[Neurons] Getting Ready for Trainers' Training --- NSTT --- WHICH UNCONSCIOUS MIND DO YOU TRAIN?

Wed Apr 25 13:57:33 EDT 2018

WHICH "UNCONSCIOUS MIND"

DO YOU TRAIN?

L. Michael Hall, Ph.D.

2008

Almost everybody talks about "the unconscious mind," yet what do they mean
when they say that?  Here two nominalizations- "unconscious" and "mind" have
been slammed together and out of that collision has come one of the most
mysterious and mystical phrases in the English language.  Just say these
words and many people go into trance.  So what's the story about "the
unconscious mind?"  What is it?  And what role does it play in the field of
NLP?

Another question: Now when it comes to the conscious and unconscious in the
field of NLP, which gets the biggest billing?  Why is that?

For a discipline which is supposed to be about "running your own brain,"
consciousness strangely doesn't get much good press in NLP circles.  In
fact, sometimes the conscious mind gets treated as "the problem" in human
experiences.  When I read some of the advertisements for trainings, the ads
seem to imply that the conscious mind makes you less effective and is your
biggest headache.  In other ads, I get the impression that if the conscious
mind doesn't actually mess people up, it's not worth bothering with in terms
of "real" learning or "accelerated" learning.  Here are some examples:

"We teach directly to the pattern maker - the unconscious mind"

              "The royal road of learning is through the unconscious..."

              "Unconscious installation was the soul of Milton Erickson and
Virginia Satir's work"

              "If you learn consciously - you merely understand; you can't
do."

"In Bandler, McKenna, Breen trainings sitting there with a pen and notebook
is virtually useless as a learning strategy as it guarantees you'll be
placing your attention in the wrong place"

"The conscious mind is a dickhead."

Following up on what I wrote in Dealing With the Downside of NLP: Restoring
Integrity to NLP (Anchor Point, May 1997), I now want to offer some balance
to this over-rating of the unconscious mind and downplaying of the conscious
mind.   I would like to propose that in NLP training we offer a healthy
balance so that we treat and train both facets of "mind"-the conscious part
and those other-than-conscious parts.

Defining Conscious / Unconscious

I like what Bandler and Grinder (1979) wrote (as edited by Steve Andreas)
originally about the unconscious mind before they went astray.  The
following is from the book Frogs Into Princes: 

"Don't get caught by the words 'conscious' and 'unconscious.'  They are not
real.  They are just a way of describing events that is useful in the
context called therapeutic change.  'Conscious' is defined as whatever you
are aware of at a moment in time.  'Unconscious is everything else.'" (p.
37)

In using these terms to effectively navigate the territory of human
awareness, we have a focused definition for being conscious.  It means being
aware of things.  The unconscious mind stands for "everything else,"
everything that is not in awareness.  Talk about vagueness!  The phrase the
unconscious mind communicates nothing, it stands for everything(!) That you
are not aware of!  "What are you talking about?"  The prefix un- negates
whatever it precedes.  So unconscious negates being conscious, and if you
are not conscious, what are you?  If we are not speaking about the conscious
mind, what mind are we speaking about?

One way to answer this is to distinguish between various kinds of
unconscious awarenesses that we can experience.  Minimally we have the
following kinds or descriptions of the unconscious mind:

1) Habits: Information in muscle memory

2) Autonomic Nervous System

              3) Below Threshold Level awareness, Your Sub-conscious Mind

4) Immune System

5) Memory and forgotten information 

6) Repression: The Repressed Mind 

7) Frames and Assumptions

              8) The Collective Unconscious Mind

1) Habits: Information in Muscle Memory

When Consciousness Becomes Unconscious

When George Miller (1956) wrote his classic paper, "The Magic Number 7+ or -
2", he thereby launched the beginning of the Cognitive Psychological
Movement.  What does this 5-to7 bits of information distinction mean?  What
is its significance?  It refers to how many chucks of information you can
process at a given time.  And the word "chunks" here (and chunking)
describes your cognitive information processing in computer terminology.

