Introduction to Games Slim People Play

Keeping slim and trim, how do slim people do it?

Weight Loss Skills through NLP

Experiential Workshop with ThoughtleadingPeople

for further details click here Games Slim People Play

10.00am to 4.00 pm, Sunday, 7 July 2013

Higher Health Wellness Centre, Level 1 / 46 Sydenham Road, Norwood, South Australia

Early Bird $97 by 28 June book now at Games Slim People Play

WHY would you want to change your body shape? Why would you want to have a healthy body? How would you like to model healthy eating patterns for your children? Would you like to alter limiting decisions you made about food and drink? Would you like to believe that you can achieve your goal of a healthy, lean body easily? Are you ready to make the change?

For further details and to book your place visit Games Slim People Play or contact Mike at mike@mikeschwarzer.com or 0419 866 427.

If coaching is about transformation, how do we facilitate that transformation?

Skills based session presented by Mike Schwarzer, Internationally Certified Neuro-Semantic NLP Trainer

ICF South Australian Chapter - NLP Special Interest Group

6.45pm to 9pm Thursday, 21 February 2013
Maylands Hotel, 67 Phillis Street, Maylands, South Australia 
Fee: ICF Members $10, Non-Members $20, 
Enquiries and RSVP to Miriam Henke, president.sa@icfaustralasia.com or  
0403 374 694

Have you or your clients tried to make a transformation, even for the smallest task, and come up short of your goal? How do we know where to start and where to finish the process of that transformation? And how do we know which path to take to help us through the transition?

What we need is a navigation device, a road map. A road map that provides us with a structure within we can facilitate and track the change process and progress, and make the transformation stick.

One of these road maps is the Axes of Change a generative change and Neuro-Semantic model from the Meta-Coach Training System http://www.meta-coaching.org. The model and its four stages allow the coach and the client to establish: the motivation to change, the commitment to change, the inner and outer creation of the change, and to reinforce and test the change.

In this skills based session:

1.  Mike will demonstrate and unpack this model including the use of other Neuro-Semantic and NLP models, patterns and strategies that will assist the client in making the desired shift.

2.  You will have the opportunity to play with and experience this change process first hand either as the coach, the client or as an observer.

We will explore:

·   Your Coaching State, Operating Principles & Assumptions

·   A roadmap for facilitating change - The Axes of Change

·   Coaching Holistically: Body-Mind-Emotion – Systemic Coaching

Are you ready to take your coaching craft to the next level? Then expect to participate and have fun learning and honing your skills. If you are a seasoned pro at NLP or an absolute beginner this session caters for all. All you need to bring is an open mind, lots of playfulness, curiosity and glorious fallibility.

In preparation for this session please view the following clip from a previous presentation that Mike delivered on the Structure of NLP.

Creating NLP Magic! Making the Invisible Visible, Seeing the Structure and Enriching the Map https://www.youtube.com/watch?v=gPqIonF3fbU

About Mike Schwarzer

Mike is a Performance Strategist & Modeler and an Internationally Certified Trainer in Neuro-Semantic NLP with the International Society of Neuro-Sematics ISNS. The ISNS is a global NLP community, operating in over 40 countries, dedicated to helping people actualise excellence by transforming Meaning into Performance. He is also a leadership team member of the Institute of Neuro-Semantics Australia the Australian branch of ISNS.

An experienced facilitator and coach, with an ability to connect and align people and organisations, he helps them to fine tune their performance wizardry to bridge the gap between where they are and where they want to go!

For more information about Mike visit www.mikeschwarzer.com and www.thoughtleadingpeople.com.au.

Is Social-Actualization Replacing Self-Actualization?

by Chip Conley, Founder, Joie de Vivre Hospitality and Author of Peak

Source: http://www.huffingtonpost.com/chip-conley/is-socialactualization-re_b_2083797.html

Self-actualization? Abraham Maslow's Hierarchy of Needs pyramid with "being all you can be" at the top (co-opted by the U.S. Army as a marketing slogan) was a wake-up call for Americans in the 1950s when personal behavior and goals were so influenced by predominant societal ways. Abe's humanistic psychology theory was made for the '60s with the advent of hippie culture and the idea that we should all "follow our bliss."

