Current Standards

The Permanent Evolution Process (development process) of NLP;

... is one of the ECNLP`s goals! NLP aims to continue to be the central platform for the most efficient tools for intra- and interpersonal communication. That is why NLP – corresponding to its initial spirit – shall remain open for integration of excellent enhancements and new developments originating from within NLP as well as from other schools for communication and personality development.

Therefore, the ECNLP-standards define all methods and techniques listed below by its original sense and outcome and not by the structure, the detailed content or by specific theories.

ECNLP – Practitioners

  • have knowledge of basic methods, techniques, patterns and concepts of NLP and are able to apply them in contact with themselves and with others.
  • are outcome-orientated and respect other people’s models of the world and the ecology of the system.
  • are able to elicitate problems with an ecological outcome and an image of the present state.
  • demonstrate behavioral flexibility, resource-orientation and ecological interventions.

Apart from that, they have the following knowledge and skills:

  • Anchoring Techniques (contextualized in the field of applications)
  • Calibration (sensory perception)
  • Consciousness (outward or inward, as required)
  • Feedback (sensory-specific, giving and receiving)
  • Logical levels
  • Meta-Model of language
  • Metaphors (use and creation of)
  • Milton-Patterns (competent use of)
  • NLP-presuppositions (behavioral integration of):
    • The meaning of your own communication is the response you get.
    • All distinctions individuals are able to make concerning their environment and their behavior can be represented usefully by visual, auditory, kinesthetic, olfactory, and gustatory senses.
    • The resources individuals need to effect a change are already within them.
    • The map is not the territory.
    • The value of the individual is inviolably valuable. Only the value and appropriateness of the internal and/or external behavior can be questioned.
    • There is a positive intention motivating every behavior and every behavior can be useful in some contexts.
    • Feedback vs. Failure - All results and behaviors are achievements, regardless of whether they were desired results for a given task/context or not.
  • Rapport, Pacing and Leading (establishment and maintenance of, verbal and non-verbal)
  • (Re-)Framing (contrast, relevance, backtrack)
  • Representational systems
  • Resource-orientation (outcome-orientated accessing and utilization of)
  • Strategies (detection, elicitation, utilization and installation)
  • Submodalities (e.g. dissociated / associated, 1st / 2nd / 3rd position)
  • Timeline

ECNLP - Master Practitioners

  • have advanced knowledge of NLP-concepts, -methods, -techniques, -patterns and –skills and are able to apply them in contact with themselves and with others.
  • are able to do changework with themselves and others.
  • are able to shift focus between content and form and between experience and label.
  • show constant development of their precision of sensory perception and are able to establish and maintain rapport with every individual.

Moreover, they have the following knowledge and skills:

  1. Beliefs (utilization, transformation and change)
  2. Conflict management (different concepts and techniques)
  3. Values/Criteria (identification, utilization, elicitation, adjustment)
  4. States of deep trance (causing them in oneself and in others)
  5. Different change interventions
  6. Integrative NLP-techniques
  7. Interventions (advanced use and design of new interventions)
  8. Meta-Programs (elicitating and utilization)
  9. Modeling (theorie, techniques and examples)
  10. Multilevel communication
  11. Presuppositions (utilization and transformation)
  12. Sleight of mouth patterns
  13. Systemic work (groups, family, team)
  14. Timeline work (advanced)

ECNLP – Trainers

  • have professional knowledge of NLP-concepts, -methods, -techniques, -patterns and –skills and are able to apply them to themselves as well as to individuals and groups.
  • have an excellent self-management, show esteem for the audience and work ecologically with individuals or groups. They have the tact to take into account the different world views of trainer-students and students-students through pacing and leading.
  • With reference to their audiende, ECNLP – Trainers can distinguish different models of the world and respond congruently to each of them, but still considering other models in an ecological way.

ECNLP - Trainers have the following professional knowledge which they use in their training units:

  1. Balanced and methodically planned training units
  2. Group processes and group leading: the ability
    • to calibrate groups
    • to respond accordingly
    • and to work with the group in an ecological way
  3. Diverse knowledge of:
    • further communication models
    • psychological and psychotherapeutic concepts
  4. Facilitate accelerated learning
  5. Overt and covert design of group inductions
  6. Chunking and sequencing of information and experience
  7. Concentration on the audience by using:
    • Different learning styles,
    • meta-programs
    • representational systems
    • logical levels
  8. Using frames on an excellent level:
    • competent use of different types
    • opening and closing frames
    • facilitate unconscious processes in an open frame
  9. Using metaphors during training units (design, deliver and utilize deeply and shallowly, e.g. for process instructions and pre-framing )
  10. Interventions in all kinds of settings (groups and individuals)
  11. Rapport (on an excellent level, in all kinds of settings)
  12. Integration of NLP-presuppositions in all kinds of settings (with oneself, individuals and groups)
  13. Answering questions in an appropriate way (including critical levels and attentive questions).
  14. Utilize criticism in an appropriate way, as well as difficult behavior, disturbances, rejection by group members, hecklers, underachievers, ecological and / or ethical issues.
  15. Different presentation skills, such as stage anchors or nested loops.
  16. Different presentation aids
  17. Individual design, facilitating and debriefing exercises:
    • precise outcome
    • explanations
    • demonstration
    • feedback
    • evaluation