Exercises Two

30 Week: Daily Skills Programme

Basic Skills Exercises

These skills exercises are designed to help you to build your level of skills in a sequence that will support your learning on the course input days. We like to give you as much as possible on the formal input sessions so the more you practise the more you will gain from these sessions. These exercises will consist of building on initial observation, taking notes of your observation, matching what you observe and later active exploration and change work.

These daily tasks are designed to take very little time. Decide on a few spare moments where you can give full attention, even if only for a minute or two. For example on day one, any spare moments on the first half of the day notice examples of yourself and those around 'chunking very big'; on the second half of the day when you notice also match chunking big (on the inside if it is not suitable to do so on the outside!).

Some of the tasks require "LIVE" situations, others can successfully be completed using T.V. or radio programmes.

If you use "LIVE" situations please be very VERY careful and give due consideration to the privacy and welfare of those you include. Remember Always To Leave People In A Better Condition Than You Found Them!

Week One

Day:	Sensory skills:	Task:
One	Internal Attention	Notice
Two	External Attention	Notice
Three	Internal 'Positive'	Notice
Four	Internal 'Negative'	Notice
Five	External 'Negative'	Notice
Six	External 'Positive'	Notice
Seven	Pick one you missed or found difficult.	Notice

Week Two

This week, in addition to noticing examples of the particular state, take note of one particular example. A brief description of how they are in terms of physiology e.g. eyes defocus, hand goes up to the chin, breathing becomes more shallow etc.

Day:	Sensory skills:	Task:
One	Internal Attention	Notice, Take note of one example using sensory based language
Two	External Attention	Notice, Take note of one example using sensory based language
Three	Internal 'Positive'	Notice, Take note of one example using sensory based language
Four	Internal 'Negative'	Notice, Take note of one example using sensory based language
Five	External 'Negative'	Notice, Take note of one example using sensory based language
Six	External 'Positive'	Notice, Take note of one example using sensory based language
Seven	Pick one you missed or found difficult.	Notice, Take note of one example using sensory based language

Week Three

Day:	Sensory skills:	Task:
One	'Happy' Type State	Notice, Take note of one example using sensory based language
Two	'Sad' Type State	Notice, Take note of one example using sensory based language
Three	'Nervous' Type State	Notice, Take note of one example using sensory based language
Four	'Excited' Type State	Notice, Take note of one example using sensory based language
Five	'Confused' Type State	Notice, Take note of one example using sensory based language
Six	'Understanding' Type State	Notice, Take note of one example using sensory based language
Seven	Pick one you missed or found difficult.	Notice, Take note of one example using sensory based language

Week Four

Begin to complete the 'limiting/enhancing' worksheet using your own behaviour as examples.

Day:	Sensory skills:	Task:
One	Morning: Decide on a state that you think you will get into during the day. (Positive State) Evening: Review the day: 1. How was it similar to what you expected? 2. How was it different to what you expected?	Morning: Notice Review: Take Note
Two	Choose a different state. (Positive state)	Repeat Day One
Three	Choose a different state. (Positive state)	Repeat Day One
Four	Choose a different state. (Positive state)	Repeat Day One
Five	Choose a different state. (Positive state)	Repeat Day One
Six	Choose a different state. (Positive state)	Repeat Day One
Seven	Compare what you noticed through the six days similarities and differences	Take Note

Week Five

Continue to anticipate some of the days states and review at the end of the day. Check for sameness and difference. Do as much of the following as you can make time for.

Day:	Sensory skills:	Task:
One	Examples of negative states: How are they similar?	Notice
Two	Examples of negative states: How are they different?	Notice
Three	Examples of positive states: How are they different?	Notice
Four	Examples of positive states: How are they similar?	Notice
Five	Examples of external attention states.	Notice
Six	Examples of internal attention states.	Notice
Seven	Compare what you noticed on days five and six for similarities and differences.	Take Note

LIMITING / ENHANCING BEHAVIOUR

Choose three behaviours you consider to be enhancing and three you consider to be limiting. Identify contexts where the opposite would be the case.