Unfortunately, Maslow died young in 1970 at age 62 and the "Me Decade" turned "self-actualization" into "self-absorption." His legacy got lost in the academic psychology world and, for some, the Hierarchy of Needs represented more of a Tyranny of Wants. I was fortunate to be gifted with Maslow's journals written in the last 10 years of his life. In his writing, it's very clear that Abe's desire was to see how his iconic theory could apply to the collective, not just the individual, as he pondered, "Can an organization or a society actualize?" And this is partially why, later in his life, he introduced a seven- and an eight-level pyramid with "self-transcendence" at the top.

It's been more than five years since I wrote PEAK: How Great Companies Get Their Mojo from Maslow where I outlined how my boutique hotel company reinterpreted Maslow's theory to transform our organization at the bottom of a deep economic downturn. I've had the good fortune of introducing my theories in PEAK to diverse groups on five continents. And, as I spend more time with younger leaders -- and more time in Asia -- it's clear to me that it's time to change the language at the peak of this pyramid.

I see just how important Maslow's theory was in reaction to the stifling social rules of mid-20th century America. And I deeply believe that all of us aspire on some level when we're trying to be all we can be in our lives. But, the times and the calculus of how the world works have changed.

I propose we start imagining "social-actualization" at the top of the pyramid. We're moving from an era when "rugged individualism" was foundational to how we defined success to an era when collaboration is essential for both personal and societal success. Some of my transition may be due to spending so much time in Asia with its historical predilection toward collective rather than individual success. But, it's even more influenced by what I learn from talking to young people all over the world. And the fact that in many business schools the most popular classes today are on how to become a social entrepreneur focused on solving the world's collective problems.

So, what qualities distinguish someone who is social-actualizing as opposed to self-actualizing? Abe Maslow suggested that a "peaker" (someone self-actualizing) had a tendency to get lost in the love of what they were doing. This losing oneself can also be prevalent in a social-actualizer, but what's different is that this person's purpose is focused on a collective good rather than just a personal good (although a longer discussion with the Ayn Rand-ers might suggest these are the same). So a "social peaker" focuses on systemic effects and social gains in their actualization. Additionally, as more research shows the social and emotional contagion that connects us, a social-actualizer also imagines the ripple effect they may have on others. For example, a self-actualizer might pursue their passion - whether it's being a triathlete or learning how to give great speeches - with the primary focus being on how it makes them feel. A social-actualizer might choose to enter a triathlon that supports a cause or use their speech-giving to make a difference.

We may feel the glow from someone who's in the midst of self-actualizing and that can move us to greatness as well. But, when we're in the orbit of a social-actualizer, we feel drawn to a higher calling and one that can create a sort of "collective effervescence" of a group. A self-actualizer rower can win individual speed records, but a crew, when they're in the midst of social-actualization, can experience what is called "swing" in rowing circles. It's that miraculous moment in physics when a group is so connected and in unison of a common purpose that the boat literally elevates in the water -- diminishing friction and increasing speed. Here's to the 21st century being one swinging era in the history of mankind.

Follow Chip Conley on Twitter: www.twitter.com/ChipConley

If what sets a high performing organisation apart is a matter of a question ... what’s the question?

Food for Thought from Mike Schwarzer’s Pearls of Wisdom, November 2012

If your business is the answer to a question, what is the question and why should you care?

How is your business showing up in the market place and how do you want it to show up? Is it a high performing or low performing operation? Is it where you like it to be or moving towards it or moving away from it? Does it serve and enrich you or does it hold you back and impoverish you?

Does it have the right culture and the mental and behavioural flexibility that it requires to operate in a competitive and uncertain environment? Is it a dynamic environment that is buzzing with energy or is it dead? Does it run on optimism, collaboration, resilience, creativity and innovation or is it textured with scepticism, lack of motivation and fear?

Think about it this way, if you were to look at your business from the outside in, what would you notice? What experience does it provide for your customers, the community and your people? What energy does it have? What feel does it have? Is it purposeful? Is it drawing people to you or pushing them away from you? Do your people and your customers believe in your organisation, what it stands for and what it provides?

Could that be a coincidence? The answer may lie in the questions that you ask!

Questions set your intentions, direct what you are paying attention to and drive your behaviours. And questions can be quite unconscious in that they are asked in the back of your mind. This is true for individuals as well as for the organisational psyche.

Why is that important?

