For every thing we do we have a strategy, eliciting that strategy can help us understand what it is that we do and enable us to make a change if we are not happy with the outcome of our actions.
Formal Strategy Elicitation Script
- Always begin by establishing rapport. It is essential to any process. Rapport is especially important with people associating into unpleasant experiences. However, even when eliciting positive strategies for replication, generating trust and responsiveness through rapport produces more detailed and accurate information.
- Determine what strategy the client wants to change (or the observer wants to model as the case may be).
- Have subject go back to a vivid occurrence of that strategy and associate into it so that it is a more detailed step-by-step process, as if it is being done now.
- Use the formal strategy elicitation script that follows.
- Have them recall a specific incident “Can you remember a specific time you (ran the strategy)? A specific time”?
- Associate to the strategy “as you go back to that moment now, I want you to step into your body, see what you saw around you, hear the sounds you heard at the time, feel the feelings of being right there.
- Determine the trigger “what’s the very first thing that has to happen such that you know its time to (run the strategy)? Was it something you saw? Was it something you heard? Was it the touch of something or someone?
- Determine the rest of the strategy “so after you (trigger) then what? What was the next thing that had to occur? Did you make a picture in your mind, did you say something to yourself, did you get a feeling in your body?
- After each question, allow the person to respond, then go back to repeat the last question as many times as necessary to elicit the entire strategy. “So after you (previous step) then what? What was the next thing that occurred? Did you make a picture in your mind, did you say something to yourself, did you get a feeling in your body?
- When the individual arrives at their strategy’s end result (desirable or undesirable, external or internal), the elicitation is complete.
All learning is state-dependent. In other words…
The key to an effective learning strategy is: HAVE FUN
Steps to an Effective Learning Strategy:
- Begin in a positive state. Thinking of a time when you learned something easily. Anchor that state as many times as necessary to create a resourceful state. “Think of a time when you succeeded at learing something easily and rapidly.”
- Chunk down to a manageable task to avoid overwhelm.
- Know your desired outcome. “How will you know when you have learned this?”
- Make appropriate comparisons that give you a sens of accomplishment. i.e. don’t compare your rate of integrating of material to that of Albert Einstein’s or don’t compare your knowledge to your teacher’s
- Manage expectations. Expect to still have other things you don’t understand. Stay excited about learning them later.
- Exit before static moves from positive to negative so that you will want to return where you left off. Do not reinforce negative associations with learning.
- Acknowledge outcome. Anchor it with positive self-talk. Eliminate modal operators of necessity in regards to learning i.e “I must get this or else…” or “I should know the answer.”
- Future pace and link to future.
- Elicit each other’s love strategy by asking
- Can you remember a time when you knew you were totally loved? A specific time?
- As you think of that time, in order to know that you are totally loved is it absolutely necessary for you to be:
- Taken placed and bought things or shown in other ways
- Or That you hear it in that special way with that special tone of voice
- Or That you be touched in that special way
- Decide and communicate how you prefer to be loved
- Develop the habit of consistently utilizing your partner’s love strategy by:
- Remain conscious of not falling back into fulfilling your own strategy
- Continue to communicate; state it how you want it, reinforcing new strategies with acknowledgment of and positive response to it fulfilment
Installing a new spelling strategy is not only a great thin to do for those who have the belief that they are “a bad speller” or “learning disabled,” its also a convincing demonstration of how quick and easy it can be to replace any ineffective strategies. Most people are not even aware that they have a strategy for spelling, let alone that they can exchange it for one that works!
The fact is, if someone has inconsistent or ineffective result with spelling words correctly, it is only because they learned an inconsistent or ineffective spelling process. It is not a learning disability, but a teaching disability! Coaches and teachers using the spelling strategy with amazing results – students test scores go up much faster that they would with other methods. Route memorization of words takes longer and does not get long lasting results anyway.
Compare the ineffective strategy with the effective spelling strategy we teach and see fo yourself how simply, yet profoundly, a shift in strategies can effect every area of life.
Ineffective Spelling Strategy (-K-A-V) result only accurate 50% of the time
- Negative K – Begin with bad feeling i.e) embarrassment, defeat or frustration/sens that you wont be able to spell it right
- Auditory – Try to sound it out in your head or aloud (based on assumption a word is spelled how it sounds
- VC – While sounding it out, attempt to construct a picture of the word piece by piece
Effective Spelling Strategy (Vr-A-K)
- Vr – See the word focused in the Visual Remembered quadrant (either on paper or in the mind) and break it down into manageable “bite size” chunks
- A – Say it (internally or aloud)
- K-Get a feeling of familiarity and association between the sight (spelling) and sound of word; and feel good about your ability to improve and be a great speller!
Steps to Installing an Effective Spelling Strategy
- Elicit the persons current spelling strategy (optional) before installing the effective spelling strategy.
- If you haven’t already, check if the client is normally reverse organized so that you know where the visual remembered quadrant is for them. You can do this with one question such as, can you get a picture of what you had for breakfast today?”
- Give them a word that you know they will have to think about such as, “can you spell ‘restaurant?’” or ask them, “What’s a word you can’t spell?”
- When you have hit on a word that’s challenging, write it down in large letters on a piece of paper – and this is a key piece….write each syllable in a different color and separate them with a dot or a space between.
- Visual rehears – hold the piece of paper up in the visual remembered quadrant where they can see it and have them move their eyes up to look at it. When they’ve taken a “snapshot” of it have them close their eyes BUT KEEP THEIR EYES UP SEEING THE WORD IN Vr, saying, “Okay, look up at the word and take a snapshot. Take a snapshot and now close your eyes, keeping your eyes up in the same corner. See the word up in that corner…open you eyes again. Take a snapshot. Close your eyes, see the word…”
Repeat this as many times as it takes for them to see the word clearly even after they’ve closed their eyes.
- Remove the piece of paper and have them spell the same word. If they still have challenges, repeat stop 4 until they can easily frontwards and backwards. “Now go ahead and spell the word…”
- Once they’ve spelled it, have them spell it backwards. This is a significant positive experience for them that serves as a collapse anchor for their original negative anchor since it leaves them with a positive K around spelling.
Rock and Roll
PS. What’s the one thing you don’t do, that would cause the most positive change in your life?