BEHAVIOUR

WHERE IT WOULD BE LIMITING

WHERE IT WOULD BE ENHANCING

Week Six

Day:	Sensory skills:	Task:
One	Morning: Decide on a state that you think you will get into during the day. (Positive State) Evening: Review the day: 1. How was it similar to what you expected? 2. How was it different to what you expected?	Notice Take note of the language you use to describe how you got into that state
Two	Choose a different state. (Positive state)	Repeat Day One
Three	Choose a different state. (Positive state)	Repeat Day One
Four	Choose a different state. (Positive state)	Repeat Day One
Five	Choose a different state. (Positive state)	Repeat Day One
Six	Choose a different state. (Positive state)	Repeat Day One
Seven	Compare what you noticed through the six days similarities and differences	Take Note

Week Seven

Day:	Sensory skills:	Task:
One	Examples of Positive states: How are they similar?	Notice what language you use to describe these
Two	Examples of positive states: How are they different?	As Day One
Three	Examples of different positive states: How are they different?	As Day One
Four	Examples of different positive states: How are they similar?	As Day One
Five	Examples of external attention states	As Day One
Six	Examples of internal attention states	As Day One
Seven	Compare what you noticed on days five and six for similarities and differences	Take Note

Week Eight

Day:	Sensory skills:	Task:
One	Examples of present attention: How are they similar?	Notice the sub-modality patterns
Two	Examples of present attention: How are they different?	Notice
Three	Examples of past attention: How are they different?	Notice
Four	Examples of past attention: How are they similar?	Notice
Five	Examples of future attention: How are they different?	Notice
Six	Examples of future attention: How are they similar?	Notice
Seven	Compare what you noticed for the similarities and differences	Take Note

Week Nine

Day:	Sensory skills:	Task:
One	Example of being in “two minds”: Both Positive	Notice what language patterns you use in these two.
Two	Example of being in “two minds”: Both Negative	As day one
Three	Example of different positive “two minds”	Notice your physiology
Four	Example of different negative “two minds”	As day three
Five	Examples of mixed positive and negative “two minds”	Notice what senses you use for each
Six	Examples of mixed positive and negative “two minds”	As day five
Seven	Pick one you missed or found difficult.	Notice any patterns in your responses

Week Ten

Day:	Sensory skills:	Task:
One	Moving away from	Notice
Two	Moving towards	Notice
Three	Paying attention to Self	Notice
Four	Paying attention to others	Notice
Five	Paying attention to Differences	Notice
Six	Paying attention to Sameness	Notice
Seven	Pick one you missed or found difficult.	Notice

Week Eleven

Day:	Sensory skills:	Task:
One	Attention toward and Away From People	Notice
Two	Attention toward and away from Activities	Notice
Three	Attention toward and away from Places	Notice
Four	Attention toward and away from Things	Notice
Five	Attention toward and away from Information	Notice
Six	Attention toward and away from People	Notice
Seven	Pick one you missed or found difficult.

Week Twelve

Day:	Sensory skills:	Task:
One	(Potentially) Positive Upset	Notice
Two	(Potentially) Negative Upset	Notice
Three	Enhancing Set-Up	Notice
Four	Limiting Set-Up	Notice
Five	Limiting Set-Down	Notice
Six	Enhancing Set-Down	Notice
Seven	Pick one you missed or found difficult.	Notice

Week Thirteen

Day:	Sensory skills:	Task:
One	Voice pitch	Half day: notice Half day: match
Two	Voice tempo	Half day: notice Half day: match
Three	Sentence length	Half day: notice Half day: match
Four	Voice tonality	Half day: notice Half day: match
Five	Sensory predicates	Half day: notice Half day: match
Six	Pick one you missed or found difficult.	Half day: notice Half day: match
Seven	All of the above	Half day: notice Half day: match

Week Fourteen

Day:	Sensory skills:	Task:
One	Eye movements and Breathing	Half day: notice Half day: match
Two	Hand movements and Breathing	Half day: notice Half day: match
Three	Voice tempo and Body Posture	Half day: notice Half day: match
Four	Breathing and Language Predicates	Half day: notice Half day: match
Five	Facial changes and Body Posture	Half day: notice Half day: match
Six	Pick one you missed or found difficult.	Half day: notice Half day: match
Seven	All of the above	Notice

Week Fifteen

Day:	Sensory skills:	Task:
One	Eye movements and Breathing	Half day: notice Half day: match
Two	Hand movements and Body Posture	Half day: notice Half day: match
Three	Breathing and Voice tempo	Half day: notice Half day: match
Four	Eye movements and Language predicates	Half day: notice Half day: match
Five	Facial changes and Head position	Half day: notice Half day: match
Six	Body posture and Breathing	Half day: notice Half day: match
Seven	Pick one you missed or found difficult.	Half day: notice Half day: match