Organisations are run by human beings, at least last time I checked. And human beings have a unique ability, they can think ... yes I know a revelation! They can think in terms of creating mental movies about their circumstances through pictures, sounds and sensations. They can then think about and describe those circumstances in words and symbols. And not just that, they can give a meaning or meanings to those circumstances such as reflections, judgements and opinions. This then creates our inner experience about those circumstances in the way we see, hear and feel them on the inside.

It is that inner experience of our outer circumstances that makes the difference. How so you may ask?

High Quality versus Low Quality Experience!

If the inner experience is of high quality it creates a radiant energy around you, one that others want to be part of. An energy that opens your mental pores and that points your attention seeing solutions and possibilities. This type of energy creates mental and behavioural flexibility and movement. Often this energy is directed outwards with our attention pointing towards our environment, the people in it and the things we want to create. We do that through thoughts and questions such as ... how can we best help to solve your problems? How can we make a difference? How can we best support or serve you? Who do we need to become to create an environment where learning, engagement, creativity and innovation can occur?  ... And what other empowering questions do you use?

If the inner experience is of low quality it creates a static or tight energy around you with little movement, one that others want to stay away from. And energy that closes your mental pores and that points your attention at the problems of your problems. This type of energy creates mental and behavioural rigidity and lack of movement. Often this energy points inwards turning at ourselves with thoughts and questions such as ... why does this happen to us? What if we fail? What if we are not good enough? Why do these customers always give us a hard time? Why do we always get picked on?  ... And what other limiting questions do you use?

Think about it! Questions and their direction generate energy in the human body-mind-emotion system and therefore in organisations. Questions and the energy they generate determine how you are showing up in the world and what you are capable of achieving. If there is flow and movement, there is presence of mind and resourcefulness, its operating in the zone. When we operate in the zone, we tap into our inner resources that are beyond the limitations of our intellectual mind. If there is lack of flow and movement we can get stuck in our heads, the intellectual mind, and out of touch with our inner resources.

This might be the difference of showing up as an organisation of grumble bums or that of a ray of refreshing sunshine. One that just cares about itself and what it can get out of others or one that is purposeful and enjoys helping others to solve their problems? Which one would you rather work with and do business with?

So how do you want your business to show up in the world, as a grumble bum or a ray of refreshing sunshine? Then ask yourself, what are your highest intentions, the things that are important to you as an organisation? And what questions underpin these intentions? What are you paying attention to and how is that showing up in the way you as an organisation think, feel, speak and behave?

What high performing organisations know …?

As mentioned earlier, questions drive behaviours. High performing and self-actualising organisations know that and are skilled in asking purposeful questions or core questions, either consciously or subconsciously. Questions that generate creative energies, inner experiences and drive behaviours that are aligned to and supportive of their purpose. Questions that take them into the direction they want to move and that produce quality results.

So if your business is the answer to a question, what is the question? And does it serve you or limit you?

Curious to find out more about how to engage core questions that unleash creative energies and drive behaviours that serve you? Then contact Mike at mike@mikeschwarzer.com. 

to your highest learning and growth

Mike



For upcoming public workshops on leadership, coaching, NLP and Neuro-Semantics that bring out the best in people click here!

For information on tailored in-house programs contact Mike at mike@mikeschwarzer.com or on +61 (0)419 866 427 or +61 (0)8 7200 0808.

www.mikeschwarzer.com, www.thoughtleadingpeople.com.au 

HOW TO BECOME A COLLABORATIVE LEADER

by Dr. L. Michael Hall,  Sept. 4, 2012, www.neurosemantics.com

If you are a “lone wolf” or “lone ranger,” are you a real leader? What leader is a leader if he or she doesn’t gather people around him or herself and empower them to feel that they are a part of something bigger and better than all of them? This highlights a fundamental fact: You can’t be a true leader unless you are collaborative in your style. Anyone who thinks and calls him or herself a leader but does not share, coordinate, cooperate, and create a sense of a team is self-deceived. They are only a leader in their mind, not in reality.

But how? How do you develop into a collaborative leader? What’s involved in developing the skills of collaboration?

1) Set the vision of collaborating and being a collaborative leader.

Since vision is what drives big outcomes, start with a vision. What is yours? How robust is your vision? How exciting? If you are more excited about doing things to gain the glory, the recognition, the praise, etc., then it will be very hard to create a compelling vision of collaboration.

