Neuro-Linguistic Programming

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Strategy notation in NLP

The Neuro-Linguistic Programming (abbreviated NLP ) is a set of communication techniques and methods for changing mental processes in people who, among other concepts of client-centered therapy , the Gestalt therapy , the hypnotherapy and cognitive sciences and the Constructivism picks.

The name itself is intended to express that processes in the brain (keyword: "neuro" ) can be changed with the help of language ( linguistic = "linguistic") on the basis of systematic instructions (keyword: "programming") - there is no connection to scientific discipline of neurolinguistics or linguistics in general.

NLP was developed by Richard Bandler and John Grinder in the 1970s within the Human Potential Movement . They defined NLP as “the study of the structure of subjective experience”. The original goal of the NLP developers was to find out the active factors of successful therapy and to be able to pass them on to others. They assumed that the effective factors are primarily the communicative skills and behavior of the therapists themselves and not primarily the chosen professional orientation.

NLP has so far not been able to scientifically prove its effectiveness and is often rejected as unscientific.

History of NLP

Neuro-linguistic programming was developed by then math student and later psychologist Richard Bandler and linguist John Grinder at the University of California at Santa Cruz in the early 1970s . It was conceived as a new method of short-term psychotherapy . They defined NLP as the study of the structure of subjective experience and the inferences from it. Grinder was temporarily an assistant to Gregory Bateson , who is also said to have an influence on NLP. Bateson was initially enthusiastic about Bandler and Grinder's first publication, in which they presented a model of successful linguistic interventions that they had gained from studying Virginia Satir and Fritz Perls . Bateson wrote the preface to this book and suggested that Bandler and Grinder study Milton Erickson and develop a model of his therapeutic strategies. However, Bateson later distanced himself from Bandler and Grinder.

In the first few years, Bandler and Grinder were particularly interested in these above-mentioned exceptionally successful therapists with different backgrounds and tried to find out which approaches made them so successful in their therapeutic areas. Bandler and Grinder analyzed the language and body language of these three therapists and tried to filter out certain intervention techniques from their procedures, which, together with findings from linguistics, became the basis of the first NLP school. However, the NLP lacks a clearly defined theoretical framework. The first reports were published in two books in the mid-1970s. Bandler and Grinder first came up with the development of the PRS concept (from Preferred Representational System), which assumes that people, individually different, primarily perceive the environment through certain sensory perception. In 1976, the analysis of the language structures of Perls and Satir resulted in the meta-model of NLP. The meta-model sees itself as a language model with which information about thought models of the communication partner is collected and evaluated in the NLP sense and which distinguishes between a surface and a deep structure of human communication. In 1979, the Milton model followed from the observation of the hypnotherapist Erickson . Later there were studies of outstanding artists, managers, salespeople, educators and the like. a. and expanded the NLP method bundle.

NLP initially combined various psychotherapeutic approaches, including a. from hypnotherapy , family therapy and gestalt therapy to goal- and solution-oriented methods of therapy and other areas of communication (e.g. coaching , management techniques ). In contrast, many later representatives understand NLP only as a model of interpersonal communication and a collection of different psychological processes and models that are supposed to lead to more efficient interpersonal communication and influence. You reduce NLP to its technology and ignore its epistemological and methodological foundations. Most of the research took place in the early 1980s. More recently, a project “NLP and Learning” has emerged at the University of Surrey.

Most NLP users and associations, on the other hand, see NLP neither as a science nor as a form of psychotherapy, but as a model of human learning and communication. Alongside transaction analysis , psychodrama , topic-centered interaction and some other methods, it is one of the most widespread methods of communication and behavioral training on the training market today .

The tools of the NLP are mainly developed outside of academic teaching and are continuously supplemented.

At the beginning of the 1980s, NLP was imported to Germany and Austria at around the same time by Thies Stahl and Gundl Kutschera and thus also popular in Europe. As a result, competing training institutes with various degrees emerged. Later, the training content and the duration of the training were specified by national associations (see below).

Paradigms of NLP

The central basic assumption of NLP is that internal processes and internal perception of people are equated and that the findings from a survey of the client are used to diagnose mental disorders.

Sensory figure VAKOG

This is based on the following assumption:

The man takes the environment with his senses true:

  1. Visually (with the sense of sight , i.e. with the eyes)
  2. Auditory (with the sense of hearing , i.e. with the ears)
  3. Kinesthetic (feel, i.e. with all parts of your body, see depth sensitivity / haptic perception )
  4. Olfactory (with the sense of smell , i.e. with the nose)
  5. Gustatory (with the sense of taste , i.e. with the mucous membrane of the tongue and throat)

The five communication channels with VAKOG abbreviated ( " v isuell, a uditiv, k inästhetisch, o lfaktorisch and g ustatorisch").

