The purpose of this training is to develop a whole mind approach to thinking, feeling and behaving through developing an integrated use of meditation and hypnosis. Through the training you will learn to use a variety of meditations and levels of hypnosis to explore how you organise, develop, and process your sense of reality. You will then learn how to use these processes to facilitate specific life changes and overall life development.

MEDITATION

Many people think of meditation as a way of relaxing. It is also much more than that. Meditation is the systematic cultivation of resourceful mental states: one meditates to transform oneself and one’s world. The practice of sitting in meditation is not an end in itself but is a process of changing the way your minds works and how you work your mind – benefiting on all aspects of living. Through the process of modelling we can identify the different skills and changes traditionally sought through meditation and improve the effectiveness and efficiency of the process. By using DBM® Modelling we can greatly shorten the time it takes to get the intended benefits from meditation and create new meditations.

HYPNOSIS

Hypnosis is often thought of as a kind of relaxation or sleep. The coining of the name hypnosis from hypnos (sleep) by Braid emphasised this. He later tried to change the name when he had experimented more and realised that the sleep type states were not the only ones but it was too late and so the ”sleep” idea is still the dominant idea about trance. Through hypnosis it is easier to activate unconscious processes making active use of the patterning and creative abilities of the unconscious. The history and practical performance of hypnosis has been riddled with myths and rituals. Through the process of modelling we can identify with precision the key processes (and tricks) in traditional induction techniques and create simpler, more effective ways of inducing trance and using hypnosis.

INTEGRATION OF HYPNOSIS AND MEDITATION

For thousands of years different cultures have developed and practiced a wide variety of meditation and trance techniques to enhance thinking and spiritual practice. This has resulted in many different ways to meditate and to use trance, all of them offering some things but none of them offering everything that is possible. An integration of the key processes of each would offer a richer range of options and help us to optimise our use of hypnosis and meditation.

John McWhirter was not content to mindlessly repeat meditations and trance inductions and trance states, he wanted to know HOW and WHY they worked so that he could in turn work them more effectively. John then went on to integrate firstly different types of meditation and different types of trance and then to integrate hypnosis and Meditation. This has contributed to his creation of Developmental Behavioural Modelling DBM® and has in turn also been enriched through his applying DBM® to “model” Hypnosis and Meditation.

Through the modelling methodology of Developmental Behavioural Modelling DBM^® and thirty years exploring meditation and hypnosis, John McWhirter has developed an integrated process that combines the individual benefits of meditation and hypnosis, creating more than the sum of the parts, offering a development tool to assist in a holistic approach to learning and personal development.

DEVELOPMENTAL BEHAVIOURAL MODELLING DBM^®

Developmental Behavioural Modelling DBM^® is a relatively new field that offers a unique set of skills. The uniqueness lies in that it operates at a deeper level than the usual techniques and ready-made answers and solutions. DBM^® is a methodology not a fixed method. It offers a set of behavioural modelling skills to apply in any situation. DBM^® modelling skills are used to identify the specific needs of the situation and to create answers that fit the particular circumstances rather than applying a pre-packaged solution. DBM® is “reality based”, it aims to describe what, how and why things happen, not to interpret or impose pre-conceived theories onto the world. This makes DBM^® a very practical approach.

DBM^® was initially created by John McWhirter in the mid 1980’s and for over fifteen years he developed it through practical applications in Social Services, Education, psychotherapy and Business and through the Re-Modelling of Neuro Linguistic Programming (NLP). John was personally certified as a trainer and as a Master Trainer while working for Richard Bandler, co-developer of NLP. Many early developments in DBM® were made to improve the quality and effectiveness of NLP training. John is the creator of “Re-Modelled NLP”, the result of his applying DBM® to Re-Model the traditional NLP Practitioner and Master Practitioner training material, making it more accurate and more effective.

John also drew upon the most effective approaches in therapy, education and business together with skills and approaches of Neuro-linguistic Programming, Ericksonian hypnotherapy, Gestalt therapy, General Semantics, all within a framework developed from the work of Gregory Bateson, Cybernetics and Systems theory. The result is a constantly developing field that works with the total situation applies modelling technology through a systems methodology and the developmental modelling to‘re-model’ the situation.

For the last twenty years John has concentrated on expanding DBM® into a complete field of study, the study of all things related to modelling. And now with over 750 models DBM® is a comprehensive modelling methodology that can be applied universally.

DBM^® models our human modelling skills, formalising them and making them available for others to learn more easily. DBM^® also extends our natural modelling possibilities by increasing our understanding and skill through modelling the modelling process. DBM® is also used to model other models and theories. One of the reasons that DBM® has expanded so much is that it is John is constantly using each new model to re-model, and improve, the previous models.

MODELLING METHODS AND MODELLING METHODOLOGY

While DBM® can provide many different modelling methods (like the NLP Modelling methods) it is unique in that it is a universal modelling methodology, for example, look around, EVERYTHING you see, hear and feel, all the people, objects, EVERYTHING, can be  relevantly and accurately modelled with DBM®.