This goes right to the heart of leadership. John Maxwell puts it best when he said that “He who thinks he’s a leader and looks around and sees no one following is out for a walk.” To be a leader you have to win the minds and hearts of people, you have to attract them to a vision that captures their heart and imagine. Are you doing that? Are you willing to learn how to do that?

2) Commit yourself to adding value to those who share your vision.

People follow a vision and the leader who sets out the vision that enable them to recognize that there’s something in it for them. What they see is that the vision and all of the effort that goes into actualizing it will make their life better and improve the quality of life for others. Leaders who think that people want to stand in adoration of their intelligence, good looks, charm, rhetorical skills, etc. want to be a cult-leader, a guru, or a dictator, not a true leader.

This is the paradox, leadership is not about the leader. It is through the person of the leader, but it is not about the leader. Anyone who believes that doesn’t understand the dynamic processes of leading. The person who is a true leader leads by going first. He or she invests as much value as possible into the vision and into those who are part of the team to make it happen. How does this settle with you? Are you adding massive value to those who raise their hands and say that they want to be a part of where you’re going and what you’re doing? What value are you investing in them? How could you add more value?

3) Communicate constantly to keep the vision and the mission alive.

The work of leadership is not over with the creation of the vision. The work only then begins, next comes the effort of keeping the vision before people and letting them help to co-create the ongoing evolution of the vision as things change and develop. This work also includes gathering people together to create solutions to the obstacles that stand before the vision.

The vision you create as a leader will not endure in the minds and hearts of people unless you are constantly refreshing it, providing new and different ways of expressing it, and getting people involved in moving toward it. It is never enough to state the vision and leave it at that. As a leader your task is to make the vision come alive— to sing and dance in the minds of people so that it stays meaningful and significant. Are you doing that? Do you know how to do that? Are you willing to learn how to do that?

4) Keep involving people to be collaborative partners of the vision.

From the activity of constantly communicating comes the leadership skill of involving people in practical ways that turns them into collaborative partners. This means sharing the vision-making process with them. This means bringing people into the inner circle and empowering them with decision making powers. This means transfer responsibilities to them and trusting them to come through.

People want to have a say and to be consulted if they are to become co-leaders of the vision. This is another secret of true leaders. Leaders do not create followers, they create more leaders. They groom people to become the next generation of leaders. How are you doing at that? Who are you grooming to be part of your leadership team? Who are you preparing to assume leadership powers and responsibilities?

5) Make yourself open and vulnerable to people.

Leaders are not invincible statues made of stone, they are made of flesh-and-blood and suffer all of the fallibilities of mind, emotion, speech, and behavior that the rest of us do. A true leader leads out in this— being authentic, real, and down-to-earth. True leaders do not hide behind personas or masks, they come out from behind their personas and show their humanity. They are open and even vulnerable to people. They let people see their heart.

If this seems scary and frightening, it is. Embrace it. That’s why it is “leadership.” That’s because when people know your heart and sense your spirit of passion for the vision, they know they can trust you. There’s no hidden agenda and no secrets. As a leader you are upfront, straight-forward, candid, a truth-speaker, and transparent. How are you doing with this? This may indeed be the very heart of how to be a collaborative leader— to lead from your authenticity.

What is Neuro-Semantic NLP?

Neurons: Get your free subscription to the weekly International Post on Neuro-Semantics by Dr. L. Michael Hall. Subscribe at www.neurosemantics.com.

Solutions: Sign up for the Neuro-Semantic Newsletter - newsletter.neurosemantics.com. This is a monthly newsletter for anyone new to Neuro-Semantics. Femke Stuut, Editor.

Coaching: For world-class Coach Training - The Meta-Coaching System: www.meta-coaching.org and www.metacoachfoundation.org. Meta-Coach Reflections sent every Wednesday to the group of Licensed Meta-Coaches.

Self-Actualization: Neuro-Semantics launched the New Human Potential Movement in 2007, for information about this, see www.self-actualizing.org

The Adelaide Review - Leadership, sustainability and learning how to think

The Adelaide Review - Leadership, sustainability and learning how to think

August 12 by John O'Brien

The way businesses were managed last century do not apply today but how can a leader adapt to the demands of the 21st century?