The NLP assumes that one or two sensory channels are used preferentially. These are often visual and acoustic or visual and kinaesthetic representations. The theory of learner types is based on this classification. However, no preferred representation systems can be determined in controlled studies.

anchor

The character (' learner type ') has an impact on how much information is received or lost when it is addressed. Sounds (e.g. words), images, smells, taste sensations or gestures are linked to one another in people through experience. For example, the sound of a certain doorbell can be linked to memories of a related event that happened a long time ago. The given character as a learner type needs to be supplemented by specific learning strategies. Links between automatically appearing thoughts or feelings and processes that can be deliberately influenced are established with the technique of anchoring. With this, the NLP user consciously creates new emotional connotations or uses existing ones. Not only thoughts can be used for therapeutic work, but also feelings. If certain movements or gestures are consciously practiced in feelings of happiness, these feelings can later be reactivated with these movements or gestures. The eco-check serves as an instrument for checking social or systemic compatibility (compatibility with the client's environment). It is checked whether it is ensured that the changes are in line with the client's value system and his or her social environment. A change should only have desired consequences. One form of the eco-check is the future pace .

The future pace serves as a 'step into the future' of the future query for congruence (agreement) with one's own wishes. He mentally plays through a future situation. One imagines inwardly how a new behavior is implemented, e.g. B. a high jump. The athlete experiences in slow motion the inner images, sounds and feelings that belong to his jump over the bar. He plays through the individual steps of the run including the muscle tension in the head like an internal film. The brain thus knows in advance what it will later have to do in reality.

A central element of NLP are the NLP assumptions, which Bandler and Grinder named as basic behavioral patterns when 'modeling' successful personalities. The twelve most important "assumptions" are:

  1. The map is not the area. (see Alfred Korzybski )
  2. People basically make the best choices they can within their model of the world.
  3. All behavior is motivated by a positive intention.
    Accepting a subjectively positive intention does not ignore the possible effects of an action. In an advisory context, it serves to reinterpret a negative self-image.
  4. Humans have all the resources they need (to solve their problems).
  5. An individual's positive worth remains constant, but the appropriateness of behavior can be questioned.
  6. There are no errors or deficits in communication. Everything is feedback .
    This presumption opens the way to the injury-free acceptance of criticism. According to Paul Watzlawick ( Interdependenz ), one-sided assignments of blame are fundamentally wrong.
  7. The importance of communication lies in the response you get.
    It is not what you do that counts, but how your surroundings react to you.
  8. If something doesn't work, do something else.
    To be open to anything that works. The willingness to search for alternative solutions.
  9. In an otherwise constant system, the element with the greatest possible behavioral options controls the system.
    The consultant is required to be flexible in behavior .
  10. Resistance from the client means a lack of flexibility on the part of the consultant.
    There is always a third way.
  11. The point of any communication is not the intention, but the reaction it triggers in the other person.
    This assumption corresponds with the axiom of Paul Watzlawick: What A said is not true; what B understood is true.
  12. If someone can do something specific, it is possible to model (imitate) this behavior and pass it on.

Theoretical context

NLP as a collection of methods claims to be based on certain scientific theories and assumptions. Including:

  • The theory of sense-specific representation systems, which goes back to William James , as the basic building blocks of information processing and subjective experience.
  • The Classical conditioning ( Pavlov ), hereinafter referred to as NLP anchors.
  • The model of a fundamental goal orientation of human action (TOTE, strategies) (Miller, Galanter, Karl Pribram ).
  • The models of language (metamodel) modified by Bandler and Grinder by Noam Chomsky ( transformation grammar ) and those based on it and under the influence of the postulates of Alfred Korzybski (“The map is not the area”).
  • Albert Bandura's social-cognitive learning theory with the modeling approach used by Bandler and Grinder (in psychology expertise research).
  • The basic assumption of the existence of functionally autonomous personality parts with conscious and unconscious process components resulting from the therapeutic work of Fritz Perls , Virginia Satir and Milton H. Erickson .
  • Constructivism as a fundamental world view in NLP that knowledge, insights, connections and ideas are constructed by humans.

NLP integrates these methods in its own statement building, but without meeting the requirements of a closed scientific theory. This development in the history of NLP took place outside of science.

Due to the multimodal structure (collection of methods from approx. 30 NLP formats), generalized scientific recognition of NLP as a communication aid is hardly possible, although individual methods are borrowed from recognized scientific schools. There are NLP users who see NLP as a kind of “tool box” that expands the therapeutic possibilities of a psychological counselor. A scientific analysis of 315 studies from 35 years of empirical NLP research shows, however, that the effectiveness of some of these "tools" is considered to be refuted.

Neuro-Linguistic Psychotherapy (NLPt) aims to enable a different approach ; a younger branch of NLP, which has been recognized as a psychotherapy method in Austria since the beginning of 2007 . With NLPt, the methodological shortcomings of general NLP as a communication practice are to be overcome and a training corresponding to the demands of the therapeutic task with scientifically recognized standards within the extension of conventional behavior therapy is to be shaped. However, this has not yet happened. In Germany, NLPt is therefore not recognized as a therapy method.

NLP formats

NLP is not viewed by its users as a self-contained teaching system. You have the attitude that it is possible and sensible to learn individual methods from different schools in isolation from one another and to use them specifically to improve communication. Due to the large number of possible approaches, NLP differs fundamentally from other therapeutic approaches.