INNOVATION AND DEVELOPMENT 

As well as creating a complete field John has numerous new ways of understanding that challenge tradition ways of thinking about Mind, Thinking, Emotions, Learning, Change, Memory, and Language including:

• A new model of Mind
• New models of Memory, Imagination and Creativity
• Fractal Modelling for ease of moving holistically between levels of detail
• A new model of Trance and Inductions that enables creating unique inductions for every client
• An integration of all major learning models
• New models and Processes of Change
• A Self- Managing Model that identifies in detail different levels and processes in our Self-Managing
• A consultancy model which integrates all the major change roles including Parenting, Counselling, Therapy, Coaching Teaching and Training
• A field model for studying any scientific field

APPLICATIONS WITH MEDITATION AND HYPNOSIS INCLUDE:

• Relaxation and Stress Management.
• Problem Formation and Problem Solving.
• Utilising Emotions.
• Managing Emotions.
• Managing Thinking.
• Developing Meaning.
• Developing Understanding.
• Developing Relating.
• Developing Emotions.
• Developing Creativity.
• Direct Unconscious Communication.
• Conscious Trance.
• Unconscious Meditation.
• Higher Level Conscious Processing.
• Higher Level Unconscious Processing.
• 4^th Way Living.

SYLLABUS INCLUDES:

• DBM^® Model of Mind: Conscious, Unconscious and Biological Mind.
• DBM^® Modelling of Meditation.
• DBM^® Modelling of Hypnosis and Trance Induction.
• A range of different types of Meditation.
• A range of different types of Trance.
• Integrated model of Meditation and Hypnosis.
• Different Types of Mindfulness and their optimal application.
• The Modellers Mind.
• Conscious, Unconscious, Biological Mind Model.
• Self-Management Model.
• Types of Feeling Model.
• Types of thinking Model.
• Stress, Strain Model.
• Integrated Mind – Body Model.
• Analogue, Digital, Differential Information model.
• Higher Functions Model.
• Creativity and Innovation Model.
• Directing Attention Model.
• Investigate Know Do Get Model.
• Motivation and Attainment Model.
• Structural thinking Model.
• Using Emotions for Effective Thinking (FADS Model).
• Integrated Learning Model.

Life offers many opportunities for meaning, pleasure and fulfilment. We are born with no ability to do either. We must learn or create ways to live effectively. Often if something is good we think more would be better but when we try to maximise living process they become toxic; too much or too little food or drink is dangerous. There are similar dangers for our higher emotional needs and our needs for meaning and fulfilment. The perfect goal is to “Optimise”, to get it “just right”, not too much, not too little. This is very challenging because “optimal” is not a fixed, easy to identify level. It is ever changing as we and the world changes. To optimise requires a deeper sensitivity to our lives and a deeper understanding of how to live effectively so that we create a productive, successful, pleasurable, happy and meaningful life.

EVERYBODY IS DIFFERENT

Everybody is different. What makes one person happy or fulfilled does not work for other people. Our main needs in life may be very similar but each individual will have a unique combination of life attainments that will optimise their life. This is a challenging combination, if we go looking for success, happiness, fulfilment, the best way for us may not yet exist so we may need to create it. We may need to create rather than find what is not yet there.

To get the most from life we need to optimise the discovering and creating to develop our own best way of living.

LIVING SUCCESSFULLY, NOT WAITING FOR SUCCESS

Many people live in hope of some future happiness or fulfilment. Sadly they often die waiting. While a sense of happiness, success, fulfilment can occur in old age it is much more fulfilling to experience them NOW. Each and every moment is a moment that can be cherished, each action can be “successful”, each experience “meaningful”.

THE POVERTY OF RICHES ON THEIR OWN

For many people the attainment of happiness, success, meaning, and fulfilment is pursued through material riches alone. While material riches can be extremely useful they are seldom the sole cause of success, happiness, meaning, and fulfilment; for these other things are required.

MAKING MORE OF YOUR WEALTH, CREATING MORE WEALTH

Our wealth is not just material, our greater wealth is in our experience of living, our wisdom and ability to live successfully, happily and meaningfully. These higher attainments come through our wise use of our wealth. We can also, with our optimal use of our wealth, create more material wealth and more importantly a wealth of happy and meaningful experience in life.

DEVELOPING TASTE

The more we can notice in life, the more of life is available to us. Developing “taste” is a great way of enriching our experience of life from the sensory “tastes” through to aesthetic tastes in music and art,

DEVELOPING THE WORLD

The greater our understanding of how the world work, the more effectively we can work the world. This is where a scientific methodology is very effective in identifying what is real and how reality functions. Through the science of effective modelling more of the world is available. Through the creativity of science more things in the world are created.

OPTIMISING LIVING

The integration of Art and Science and the effective application to our daily living is the optimal combination for developing our lives as a whole.