We order and structure information in terms of 5-to-9 "chunks" of
information at a time.  That's how much information our brains are designed
to process at a time.

We all did this when we first learned the alphabet.  We went to school and
saw the "A a" on the blackboard as a "chunk" of information that the teacher
wanted us to learn.   When we got that one down, in terms of visual and
auditory recognition, and had progressed to kinesthetic reproduction
(actually writing it) - a major task in those days!, then we went on to "B
b."   Eventually we got numerous "chunks" represented and stored ... and as
this habituated, it became less and less at the front of consciousness.  In
other words, it became more and more in the back of the mind.  And as it
did, it became increasingly less-conscious.

With the learning of the alphabet, we kept adding "chunks."  Eventually we
got up to the 5-to-9 "chunks" of information limit (i.e. A/a to I/i).  But
then another process kicked in.  As our "chunks" habituated - they began to
"clunk" (a technical term?!) together so that "A/a, B/b, C/c" became a
"chunk."  Then, "E/e, F/f, G/g" became a chunk, etc.  Eventually, the entire
list of 26-letters became to us one chunk.  What we were previously aware of
coalesced into one unit so we lost awareness of the smaller pieces.
Eventually the whole learning of the alphabet becomes one unconscious chunk.
Now we read the letters of words without any need to be aware of the
individual letters.

"Chunks" grow as we combine them together to form larger self-contained
sequences of anchored (linked-together) pieces of information that enable us
to then treat them as a single unit.  In this way we move through the
conscious/unconscious levels of learning:

1) Unconscious incompetence - Incompetent and unaware of our incompetence.

2) Conscious incompetence - Intelligent enough to recognize one's
incompetence.

3) Conscious competence - Aware of one's skills.

4) Unconscious competence - Learnings that have dropped out of conscious
awareness.

5) Conscious competence of unconscious competence - The ability to be aware
once again of an unconscious competence to be able to teach that skill. 

This developmental process from being unaware to being conscious and then to
unconscious awareness describes the stages of the learning process.  It
indicates that when you learn something consciously (and over-learn it) it
habituates in your neurology and becomes "installed" in what we call an
"unconscious part of the mind."  At this point, you truly and deeply "know"
your stuff.  When your learnings move here, what's left are your intuitions.
The term intuition literally describes your "in-knowings."  You have an
intuitive knowing about the subject.  For instance, you intuitively know how
to drive, how to skate, how to read, how to do mathematics, how to play the
guitar, etc.   This illustrates one "royal road" to the
unconscious-conscious learning.  You can put things into your unconscious
mind via learning and over-learning.  It is, in fact, the primary road to
the unconscious mind.  You have transferred your conscious learnings so that
they are now embodied in your muscle memory.

2) Your Autonomic Nervous System 

The "Unconscious Mind" of Your Autonomic Nervous System 

One facet of "the unconscious mind" involves the "mind" (or intelligence) of
your autonomic nervous system.  This "mind" keeps your heart beating,
regulates your neuro-transmitters, hormones, neurological bio-chemistry,
governs your breathing, internal organs of digestion, etc.  It "knows" these
kinds of things.   This "mind" receives input from both inside and outside
the body about temperature, pressure, oxygen, smells, gravity, balance (the
vestibular system), etc.  In response to such "messages" (information), it
processes that information in terms of its internal own needs and wants.
Then it acts upon that information in its outputs in neurological responses
and behaviors.  It does all of this apart from any of the human symbolic
systems (whether of propositional or non-propositional language, music,
mathematics, etc.).

In the 1970s, researchers began to discover the power of bio-feedback
mechanisms with the autonomic nervous system that allow a person to gain
conscious control or management over autonomic processes.  Prior to that,
theorists assumed that a person could not effect this part of "mind."  But
now we know that we can.  Via bio-feedback processes, you effect your blood
pressure, skin temperature, brain waves, etc.