NLP uses so-called "NLP formats". A certain sequence of actions in a meeting or conversation is called “format”. The individual interventions of a trainer are clearly defined within these formats. Individual formats are combined in groups with main formats.

What all formats have in common is that they are geared towards strengthening internal resources , focus on coming to terms with the client's past, with particular attention to work on change in critical areas (interventions, e.g. HistoryChange, new coinage). Strengthening resources serves to overcome problems, fear of thresholds, blockages or disturbances. In addition, great value is placed on the consultant's humanistic attitude when working with clients. The actual work in counseling is based on clearly specified action and discussion formulas.

With the help of NLP formats, the client can also be led into a light trance (without consciousness-expanding elements) and in this relaxation look at inner images or feelings. That depends on the goal of the intervention and on the available resources of those involved (advisor and client). The most important components in the ongoing process are autosuggestion , dissociation , anchoring and reframing .

Many NLP formats come from classic forms of therapy or have been created over years of work through so-called modeling (also called benchmarks or copying ). There are models for the positive reinterpretation of perceptions, for finding goals, for anchoring , for changing submodalities (mental patterns to remember important processes) and working with given or projected processes in the client's world of thought or the real experience of the client as well as various strategy models, with which benchmarking or brainstorming can be learned.

Other formats of NLP use reframing or the conclusion of paradoxical perspectives in order to develop the client from unpleasant perspectives. NLP is based on the assumption that there is an (often unconscious ) strategy behind every result , so that even a "failure" is based on planning. These so-called "meta-programs", which are assumed to accompany the sometimes unconscious decision-making processes, should be changed in a targeted manner with the help of mostly behavioral interventions. The client's consciousness should be stimulated to develop new strategies on the basis of previously visualized or described goals. Since, according to R. Bandler, these take place in the mind, i.e. in the brain, it is now a matter of teaching people how to use their existing resources to develop new, helpful behaviors.

The term “programming” is not understood to be manipulative within NLP, since all interventions are coordinated with the question of the ethical and moral values ​​of the client. This happens precisely because NLP trainers are well aware of the fact that the instruments could be suitable for manipulative changes in clients who are not aware of them. Such unconscious manipulations, which could be the target of sales talks or negotiations (see also sales psychology ), NLP tries to avoid through ethical standards. The intention is rather to help clients to emancipate themselves from programs that normally run unconsciously and thus to improve their quality of life.

Procedure of NLP

aims

NLP deals in the broadest sense with human communication and can be seen as a collection of methods aimed at continuous further development. Supporters of this point of view see NLP as a multitude of individual, separate instructions (so-called NLP formats) for working with people in situations of change. Other NLP users see less the methods and formats in the foreground, but the constructivist view of communication and the solution-oriented approach of NLP.

NLP does not claim to be scientifically founded.

In many NLP methods, an attempt is first made to establish a rapport with the counterpart . As a means for this, mirroring (pacing) is used, which is then intended to enable leading .

  • Pacing (adapting, following, “mirroring”) reflects the communication partner and is based on the assumption that people who get along well, assimilate each other (among other things in tone, volume, speaking speed, posture, distance, directness of appearance). However, it has not been confirmed that it is beneficial for a consultant to use the same system as the client. It has also been shown that consciously imitating body language and speaking style can lead to negative reactions.
  • Leading, on the other hand, opens up new body language or tonal signals to take the lead in a conversation. This does not have to happen at the same moment as with the other person, but can also take place with a time delay and should alternate with pacing during the conversation. Leading can have a manipulative objective (for example in sales training), or it can pursue the goal of leading the client to a different way of dealing with his problem in an advisory or therapeutic setting.

Action

Inner maps are less clearly structured than this example.

NLP claims to provide comprehensive applicable tools for a wide variety of problems.

The concrete procedure is not standardized, however, since NLP does not provide its own theory. Depending on the respective external circumstances (setting) in which NLP is used, communication strategies, suggestion techniques, motivation techniques or the so-called NLP formats are used or taught.

The basic assumption is that there is a so-called “subjective feeling of truth”.
On the basis of the body feeling, the pictorial thoughts and the inner linguistic expression of a person, mental images, so-called inner maps, are created . According to the NLP, the “subjective feeling of truth” is an expression of these inner models and helps a person to orientate himself socially.

The starting point for an NLP application is the inner map of a client . The client is sensitized by the NLP advisor to their own perception of the problem (in this map). With the help of NLP formats, the client's perception of the problem should be changed and new behavioral strategies developed. The NLP consultant uses the specific NLP communication tools, in particular pacing and leading, to guide the client through the steps of the NLP formats.

As a rule, the client is instructed to become aware of the contents of his inner images. These pictures are u. a. differentiated according to the type of sensory perception ( sight , hearing , smell , taste and touch ). These different sensory perceptions are called “ sensory modalities ”, the division of these is called submodality . The client should be enabled to specifically change the emotional content of his inner images by changing the submodalities. The client should come to a self-determined solution. The consultant tries to provide the right framework for this by using suitable NLP formats.

