unit. Does not need parts to function 18. Symbolic Uses and responds to symbols 19. Takes everything personally 20. Works on the principle of least effort. Path of least resistance 21. Does not process negatives 2

3 Change Personal History 1. Identify a recurring undesirable emotional state. "Remember a time when you were upset about some- thing that happened and you'd like to have a different experience of that situation." Calibrate and anchor that state. 2. Identify at least 5 earlier time(s) when the same emotional state was a problem. (Use the anchor (#l) to keep them associated in that state as they travel back in time to the earliest memory.) Briefly gather enough information to understand the basic dynamics of each situation. 3. Break State. (Dissociate from that time to present time.) 4. Identify Resource State. "What resource(s) would you have needed for a more empowering experience in that situation. Anchor resource state (s). Discover and anchor as many resource states as they need. 5. Take the resource state(s) back into the time of the earliest problem situation. "Take these resources (fire # 2,3,4,..) back to that earliest unpleasant memory (fire #1) having these resources fully available to you and allow the experience to alter accordingly. Take all the time you need to do this completely and let me know when you complete this." 6. Determine if a satisfactory change has occurred. If not go back to step 3 and add resources until the desired shifts occur. 7. Test. Fire anchor #1 or ask about the problem situation and Calibrate. 8. Futurepace. Imagine a time in the future when a similar experience might occur and notice what that is like with these resources. Do not use any anchors here. 3

TimeLine Coaching Overview of The Technique TimeLine Coaching Techniques are excellent for removing emotional barriers and un-resourceful beliefs that limit success, since they offer a fast and

4 TimeLine Coaching Overview of The Technique TimeLine Coaching Techniques are excellent for removing emotional barriers and un-resourceful beliefs that limit success, since they offer a fast and effective means for changing the chain of events leading to a certain set of unwanted behaviors or internal states. Un -resourceful Emotions and Limiting Decisions are eliminated, leaving the client with positive emotions and empowering beliefs about self and the world. Past Lives The Time Line The Past The Now The Future ROOT CAUSE Genealogical The Gestalt Current Belief or Emotion 0-7 Imprint 7-14 Modeling Socialization 4

5 TimeLine Coaching Overview of The Technique 1. Discover how your client organizes time: Note the direction of the client's Time Line. Remember that however the client organizes time, it is "perfect" for him or her. 2. Use Time Line to find the first event or root cause of un-resourceful emotion, symptom or behavior. 3. Have client tell you what beliefs he or she had made about himself or herself and/or the world based on this original event. 4. Dissociate client to discover, and associate client to re-imprint significant people in the root or first event anchoring in them the emotional resources they would have needed to behave differently and more resourcefully. 5. Install all resources into client. Anchor all gathered resourceful emotional resources into client. 6. Have client tell you what beliefs he or she now makes about himself or herself and/or the world based on this healed event. 7. Have client return to current time by walking back to now on their time line allowing them to stop at each significant related experience to apply resources to each. 8. When client arrives at current time, Future pace the client and test his or her reaction. 5

6 TimeLine Coaching Elicitation Of The Time Line Version #1 How do I organize time? 1. "If I were to ask you to instinctively know where your past is, and where your future is, in relation to your body, in which directions will you point? And it's not your conscious concept of this I want; it's your unconscious. So, if I were to ask your unconscious mind where's your past, in what direction would you point?" (Always note all unconscious behavior during elicitation) 2. "And your future, what direction would you point if I asked your unconscious mind, where's your future?" NOTE: As you elicit the Time Line, make no value judgments about the organization of your client's Time Line until you find out if it works for your client. If there were two or more Time Lines, say, "Which of these Time Lines would be the best to use to cause the more pervasive and long lasting change to occur?" 6

7 TimeLine Coaching Elicitation Of The Time Line Version #2 1. Can you remember something that happened 1 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 the process for-1 & 2 for 1 month ago, 1 year ago, 5 years ago, and 10 years ago. 4. Now, repeat 1 & 2 for 1 month in the future, 1 year in the future, 5 years into the future, and 10 years in the future. 5. Now, ask the client, "Do you notice that this arrangement implies a line, or some linear arrangement of your memories?" 6. The arrangement may be linear or it may not. Allow your language and your behavior to be non-directive so as to discover and not install the Time Line for your client. 7

8 The Classic Through-Time Time Line Is arranged left to right (or right to left). Reaches out about as far as the length of the outstretched arms. Have memories, which are about 4 inches high, which are located just under the center of the eye (horizontal). Now is located in the center. Future Past 8

9 The Classic In-Time Time Line Is arranged front to back (or back to front). Stretches as far back as the original Time Line. Have memories of a comfortable size, generally more than 4 inches. Client is located in Now. Past Future 9

10 TimeLine Coaching Re-Imprinting an Early Experience Purpose: To add resources to imprint experiences (those experiences where we formed beliefs about our-selves, others and the world) so that new, positive beliefs can be formed. 1. Do a guided search on a timeline to locate an imprint experience. Variations -- Use eye accessing cues or a kinesthetic anchor to locate the imprint experience or what is referred to as the root cause. 10

11 TimeLine Coaching 2. Have the person review the imprint experience from an observer position (off timeline) identifying the significant other persons involved as what happened in that situation. a. What belief does the person form because of this experience? b. Determine the positive intentions of the other people in the situation. c. Have the person identify the resources the significant others needed in this situation but didn't have. d. Re-associate the explorer and have them identify specific times when they had the resources and anchor them. 3. Have the person review the imprint experience from each perceptual position while you hold each resource anchor in the following order. a. From observer position, off the timeline, seeing the other person with the resource. b. From the position of "other" on the timeline, switching with the other person and becoming them, with the resource. c. From the position of "self" on the timeline, becoming their younger self and receiving the behavior from the significant other. d. Repeat this step for each significant other and each resource. 11

12 4. Have the person dissociate (step off their timeline) and review the now changed experience. 5. Test a. What new belief does the explorer have when considering the experience? b. When the imprint experience looks right, have the person associate into the experience (on the timeline) and, holding the resource anchors, have them walk up through time, on into the future, pausing to reexperience any other similar experiences with the new resources. "We have created many new behaviors today, and I want you to be sure that the new behaviors are agreeable to all parts inside." 6. Future pace "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, OK?" 7. Have the client return to now When you're done, the client should always be at now, making sure the Time Line is arranged in the way that is most comfortable. "OK, good, come back to now, and float right down into now making sure your Time Line is arranged in the way that is most comfortable. 12

13 Three Place Dissociation "You, here today, watching yourself in the chair, watching the younger you there, in that experience, seeing what happened then..." Etc. "Watching and listening as a curious observer who wants to gain insight in to the situation let the movie play through past the point of immediate danger to where you are safe again. When that is done, stop the movie and hold it on the screen as a still photo." When the movie is over and the learning as taken place, integrate the client by reversing the process and having them float back into each position until their sitting again in the first seat in the theater. Integrate the learning by having the client associate into their younger self in the movie taking the learning with them and integrating them into their younger self. NOTE: If at any time the subject should collapse realities and begin to reexperience the feelings contained within the past trauma, stop. Bring them back to the present completely. Reestablish the first powerful positive anchor and begin again. 13

G O A L S E T T I N G G U I D E

G O A L S E T T I N G G U I D E GOAL SETTING GUIDE All Learning Behavior and Change is unconscious. Prime directives of the unconscious mind The conscious mind is the goal-setter The unconscious mind is the goal-getter 1. Stores memories.