Developmental Behavioural Modelling( DBM®) offers a practical and verifiable set of distinctions, models and processes for developing an integration of Art and Science and through applying DBM® to our daily lives a very effective methodology for Optimising Living.

Developmental Behavioural Modelling DBM®

All of us build our understanding of the world around us based on our experience. We continue to create and change this understanding throughout our lives. We call this understanding that each of us creates our ‘model’ of the world. By a model we mean “an organised dynamic representation of our world”. We do not respond to the world as it is. We respond to how we have made sense of it, how it is “meaningful” to us. We then respond to new things based on what we already “know”. Instincts build in responses for animals but human beings need to learn how to respond in our cultures, organisations, countries and families. This learning, the building of a model, is a process of Modelling. All our cognition and all our emotions are based on our understanding of reality, on our models of the world.

We build and use models; our clients build and use models. As professional we are more likely to build formal models (including theories) to extend our informal or “naturalistic” modelling.

Both informal understanding and the formal understanding of science are models (and theories) built through the process of modelling. No matter what the epistemology underlying a theory both the epistemology and the theory require to be created in the first place.
Developmental Behavioural Modelling DBM is the formal studying of the complete range of modelling. This includes the structure and function of models, how models are formally and informally constructed and applied.

THE TRAINING

In this training John will introduce the key distinctions, models and change processes for effectively optimizing how to live productively, successfully, meaningfully, and enjoyably, identified through the field of Developmental Behavioural Modelling (DBM®).

This training is NOT about “getting rich” or only increasing material possessions. The training is NOT about superficial techniques or tricks. The training is NOT about one answer for everyone.

The training IS about developing a deeper understanding, an increased sensitivity and skill in creating a day to day experience of life that is optimally productive, meaningful, successful, and happy. The training is about guiding participants to explore their own uniqueness and the uniqueness of others, and to develop the skill wisdom to adapt to changing circumstances to maintain an optimally productive, meaningful, successful, and happy life.

What Participants can expect from this training:

• To understand more about living optimally: not just knowledge but wisdom
• To be able to do more
• To be able to explore more
• To be able to go beyond your previous limits
• To create more
• To get more
• To give more

Participants will learn:

• How to identify what makes your life productive, successful, meaningful, and enjoyable
• Create new ways to make your life productive, successful, meaningful, and enjoyable
• Identify what makes other people’s lives productive, successful, meaningful, and enjoyable
• Create new ways to make other people’s lives productive, successful, meaningful, and enjoyable
• Develop Taste: Tasting, Distinguishing, Appreciating
• How to Add Value
• How to Create Value
• How to Develop Aesthetic Judgements and Appreciation
• How to put more into life and how to get more out of life

 

Feelings and Emotions

Feelings and emotions are central aspects of our humanity; from sensory pleasure and pain to anger, fear, love, joy and happiness. They are crucial to all our experience, they are central in all our interactions with ourselves, our loved ones and the world beyond.

Increasing our sensory and emotional sensitivity means that there is more of the world available to us; increasing the range and depth of feeling and emotional experience increases our potential quality of life.

Sensory feelings and emotions are intimately related. We often seek the enjoyable feeling and emotion feelings and try to avoid or get rid of the uncomfortable or painful ones. While this is often useful , by not understanding that uncomfortable or painful feeling and emotions play a crucial role in usefully identifying damage (pain), real and potential threats (fear and anxiety) we may be mismanaging our emotions by stopping the pain, fear and anxiety rather than using it.   Of course if they are inaccurate or mistaken or stuck feeling and emotional responses then it would be useful to “get rid of them”; but only after finding out how this is happening and improving the effectiveness of how we are producing emotions.

The same is true for enjoyable feeling and emotions, we may mismanage them by seeking them even though they may not be relevant or useful; From the pleasure a bully gets in inflicting pain, the emotional high in drug use and crime, through to missing out on the development of higher emotions and meaning in life through an addiction to watching soap operas.

EFFECTIVE MANAGING OF FEELINGS AND EMOTIONS

To get the most from our positive emotions and to use our negative emotions relevantly we need to manage them effectively. To manage our life we need to manage our experiences of pleasure and pain effectively.

The effective managing of feelings and emotions starts with a high level of sensitivity to both and how they relate and continues with an understanding of how they work and the skill to manage them. Effective managing includes using feeling and emotions as relevant responses to life experience and for planning for the future, developing effective unconscious feelings and emotions and creating “higher” and “deeper” emotions.

MODELLING FEELINGS AND EMOTIONS

Our sensory feeling and emotions have been a source of fascination since the earliest times. There have been many different theories about emotions from Psychologists like William James and Freud and from Philosophers, from Lange to Sartre with little practical application for managing our emotions more effectively.

Developmental Behavioural Modelling( DBM®) offers a practical and verifiable set of distinctions, models and processes for identifying HOW we experience feelings and emotions, HOW they develop and change, and HOW we manage them.

DBM® allows us to make a practical investigation of feelings and emotions with the aim of improving our understanding appreciation and control of our feelings and emotions.