Week Sixteen

Day:	Sensory skills:	Task:
One	Very big chunk size	Half day: notice Half day: match
Two	Very small chunk size	Half day: notice Half day: match
Three	Sensory specific	Half day: notice Half day: match
Four	Detailed Abstract	Half day: notice Half day: match
Five	Moving from detail to big chunk	Half day: notice Half day: match
Six	Moving from big chunk to detail	Half day: notice Half day: match
Seven	Pick one you missed or found difficult.	Half day: notice Half day: match

Week Seventeen

Day:	Sensory skills:	Task:
One	Examples of the ‘WHAT' frame	Half day: notice Half day: match
Two	Examples of the ‘HOW' frame	Half day: notice Half day: match
Three	Examples of the ‘Why’' frame	Half day: notice Half day: match
Four	Examples of the 'PROBLEM' frame	Half day: notice Half day: match
Five	Examples of the 'OUTCOME' frame	Half day: notice Half day: match
Six	Examples of the 'DIRECTION' frame	Half day: notice Half day: match
Seven	Pick one you missed or found difficult.	Half day: notice Half day: match

Week Eighteen

Day:	Sensory skills:	Task:
One	DETAILS	Notice
Two	SCOPE	Notice
Three	CONNECTIONS	Notice
Four	DETAILS	Notice and take a note of them.
Five	SCOPE	Notice and take a note of them.
Six	CONNECTIONS	Notice and take a note of them.
Seven	Pick one you missed or found more difficult	Notice and take a note of them.

Week Nineteen

Day:	Sensory skills:	Task:
One	Eye movements and Breathing	Match and take a note of results
Two	Hand movements and Body posture	Match and take a note of results
Three	Breathing and Voice tempo	Match and take a note of results
Four	Eye movements and Language Predicates	Match and take a note of results
Five	Facial changes and Head position	Match and take a note of results
Six	Body posture and Breathing	Match and take a note of results
Seven	Pick one you missed or found more difficult	Match and take a note of results

Week Twenty

Day:	Sensory skills:	Task:
One	Visual Predicates	Match and take a note of results
Two	Auditory predicates	Match and take a note of results
Three	Kinesthetic Predicates	Match and take a note of results
Four	Olfactory and Gustatory Predicates	Match and take a note of results
Five	Pace and lead: One person from Visual to Kinesthetic	Take note of results
Six	Pace and lead: One person from Kinesthetic to Visual	Take note of results
Seven	Pace and lead: One person from visual to auditory	Take note of results

You require 'live' situations for this. Please maintain HIGH LEVELS OF RAPPORT throughout and respect the subject; leaving them in a better state (good ecology) at the end of your practice time. If you would like to take note of any particular experiences you would like to discuss at the next session please do so.

It will be more useful for your learning if you choose definite times to practice rather than vaguely intending to do them at some point.. Small amounts of high quality practice will help you more than large amounts of low quality practice.

Week Twenty-One

Day:	Sensory skills:	Task:
One	Pace and lead: Body posture	Notice and take a note of results
Two	Pace and lead: Breathing	Notice and take a note of results
Three	Pace and lead: Voice	Notice and take a note of results
Four	Pace and lead: Representational systems	Notice and take a note of results
Five	Pace and lead: Breathing and body posture	Notice and take a note of results
Six	Pace and lead: Voice and representational systems	Notice and take a note of results
Seven	Pick one you found difficult or missed	Notice and take a note of results

Week Twenty-Two

Day:	Sensory skills:	Task:
One	Simple Deletions	Notice
Two	Comparative Deletions	Notice and take a note of results
Three	Unspecified References (people, things, etc.)	Notice and take a note of results
Four	Unspecified Verbs (behaviour, processes)	Notice and take a note of results
Five	Nominalisations (verbs stored as nouns)	Notice and take a note of results
Six	Lesser Nominalisations (adverbs stored as adjectives)	Notice and take a note of results
Seven	Pick one you found difficult or missed	Notice and take a note of results

Week Twenty-Three

Day:	Sensory skills:	Task:
One	Extended Scope: General (e.g. Some)	Notice and take a note of results
Two	Extended Scope: Universal (e.g. every)	Notice and take a note of results
Three	Limited Scope: (e.g. only, just)	Notice and take a note of results
Four	Modal Operators: Possibility	Notice and take a note of results
Five	Modal Operators: Necessity	Notice and take a note of results
Six	Either - Or	Notice and take a note of results
Seven	Pick one you found difficult or missed	Notice and take a note of results