And yet, while we have begun to learn some of the mechanisms that allow us
entry into this more "hard-wired"part of human neurology and experience, the
dimension of the autonomic nervous system operates primarily apart from
conscious direction or interference.  This facet of your "unconscious mind"
mostly knows how to maintain your health, well-being, and basic life
functions.

3) Your Subconscious Mind

Your Below-Threshold Awareness

Another facet of unconscious awareness is the information that exists below
the threshold level of your awareness which is prior to consciousness.  The
signal value of this information occurs below a level that you can "sense"
consciously.  Robert Dilts (1983) described this in Roots of NLP.  At the
subconscious level we process the energy manifestations from the
electro-magnetic spectrum which lie outside the range that eyes can see,
sounds/vibrations beyond what ears can hear, etc.

The existence of an inner "mind" within that can over-hear (so to speak)
data from the outside that does not emerge into consciousness speaks about a
second "royal road" to the unconscious part of mind.  Namely, it speaks
about how you can pick up on and learn some things that you didn't intend to
learn.  These things enter in wihtout going through conscious learning.  

What are the things that seem to get into this part of "mind" without going
through consciousness?  You pick up tidbits of information and little
side-pieces of data.  Such information gets in "at unawares."  Here you
learn, but don't know that you learn- let alone what you learn.

It's important that I be more specific her about the kind of information
that enters in.  It is not the complex cognitive information that's required
to build significant skills, knowledge-base, or competency.  It is the
little tidbits of data that can make you sensitive to a context without
knowing why.  Perhaps you picked up on a small, a vibration of sound, a
quick glimpse of an image or word.  Whatever it was, it was subliminal and
so did not reach the threshold required to break into your conscious
awareness.

Experiments with people who have blindsight give evidence of this.  While
they cannot see and so are blind, they do pick up on something and "know"
something in some part of their brain.  Yet they are not aware of this.  And
yet they can make far better-than-guess identification of pictures presented
to them.

"Learning" at this level seems to operate as a spill-over effect from being
a sentient being.  That is, you pick up on things, but don't "know"
(consciously) that you do.  This seems especially true for the phenomenon of
dreams.  Frequently you will incorporate the sound of water, an alarm clock,
someone speaking, a dog barking, etc. from the outside - but continue
dreaming all the while making that stimulus a part of the dream.

Yet unlike the "unconscious mind" of habits and over-learning (#1) which
drives conscious knowledge into muscle-memory, this form of your unconscious
mind does not translate complex skills.  At best the tidbits of data give
you some intuitive sense of something.  For the past ten years I have been
asserting that no complex skill involving cognitive complexity can ever be
"put into your unconscious mind" except through conscious learning.  First
it has to go through your conscious mind.

If we could put complex skills like dentistry, piloting a plane, driving a
car, doing surgery, etc. into "the unconscious mind" directly, without the
work of learning and using your conscious brain, we would be billionaires!
Bandler and others would be multi-billionaires.  But lo and behold, neither
he or we are billionaires.

And why not?   Because "the unconscious mind" doesn't work that way.  Every
complex skill such as piloting a plane has to be learned and developed the
old fashion way- via using your conscious brain to understand things and
then to practice until there is competency.  You have to think, develop a
cognitive map, try it out, adjust it from the feedback you get, learn some
more, and then repeat the process over and over and over.  Eventually, you
run your neuro-pathways so thoroughly, and learn it so completely, that it
becomes intuitive to you.

In NLP, the idea of overloading consciousness has received a lot of press.
Some have taken this idea of overloading and use it in their trainings.
They even advertise that this is their approach to developing competence in
people: 

"We overload consciousness so that once you get to over-load, everything
else just slides right into the unconscious mind-immediately giving you
unconscious competence."

Right!  But there is a problem-it does not work that way!   Actually, this
whole idea has many problematic features.  If overloading works that well
and in that way-why don't we set up elementary, middle, and high schools so
that the kids go for 12 hour days?  Why don't we have the teacher lecture at
them for 4 hours without a break, get them to overload, then everything
afterwards will "just slide right in" and they'll "have it"?  Why don't we
do that?  And how about you-does it work for you to get overloaded?  Do you
suddenly become a "mean-green learning machine?"