Developmental Behavioural Modelling DBM®

All of us build our understanding of the world around us based on our experience. We continue to create and change this understanding throughout our lives. We call this understanding that each of us creates our ‘model’ of the world. By a model we mean “an organised dynamic representation of our world”. We do not respond to the world as it is. We respond to how we have made sense of it, how it is “meaningful” to us. We then respond to new things based on what we already “know”. Instincts build in responses for animals but human beings need to learn how to respond in our cultures, organisations, countries and families. This learning, the building of a model, is a process of Modelling. All our cognition and all our emotions are based on our understanding of reality, on our models of the world.

We build and use models; our clients build and use models. As professional we are more likely to build formal models (including theories) to extend our informal or “naturalistic” modelling.

Both informal understanding and the formal understanding of science are models (and theories) built through the process of modelling. No matter what the epistemology underlying a theory both the epistemology and the theory require to be created in the first place.

Developmental Behavioural Modelling DBM® is the formal studying of the complete range of modelling. This includes the structure and function of models, how models are formally and informally constructed and applied.

John McWhirter

 

The Art and Science of Effectively Managing Problems  (24 Common Patterns in Managing Problems).

Life is full of difficulties and problems. How we identify and respond to them can strengthening and enrich us or burden us with unnecessary pain and suffering. As we are born not knowing anything about problems we need both to learn how to identify them and to know how best to respond to them. This is all the more challenging as there are many different types of problems and a successful response to one of them could, if applied to another one, make things worse.

All that we call difficulties, limitations and problems are different kinds of life problems each requiring a different type of intervention. There is not a single panacea, one fix for everything.

Paul Watzlawick has described one situation where “the problem is a solution”. This is where in an inappropriate solution or poorly executed solution can create new problems. This danger of well meaning but poor intervention creating new problems or compounding existing problems is not the only way that we can mismanage problems, there are many others. One other common situation, one where we could say “the problem is the problem”, this is where the problem is poorly formulated in the first place never any attempted solution based on it will be a waste the time or again potentially make things worse. Another common situation is where there is a problem but it is not recognised or is ignored, we could say that “nothing IS the problem”.

All of these examples demonstrate how complex and challenging it is to successfully manage problems. They are all examples from 24 different patterns that we use to mismanage problems that John McWhirter has identified through 30 years of working to help people manage problem better.. They are the same 24 different patterns that we use when effectively managing problems.

If we understand how these different patterns work and use them appropriately we can avoid the negative possibilities create effective responses, manage problem better and enhance our quality of life. To be most effective we need to:

• Recognise that there is a problem.
• Identify accurately what kind of problem it is.
• Know how to effectively respond to each kind of problem.
• Apply the appropriate response effectively.

John McWhirter, Creator of Developmental Behavioural Modelling (DBM®)

John McWhirter has been modeling how we manage problems for over 30 years and this has been integrated into his creative modeling with his work as a therapist, teacher and consultant together with extensive research and study including systems theory, communication theory, and information theory creating the field of Developmental Behavioural Modelling (DBM®).

The 24 patterns have been identified through Developmental Behavioural Modelling (DBM).

In this workshop John will introduce 24 common types of response to problem situations all of which are useful sometimes and of which can make things worse if inappropriately applied. Participants will learn how to identify each of the 24 patterns, learn what is appropriate and not appropriate for different problems, how to effectively apply each of the patterns, and learn how to help people change from an inappropriate to the appropriate pattern.

In the workshop a number of additional DBM distinctions, models and skills will be introduced to support and extend the ability of participants to work effectively with the 24 patterns.

Developmental Behavioural Modelling  (DBM®)

All of us build our understanding of the world around us based on our experience. We continue to create and change this understanding throughout our lives. We call this understanding that each of us creates our ‘model’ of the world. By a model we mean “an organised dynamic representation of our world”. We do not respond to the world as it is. We respond to how we have made sense of it, how it is “meaningful” to us. We then respond to new things based on what we already “know”. Instincts build in responses for animals but human beings need to learn how to respond in our cultures, organisations, countries and families. This learning, the building of a model, is a process of Modelling. All our cognition and all our emotions are based on our understanding of reality, on our models of the world.

We build and use models; our clients build and use models. As professional we are more likely to build formal models (including theories) to extend our informal or “naturalistic” modelling. Both informal understanding and the formal understanding of science are models (and theories) built through the process of modelling. No matter what the epistemology underlying a theory both the epistemology and the theory require to be created in the first place.

Developmental Behavioural Modelling DBM is the formal studying of the complete range of modelling. This includes the structure and function of models, how models are formally and informally constructed and applied. DBM® offers a practical and verifiable set of distinctions, models and processes for identifying HOW we communicate, HOW learn and improve our communication.

 

The Training

This training is NOT about simplistic tricks and “quick fixes“. The workshop IS about developing a deeper understanding, an increased sensitivity, and more effective approaches to managing life problems.

