American Union of NLP

NLP Practitioner Sample Student Exam 14

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Part I

  1. Define NLP in your own words in one paragraph.

    NLP is a collection of techniques and methods aimed at improving human performance. The practitioner studies the patient to determine individual reactions and best techniques to apply, then intervenes with methods directly related to the individual geared toward adjusting behavior to promote improved performance in a desired area.
  2. In its most simple terms, NLP is the study of human performance and then using the information learned to help people
    improve their performance in desired areas.
  3. The swish pattern (Complete this sentence with two words) is a good tool for addictions counselors as it settles internal conflicts.
  4. Outline the basic steps of the Visual Squash.

    Visualize goal and anchor to point on right hand
    Visualize whatever is holding back from goal and anchor to left hand.
    Face the hands toward each other and bring them together meshing the two polarities allowing
    them to blend and integrate together. Then bring the new combination in toward you.
  5. Define a Swish Pattern in your own words.

    Client pictures an image of themselves at their best without unwanted behavior, cut the picture out mentally. Client then pictures the unwanted behavior and files that picture in front of the wanted image, but with a hole in it that allows them to look through it to the desired image.

  6. Eye movements upward (And to the right or left) potentially represent a visual person. (Complete this sentence with one word).
  7. The Meta Model is powerful because it allows us to_pave the way for simpler, more effective
    communication.
    (Complete this sentence with a few words).
  8. Giving new meaning to a behavior is a type of nominalization. (Complete this sentence with one word).
  9. A way of going back and helping a person perceive how they view their past can be done using which technique?

    Behavior Transfer
  10. States of Excellence, or a Circle of Excellence, are good to use when working with athletes or individuals in a slump. (Complete this sentence with a few words).
  11. The New Behavior Generator (Complete this sentence with three words) can give people new behaviors.
  12. Define Rapport in your own words in one paragraph.

    Rapport is a comfort level between 2 individuals that allows for a two-way connection. Rapport is the key to developing relationships. In order to be trusted and listened to it is important to first build rapport with an individual.
  13. Matching (Complete this sentence with one word) is a basic way to maintain Rapport.
  14. Placing a person in a future situation is called (Complete this sentence with two words) future pacing.
  15. Give a several-paragraph example of how you will use Anchoring. Describe the situation of the client (real or fictional) and details of how you will use Anchoring.

    I am a track and field coach working with the throwers on the team. This provides a perfect opportunity for me to use the circle of excellence anchoring with my athletes. Since each of our throwing events are contested from a circle that is either 8’2” (discus circle) or 7’ (shot put and hammer circle), this is a concrete anchor point I can use when leading visualization exercises with my athletes. After going through a relaxation exercise, I will ask the group to think back to
    a time when they were performing at their best, how did they feel, what did you see, hear, smell. Now step into your circle of excellence, the throwing circle, and repeat the throw that gave you that feeling. Feel what your hands are doing and put your throwing hand in the position you feel, anchoring that feeling to the hand gesture. Now step out of the circle and see yourself performing at your best. Now with your hand in the anchored position, step back into the circle and feel the confidence soar as you get ready to throw.

  16. Define Reframing in your own words in one paragraph.

    The meaning of all interactions is dependent on the context. By simply changing the context, you can change the meaning of the event. This is often done with the “as if” frame in which the patient visualizes himself in a different time, as a different person, with different information, in a different position/function, etc. This reframe allows the patient to explore possibilities and problem solve in ways that they may not have thought of before.

  17. How would one Re-write the History of a Client? (Explain in one paragraph).

    Identify the negative state and anchor it. Hold the negative anchor and ask the client to go back and think of a time when he had similar feelings. Continue until you reach the earliest experience the person can remember. Release the anchor, break the state, and bring the client fully back to the present. Ask the client, in the light of what he now knows, to think of what resource he would have needed in those past situations for them to have been satisfying rather than problematic experiences. He will probably identify the resource with a word or phrase like, ‘security’, ‘being loved’, or ‘understanding’. The resource must come from within the person, and be under his control. Having other people in the situation behave differently would not allow the person to learn anything new. He can elicit different responses from the other people involved, only if he himself is different.

