Index 389389
self-sabotage, 227–228
sensor personality type, 128
sensory awareness. See also
representational systems or
modalities; specifi c modalities
concentration on a single sense, 90, 91
described, 13, 89
fi lters determining content of, 57, 79
in four-point formula for success, 68
lead or primary representational
system, 26
as NLP foundation, 13–14
RAS as fi lter of, 38–40
VAK fi ltering with, 91–92
series of neurological levels. See logical
levels
Shaw, George Bernard (playwright), 128,
208, 355
Shepard, David (Presenting Magically), 349
Shircore, Ian (NLP teacher), 149, 348
shock and anger stage of grief, 316
sight. See visual modality
Signifi cant Emotional Event (SEE), 217,
218–219, 225, 226
silence after asking questions, 283–284
Silvester, Trevor (Wordweaving), 349
simplicity, refi ning a model for, 309–311
Skinner, B. F. (psychologist), 194
sliding scale for meta programs, 82–83
Slight of Mouth (Dilts), 269
SMART model, 62. See also well-formed
outcome process
smell pathway in the brain, 41
smile, internal, 201, 202
socialisation period of life, 49
somatosensory cortex, 41
sound. See auditory modality
spatial anchoring, 161
spelling, 206–208
Spelling Means Achieving (Hickmott), 207
Stand and Deliver (fi lm), 363
stimulus–response (S–R) model, 194
stories. See also metaphors
adding loops to, 274–275
brain processing of, 256
building your own, 271–275
in business communication, 265–267
chunking across with, 258, 268effective storytelling techniques, 273
Erickson’s, online, 256
generations connected by, 267
openings of, 274
Personal Story Builder Journal, 272
storytelling basics, 264–265
travelling storytellers, 265
usefulness of, 263, 265–266
strategies
board-breaking example, 197
for change, 327–328
changing or recoding, 201–202
deep love example, 203–205
defi ned, 193
developing yours, 199–201
dial-home example, 198
Dilts’s work on, 297
eliciting others’, 203
eye-accessing cues revealing, 198–199
for infl uencing people, 205–206
logical levels of, 200
networking example, 200–201
NLP model of, 195–197
recognising another’s, 198–199
road-rage examples, 196–197, 201
spelling example, 206–208
S–R model of, 194
teen persuasion example, 205–206
tidy desk example, 202–203
TOTE model of, 194–195, 196–197
usefulness of, 193–194
The Structure of Magic (Bandler and
Grinder), 239
submodalities. See also representational
systems or modalities
adjusting for beliefs, 46
associated versus dissociated, 165–166
auditory, eliciting, 167
becoming aware of, 166
for changing a limiting belief, 171–172
changing for critical voice, 171
changing for memories, 166–167
contrastive analysis of, 164
for creating an empowering belief, 173
critical, 170, 174–175
defi ned, 46, 92, 195
examples of, 164, 165
importance of, 163–16438_665435-bindex.indd 38938_665435-bindex.indd 389 8/18/10 10:28 PM8/18/10 10:28 PM