The training uses a combination experiential learning, and direct instruction within a caring and protective environment. Openness and willingness to explore and share experiences with others is a pre-requisite for all involved and will used to both create and test the new understanding and skills in managing life problems.

Core Syllabus:

• 24 Common Patterns of responding to Problems
• Difficulties, Problems, Limitations
• Resolving, Solving and Dissolving
• DBM® Creative Modelling
• DBM® Analogue, Digital and Differential Information Model.
• Sensory sensitivity and how to develop sensory skills.
• DBM® Sensory Experience, Meaning, Significance Model.
• DBM® Input, Relate, Compute, Output Model.
• DBM® Transitions Fiction, False Facts, Fallacies, Faults Model.
• DBM® Types of Distinction.
• DBM® Managing Labels.
• DBM® Types of Nothing.
• DBM® Types of Feeling.
• DBM® Types of Thinking.
• DBM® Types of Doing.
• DBM® Subjective, Objective, Contextual Modelling

Key Background Distinctions and Models

• DBM® Natural Modelling, Mythical, Metaphoric, Magical, Formal Modelling
• Causal and Transitional Modelling
• DBM® Fractal Modelling
• DBM® Self Management Model
• DBM® Consultancy Model
• (Integration of Advising, Counselling, Therapy, Consulting, Teaching, Training and Coaching)
• DBM® Knowledge Trees
• DBM® Motivation and Attainment Model
• DBM® Field Model
• DBM® Transitions Model
• DBM® Twelve Patterns of Change
• DBM® Three models of Change
• DBM® Seven Types of Change
• DBM® Processing Preferences
• DBM® Systemic Leadership Model
• DBM® Seven Types of Transitions
• DBM® Five Stages of Transitions
• DBM® Managing Grid
• DBM® Subjective, Objective, Context Model
• DBM® Evaluation Model
• DBM® Coaching D.A.N.C.E. Model

 

Our ability as humans to communicate is universally acknowledged as one of the defining features of being human. Our individual ability to communicate well is central in all that we do in life. Difficulties in communication can result in mistakes, wasting time and effort, unnecessary problems, intolerance, suffering and conflict.

Effective communication saves time and effort, increases our productivity, increases our understanding, and improves our effectiveness in all areas of our life. Effective communication is necessary in love and relationships, in poetry, prose, music, dance and art, a fundamental in all our highest and greatest pleasures in life.

 

Communication is involved not only in the big things in life it is a necessary part of all human activities from mother child interactions, living together, relating, socialising, learning, media, art and science. The importance of communication is evident in the wide range of different communication behaviours that we rely upon.
These include Informing, Telling, Stating, Reporting, Asking, Questioning, Directing, Instructing, Commanding, Suggesting, Promising, Warning, Assuring, Expressing, Committing, Changing, Stimulating, Pleasing, Activating, Orientating, Creating, Imagining, Envisioning, Planning, Expecting, Reviewing, Summarising, Consolidating, Judging, Evaluating, Comparing, Contrasting, Mediating and Negotiating.

 

The importance of communication means that any difficulties or problems in communication can has serious consequences in all areas of our life. Poor communication can result in misunderstanding, confusion, relationship problems, poor decisions, intolerance, conflict and violence.
Effective communication can have a positive contribution in all areas of our life; both in the avoidance of the unnecessary suffering from poor communications and in its positive contribution in helping us to meet the increasing challenges of our modern world and helping us to make this a better, safer world, a world of greater mutual understanding and tolerance of each other and other cultures

 

DEVELOPING COMMUNICATION UNDERSTANDING AND SKILLS

We develop our communication skills through a combination of self learning and learning from others through processes such as copying, role modelling and direct instruction. Because of this there is a degree of randomness or luck in the examples available and it is unlikely that our all of our self learning and all of our external examples will be the most effective possible.

 

Modelling is an effective methodology for identifying the most effective communication processes and behavioural skills; a methodology that is also used to formalise these processes and skills to make them available to everyone. Modelling is also a source of new skills. Developmental Behavioural Modelling DBM® has identified how the communication process works in detail and the processes active as we develop our communication knowledge and skills throughout our lives. Training in DBM will help you to develop your communication skills and offer you many tools and processes to help others to develop their communication skills.

 

DEVELOPMENTAL BEHAVIOURAL MODELLING DBM®

All of us build our understanding of the world around us based on our experience. We continue to create and change this understanding throughout our lives. We call this understanding that each of us creates our ‘model’ of the world. By a model we mean “an organised dynamic representation of our world”. We do not respond to the world as it is. We respond to how we have made sense of it, how it is “meaningful” to us. We then respond to new things based on what we already “know”. Instincts build in responses for animals but human beings need to learn how to respond in our cultures, organisations, countries and families. This learning, the building of a model, is a process ofModelling. All our cognition and all our emotions are based on our understanding of reality, on our models of the world.

