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Hi, Gina!
I can’t see any link, but your question drew my attention. I had a few teenagers in my Prac/ Master Prac trainings and they absolutely loved it. It was amazing to watch because some of them were the diligent type in school, so they were used to staying focused for such a long time, so they performed exquisitely, they even conducted a very successful Breakthrough session with adults that had career and family issues, obviously operating at different Values Levels. I also worked with a teenager that wasn’t into school at all and yet he loved NLP. Their feedback was the same: ‘It’s the first time I’m learning something that’s actually useful. If only they taught this in school’.
The youngest delegate I had in a recent Prac was 11. She asked very clever questions, she was very into it, very quick and precise in doing the exercises, everybody said they had a lot to learn from her.
In coaching is the same, they love it because it’s quick and easy and it gives them extra tools to play with. The only thing is, in my experience, is to find out what motivates them, build a strong why for them to do it, and then everything flows. Which is pretty much the same you’d approach it with adults. ?? If they don’t want to be coached or attend trainings it’s because they don’t see what’s in it for them. Is usually somebody else’s desire or intention for them.
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Hi Camelia
Thank you for your reply and sharing your great experience.
I am excited to hear that the teenagers in your prac loved it and performed so well with successful breakthroughs! That to me is an excellent example of a life transforming experience at a young age! Imagine their future…
Students not into school… I get it. We have a client at present who finished school not so long ago and didn’t like it. He is saying the same ‘I wish I knew this stuff when I was at school’.
11 year old in prac… that is fantastic! My niece is 10 and interested in modelling excellent behaviour. I have worked with her on a few things like stage presence for her debating competitions and also for netball. Last week she won all three debates. Good outcome for her.
In coaching – you make a very useful point about finding out what motivates them and building a strong why. They are so curious about things and they are connecting with new tools… Really like your point.
And I agree with your point about adults- coaching and training. We had a mother bring her 19 year old daughter to us because the mother said her daughter was troubled…interesting projection. When O spoke with the daughter, her problem was nothing like the mother had spoken about!
Have you seen this article https://files.eric.ed.gov/fulltext/ED508368.pdf
It makes me wonder what happens when young people attending our trainings go back into the classroom with the routines and teacher preferred teaching styles?
What are your thoughts?
Have a great day and thanks again. Gina ?
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Hi Master Trainers….experimenting done thanks to Bogdan’s FANTASTIC help!
Can you open this https://youtu.be/VpeVVTGIdmQ Let me know please.
It is a little video about the young woman I worked with – very short so it downloads easily.
Look forward to hearing what you would do….
Thanks, Gina
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Hey Gina
I’ve worked with hundreds of teenagers. fantastic journeys with all of them. Done learning strategies, anxiety, phobias, performance enhancement, physical healing, and a whole range of presentation issues which anyone could have. I also work in schools, with knife crime, bullying, suicide, racism etc…
As for your Questions..
Q1 Neg #1, LB/LD, CYF processes, tasks. I had a teenager recently that told me she couldn’t learn anything. Anything! Anyway that was challenged, and then I said “so if I can teach you something right now then you’ll realise you can learn?” She said yes, so I said “OK I’m going to teach you Japanese!” (Milton – surprise!). I started with learning state. Within minutes she could count easily to ten forwards or backwards, and introduce herself formally and a few other things. After that she was easy to help. Plus I generalised the new learning perspective into the future.
Q2 I follow up afterwards with schools to determine that things have changed. This is done with an online, anonymous survey done by the whole year group before we turn up. Then we take assembly and present the data in a hugely entertaining way – for example rapping the responses with fat tunes far too loud for the teachers. Kids love our attitude. Then we workshop the issues and help them create campaigns with them which they initiate and maintain e.g. posters, pavement art, videos etc. Then we repeat the online survey a couple of months later to see the difference. On one of the last campaigns they created a comic style poster. The main artist was a huge Marvel comics fan, and we happen to know one of the Marvel illustrators, so we paid extra and got him to create the finished poster from their artwork. The kid was blown away that this happened. The pupils’ perspective of how safe they were in school went right up after they realised there were far fewer knives in school than they previously thought. It went from 6 out of 10 to 8 (10 being absolutely safe).
I have offered a few teenagers the chance to do the training, and wouldn’t hesitate to welcome them onboard. Eager to learn, eager to implement, eager to change the world.
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Hey Marc, it’s been nearly a year since my MT in Sydney where you inspired us with your stories!
Wow! I love the approach you are taking with schools. So very important. The learning Japanese is so smart – yes Milton surprise is sooo good!
Presenting on assembly brings a whole school perspective and having teachers involved is powerful for them in their own learning. I really like the survey idea because for schools and their VL thinking this is good for teachers to see the progress and the impact on their system. For parents also, to read about the changes in the school will bring great benefits. I can ‘see’ the involvement of the students and the change in their lives is a great legacy for the work you are doing for the world! ?
What just popped into my mind is… have you written your success up for a journal? Your work is very impactful!
Thank you so much! Your response shows the global reach of the benefits of the NLP toolkit.
Hope to see you soon.
Gina ?
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Hey Gina
A regional school in South Australia adopted our Successful Minds Program as their whole year focus. This involved training the teachers (Developing Successful Minds with Teaching Excellence is our Program for teachers) as well as working with learners from R-12. It was interesting working with the teachers but that’s a story for another time 🙂
The students loved the program (NLP) – particularly the NLP Comms Model – they really got it and gained a great understanding of why everyone is different and to respect each other because of it. They said now they understand growth mindset whereas it was just words to them before. It really enlightened them on why some people might be bullies and why some people might be bullied – very empowering for them. Mastering their State and focussing on what they want resonated. They really took to Cause > Effect too and also the Learning Strategy. Each classroom adopted the “spot” and the students were blown away with a demonstration of the spelling strategy. I have found that children really get it and are keen (sometimes with a little help from Milton 🙂 ) to learn more and utilise what they have learned. I adapt the program for the varied age groups and am hoping more schools adopt the program…..
