NLP Training - Anchoring Part Three

August 4th, 2008
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OK, now that you have the basics of anchoring and the possibilities for yourself in your environment, you can use this in a more advanced way.

Lets continue with the theme of NLP Training and Anchoring: This will work on a personal level and also for groups you will be communicating to:

If you begin to think of multiple, really good events which have happened in your life and you place them in your favourite spot, either inside your environment, or you can touch a knuckle of your own as you think of one event after another.

Remember to allow yourself to drift into or powerfully engage with these memories are what you love to do and how you love to do it and who you love to do it to with. Then, as you are at the peak of those states ; as you're really intensely feeling or imagining these things happening, touch your knuckle or associate this to an object in your space, that you can easily have access to at any time.

What will happen is that this resource of yours will grow more powerful and more powerful and more powerful. And you can keep adding to this area of this knuckle if something really good happens in life.

So what you will end up with is a highly stimulating, motivating, powerful resource anchor.

If you want to do it on an area of the floor in your space, imagine that there’s a spotlight above you beaming down on to a stage. You can get into one of these memories and drift into, associate into what you really love to do with whom and to step into the spotlight when the feeling is really intense.

If you are just doing the anchor for yourself, use the spotlight as an intense beam that is shining down on you and you can take the state anywhere with you when you turn the beam on again.

When you feel this feeling just coming off slightly, step back out of the spotlight. Now do this again. When another state or another thing you really love to do starts coming out and you can really feel it, step inside the spotlight area again. Then when you have done perhaps three, or even five of the states, step outside shake your hands out just to break the intensity and then test this resource anchor by stepping inside the spotlight area again.

What should happen is you now have access to multiple good states, just by walking into that area!!

Being very flexible as you are, you could actually move the spotlight around the environement whenever you need it.

You could even take the spotlight, shrink it down and keep a miniature version in your pocket and take it wherever you go; to a presentation to a meeting to a relationship and just turn it on when you need it!

The most important thing about being these exercises for yourself is that you make that time to really fully associate into each of these memories before you do the anchoring. If you do that then they'll work every time.

OK, now, here's how to use anchors to be able to dismiss old negative events or feelings. The purpose of eliciting certain responses is to establish a more favourable receptive ground for communicating your messages effectively.

The person's state of mind, their feelings, the things they are attending to (both consciously and unconsciously) will be of critical significance with regard to how they receive your ideas and suggestions. By eliciting the kind of responses you want when you present your idea, you increase the chances of having your idea favourably received and acted on. This will come as no surprise to anyone who has ever tried selling, but even the most sophisticated salesperson often ignores this basic fact.

Here is an example of how to deal with a negative situation using anchors.

We can role play this as a teacher to a pupil:

Pupil: Mr. Jones, I am really worried that I won't pass, because I get nervous, every time I think of the exams.

Teacher: OK, Henrietta, but first, let me ask you, what do you love about school? What do you love about learning?

Pupil: I really like sports miss, that's something I really like!

Teacher: What is it you like about sports, Henrietta?

Pupil: I love just running around, I feel really completely charged up and excited!

(At this point, the teacher notices, if the pupil is in an intense, highly motivated state).

Teacher: As you think about running around being completely charged up and excited, what would it be like to be fully engaged in the exams running through them as eagerly as you running into sports, now!

The teacher will now notice, what is happening. If the pupil looks engaged in this idea, and she is running through the process, then things will be changing. Just by having the pupil change her state whilst thinking about the old problem will make a difference!

Then you can test them by asking her now, what’s different about how she feels about the exams. If there is still nervousness there, then you need to apply another anchor or more anchors until the state is so good that she experiences that state, and combining/associating those states with the exams, the negative state will disappear into a very good state.

Here is another example of how to deal with a negative situation using anchors.

Pupil: Miss Smith, I don't feel good about maths.

Teacher: Peter, let me ask you first, what is one of your favourite superheroes?

Pupil: Well I really love the X-Men.

Teacher: What is it about the X-Men, you really love?

People: Well, they are smart and they are strong.

Teacher: What areas of life, are you smart and strong?

Pupil: I am very good at fixing bicycles!

Teacher: As you think of you fixing bicycles, let yourself have a good feeling about that now, and perhaps even allow an image to arrive in your mind about you doing it successfully.

(Teacher notices if that pupil goes into a good state. If not talk to the limit more about what they love or what is good about them fixing the bicycle).

Teacher: Now, Peter, as you think about that and your resources you have, imagine yourself in the classroom considering maths. As you also consider fixing your bike, and being resourceful and the various ways you have to approaching the topic of maths, perhaps how would you approach a problem with a bike? Now, how do you feel differently about maths?

(Teacher again notices to see the pupil is still in a good state when considering maths. If not, the resource anchor is not yet strong enough. So they will need to attach more resources before considering maths and collapsing that old anchor).

Okay, let’s recap on anchoring:

1.    You can take powerful states that are inside you and move them to any object, time or place
2.    You can get into states and transfer them to others so they can experience it for themselves; you can do this via metaphors, anecdotes or your passion of using skilled language.
3.    The more you bring up powerful states and place them on objects or yourself (for instance a knuckle, finger or shirt cuff), the more these states can build and multiply the strength.
4.    If you or a person/partner/colleague is not in a good state, you can access their own anchors by asking them what they love in their life. When you see them inside that state, you can introduce the negative state and it should disappear

5. Make your environment like a film set, with stage anchors all around and plan what will happen in it before your day even starts for real.

Have fun! Life is about living to the full. How do you want it to be? What feelings do you want to be exposed to in a day? How much learning will be there for you?

All these things are possible when you bring your consciousness into the spotlight and kick-start the unraveling book called your life into action every day