Of course not!   It doesn't work like that, does it?  The assumption driving
that idea just doesn't hold up under scrutiny.  Typically, the majority of
learning goes through the conscious mind that does the work of
incorporating, implementing, applying, relating, etc.  What we have here
actually is just some empty hype which it does not serve NLP well.

4) The Immune System

Another part of your mind that's not-conscious is that intelligence in your
body that we call the immune system.  Thousands of white blood cells
circulate in your body which know the difference between you and not-you,
between things that belong to you and things alien to you.  This distinction
between me and not-me that enables your immune system to protect you from
bacteria and viruses and other things that would otherwise undermine your
well-being and health.

And yet the immune system, as with other information systems within us, is
fallible and can make a mistake.  This happens in allergies, and it happens
in the 80 plus auto-immune system that have now been catalogued.  Now in NLP
we do have an Allergy Cure pattern that Robert Dilts developed.  And at
times it can cure allergies.  I say at times because the pattern, unlike the
Phobia cure pattern, is much less reliable.  Sometimes it works; sometimes
it does not.  I have used it and seen allergic responses melt away as if by
magic, and I have also been gravely disappointed when I just could not get
it to work with a particular person.

So while we can influence our immune system as one dimension of our
unconscious mind, how we do that and how we can take charge of the process
is still mostly a mystery.  Somehow the messages that we send to ourselves
that confuse our identity, that creates ambiguity between me and not-me, can
get into that level of our inner intelligence and cause or influence our
immune system health.  And with that the possibly arises that eventually we
will learn how to more effectively influence it for health and wholeness.

6) Memory and Forgotten Information - The Forgotten "Mind"

We call unconscious the "mind" that we have within us also where we store
all of our memories and prior experiences.  After all, where do your
thoughts about previous experiences and events go when they go away?  Where
do you store them?  Where is "memory" kept and stored? 

In the 1950s, Penfield and other researchers discovered that electrical
stimulation of various parts of the brain would trigger automatic recall of
long forgotten experiences.  These "recalls" did not merely involve the
"data" in a pure or cold form, but a seeming re-experiencing of the
information.  When that first happened, they jumped to the conclusion that
everything we ever experience is recorded and lies somewhere inside us as a
complete record.

Later research studies in the neuro-sciences discovered that this was an
over-generalization.  Theorists eventually concluded that while much of what
we experience does get recorded, everything does not.  We do not record what
we do not attend or pay attention to.  Our "not-knowing" of that information
does not mean that "it is unconscious."  It may mean that we didn't not
encode it in the first place, did not pay attention, or did not give it much
or any meaning.

We can and do forget things.  We can lose memory of previous learnings,
experiences, conversations, etc.  Just go through old boxes of reports and
notes that you wrote when you attended school twenty or thirty years.  Or
read journal writings of everyday conversations, experiences, and happenings
from five years ago - and experience the surprise of not recognizing so much
of it.  Not only has it become unconscious, it has become unconscious and
un-accessible. 

I did this recently with old notes I came across that I made during
calculus, trigonometry, and advanced mathematics classes when I was in high
school.  Not only had forgotten that I had taken such notes-I couldn't even
recall the learnings in a way that could make sense of the information.
"What in the world do these formulas mean?"  "I can't believe that I once
knew this stuff!"

Memory is that part of your mind that's outside of consciousness until you
recall it or bring it back into memory.  If you can't, then it may be
information that's within you, but you lack any association or connection
that can give you a bridge to it.  Where do your thoughts, mental movies,
words, etc. go when you are not thinking about them?  How do you hold them
in mind?  How do you remember them? 

Again, we have come to the place of mystery.  There's lots of theories, and
the field of meta-cognition focuses on answering these questions, and yet we
are only at the beginning of truly understanding this area.