Leadership for the 21st century is a very different beast to that in the 20th century. The world is complex, more interconnected, yet more isolated: employee expectations are rising, social networking is changing communication, we have information overload and, as people become richer, communities are becoming less connected and individuals more isolated.  

It is therefore no surprise that the way businesses were managed last century does not work today. Yet, big companies and many teaching institutions still rely on the theories that were developed in the US in the 1960s and churn out managers who are not prepared for the challenges that lie ahead.

Most management theories use linear, causal relationships to explain individual outcomes. In practice, outcomes are rarely so straightforward in the real world. The classic example of this is the setting of Key Performance Indicators (KPIs) to motivate employees. Whilst KPIs may motivate the achievement of targets, creating engaged, committed and productive employees is a much more complex problem. Issues such as ‘Do employees feel valued?’ and ‘Do they feel as though they are being listened to?’ are hard to capture with a KPI. 

The world has changed immeasurably since my parents’ generation. They faced the challenges of the Second World War and, for my father, the aftermath of the Irish civil war of the 1920s. These challenges were immediate and confronting and required strong leadership and strong community spirit to endure and overcome. I used to think that our current challenges were not so different, even if less tangible or immediately threatening.

However, we live in a world with seven billion people, vastly increasing average wealth and reducing resource availability. According to the Global Footprint Network, we now need 1.4 planets worth of land to meet our collective annual needs and, each year since 1986, we have been exceeding the earth’s capacity to produce. The management systems and corporate structures of the past have served us well to date by driving economic growth through utilising both human and environmental resources. However, in the face of the need for sustainability, the current systems are under strain – maybe suffering from ‘sustrainability’!

Companies that will thrive recognise the changing elements of a 21st century world. The sustainability of a company’s operations in terms of economic viability, employee relationships, community impact and environmental footprint is central to their strategies. It also becomes engrained into the company’s culture: ‘The way things are done around here’.  

How can a leader now adapt to the demands of the 21st century? Can the thinking of the past be sufficient to navigate a path towards a better future? 

Being a successful leader today requires learning how to think in new ways. Above all, there is a need to connect with individuals, whether employees, customers or other stakeholders, and to attract them towards common goals. This stands in sharp contrast to the old command and control attitude of telling and coercing staff to behave in particular ways. To me, the key aspects of learning how to think for a 21st century leader include the following:

Emotional Intelligence (EI) emerged in the 1990s as a form of social intelligence that allows us to monitor and shape both our own emotions and those of others. In studies, there is a far higher correlation between ‘success’ and having a high EI than there is to having a high cognitive intelligence or IQ rating. 

Systems Thinking is also being increasingly recognised as a core requirement to help manage in a complex, non-linear world. Donella Meadows eloquently describes how ‘to dance with the system’ to help guide its outcomes rather than the futile attempt to exert control over it.

Appreciative Inquiry is a way of driving organisational strategy based on appreciating the strengths of the organisation, envisioning the ideal outcomes and then working with staff and stakeholders to create this emergent future, all without fully understanding how it is going to be achieved.

Authentic Leadership underpins and provides the basis for great leaders. According to Bill George writing in the Harvard Business Review, the journey to authentic leadership has three elements: having an understanding of the story of your life; working hard to understand yourself; and focussing on long term outcomes. He writes, ‘the integrity of authentic leaders helps to sustain organisational results through good times and bad’.

Leadership has always been more of an art than a science, despite attempts to quantify and define its components. To be successful, leadership in the complex and interconnected world of the 21st century now requires new ways of thinking to harness strengths and influence positive outcomes for companies, employees, the community and the environment. Leaders that seek out these new ways of thinking will find that they are able to positively influence the future in ways unthought of by previous generations, and the world will be a better place as a result.

- John O’Brien

John O’Brien is Managing Director of Australian CleanTech. He is also an Adjunct Lecturer in the Adelaide MBA at the University of Adelaide Business School. 

The Meta-States of ADD – Another Look at “Attention Deficiency”

 L. Michael Hall, Ph.D.

Taken from: http://www.neurosemantics.com/meta-states/the-meta-states-of-add-another-look-at-attention-deficiency


Attention Deficient Disorder or ADD is a distressful and unpleasant state. What is it like? How would we create it? What things make up the disorder of the mind?