Example: reframing

In NLP, reframing is understood to mean the presentation of a situation against the background of a new or changed framework. However, reframing is not an invention of NLP. Rather, it is used by many therapists from different directions. For example Paul Watzlawick. Well-known representatives of NLP, however, have valued the value of reframing and developed methods with which the therapist can find helpful reframing. The Six-Step Reframing format should also be mentioned here in particular . Often the meaning or evaluation that people give to an issue changes when you perceive the issue against a new background. If an event or experience is perceived as negative or stressful, a framework can be helpful against the background of which additional, positive aspects can be derived. A broken leg can only be seen as a limitation. The immobility gained, which cannot be changed, can, however, also be used to escape negative obligations.

In a fearful situation, reframing can be used to divert attention from the fearful idea and to emphasize the positive aspects of the fearful situation. For example, some people fear hearing people laughing that they might be laughing at them. A helpful reframing could be to discover together: "People sometimes laugh even when they are simply in a good mood." The fact that is perceived as unpleasant is "laughing people". The framework is “Laughing against the background of (m) a person” or “Laughing against the background of a general good mood”.

In NLP, issues are given a “different framework” when a new perspective or an emotional reassessment is sought.

Example: Swish

"Swish" is an artificial word and means something like "hiss". The method was first described in Richard Bandler, Changes in Subjective Experience. The starting point is a situation or the inner conception of this situation that is associated with unpleasant feelings. For example, getting on a full bus. The client is instructed to make himself aware of his inner picture of this situation. He should consciously experience the resulting feelings. Then the client should get an inner picture of a positive situation. The positive feelings that arise here should also be consciously experienced and described. The actual swish then works as follows: The client imagines the inner representation of the full bus again. Then he is asked to imagine that the positive image is already contained as a small dot in the image of the bus. For example in the middle or in one of the corners of the picture. In the next step he is asked to imagine how this point grows explosively in a short moment (Swish) and covers the original image. This step is repeated a few times. Then it is discussed with the client how his feelings about getting on a full bus have changed.

The format of the Swish is based on the submodality model of NLP. This assumes that emotions are often linked to inner images in such a way that changing these images brings about a change in the emotions. Bandler believed he had found that the rapid superimposition and covering of two inner images was learned through repetition, i. H. is saved as a fixed sequence. After that, it is difficult to remember the first picture without going straight to the second (more positive) one.

Example: Autonomous eye movements

NLP connects eye movements with internal processes

NLP represents the thesis that eye movements to draw conclusions about the cognitive style allow a human being. According to NLP, special operations of thinking, such as remembering visual information, are linked to specific eye movements. These eye movements are - according to NLP - non-controllable (= autonomous) eye movements. NLP assumes 6 different movements (see figure). Scientific studies have refuted the validity of these theses.

education

The NLP trainings are regulated differently nationally and internationally. However, national and international associations and associations have established themselves that have issued training guidelines. The minimum duration, the minimum content, the testing criteria and the qualifications of the trainers are described. The association members are obliged to adhere to these curricula and may only then use the corresponding seal. Mutual recognition of the training courses is common, but sometimes with conditions.

Only a few levels of training are named the same in the various associations:

  • NLP practitioner
  • NLP master, also called NLP master practitioner
  • NLP coach, DVNLP
  • NLP trainer

Some associations differentiate between trainers (completed trainer training) and teaching trainers (approval to carry out NLP trainings) or between trainers (completed trainer training) and master trainers (particularly experienced, competent trainers).

In March 2005, the INLPTA approved a practitioner training course with a curriculum using integrated learning (e-learning at home on the PC combined with face-to-face training).

In Germany, NLP users are organized in the DVNLP , in Switzerland in the SWISS-NLP (Swiss Association for Neuro-Linguistic Programming), in Austria in the ÖDV-NLP (Austrian Umbrella Association for Neuro-Linguistic Programming). In addition, there are regional NLP associations in German-speaking countries as well as free associations of NLP trainers and NLP institutes which, like the members of the associations, share a common concern.

In Austria NLP is a state-recognized methodology within the vocational training for life and social counselors .
In addition, neurolinguistic psychotherapy - this uses the methods of NLP - is officially recognized as a psychotherapy method in Austria.

At the European level there is the EANLPt with psychotherapeutic training or the MCTA with a focus on training and coaching. The associations should u. a. serve the quality assurance of NLP training.

criticism

Critics call NLP a pseudoscience or a new age form of psychotherapy. The aggressive marketing of NLP also displaces scientifically based healing methods and leads to people resorting to methods whose effectiveness has not been proven and which sometimes even do more harm than good.