5) Repression - The Repressed Mind

While Sigmund Freud did not invent or initiate the idea of the unconscious
mind, he certainly popularized it and as he did, he made it a part of
Twentieth Century knowledge.  He spoke about the pre-conscious, the
conscious, and the sub-conscious.  By the latter, he referred to the part of
"mind" that we push-down and repress.  He theorized that as we use various
defense mechanisms we build barriers against consciousness.  We do not want
to know.  We fear knowing.  So as our "ego" (the "reality principle") can't
handle certain information, it suppresses, represses, denies, projects, etc.

To Freud's genius, he also developed numerous methods for recovering the
repressed unconscious material.

1) Free floating associative thinking.  Lie quietly and just notice whatever
intrudes into consciousness, let it come, don't push it away or down.

2) Welcoming, recording, and analyzing of dreams:  Notice the images and
presentations that your unconscious mind offers you in dreams.  Commit
yourself to recording the dreams, then later pull apart the dream manifest
content and latent content.

3) Catch and notice "Freudian Slips."  Catch the unconscious mis-statements
that arise which frequently indicate thoughts and awareness in the
other-than-conscious mind.

With regard to this facet of unconsciousness, Milton Erickson say that a
client is a client because he or she has gotten out of rapport with his
unconscious mind.  This suggests that true mental health involves a good
balance and rapport between the conscious and the unconscious parts of mind.
We develop what we call "unconscious parts" and other internal
incongruencies because in some way, one part of the mind has gotten out of
harmony with another part.  The mind no longer operates whole and
integrated.  And yet even if you are fully aligned with your unconscious
mind, that in itself does not guarantee health or well-being.  The
unconscious mind is not infallible, it is not God.  It can get things wrong
just as can the conscious mind.

7) Frames - the Meta-levels of Awareness of Meta-Consciousness

Another facet of mind that becomes unconscious and that then exhibits the
power and nature of unconsciousness occur in the meta-levels of
consciousness.  When you construct a frame or a frame-of-reference as you
move through life-you then use those frames as your meta-level referencing
system.  This includes such subjective mental-emotional phenomena as
beliefs, values, criteria, "rules," domains of knowledge, conceptual
understandings, etc.

As you learn things, they not only become unconscious but many begin to
operate at a meta level to regular everyday primary level consciousness.
They become your meta-programs, your meta-states, your meta-level domains of
knowledge.  You can certainly bring these meaning (semantic) structures into
consciousness, yet typically they operate as simply the frames-of-reference
within which you live and function - as your presuppositional reality.

As you then live with a frame long enough, it habituates and through that
habituation you will not only lose conscious awareness of it, you will use
it as an unconscious assumption that you accept without question.  That
assumption will then operate like your mental and emotional atmosphere.  You
then live in it unconsciously, taking it for granted, silently assuming it.
It now becomes your unconscious cognitive paradigm.

8) Collective Unconscious Mind

Carl Jung theorized the possibility that there was a larger unconscious mind
that exists outside of all of us and that we are all connected to- the
collective unconscious.  He reasoned that this explains many cross-cultural
similarities, hero stories, and architypes.  Whether there is such a
phenomenon, however, is a matter of conjecture and belief.

Splitting Mind Against Itself

Trainings that Endanger Mind

Question: What happens when we over-emphasize the unconscious mind to the
neglect of the conscious mind?  Consider how this inevitably splits mind
creating a schizophrenic division between this otherwise holistic phenomena
of mind.  Do this and it will not serve you well.  This puts your mind at
odds with your mind and so turns your psychic energies against your own
self.

Now to train in a way that only addresses "the unconscious mind" and doesn't
utilize the conscious mind inevitably creates an imbalance that conflicts
the mind.  Obviously, when we use hypnotic language patterns of embedded
commands, isomorphic metaphors, etc., we use some powerful technology.  We
also use powerful "unconscious" teaching by the use of such processes as
anchoring, framing and reframing, "sleight of mouth" or mind-line patterns.