To create and experience the state of mind that we call Attention Deficient Disorder, we have to use some very special strategies. Only then can we structure consciousness in such a way that we experience it with all of the ADD symptoms: highly distracted, jumping all over the place, and unable to focus. And, of course, once we have a distracted state of mind like that, it sends commands to our body to create emotions of impulsiveness and hyperactivity and corresponding behaviors. Then we have an expert system for distracting, reacting, forgetting, procrastinating, and the like.

ADD does have a structure. It does makes sense. It doesn’t come out of the blue from nowhere. A person has to set several higher frames of reference (or meta-states) in order to create this experience that the psychological community has mislabeled a disorder. It’s only a disorder from the perspective of ordering consciousness so that it operates in a highly focused way that effectively encodes information in a way that makes sense (and so elicits the state of “comprehension.”)

• What frames do we need?
• What meta-state structures?
• What meta-level frames of beliefs, values, expectations, etc.?

Higher Frames or States of Mind

In its natural and untrained state, mind attends whatever stimuli catches its attention. That’s why we experience consciousness as so responsive and so reactive to the world when we first enter into it as children. We have no agenda, no intention, no focus, no purpose. We just free-float in such a way that the events, people, words, situations, etc. around us grab our attention. Attention, as what’s “on” our mind, simply responds to anything new, different, vivid, moving, threatening, dangerous, etc.

It is only later that we develop intentions. And yet we do so very early. We develop commitments, passions, motivations, expectations, agendas, etc. We set intentions in our mind at a higher logical level to our attentions when we want something, intend something, establish a purpose. When we do, these higher frames begin to govern and control things. At first, we develop very basic and primary type of intentions:

• We seek to move toward pleasure and away from pain
• We seek for satisfaction of hunger and dryness and
• we seek to move away from the discomfort of the basic biological drives (hunger, thirst, etc.).

Later we develop more layered and complex intentions: to win, to feel powerful, to be important, to show someone up, to be the first, to get the biggest cookie, to not have to exert effort, to find the path of least resistance, to avoid dad’s anger, to resist mom’s shaming, to not be viewed as dumb, to not feel embarrassment, to not stand out, etc.

When that happens, these become our governing frames of reference or meta-states and these higher intentions begin controlling our experiences. Suppose we don’t “get” something the first time dad or mom explains something, and out of their frustration, stress, or anger, they say something like,

“What’s wrong with you? Are you stupid or something? You never use your head. If you’d only think before you act. Why are you so dumb?”

When a child repeatedly hears words of this kind, it becomes seductively easy to buy into them. Then the child will more likely experience the state of “dislike of being scolded.” Eventually this becomes, “dislike and rejection of experiencing any mistake” that could be used as evidence “being dumb.” This then becomes more complex as the child learns to hates the “dumb” state, fear it, and so taboo it for themselves. “Don’t be dumb!” This state-about-a-state structure then means that the person will be operating from a frame of mind that could be summarized in such “belief” statements as:

“Its bad and painful to be reproved for being dumb.”

“Avoid using your brain, then you won’t be thought stupid.”

“I’m no good at learning, intellectual matters. I always do poorly with such.”

Then, with such intentions, no wonder the child would find him or herself turned off about learning and school, distracted, unable to focus, and so fidgeting and constantly moving and procrastinating. Why move toward something so loaded up with pain — psychic pain of embarrassment, inadequacy, and negative self-descriptions? Who would want to? I wouldn’t.

ADD as Driving a Brain in an Out of Control Manner

In actuality, people labeled “ADD” do not have any problem in the production of attentions. There’s no deficiency at that level. In fact, at that level there are too many attentions. Such individuals have a rich and varied world of attentions. Attentions are everywhere, and all at once, and moving very quickly. In fact, it is the out-of-control nature of attentions that causes one to feel overwhelmed, inadequate, and defeated. From a structural point of view, the “problem” we have here isn’t one deficient of attentions… The problem lies rather in the way all these attentions “have” the person rather than the person “having” them.

What causes that?

What factors, influences, structures, and frames contribute to that?
Intentions.

The individuals may suffer from negative frames (or dragon states) or from simply a deficiency of intentions. Structurally, the ADD experience arise from having too many negative thoughts and feelings turned against oneself and overwhelming oneself with fears about learning, fears about being dumb, fears about being embarrassed, making a mistake, etc., or from a lack of structure in directionalizing mind.