    Elicit and anchor a specific and full experience of the necessary resource state, and test the positive anchor. Holding the positive anchor, take the person back again to the earliest experience. Invite him to watch himself from the outside with this new resource and notice how it changes his experience. Then invite him to step inside the situation with the resource (still holding the anchor) and run the experience through as if it were happening again. Ask him to notice the other people’s responses in the situation, now he has this new resource. Invite him to imagine what he would be like from their point of view, so he can get a sense of how they perceive this new behavior. If he is dissatisfied at any stage, go back to step 4 and identify and stack other resources to bring to the earlier situation. When the person is satisfied, experiences the situation as different, and can learn from it, remove the anchor and break state. Test the change without using any anchors by asking the client to remember the past experience and notice how those memories have changed. Pay attention to his physiology. If there are signs of the negative state go back to step 4 and stack more resoureces.
  18. Outline the Fast Fear Relief Technique.

    1. the client is going on a difficult journey into the past, so set up a powerful safety anchor. You can either establish a here-and-now anchor, or you can ask the client to think, associated, to a past experience where they felt very safe. Have them see the scene, hear the sounds, feel the secure feelings. Anchor this security kinesthetically, by touch. Make sure your touch brings a feeling of security. Holding hands works well; you will literally be in touch with what the person is feeling. You can hold the anchor throughout, or use it when required.
    2. Ask the client to imagine himself in a cinema or watching television, with a still, frozen image on the screen. When that is established, ask the client to imagine floating out to watch himself or herself watching the screen.
    3. Have the client float back along their timeline to the unpleasant event, or to the very incident that set up the phobia. It may not always be possible to get the first, but get the earliest possible. Have the client run a film of this incident from just before the start, when he was safe, through to a point when the immediate danger was past, and he was safe again. That has taken one sentence to describe, but will take some time in reality. The client will be seeing this in a double dissociated state, watching himself watching a younger self go through the experience on the screen. This maintains the necessary emotional distance. If his physiology starts to collapse into the phobic state, have him blank the screen immediately. Ask him to start the movie again, and ask him to change the submodalities of the picture on the screen, for example making it darker, smaller, or further away, in order to reduce the intensity of the negative feelings. This is all part of coming to terms with the experience. This takes time and your exquisite attention. Be creative and flexible to help the client within the basic process. You need to be precise with your language as you guide the client through the experience, speaking to him, here, now, watching himself, there, watching his younger self in the picture, back then. If at any time the client falls back into the feeling, come back to the here and now, re-establish the comfort anchor and start again. You may need to reassure the client by saying something like, ‘You are safe, here, pretending to watch a movie.’ This stage is complete when the client has watched it all the way through in comfort.
    4. When the film is over, congratulate the client for having re-experienced this for the first time without collapsing into those old negative feelings and have the client float back into his body.
    5. Now the client imagines stepping into the screen to give his younger self much needed support and encouragement. He can reassure his younger self, ‘I am from the future, you survived, it’s OK. You never have to go through it again.’ The present day person with strength and resources knowing what he knows, can cope with the incident. If the original incident involved genuine danger, it is still alright to have some anxiety about it. For example, if the phobia was of snakes, it is still useful to have a healthy respect for snakes and the danger they may pose, but the disabling fear is useless, and will have vanished.
    6. When the younger person understands, ask the client to bring the younger self back from the screen into his own body, and allow some quiet time to recover and integrate the profound changes that will have taken place.
    7. Future pace. Ask the client to imagine (associate) the next time that he would have expected to feel the fear. This may bring a slight anxiety, but not the previous full blown fear. We all carry some burden on our shoulders of past fear and limitation. Easing this load is a fine gift to give yourself and others.
  19. Outline Re-parenting.

    Not everyone had happy a childhood and teenage years. If someone was neglected, criticized or abused during these developmental times it can lead to a lack in confidence in interpersonal relationships, inability to believe they deserve good things in life, negative emotions, fear of rejection and countless other issues.

    Re-parenting allows the hypnotherapist to guide the client in healing the younger self or inner child. It allows one to become a parent to themselves.

    By connecting to the inner child that resides within, the person can experience giving themselves the nurturing, affection and recognition they needed but didn't receive as a child. It also allows the adult self to give the younger self the guidance, direction and self-disipline needed to gain self-control. It releases the pain of the past by creating a strong bond between the adult and child self to give a new sense of security, self-confidence and self worth.

    It can be a profoundly moving experience and it results in a more whole, more complete person who has ownership of all parts of themselves.

  20. List the Presuppositions of NLP.
    • The map is not the territory
    • People respond according to their map of the world
    • There is no failure, only feedback
    • The meaning of communication is the response it elicits
    • If what you are doing is not working, do something different
    • You cannot not communicate
    • Individuals have all the resources they need to achieve their desired outcomes
    • Every behavior has a positive intent
    • People are much more than their behavior
    • The mind and body are interlinked and affect each other
    • Having choice is better than not having choice
    • Modelling successful performance leads to excellence
  21. Who are the Founders of NLP?

