the party, but a part of you wants to stay home and relax.
2. Make a visual image of each part and place one in each hand.
3. Separate the intention from the behavior. Reframe (chunk up) each part so that they
realize that they actually have the same complementary intention. Ask the subject,
"What is the intention of this behavior?", and/or "What resources does each part have
that would be useful to the other part in assisting it to be even more effective?"
4. Create a third part between the other two which has the combined resources of each
of the formally conflicting parts.
5. Using hypnotic tonality, instruct the subject to bring his hands together slowly "Bring
your hands together, watching the transformation of each of these parts into the
center image ... bringing your hands together ... when you re ready and only when
you re ready ... only as quickly as you can integrate these parts of yourself."
6. Instruct the subject to take the integrated image into his body in whatever way is
appropriate for him. "Note the physical sensation at the point of incorporation and
allow that sensation to spread throughout your body, until you feel it all over."
Fast Phobia Cure
Since phobias tend to be one-time learning experiences, they can be handled in much the
same manner as the V-K dissociation. In all Phobic cases there is an image of an event
which generates the phobic response. A generalized fear is different than a phobia and
usually does not respond well to the Phobia cure. A fear is where a person can still engage
in an the activity but is uncomfortable. A true Phobia is one where the person cannot
engage in the activity or go near the object of fear at all. In fact, even the thought of the
activity or object produces intense fear and usually extreme behavior.
1. Establish a powerful (stacked) anchor for feeling safe and secure (Al) and an anchor
(A2) to access the event.
2. Establish a beginning and an end to the event. Instruct the subject to go to a time
after the event has transpired and is over, a time where he knows he is safe and
secure and to visualize his younger self. Instruct the subject to project that image as a
small black and white frozen slide image onto a wall (S1). Break state / pattern
interrupt. Next instruct the subject to visualize his younger self moments before the
event took place and project that image (S2) as a slide on the wall in the same
location. NOTE: In those instances where a person was dissociated from the event,
have him change perspective - see it from another vantage point than he did
originally. In other words, in an instance where the person saw an accident, have that
person now watch himself watch the accident from a different location.
3. When the subject can see himself in the safe place before the event began, instruct
him to float out of his present body to a place directly behind himself where he can
watch himself watch himself. This establishes three place dissociation. Use the
analogy of a movie house and anchor the dissociation (A3).
4. Fire and hold the comfort and security anchor (A1) and the dissociation anchor (M)
and instruct the subject to start and watch the movie of his younger self go through
the event all the way to the end stopping on (S1) - safety after the event transpired.
5. Instruct the subject to have the dissociated self float back to and integrate into his
body.
6. Instruct the subject to fully associate with the younger self (S1); seeing what he saw,
hearing what he heard at the time. After he is successful at associating into the
younger self, (S1) have him run the movie all the way backwards at high speed, all
the way back to (S2) - safety before the event and stop. You might instruct him that it
should look like a Charlie Chaplin movie run backward very fast.
7. TEST. As he thinks about what he was phobic about in the past there should now be
a different response. If not, repeat steps 4, 5, & 6. Each time the subject goes through
the event dissociated, have him change his perspective - view it from a different
location in space. Be sure that the associated, backward sequence is at high speed.
You can add circus music as the movie runs backward, make other Submodality
shifts, e.g. play with the color and brightness.
8. When the response to the original event is different, test it in the present when
possible and as soon as possible. For example, if the subject was phobic of elevators,
send him on a ride in an elevator, if it was of snakes, find him a snake. The purpose
of the reality test is to change the persons beliefs about how they now respond in a
context that was formerly phobia producing.
Timeline Version of Change Personal History
1. Subject identifies an attitude or feeling that he wants to change.
2. Elicit Timeline from subject and instruct subject to imagine an externalized Timeline
on the ground, step on it, orienting himself to the present while facing the future.
3. Instruct the subject to move backwards in time identifying points in his past where he
has had that feeling before. At each point that he notices that feeling (through a
Kinesthetic sensation), he can make a mental note and continue backwards to the
very first experience of that sensation.
4. When the subject reaches the very first experience of that sensation, he steps off the
Timeline to the left and looks at the memory on the Timeline. He sees his younger
dissociated self, the event and the people around him. Next, he steps over the
Timeline to the right and looks at the memory from another perspective. After the
subject has gathered information about the event from different perspectives, he
walks back along the side of his Timeline to where he had oriented himself in the
present.
5. From this vantage point, looking back along the Timeline to that very first instance
he determines what resources he has that would have been useful in that past
experience.
6. Have the subject associate into resources, amplify the Submodalities and anchor.
You can stack as many resources as the subject would like to have.
7. After the subject has stacked resources, have him walk back along side his Timeline.
Then have him step back onto his Timeline in a place before the memory. Fire the
resource anchor and hold as the subject steps into the memory bringing resources
with him.
Future
Exp. #1 Exp. #2 Exp. #3 Exp. #4 Exp. #5 Frst Exp. Past
P
R D
Check the subject's response to the event. How is it different? How does he feel
differently about himself? If satisfied, holding the resource anchor, move the subject
quickly along the Timeline to the present. "Allowing these resources to reorganize
and re-code all of the experiences of your life that were influenced by this event."
When the subject reaches the "present" location, be sure he takes the time to integrate
the change.
8. Subject then moves 2 weeks into the future, then 2 months, 4 months, 6 months, then
one year into his future laying down resources at each point.
9. Subject then turns, faces the present and notices the changes he has now made with
those resources and gives his present self whatever information he has that will assist
him in making those changes. Then he steps off the Timeline and returns to the
"present" location. Instruct the subject, "When you re ready, take the first step."
NOTE: While dissociated and at the side of the first instance memory, the subject can
reassure the younger self that everything is all right, that he is from the future, he has
survived and will bring back resources for the younger self. As an added element: while
dissociated to the first instance, the subject can determine how the people around the
younger subject did the best they could at the time, what their positive intentions were
and what resources they might have needed to perform differently at the time.
Timeline: Eliminating a Limiting Decision [ Pobierz całość w formacie PDF ]