We build and use models; our clients build and use models. As professional we are more likely to build formal models (including theories) to extend our informal or “naturalistic” modelling. Both informal understanding and the formal understanding of science are models (and theories) built through the process of modelling. No matter what the epistemology underlying a theory both the epistemology and the theory require to be created in the first place.

Developmental Behavioural Modelling DBM® is the formal studying of the complete range of modelling. This includes the structure and function of models, how models are formally and informally constructed and applied. DBM® offers a practical and verifiable set of distinctions, models and processes for identifying HOW we communicate, HOW learn and improve our communication.

 

MODELLING COMMUNICATION WITH DEVELOPMENTAL BEHAVIOURAL MODELLING DBM®

In this workshop John will introduce the key distinctions, models and processes for effective Communication and Developmental Negotiation he has created through the application of the modeling field of Developmental Behavioural Modelling (DBM®). John has been modeling the process of communication for over 30 years integrating his creative modeling with his work as a therapist, teacher and consultant together with extensive research and study including systems theory, communication theory, and information theory.

DBM® allows us to investigate in detail where communication fails or is problematic for example miscommunication, poor communication, manipulative communication, irrelevant communication, poor communication, and lack of communication. DBM® also provides a wide range of understanding, distinctions, skills, models and processes to resolve these communication problems.

John has also modelled in detail how the different Communicating Behaviours work how they relate to each other including negotiation, a communication process that he has developed into a process for personal and professional development.

DEVELOPMENTAL NEGOTIATION THROUGH DBM®

Negotiation is traditionally used to assist in the communication between two or more people (or points of view within and individual) in order to reach an agreement or compromise. John has created, through DBM®, new developmental applications for negotiation that integrate with many other DBM® tools for personal and professional development have been created for this communication process. He has identified twelve different patterns of negotiation. One of them is a new application of negotiation for personal and professional development. Developing through negotiation has the addition advantage of being a joint venture throughout, maintaining the importance of the relationship whether it is intrapersonal or interpersonal negotiation. Negotiation exemplifies the how DBM® can identify existing skills and processes in depth and also how DBM® is unique in creating new understanding, processes and skills for human development.

 

THE TRAINING

This training is NOT about simplistic tricks and “quick fixes“. The workshop IS about developing a deeper understanding, an increased sensitivity, and more effective communication skills that when used appropriately will improve the quality all aspects of communication and the quality of life for all involved.

The training uses a combination experiential learning, and direct instruction within a caring and protective environment. Openness and willingness to explore and share experiences with others is a pre-requisite for all involved and will used to both create and test the new understanding and skills in communication.

Participants will learn:

• The Science of Communication; how communication works, the processes and dynamics of communication.
• The Art of Communication; how communication skills and artistry create an aesthetic elegance beyond the necessary mechanics of communication.
• The Art and Science of Communication; how the holistic modelling methodology of DBM®builds on an integration of the best of the art and science of communication to create an in-depth model for improving all aspects of communication and resolving communication problems.
• The role of Communication.
• The benefits and limitations of Communication.
• The metaphors of communication.
• The myths of communication.
• The dynamics of Communication; Communication Functions: How to identify communication processes.
• How to identify communication patterns and processes.
• Communication Behaviours: How to identify the main communication behaviours
• Improving Communication: How to develop accurate and effective communication
• Over 30 common communication difficulties, problems and limitations and how to resolve them.
• How communication operates in relation to our conscious mind, unconscious mind and biological mind and how to develop more effective “inner” communication
• Twelve different Types of Negotiation.
• Developmental Negotiation: How to use the negotiation process for specific personal and professional developments.

How to communicate with intelligence and wisdom

How to change Communication and how to use communication to make changes

• Specific change processes and patterns for working with communication difficulties, problems and limitations
• How to communicate with intelligence and wisdom
• How to change Communication and how to use communication to make changes
• Specific change processes and patterns for working with communication difficulties, problems and limitations
• How to communicate with intelligence and wisdom
• How to change Communication and how to use communication to make changes
• Specific change processes and patterns for working with communication difficulties, problems and limitations
• Specific Linguistic communication Skills.
• Specific Non- Linguistic communication Skills.

 

Core Syllabus:

• DBM® Communication Model.
• DBM® Analogue, Digital and Differential Information Model.
• DBM® Performative, Literal and Metaphoric Communication Model.
• Sensory sensitivity and how to develop sensory skills.
• Communication Roles.
• Communication Processes.
• Communication Behaviours.
• Communication Preferences.
• Communication Patterns.
• DBM® Communication Model.
• DBM® Sensory Experience, Meaning, Significance Model.
• DBM® Input, Relate, Compute, Output Model.
• DBM® Transitions Fiction, False Facts, Fallacies, Faults Model.
• DBM® Dictate, Communicate, Relate Model.
• DBM® Emit, Transmit, Communicate Model.
• DBM® Communicate To, With, As Model.
• DBM® Openings, Opportunities, Choices Model.
• DBM® Information, Understanding, Orientation Model.
• DBM® Types of Distinction.
• DBM® Managing Labels.
• DBM® Types of Nothing.
• DBM® Types of Feeling.
• DBM® Types of Thinking.
• DBM® Types of Doing.
• DBM® Subjective, Objective, Contextual Communication Model.
• DBM® Describe, Explain, Justify.
• Muti-Functional Communication
• Multi-Level Communication
• Different Types of Negotiation
• Developmental Negotiation: the application of the negotiation process for specific personal and professional developments