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Hi Cherry, this is fantastic! Thanks so much for sharing. Reducing bullying in schools will result in number of benefits for the students, schools, families and beyond. This initiative is something the state governments should support? Would love to hear more how you go… and your experience with the teachers… that sounds ‘intriguing’.
Look forward to seeing you in the forum and hearing more… Have a great day, Gina ?
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Gina, Marc, and Cherry, thank you all for sharing your experiences, they are very inspiring.
One of the things I love the most about NLP is that it is so versatile that it can be adapted to any type of audience and challenges they may have.
About your question, Gina… ‘what happens when young people attending our trainings go back into the classroom with the routines and teacher preferred teaching styles?’ It’s a challenging one but I think we can parallel it to what happens when an adult attending our trainings goes back in their environment (work, family) where people stay the same and they run the risk of falling back on the Effect side of the C>E equation.
Some of the ways in which I deal with this, either in coaching or trainings, are:
– teach them how to set boundaries;
– make sure they have at least an internal check in their Frame of Reference Metaprogram, so they can acknowledge and celebrate their achievements even if people outside may not confirm them or doubt them;
– future pace them to adopting a constructive attitude towards teaching and learning styles that might not be effective; make them feel good for knowing some ‘secrets’ (Learning State, Learning Strategy, Anxiety Model, TLT) that will support them even when they encounter adversity (or especially when that happens);
– encourage them to create a growth oriented environment in their world – in this case, maybe supportive parents, or classmates they can study with (especially if they’re team players), or other young people with whom they might attend to their hobbies.And as I saw bullying mentioned here, I was wondering if you guys know this video:
I found it extremely useful in teaching people how to effectively deal with bullying.
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I’ve been reading the conversation going on in this forum and I love it.
Cami, the video is awesome. And fun!
What I liked the most is the emphasis on Self. At this age, people deal with the issue of inclusion and many times this manifests as getting lost in the group just to be accepted. We all had to deal with this and I – for once – I remember having to make the choice of being included and giving up on mySELF VS playing it by the group’s rules.
The issue of Self leads to th development of individuality which is exactly what young people need. Finding who they are VS who they are not.
Anyway, back to the video, what a pattern interrupt! It plays on blamer VS placator. Placator will get you out of trouble on the spot, my question is only one: will it attach to you the submissive placator “weak” person label? Then you have to deal with that one….because the good VL3 will try to take advantage later on. That’s what 3s do!
Nevertheless, good video! Thank you for posting it.
I think that a little conversation about VL VERY simplified and adapted for young people’s daily problems (like bullying) can help as well. Showing them how to deal with VL3 is also helpful.
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Hi, Adriana!
Thank you for pointing that out, I thought it was great for a pattern interrupt too and yes – very good question whether playing placator will attach the ‘weak’ person label. I think it can, if generalised in the person’s behaviour. What I picked up in the video was placator going into distractor by the end of it, perhaps chaining it further to leveller could be even more effective.
However, the understanding of bullying as a power play and the importance of not getting upset (also essential in dealing with VL3’s) were great take aways from this. And you mentioning focus on self sparked another idea to add to Gina’s question about young people going back to the teachers’ preferred teaching styles.
I grew up in Romania, where the school system was, and still is… not enjoyable, nor effective, to say the least. Focus on self helped a lot. At some point I started to figure out what really interested me in terms of learning, therefore I focused on that, I searched for information on my own and I took private classes with teachers I could actually learn from, paying less and less attention to what didn’t work in school. At 16 I learned a little bit about goal setting, so having goals for myself and focusing on them helped me get out, at least mentally, from the traditional school approach, pumped me up with motivation to learn and acquire skills I thought were going to be useful in life. I cannot not contemplate what a difference would have made to also know NLP at the time. Imagine that now we can equip people with these tools easily and effectively.
Love this conversation and the topic.
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Hi Camelia and Adriana
Great video Camelia and thanks for sharing. So much experience being shared in the conversations from everybody! Your feedback about what to do post trainings is fantastic! Thank you! The video – Brooks has a style that will engage young people – excellent! I searched Brooks and he has many more videos. I like the emphasis on ‘self’ too as Adriana has pointed out. In the school yard and to some extent the first few years post formal schooling, how many young people are happy being ‘self’ rather than ‘group’ motivated? I can see why you use the video to teach people about bullying. Yes, imagine if NLP was in schools and teachers did NLP as part of their teacher training, and educational leaders are NLP trained, let’s not stop there….political leaders? They need to get out of their VL world – what would the world be like then? Love the conversation! Gina
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Hi Camelia great post and that video is one of my favorites. NLP is sooo versatile as you say. I’ve just come home from a “roadshow” where I had 7 days straight of presenting different workshops to different groups in regional communities. Wellbeing & Leadership to adults 18-30 and then the same workshop to yr 9-12 students. The next couple of days was Relieving Stress, Anxiety & Depression and the last 3 days Resilient Communication to drought affected areas. All NLP, all similar topics adapted to the different groups and workshop topics. Incredible!! And so impactful and the reason I so love what I do and so passionate about those 3 life changing letters.
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