Yet to do such, and to not also teach the conscious mind only leaves people
without the required knowledge to understand why a pattern works.  And
without knowing some of the theory and understanding behind the processes,
people are then not able to evolve the model and technology.  They can run
the processes as a clinician without understanding why it works.

Some processes obviously evoke the other-than-conscious mind and can be put
to very valuable use.  We can present a training by giving information in a
way that may seem haphazard and without reason.  We may do this in order to
let each person's unconscious "mind" organize and re-organize it for
themselves and to do so in ways they will find individually useful and
compelling.  We may use sentence fragments to not finish statements and to
not close loops.  Again, we may intentionally provide this as an opportunity
for a listener do so for him or herself.  So with the use of post hypnotic
suggestions, embedded commands, and therapeutic metaphors.

Using unconscious processes is a very different matter from intentionally
conducting trainings to only (or primarily) activate the unconscious "mind."
Or worse, to denigrate and insult the conscious "mind" as undeserving of
training.

Questions 

Here are some very important questions:

1) How useful should we evaluate a training or a learning, if the conscious
mind does not have access to it?  How ecological?  How respectful of the
person?

2) Do we want to turn out practitioners who can "pull off" various NLP
processes and techniques without understanding them or without the ability
to question them?

3) Do we really want to create learners who operate that dependently on a
trainer?

4) Should we only trust the unconscious part of the mind and not the
conscious mind?

Trusting Mind

Given that there are numerous facets of mind, which mind should you trust?
As mind-as-a-whole has numerous facets, which of these parts can you
appropriately trust?  Generally, you will not do yourself any harm if you
trust your autonomic nervous system mind.  This represents "the wisdom of
the body" in its purest forms.  Yet we do need to qualify this a bit.  After
all, the autonomic nervous system  can and does make mistakes.  We see this,
and have to deal with these mistakes, in such phenomena as allergies,
cancer, and other medical problems.

Also, generally, you can trust your unconscious mind regarding your learned
patterns.  You can trust that part of "mind" for enabling you to walk, talk,
read, write, drive a car, ski, skate, etc.  Of course, if you learned errors
in your original learnings then those errors will by now have become
unconscious and you can trust that you will regularly, methodically, and
systematically will make those same errors again, and again, and again!

Why?  Because this facet of your other-than-conscious-mind simply runs
programs.  And it does so exquisitely!  So even here you need to operate
with some caution and not over-trust this facet of the unconscious mind.

You can, and should, generally trust your conscious mind.  Nathan Brandon
(1969) describes this by using the term self-efficacy.  By this term he
refers to your power or ability to operate with efficiency in terms of using
your mind to input and process information.  It is your central mechanism
for coping and adapting to reality, the "ego" or reality-principle of Freud.
Ego-strength describes your ability to face reality for what it is, to come
to terms with it, and to develop effective adaptations to it.

What other alternative do you have?  If you abdicate your right and
responsibility to do your own thinking, and submit to another person ("Oh
please, tell me what to think, to believe, to value, to do...!"), then you
fail to take responsibility for your own brain.  How then can you ever learn
to "run your own brain?"

Of course, you have a fallible brain as we all do.  So you should not
over-trust your conscious mind or treat it as if it is flawless.  It is not;
it cannot be.  It is a very fallible and vulnerable mechanism.  And yet it
exists as your primary survival and adaption mechanism.

On the other hand, beware of trusting your subconscious "mind," your
repressed mind.  In fact, you especially should not trust those facets of
mind at all.  Trusting your repressions and denials will not lead you
anywhere useful at all.  That mind and the  so-called "wisdom" there will
make life a living hell for you since it operates by toxic beliefs,
erroneous mapping, and inappropriate thinking patterns. 

Which is "The Boss?"

Sometimes we hear in NLP circles that the "unconscious mind is the boss."
But given the fact that we refer to several different phenomena by the
phrase, "the unconscious mind," we now ask - which unconscious mind do we
think functions as "the boss?"  Continuing this meta-modeling process, we
also ask, 

              Boss of what?  