Week Twenty-Four

Day:	Sensory skills:	Task:
One	Lost Performative	Notice and take a note of results
Two	Mind reading	Notice and take a note of results
Three	Conjunctions: where they are interesting	Notice and take a note of results
Four	Implied causatives	Notice and take a note of results
Five	Cause - effects	Notice and take a note of results
Six	Complex Equivalent (Up - Down - Sideways)	Notice and take a note of results
Seven	Pick one you found difficult or missed	Notice and take a note of results

Week Twenty-Five

Paying attention to your use of language and that of others to determine the direction of attention in terms of: Conscious External; Conscious Internal; Unconscious External; Unconscious Internal.

Day:	Sensory skills:	Task:
One	Conscious External Orientation	Notice and take note
Two	Conscious Internal Orientation	Notice and take note
Three	Unconscious External Orientation	Notice and take note
Four	Unconscious Internal Orientation	Notice and take note
Five	Shifting attention: Conscious to Unconscious Orientation	Notice and take note
Six	Shifting attention: Unconscious to Conscious Orientation	Notice and take note
Seven	Pick on you missed or found difficult	Notice and take note

Week Twenty-Six

Paying attention to the processes of "Projection" and "Introjection" with "Subject and Predicate “language use.

Day:	Sensory skills:	Task:
One	Projection of personal response (likes/dislikes)	Notice and take note
Two	Projection of Beliefs	Notice and take note
Three	Introjection of others responses	Notice and take note
Four	Introjection of Beliefs	Notice and take note
Five	Projection of Introjection	Notice and take note
Six	Introjection of Projection	Notice and take note
Seven	Pick on you missed or found difficult	Notice and take note

Week Twenty-Seven

Paying attention to use of "Psychological Frames."

Day:	Sensory skills:	Task:
One	"Relevancy" Frame	Notice and take note
Two	"As if" Frames	Notice and take note
Three	"Backtrack" Frame	Notice and take note
Four	"Evidence" Frame	Notice and take note
Five	"Future Pace" Frame	Notice and take note
Six	"Outcome" Frame	Notice and take note
Seven	Pick on you missed or found difficult	Notice and take note

Week Twenty-Eight

Paying attention to use of "Metaphors."

Day:	Sensory skills:	Task:
One	Your use of Metaphors	Notice and take note
Two	Metaphors you hear	Notice and take note
Three	Ill-formed Metaphors	Notice and take note
Four	Metaphor sequences	Notice and take note
Five	Life Metaphors	Notice and take note
Six	Component Metaphors	Notice and take note
Seven	Pick on you missed or found difficult	Notice and take note

Week Twenty-Nine

Day:	Activity	Task:
One	Look for Visual Anchors in the world around you.	Notice and take note
Two	Look for Kinesthetic Anchors in the world around you	Notice and take note
Three	Listen and look for Auditory Anchors in the world	Notice and take note
Four	Establish a Visual Anchor for a good state. Fire it and take a note of the effect	Notice and take note
Five	Establish an Auditory Anchor for a good state. Fire it and take a note of the effect	Notice and take note
Six	Establish a Kinesthetic Anchor for a good state. Fire it and take a note of the effect	Notice and take note
Seven	Pick one you missed or the one that you were least satisfied with the results.	Notice and take note

Week Thirty

This week will concentrate on change processes at different levels of functioning.

Day	Task
One	Ecologically assist in changing someone’s STATE, Limiting to Enhancing
Two	Ecologically assist in changing someone’s MOVEMENT, Limiting to Enhancing
Three	Ecologically assist in changing someone’s SENSORY PROCESSING, Limiting to Enhancing
Four	Ecologically assist in changing someone’s LANGUAGE USE, Limiting to Enhancing
Five	Ecologically assist in changing someone’s SUB-MODALITY USE, Limiting to Enhancing
Six	Ecologically assist in changing someone’s ORIENTATION, Limiting to Enhancing
Seven	Ecologically assist in changing someone’s BELIEFS, Limiting to Enhancing

You require 'live' situations for this. Please maintain HIGH LEVELS of RAPPORT and CARE throughout, respecting the subject; leaving them in a better state (good ecology) at the end of your practice time.

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