  • There is currently no evidence of effectiveness for any of the NLP assumptions presented.
  • Critics of NLP complain that numerous providers combine NLP with esoteric teachings, which leads to a mixture. For those seeking advice it is hardly possible to distinguish between NLP techniques and other pseudo-scientific teachings (esoteric and / or ideological elements); their boundaries are fluid. In this context, the psychologist and science journalist Colin Goldner criticizes the hybrid self- image of the NLP scene, with constant talk of “brilliance” and “genius”.
  • Advances and findings in modern basic psychological research and in particular neuropsychology were not taken into account in NLP.
  • NLP does not play a role in academic teaching. It is only used as an example of a pseudoscience.
  • Even the few studies on the effectiveness of NLP or sub-areas of NLP that are cited by supporters of NLP have mostly negative results. In the few studies with a positive outcome, it is criticized that most of these studies do not meet the minimum requirements for proof of effectiveness.
  • Criteria that are usually set in evaluation studies (controlledness, randomization , manualization, rudimentary blinding, etc.) are only rarely met. Overall, there is no proof of the effectiveness of NLP as a whole or proof of individual NLP methods, unless they have simply been adopted from other procedures. According to Christopher Sharpley, there is also a connection between the quality of the studies and the likelihood of a positive result for NLP (the worse the quality, the more likely a result that confirms NLP), and the same applies to studies that have not appeared in specialist journals.

For example, the "eye movement hypothesis" has been scientifically tested many times; the connections postulated by NLP could not be proven.

Treatment of dyslexia with NLP is considered ineffective. The use of NLP is also not recommended for those with arithmetic weaknesses .

The term NLP is criticized several times by psychologists as pseudoscientific or as a bluff. Roderique-Davies writes that the word 'neuro' in NLP is deceptive because NLP does not offer explanations at the neural level and it can therefore be argued that its use erroneously fosters the notion of scientific credibility. Witkowski also thinks that NLP offers no explanation at the neural level and has no similarity to linguistics or programming. The experimental psychologist Michael Corballis argues similarly : The title NLP is a hoax and should give the impression of scientific seriousness. The 'linguistic' component of the name is misleading, as is the reference to Noam Chomsky's transformational grammar .

The psychology professor Helmut Lukesch fears that NLP methods, despite their esoteric character and a lack of scientific foundation, have already found their way into German schools to a considerable extent and are practiced there completely uncritically. The Bavarian Ministry of Culture takes up Lukesch's fears and distances itself from NLP.

literature

  • Richard Bandler, John Grinder: Metalanguage and Psychotherapy. The structure of the magic I . Junfermann, Paderborn 1981, (Meta-Model and Concept, Original 1975: The Structure of Magic. Volume I). ISBN 3-87387-740-6 .
  • Albert Bremerich-Vos: Neurolinguistic programming - a criticism . In: FORUM Supervision. 5, No. 9, 1997, pp. 36-57
  • Christoph Bördlein: Colored water in new hoses - “Neurolinguistic Programming” (NLP) . In: Skeptics. Issue 3/2002, pp. 99-104.
  • Christoph Bördlein: “Neurolinguistic Programming” (NLP) - Highly effective techniques or unfounded claims? In: exercise book. 103, 2001, pp. 117-129.
  • John Grinder, Richard Bandler: Communication and Change. The structure of magic II . Junfermann, Paderborn 1982, (Meta-Model and Concept, Original 1976: The Structure of Magic. Volume II). ISBN 3-87387-735-X .
  • Richard Bandler, John Grinder: Patterns. Samples of Milton H. Erickson's Hypnotic Techniques . Junfermann, Paderborn 1996, (Milton model, Original 1975: Patterns of the Hypnotic Techniques of Milton H. Erickson, MD Volume I). ISBN 3-87387-139-4 .
  • Robert B. Dilts, John Grinder, Richard Bandler, Judith DeLozier: Structures of Subjective Experience. Your exploration and change through NLP . Junfermann, Paderborn 1985, (strategies of behavior, original 1980: Neuro-Linguistic Programming. Volume I). ISBN 3-87387-229-3 .
  • Klaus Grawe , Ruth Donati, Friederieke Bernauer: Psychotherapy in Transition. From confession to profession. Goettingen 1994.
  • Franz-Josef Hücker: Metaphors - The magic power of NLP. A guide to professional practice and training. Akazien Verlag, Berlin 2009, ISBN 978-3-936915-02-0 .
  • Franz-Josef Hücker: From the good to the bad. Insights into the historiography of the NLP method. In: Praxis Kommunikation. 05 | 2016, Junfermann Verlag Paderborn, pp. 20–23.
  • Uwe Peter Kanning: The NLP Myth. In: Skeptiker 3/2014, pp. 118–127.
  • Uwe Peter Kanning: We (2014) a look is worth a thousand words - NLP . In: When Managers Climb Trees - Myths of Personnel Development and Further Education . Pabst Science Publishers 2013, ISBN 978-3-89967-884-0 .
  • Uwe Peter Kanning: NLP - Between Demand and Reality. In: Report Psychology 2019
  • Edeltraud Röbe: From frustration to learning - another lesson with NLP, edukinestetics or suggestopedia. In: The primary school magazine. 120, 1998, pp. 6-17.
  • Thomas Saum-Aldehoff: The “neurolinguistic programmers” promise quick luck and the spirit of Albert Einstein . In: Frankfurter Rundschau , September 27, 1997.
  • Georg Steinmeyer: Thoughts are not free. Coaching: a review by Lukas Verlag, 2018
  • Wolfgang Walker: Adventure Communication. Bateson, Perls, Satir, Erickson and the Beginnings of Neurolinguistic Programming (NLP). Klett-Cotta, Stuttgart 1996, ISBN 3-608-91976-7 (basics and history of NLP).
  • Robert B. Dilts, Judith DeLozier, Deborah Bacon Dilts: NLP II - the new generation. Structures of subjective experience - exploration continues . Junfermann, Paderborn 2013 (Research and Development of NLP, Original 2010: NLP II. The Next Generation. Enriching the Study of the Structure of Subjective Experience .), ISBN 978-3-87387-830-3 .