 

Key Background Distinctions and Models

• DBM® Natural Modelling, Mythical, Metaphoric, Magical, Formal Modelling
• Causal and Transitional Modelling
• DBM® Fractal Modelling
• DBM® Life Skills Model
• Specific Life Skills
• DBM® Self Management Model
• DBM® Consultancy Model
• (Integration of Advising, Counselling, Therapy, Consulting, Teaching, Training and Coaching)
• DBM® Knowledge Trees
• DBM® Motivation and Attainment Model
• DBM® Field Model
• DBM® The modelling of Mind Model: 11 B’s
• DBM® Transitions Model
• DBM® Twelve Patterns of Change
• DBM® Three models of Change
• DBM® Seven Types of Change
• DBM® Processing Preferences
• DBM® Systemic Leadership Model
• DBM® Motivation and Attainment model
• DBM® Seven Types of Transitions
• DBM® Five Stages of Transitions
• DBM® Life Grid
• DBM® Subjective, Objective, Context Model
• DBM® Evaluation Model
• DBM® Coaching D.A.N.C.E. Model

As human beings, our greatness lies not so much in being able to remake the world – that is the myth of the atomic age – as in being able to remake ourselves. – Gandhi

Life is seldom perfectly predictable and easy; it is full of challenges; from simple things like working a new DVD player through economic depressions and redundancy to accidents and bereavement.

Some of these challenges will result in disruption, some sort of “upset” at some time in our lives; from simple things like the computer crashing, the car breaking down, through to the more serious upsets of economic downturns, illness, traumas, and bereavement. These experiences, large and small, upset our stable well being in life. Often the larger challenges result setbacks to our development in life.

Often when we are disrupted we right ourselves and keep going. Sometimes the disruption sets us back; from undermining our confidence, creating anxiety and fear to negative developments such as reduced self esteem and aspirations.

Our immediate need in response to disruption and setbacks is to COPE. Coping is necessary to stabilise things so that we can then intervene in a useful way. Sadly all too often people do not get beyond coping.

Not all attempts at coping are useful. Frequently advice is offered by friends and family to help people to cope with the upset, the discomfort and emotional pain. Common advice such as “forget about it”, “give it time”, “time is a great healer”, “move on”, “put it behind you” while well intended would, if followed, be detrimental and result in further loss.

While coping is necessary it does not by itself right things, work toward making things better, to “Recovering” from the setback. Just as there are many different ways that we can be setback there are also many different ways to recover. These include: Recovery, Convalescence, Healing, Improvement, Mending Rallying, Recuperation, Return to health, Revival, Turn for the better, Amelioration, Improvement, Rehabilitation, Restoration, Revival, Upturn, Recapture, Reclaim, Redemption, Repair, Repossess, Restoration, Recapturing, Returning, Rebalancing, Righting, Returning, Re-establishing, Re-Aligning, Going Back, Getting Back, Healing, Mending, Balancing, Harmonising, and Retrieval.

With such a selection an additional challenge is selecting the most appropriate form of recovery. We often take longer to recover, expending too much energy or effort in the process because we are not taught explicitly the most effective ways to recover. Even if we have one effective way it is unlikely to be effective for all upsets. Time and effort can be wasted pursuing forms of recovery that are inappropriate and on occasions damaging.

The more effectively we recover the less the upsets will reduce our happiness and quality of life.

Development is necessary in life if we are to adapt to changes in the world and to optimise our ability to deal effectively with the world and to maximise quality of life.

Coping and recovering are always only effective when evaluated in relation to our development. Indeed if we resist change and always recover our old ways we will not be developing in response to new things in the world. Sometimes trying to right things, to recover, is not the most useful response. Only if we maintain a developmental perspective can we choose the most effective developmental response to setbacks; to recover or move on, to make new changes

Some forms of Coping and also some forms of recovery can actually result in negative developments. When we try to get back how we were before the setback we are attempting the impossible. We can only move forward in life. We may be able to re-create something similar but we can never create exactly the same thing as before. We can never recreate the former innocence and we now have the memory of the upset and setback that we didn’t have before. Thankfully there is also the possibility to make things better than before.

Ideally we would combine all three levels of responding to setbacks. From an overall prioritising of development we would work effectively to cope developmentally while also working to recover, make things better, developmentally.

This is what John McWhirter has created with Developmental Behavioural Modelling DBM®.