Conversely, the higher frames that govern a passionate state of learning and which enables a person to zoom in on information or experience, powerfully encode it so that it makes a powerful impression, and screen out every distraction leaves one in a state of excitement, desire, motivation, and commitment. It is when we lack that kind of higher frames of mind, that our attentions fling and dart all over the place. We don’t care enough about something. We don’t feel enough passion.

When I met Terry, he was nine years old and had been labeled “ADHD.” And he had all of the classic symptoms. He couldn’t sit still. He moved and fidgeted. He looked at this and then at that. He seemed bored in my office.

“Do you ever play computer games or Nintendo?” I inquired.

“Sure.”

“But I bet you get tired of playing those games. I bet you can’t even keep your mind on the computer screen!”

(Laughing) “No, I can. That’s easy.”

“You mean that you can focus on it and stay with it?”

“Sure.”

“That’s great! And of course, you know what that means, don’t you?’

“That I’m only interested in games?”

“It means that you got a great brain that can learn in really effective ways. It means that you can focus and concentrate and that there’s not a thing wrong with your brain.”

He was surprised. At nine, he had actually come to believe several things that were sabotaging his learning excellence. He believed that he was dumb. He believed that other kids were smarter than him. He believed that he could not control his brain. He believed that the learnings he was doing with Nintendo and baseball were not “real” learnings, but just play. He believed that there was nothing he could do to become better at school. He believed it was terrible to be laughed at or embarrassed. And the list went on.

The Meta-Levels of ADD

The “belief” frames above highlight and structure the meta-levels of Attention Deficit. These beliefs involve the checklist of beliefs that Dilts has put together in the so-called neurological levels, as well as the other logical levels.

Capabilities: Am I capable of learning?

Can I control my own brain? Is that possible?

Can I focus my attention?

Values: How valuable is it to learn? To study.

Identity: Am I intelligent or dumb?]

Relationships: How would changing my learning style affect my relationships? Would others accept or reject me?

Intentionality: What are my intentions?

What are the higher intentions above and beyond those intentions?

The Intention –Attention Dynamics

Attention refers to what’s immediately “on our mind.” And this constantly shifts, changes, and alters. And so it should. Attention describes our immediate conscious experience of the world as we move through it. Oftentimes we have to “lose our mind and come to our senses” in order to shake off trance like states that prevent us from being in the here and now. Sometimes we have to lose one of our older meta-level “minds” in order to free ourselves from old ideas and concepts that put us in a bad relationship to something like “learning,” “school,” etc.

Intention is a higher level of mind that arises from our orientation and that shows up in our everyday motivations and passions. The nine-year_old boy spending hours with a computer game obviously has great motivation and passion about that game and that motivation is precisely the higher mind that supports and enables him in his concentration and focus.

And there’s something else. As he becomes more and more skilled, as he finds delight and pleasure in succeeding (as we all do), he gets another meta-level pleasure: being able to define himself as successful in that area. This keeps him motivated.

We say in NLP that energy goes where attention flows. Our mental and emotional energies go out to attend, invest, care, etc. Attend to anything long enough and our skills and knowledge will increase. There’s no mystery in that.

In Meta-States we add another phrase to this line, a phrase that fills it out and makes it more true to the supporting higher frames of mind. We say_

Energy flows where Attention goes as governed by Intention.
If you want more focused mental and emotional energy to go somewhere, not only do we have to bring our attention to it, but we most effectively bring our attention to it when we align it with our higher intentions. That’s why finding, identifying, developing, and enriching our personal sense of intention so that we can take a strong and definitive Intentional Stance about something empowers us in activating our highest skills and potentials.

How can we apply this for the experience of ADD? Many people start merely at the level of attention. Typically we start by trying to “command” or order attention:

“Pay attention to this!”

“When I talk in this classroom, I expect that you listen to me!”

“You need to pay more attention to your homework.”

If that works at all, it usually doesn’t work very long. So we shift into getting or grabbing attention by using attention getting devices. We try to make the information more interesting, more dynamic, varied, colorful, dramatic, etc. We liven things up, we use different approaches, etc.

Sometimes that helps. But we’re still at the level of attention. It’s really not until we step back and go upward to the higher levels of awareness, that we can activate a person’s intentions. Here we connect the primary attentions with higher level reasons, understandings, values, identities, etc. Then, when we have a big enough “Why” or “How this is important to me,” we will find our attentions quite willing to do serve for our intentions.