Web links

Commons : Neuro-Linguistic Programming  - collection of images, videos and audio files

Individual evidence

  1. ^ After Wolfgang Walker: Adventure Communication. Bateson, Perls, Satir, Erickson and the Beginnings of Neurolinguistic Programming (NLP) . Klett-Cotta, Stuttgart 1996, ISBN 978-3-608-91976-9 , pp. 249 , footnote 351 (6th edition. 2014). Walker summarizes: Rupprecht Weerth: NLP & Imagination. Basic assumptions, methods, possibilities and limits . Junfermann, Paderborn 1992, ISBN 3-87387-078-9 , pp. 7th f .
  2. ^ Thomas Witkowski: A review of research findings on Neuro-Linguistic Programming . In: The Scientific Review of Mental Health Practice . tape 9 , no. 1 , 2012, p. 29–40 ( tomaszwitkowski.pl [PDF; 10.8 MB ; accessed on December 4, 2015]). tomaszwitkowski.pl ( Memento of the original from March 4, 2016 in the Internet Archive ) Info: The archive link was inserted automatically and has not yet been checked. Please check the original and archive link according to the instructions and then remove this notice.  @1@ 2Template: Webachiv / IABot / tomaszwitkowski.pl
  3. ^ Jackie Sturt, Saima Ali, Wendy Robertson, David Metcalfe, Amy Grove, Claire Bourne, Chris Bridle: Neurolinguistic programming: A systematic review of the effects on health outcomes . In: British Journal of General Practice . tape 62 , no. 604 , November 2012, p. e757-e764 , doi : 10.3399 / bjgp12X658287 , PMID 23211179 , PMC 3481516 (free full text).
  4. ↑ a b c d Christopher F. Sharpley: Research Findings on Neurolinguistic Programming: Nonsupportive Data or an Untestable Theory? In: Journal of Counseling Psychology . tape 34 , no. 1 , 1987, pp. 103-107 , doi : 10.1037 / 0022-0167.34.1.103 .
  5. ^ A b c d Tomasz Witkowski: Thirty-Five Years of Research on Neuro-Linguistic Programming. NLP Research Data Base. State of the Art or Pseudoscientific Decoration? In: Polish Psychological Bulletin . tape 41 , no. 2 , 2010, p. 58–66 , doi : 10.2478 / v10059-010-0008-0 ( czasopisma.pan.pl [PDF; 800 kB ; accessed on October 7, 2014]).
  6. ↑ Richard Wiseman, Caroline Watt, Leanne ten Brinke, Stephen Porter, Sara-Louise Couper, Calum Rankin: The eyes don't have it: Lie detection and Neuro-Linguistic Programming . In: PLoS One . tape 7 , no. 7 , July 2012, p. e40259 , doi : 10.1371 / journal.pone.0040259 , PMID 22808128 , PMC 3394779 (free full text).
  7. ^ John Carey, Richard Churches, Geraldine Hutchinson, Jeff Jones, Paul Tosey: Neuro-linguistic programming and learning: Teacher case studies on the impact of NLP in education . CfBT Education Trust, Reading, ISBN 1-907496-11-4 .
  8. ↑ Karen Stolznow: Bad Language. Not-so Linguistic Programming . In: Skeptic . tape 15 , no. 4 , 2010, p. 7 .
  9. ↑ Barry L. Beyerstein: Brainscams: Neuromythologies of the New Age . In: International Journal of Mental Health . tape 19 , no. 3 , 1990, ISSN  0020-7411 , pp. 27-36 .
  10. ^ Robert B. Dilts, John Grinder, Richard Bandler, Judith DeLozier: Structures of subjective experience. Your exploration and change through NLP . tape I . Junfermann, Paderborn 1985 (English: Neuro-Linguistic Programming . 1980.).
  11. ^ A b Richard Bandler, John Grinder: Metallanguage and psychotherapy. The structure of the magic I . Volume I: Book About Language and Therapy . Junfermann, Paderborn 1981 (English: The Structure of Magic . Palo Alto 1975.).
  12. ↑ Wolfram Lutterer: Divided tears . In: Learning Organization . No. 9 , 2002, p. 18-21 .
  13. ^ A b c Daniel Druckman, John A Swets: Enhancing Human Performance. Issues, Theories, and Techniques . National Academy Press, Washington DC 1988, ISBN 978-0-309-07465-0 .
  14. ^ Richard Bandler, John Grinder: Patterns. Samples of Milton H. Erickson's Hypnotic Techniques . tape I . Junfermann, Paderborn 1996 (Original title: Patterns of the Hypnotic Techniques of Milton H. Erickson, MD 1975.).
  15. ^ WB Gumm, MK Walker, HD Day: Neurolinguistics programming: Method or myth? In: Journal of Counseling Psychology . tape 29 , no. 3 , May 1982, pp. 327-330 , doi : 10.1037 / 0022-0167.29.3.327 .