    David Gordon, Leslie Cameron-Bandler, Steve and Connirae Andreas, Robert Dilts, Richard Brandler, and John Grindler in the 1970s.
  22. List the Frames of NLP

    As If
    Backtrack
    Ecology
    Evidence
    Outcome
  23. Draw and label the Eye Accessing Cues.

Part II

  1. Describe how you would use Rapport techniques in a professional setting (Therapy, sales, etc.) and then how you would use them in a social setting (One paragraph for each).

    In a professional setting such as in sales, I would work to find prospects who are similar to me in age, race, and experiences, so that I can emphasize the similarities between us. In addition I would work to naturally pace or match the prospects rate of speech, breathing, posture, etc. So if I were to call John Stanton, who is a 30 something high school teacher from a rural town, we could share similar experiences, and he would be more likely to do business with me if I am someone he feels as though he knows, likes, and trusts.

    In a social setting, I would focus more on pacing and matching. For example, if I were with a group of peers, that has a high energy level, and speaks fast, I would work to match their energy and speech patterns, while still maintaining my own identity.

  2. Write an example of Information Gathering in both professional and interpersonal settings.

    Information gathering is paying attention to all aspects of the client’s or peer’s communication. You are listening to the language used, the pace, the posture, the feelings behind what is being said, the emotions brought up by what is said as well as eye accessing cues. All of this information is used by the NLP practitioner to establish patterns of the individual. If I am trying to ascertain how an individual processes information, I may ask them a series of questions and watch for eye accessing cues to determine if they are more visual, auditory, or kinesthetic. If I am trying to ascertain if a friend is lying to me about a situation, I may watch for which direction their eye accessing cues are going in relation to their baseline.

  3. How will you use NLP to personally improve your own life?

    I will use NLP to improve my coaching relationship with my athletes. As a track and field coach, the mental game is usually a much bigger piece to performance than the physical aspect. Knowing how to better communicate and build rapport with athletes will improve how I work with them.

  4. Pick only two topics below. Describe (Using several paragraphs for each) how you would use NLP to treat:

    a) An addiction (i.e. smoking, alcohol, sex, food)
    b) Sports enhancement
    The sport of track and field is very dependent on individual performance. The athlete must be able to achieve peak performance regardless of competition, weather, venue, etc. I would start by setting an anchor for peak performance that the athlete can perform as part of the warm up. The athlete will watch video images of successful athletes to build an internal technical model of what they want their technique to look like. We will then practice guided visualization, so the
    athlete can see himself in a high level competition situation, performing as he expects. We will reinforce the concept that there is no failure only feedback, seeing each competition as another step forward toward the ultimate goal. Each new weather condition, or official’s call is another positive learning step.

    c) Interfamily communication challenges
    d) Public speaking fear (i.e. fear of being in front of people, lack of confidence
    due to speaking with an accent, etc.)
    e) Road rage
    f) Working with children/youth
    Children and youth learn a lot through modeling. Therefore, an individual who desires to work with children and youth should also focus on modeling. We will work to find 4-5 people who the client views as highly successful in working with children, and then study what they do to make them successful. What are the similarities and differences between these models, creating a ‘meta-model’ of what is needed to be successful in working with children and youth. Based on this model, the client will then begin to model the techniques he has observed in the experts.

  5. Write up a case study. This can be an actual case study or one you create. Describe the condition and treatment techniques you would or did use.

    I have an athlete who has all of the physical tools to be successful in his event. He practices great and has performances in practice that would qualify him for national competitions. However, when it comes to for official competition to begin, he tightens up and “chokes,” performing well beneath his potential. We scheduled a meeting to discuss some of his performance anxiety. I first asked him what his goals were. He responded by saying that he wanted to qualify for and compete at the national championships. Based on his response, it was evident that he wasn’t sure that that was a possible goal this season. So we established some “stepping stone” goals to reach his ultimate goal. He felt that each of these smaller goals, or benchmarks were reasonable and felt confident that he could achieve them all and reach the national championship. Next, I asked him how he felt about his performance so far. He expressed his frustration. I ascertained that he is very kinesthetically oriented, so I asked him what he felt during his competition performance in terms of his technique. He replied that he didn’t know, when it came to competition, he couldn’t feel what he was doing. He could feel very well what he did in practice, so this seems to be a major issue. So we performed the visual squash technique in
    which he visually saw himself do what he does in practice at the competition, and achieve his goals.
    This seems to have given him a starting point to building his competition confidence and continuing toward his goals.

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