              Boss in what way, under what conditions, with regard to what?

              What is the boss of the autonomic processes?

              What is the boss with regard to our memory banks?

              What is the boss of attention, intention, content, and
direction?

If Installed Unconsciously - How Re-access?

If a person picks up information unconsciously, that is, apart from
conscious awareness), then what process do you use (or offer to another
person) in order to re-access the state in which you made those learnings?

Generally, we have to take into account state-dependency of learning anyway.
But this becomes even more crucial when we use a special unconscious
neuro-linguistic state.  Given that all learning occurs in some
neurological, mental-emotional state, that learnings function
state-dependently, then this means that context inevitably plays a crucial
role in both the encoding and the recovering of the learnings later.  It
does if you want conscious access to it.  To reclaim the learnings, or to
even discover those learnings, you frequently have to get back to the state
in which you made them.  So learnings that "go in" which bypass the
conscious mind will not be available automatically to the conscious mind.

Summary 

What can we conclude from all this?  

           First, in exploring the phrase the unconscious mind we have
discovered that it is a multi-ordinal word.  It functions as a multi-ordinal
term.  Korzybski used this term to refer to words that we can use at many
different levels of abstracting.  It represents a very special case of
nominalizations, ambiguous nominalizations that mean nothing specifically
until we specify the level at which we use it (see Communication Magic).

           How do we use the term the unconscious mind?  We use it to
reference numerous subjective phenomena: 

              1) Habitual information 

              2) The Autonomic Nervous System 

3) Below the threshold Information, Sub-conscious

              4) The Immune System

5) Memory - the Forgotten Mind.

6) Repression - the Repressed Mind

              7) Frames and assumptions

8) The Collective Unconscious

           I hope all of this will now restrain you from vaguely using the
idea of the unconscious mind  as a catch-all idea.  Let it motivate you to
speak more specifically and precisely about what part of consciousness you
are referring to.  Let it hold you back from over-trusting any facet of
human consciousness.  Let it move you to train in a way that provides good
holistic balance of both the conscious and unconscious mind.

References

Bandler, Richard and Grinder, John. (1979).  Frogs into princes:
Neuro-linguistic programming.  UT: Real people press.

Branden, Nathaniel. (1969).  The psychology of self-esteem: A new concept of
man's psychological nature.  New York: Bantam.

Dilts, Robert B. (1983). Roots of neuro-linguistic programming.  Cupertino,
CA: Meta Publications. 

Hall, L. Michael . (1998).  The secrets of magic: Communication excellence
for the 21st. century.  Carmarthen, Wales, UK:  Anglo-American Book Co.

Miller, George (1956).  The magical number seven, plus or minus two: Some
limits on our capacity to process information.  Psychological review:
63:81-97.

TRAINERS' TRAINING - NSTT

·        Trainers' Training begins July 1 and goes through July 15 in Grand
Junction Colorado.  If you're interested --- write meta at acsol.net 

·        See the attached Brochure.

·        NSTT is an exclusive Training for those who have NLP Prac. And
Master Prac. And APG or those who have completed ACMC.   If you are
qualified, now is the time to Register.  

L. Michael Hall, Ph.D., Executive Director 

Neuro-Semantics 

P.O. Box 8

Clifton, CO. 81520 USA                             

               1 970-523-7877 

                    Dr. Hall's email:
<mailto:meta at acsol.net\hich\af31506\dbch\af31505\loch\f31506> meta at acsol.net

    ISNS new logo

Dr. L. Michael Hall writes a post on "Neurons" each Monday.  For a free
subscription, sign up on www.neurosemantics.com.   On that website you can
click on Meta-Coaching for detailed information and training schedule.   To
find a Meta-Coach see  <http://www.metacoachfoundation.org>
www.metacoachfoundation.org.   For Neuro-Semantic Publications --- clink
Products, there is also a catalog of books that you can download.   

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