  16. ↑ Fred J. Dorn, Bradford I. Brunson, Mike Atwater: Assessment of primary representational systems with neurolinguistic programming: Examination of preliminary literature . In: American Mental Health Counselors Association Journal . tape 5 , no. 4 , 1983, p. 161-168 .
  17. ↑ Cf. Paul Watzlawick: Solutions: On the theory and practice of human change . ISBN 978-3-456-83566-2 .
  18. ↑ a b c d Richard Bandler, John Grinder: Reframing . Ed .: Steve Andreas, Connirae Andreas. 9th edition. Junfermann, Paderborn 2010, ISBN 978-3-87387-757-3 .
  19. ↑ Robert B. Dilts: The Magic of Language: Sleight of Mouth. Applied NLP . 5th edition. Junfermann, 2016, ISBN 978-3-95571-549-6 .
  20. ^ Richard Bandler: Changes in the subjective experience . Ed .: Hilarian Petzold. 4th edition. Junfermann, 1987, ISBN 3-87387-271-4 .
  21. ^ A b Michael Heap: Neurolinguistic programming: What is the evidence? In: D. Waxman, D. Pedersen, I. Wilkie, P. Mellett (Eds.): Hypnosis, The Fourth European Congress at Oxford . Whurr Publishers, London 1989, ISBN 978-1-870332-60-6 , pp. 118-124 .
  22. ^ Doris Keller, Dirk Revenstorf: The NLP's eye movement model. Physiological and cognitive basics . In: Hypnosis and Cognition . tape 13 , no. 1 + 2 , 1996, pp. 225-250 .
  23. ↑ Timothy C. Thomason, Terry Arbuckle, Daniel Cady: Test of the eye-movement hypothesis of neurolingusitic programming . In: Perceptual and Motor Skills . tape 51 , no. 1 , 1980, p. 230 , doi : 10.2466 / pms.1980.51.1.230 .
  24. ^ H. Francesconi, M. Francesconi: Eye movements and functional specialization of the central hemispheres in normal subjects. In: Journal of Clinical Psychology. 13, No. 2, 1984, pp. 111-123.
  25. ↑ toilet Coe, JA Scharcoff: An empirical evaluation of the neurolingusitic programming model. In: International Journal of Clinical and Experimental Hypnosis. 33, No. 4, 1985, pp. 310-318.
  26. ^ Franz-Josef Hücker, Hans Rebhan: Components of a practical NLP training. In: MultiMind - NLP aktuell 2001. Issue 1, pp. 49–53.
  27. ↑ Uwe Peter Kanning: When managers climb trees ... Myths of personnel development and further training . Pabst, Lengerich 2013, ISBN 978-3-89967-884-0 .
  28. ^ Matthew Elich, Richard W. Thompson, Laurence Miller: Mental imagery as revealed by eye movements and spoken predicates: A test of Neurolinguistic Programming . In: Journal of Counseling Psychology . tape 32 , no. 4 , October 1985, p. 622-625 , doi : 10.1037 / 0022-0167.32.4.622 .
  29. ^ Karl-Ludwig Holtz: Neurolinguistic Programming (NLP) . In: Special Education . tape 27 , no. 3 , 1997, ISSN  0342-7366 , p. 170-177 .
  30. ^ Michael Heap: Neuro-Linguistic Programming. A British Perspective . In: Hypnos: Swedish Journal of Hypnosis in Psychotherapy and Psychosomatic Medicine . tape 15 , no. 1 , 1988, p. 4-13 .
  31. ^ Hans-Christian Kossak : Hypnosis. Textbook for psychotherapists and doctors. Belz Verlag, Weinheim, Basel 3. Corr. Edition 1997, ISBN 978-3-8289-5270-6 , p. 154.
  32. ↑ So the parents' initiative to help against mental dependence and religious extremism e. V .: “If you enter the two search terms“ NLP ”and“ Kinesiology ”in the Google search engine, you will find over 45,000 hits on the German-speaking web alone (as of May 2009). The same applies to the combination of 'NLP', 'Family constellation' and 'Hellinger' (over 7,000 hits). A cursory glance at the first pages of the hit list shows that NLP is actually offered in combination with the corresponding esoteric procedure ”. sektenwatch.de (PDF; 422 kB) November 2013.
  33. ↑ A similar assessment by the Society for the Scientific Investigation of Parasciences (GWUP): “What is striking is the proximity of NLP to esoteric circles. In addition to NLP, many institutes also offer all kinds of esoteric topics. The NLP-typical feasibility mania can be found in a different form in many New Age therapies; even there you can achieve anything if you just want to, even change your physical appearance at will ”. gwup.org (PDF; 22 kB) November 2013.