In this, it is never a question whether a person has enough or sufficient attentions, it’s always a question of having sufficient and powerful enough intentions. When Bob Bodenhamer works with ADD children, he frequently asks,

“What are you attending that your teacher or parent doesn’t want you attending?”

He knows that mind is forever attending something. What we attend, well, that’s another question. The ability to become riveted to a TV show, movie, video-game, cards, book, drawing, love making, climbing a mountain, etc. comes with being a human being. Riveted R Us. Csikszentmihalyi studies in Flow as The Psychology of Optimal Experience show that we have the ability to enter into a focused flow state with a very wide range of things from walking, gardening, running, meditating, to vertical wall climbing, intense research, to even the mundane things: washing dishes, doing chores, etc.

Getting lost in something that elicits focus states, concentration, perseverance, passion, etc., primarily involves our neuro-semantics-higher level reasons and meanings.

Mastering the Deficiency in ADD

All of this describes the first step in the process of mastering ADD. First we need to go after intention. We need to develop it, expand it, enrich it. We need to get it to become strong and intense and powerful.

We then need to meta-detail that intention into many specific attentions that will translate the intention into real-life and real-time experiences. Meta-detailing combines global thinking with specific thinking, it creates a unity and integration of moving up the levels of abstraction that occurs when we generalize and moving down the levels when we precisely specify something. To meta-detail, move up or down until you find a specific larger level frame of mind that’s critically important to you… then detail it out into tomorrow’s life.

With this in mind (the meta-level principle), how will you act tomorrow? What one thing will you do? What will you say? How will you say it?

Meta-Detailing also helps us to add specific attention aligning behaviors to our repertoire of activities. With it we can look around our room to check the environment in which we read or study and check it out in terms of supporting our attentions. A great study environment reduces the distractions and outside noise. It assists us in focusing. It helps us relax. It allows “the world to go away” while we get lost in the study. Via meta-detailing, we can chunk down from feeling overwhelmed by information coming at us too hard and fast. We can chunk down to learning in steps and stages, taking on one thing at a time knowing and believing that “given some time and exposure, we will learn it.

This illustrates the importance of treating ourselves and the learning/ misunderstanding/ correcting/ refining process in a kind and gentle way. Stress, pressure, and tension undermines effective learning. It de-accelerates the learning, sometimes even bringing it to a stand-still. By adopting a relaxed and yet alert state of interest and fascination we set the kind of frames wherein we feel safe to experiment, explore, learn from mistakes, etc.

We can further master ADD by setting the kind of meta-frames or meta-states that support the experience of accelerated learning.

“I can learn anything I set my mind to.”

“Learning is a fun and playful way of encountering the world.”

“The more I learn and become skilled in running my own brain, the more I accelerate my powers for learning.”

Summary

Forget any so-called Attention deficit and focus instead on Intension deficit disordering. The over-prescribed condition of ADD and ADHD serves as an excuse for far too many people and a belief that sabotages their own personal genius. It takes a set of very special conditions in order to create the ADD. Knowing that structure now enables us to play with it and mess it up. It gives us the ability also to leverage the system at just the right places so that all of the mental and emotional energy wasted in worry about our labels can now be re-directed into new and more exciting focuses.

References:

Blackerby, Don A. (1996). Rediscover the joy of learning. Okla. City: Success Skills, Inc.
Dilts, Robert B.; Epstein, Tood A. (1995). Dynamic learning. CA: Meta Publications.
Hall, L. Michael. (1997). Secrets of Magic. Wales, UK: Crown House Publications.
Hall, L. Michael; Bodenhamer, Bob. (1999). The structure of excellence: Unmasking the meta-levels of submodalities. Grand Jct. CO: NS Publications.
Hall. L. Michael (2000). Meta-States: Managing the higher levels of your mind. Grand Jct. CO: Neuro-Semantics Publications.
Hall, L. Michael. (2000). Secrets of personal mastery: Advanced techniques for accessing your higher levels of consciousness. Wales, UK: Crown House Publications.

Author:

L. Michael Hall, Ph.D., cognitive psychologist, international NLP trainer, entrepreneur; prolific author and international training; developer of Meta-States and co-developer of Neuro-Semantics. (P.O. Box 9231; 81501). (970) 523_7877. www.neurosemantics.com