  34. ^ Colin Goldner: The Psycho-Scene . Alibri Verlag, Aschaffenburg 2000, ISBN 3-932710-25-8 , p. 355 .
  35. ^ CW von Bergen, Barlow Soper Gary, T. Rosenthal, Lamar V. Wilkinson: Selected alternative training techniques in HRD . In: Human Resource Development Quarterly . tape 8 , no. 4 , 1997, p. 281-294 , doi : 10.1002 / hrdq.3920080403 .
  36. ^ Carmel Lum: Scientific Thinking in Speech and Language Therapy . Psychology Press, Oxford 2001, ISBN 0-8058-4029-X .
  37. ^ Scott O. Lilienfeld, Jeffrey M. Lohr, Dean Morier: The Teaching of Courses in the Science and Pseudoscience of Psychology: Useful Resources . In: Teaching of Psychology . tape 28 , no. 3 , July 2001, p. 182-191 , doi : 10.1207 / S15328023TOP2803_03 .
  38. ^ Dana S. Dunn, Jane S. Halonen, Randolph A. Smith: Teaching Critical Thinking in Psychology: A Handbook of Best Practices . Wiley-Blackwell, Chichester 2008, ISBN 1-4051-7403-X .
  39. ↑ International NLP research database (English)
  40. ↑ Christoph Bördlein: “Neurolinguistic Programming” (NLP) - Highly effective techniques or unfounded claims? In: exercise book . tape 103 . Association of patrons of school notebooks, Vienna, ISBN 3-901655-23-9 , p. 117–129 ( schulheft.at [PDF]). schulheft.at ( Memento of the original from October 12, 2013 in the Internet Archive ) Info: The archive link was inserted automatically and has not yet been checked. Please check the original and archive link according to the instructions and then remove this notice.  @1@ 2Template: Webachiv / IABot / www.schulheft.at
  41. ↑ Joachim Bliemeister: Empirical review of central theoretical constructs of neurolinguistic programming (NLP) . In: Journal of Clinical Psychology . tape 17 , no. 1 , 1988, ISSN  1616-3443 , pp. 21-30 .
  42. ↑ Siti Huzaimah Sahari, Aiza Johari: Improvising Reading Classes and Classroom Environment for Children with Reading Difficulties and Dyslexia symptoms . In: Procedia - Social and Behavioral Sciences . tape 38 , 2012, p. 100-107 , doi : 10.1016 / j.sbspro.2012.03.329 .
  43. ↑ Information on dyscalculia. Bielefeld University Department of Psychology, archived from the original on October 12, 2014 ; Retrieved December 9, 2013 .
  44. ↑ haufe.de
  45. ^ Gareth Roderique-Davies: Neuro-linguistic programming: Cargo cult psychology? In: Journal of Applied Research in Higher Education . tape 1 , no. 2 , 2009, ISSN  2050-7003 , p. 57-63 .
  46. ↑ Neuro ‐ linguistic programming: cargo cult psychology? (Abstract)
  47. ↑ Michael C. Corballis: Are we in our right minds? In: Sergio Della Sala (Ed.): Mind Myths: Exploring Popular Assumptions About the Mind and Brain . John Wiley & Sons, Chichester 1999, ISBN 978-0-471-98303-3 , pp. 25-41 .
  48. ↑ Hanna Pulaczewska: Neurolinguistic Programming: Does It Keep What It Promises? In: Edda Weigand (Ed.): Dialogue analysis XI. Proceedings of the 11th IADA Conference on "Dialog Analysis and Rhetoric". 26.-30. March 2007 (=  iada.online.series ). No. 1 . University of Münster, Münster 2007, p. 493–507 ( uni-muenster.de [PDF; 6.8 MB ; accessed on October 7, 2014] proceedings).
  49. ↑ "The adaptation of Chomsky's transformational grammar is criticized by the majority of the professional world as unscientific", p. 15 in Miriam Helisch: Neurolinguistic Programming (NLP) as pseudoscience and delusion . Grin Verlag, Munich 2013, ISBN 978-3-638-64834-9 .
  50. ↑ Helmut Lukesch: Desire and Reality - The esoteric mania for feasibility . In: B. Wisniewski, A. Vogel (Ed.): School on astray - Myths, errors and superstitions in pedagogy . Schneider, Baltmannsweiler 2013, ISBN 978-3-8340-1256-2 , p. 111-124 .
  51. ↑ Julia Lindner: The 10 greatest errors of education . In: Bavarian State Ministry for Education and Culture, Science and Art (ed.): School and We . No. 1 . Munich 2014, p. 4–7 ( km.bayern.de [PDF; 4.6 MB ]). Or km.bayern.de
  52. ↑ http://www.report-psychologie.de/nc/heft/archiv/?tx_rparchive_pi1%5Barticle%5D=735&tx_rparchive_pi1%5Baction%5D=show&tx_rparchive_pi1%5Bcontroller%5D=Article&cHash=31410c0c2ce