What is DBM®

Developmental Behavioural Modelling DBM®is a new field that offers a unique set of skills. The uniqueness lies in that it operates at a deeper level than the usual techniques and ready-made answers and solutions. DBM® is a methodology not a fixed method. It offers a set of behavioural modelling skills to apply in any situation. DBM DBM® modelling skills are used to identify the specific needs of the situation and to create answers that fit the particular circumstances rather than applying a pre-packaged solution. This makes DBM® a very practical approach. It also means that there is a greater need for skills and appropriate models.

Over twenty years of development and practical applications in Social Services, Education, psychotherapy and Business have gone into the development of DBM. John McWhirter, the developer and Master Trainer of NLP, has drawn upon the most effective approaches in therapy, education and business together with skills and approaches of Neuro-linguistic Programming, Ericksonian hypnotherapy, Gestalt therapy, General Semantics, all within a framework developed from the work of Gregory Bateson, Cybernetics and Systems theory. The result is a constantly developing field that works with the total situation applies modelling technology through a systems methodology and the developmental modelling to ‘re-model’ the situation.

Developmental Behavioural Modelling is a revolutionary approach to understanding human behaviour and learning. One of the achievements of this modelling was the creation of a methodology for NLP – an explanation of how NLP works. By integrating his developments of NLP with Systems Theory, Cybernetics and the work of Gregory Bateson, he has been developing a model that explains why change occurs.

Initially DBM® was used to improve the quality and effectiveness of Sensory Systems’ NLP training. It has been further developed through application in the fields of personal development, therapy, education, and business consultancy

The DBM® Developing from Setbacks Framework

This integrated framework is designed to work developmentally with all stages of working in relation to setbacks from preventative (with the Robust, Resilient and Resistant to Change Model) through to managing different types of Coping, different types of righting things (Recovery) and Developing form Setbacks.

The DBM® Developing from Setbacks Framework

1. Cope

Behavioural priority and necessary basis for righting and developing…

“It is not length of life, but depth of life.”

Ralph Waldo Emerson

2. Recover / make right

Traditional level of righting Setbacks (recovery).

“As human beings, our greatness lies not so much in being able to remake the world – that is the myth of the atomic age – as in being able to remake ourselves.”

Gandhi

3. Develop

The life priority; improving our ability to live effectively, meaningfully and happily.

“Whatever doesn’t kill me makes me stronger”

Nietzsche

Who can benefit from The DBM® Developing from Setbacks Framework?

Everyone can benefit personally from the effective application of the developing from setbacks model. It will be especially useful for setbacks in the fields of sports, health, education and therapy. It is also very useful for managers and business consultants for working with financial setbacks, project setbacks and career setbacks.

All of us have a viewpoint on the world around us. We create this throughout our lives. The shared reality of our culture can obscure the uniqueness of each individual.

We can say that each of us creates our own model of the world. By a model we mean “an organised dynamic representation of our world”. We do not respond to the world as it is. We respond to how we have made sense of it, how it is “meaningful” to us. We then respond to new things based on what we already “know”. Instincts build in responses for animals but human beings need to learn how to respond in our cultures, organisations, countries and families. This learning, the building of a model, is a process of Modelling.

Psychology is generally accepted as being “the scientific study of the human mind and its functions, esp. those affecting behaviour in a given context” (Oxford Dictionary).

 

psychology // n. (pl. -ies)
1. the scientific study of the human mind and its functions, esp. those affecting behaviour in a given context.
2. a treatise on or theory of this.
3 a. the mental characteristics or attitude of a person or group. b. the mental factors governing a situation or activity (the psychology of crime).
psychologist n.
psychologize v.tr. & intr. (also -ise).
[modern Latin psychologia (as psycho-, -logy)]
Oxford English Dictionary

Over the last three thousand years there have been many documented ideas, thoughts and theories about the human mind. Many of our current thinking is still influenced through the developments of the early work of Aristotle and Plato and how it influenced philosophy from the middle ages through to today.

Psychology is comparatively new as a separate science. With approximately 150 years of existence it has an impressive range of theories and models. These have been based on a number of different epistemologies. They have also set out to explain different aspects of mind and behaviour. As a result there is no single theory or model that draws them together in a similar way to Physics, Chemistry and other so-called hard sciences.

The unique difficulties with the subject matter of psychology (eg mind not being externally objectively verifiable) has led to limitations in the scope of psychological investigations. Parts or components of psychology have been isolated for study, for example external behaviour and cognitive tasks with external evidence. These have not been easily re-connected to psychology in the fullest sense. Some of these simplifying solutions while making short-term experimentation easier has reduced the need to construct a more precise technology for investigating the complexities of the human mind and behaviour.

These limitations become more apparent in the applied areas of psychology where much of the laboratory work can seem irrelevant through to simplistic nonsense.

Outside of the laboratory a wide range of psychological theories have been created by practitioners including Freud, Jung, Adler, Horney, Fromm, O’Sullivan and Perls. These theories have led to varying degrees of research while independently influencing the practice of psychotherapy and education.

Two contrasting demands underlie the different groups involved. These are “Truthfulness” and “Usefulness.”

Interestingly when NASA sends spacecraft in near Earth orbits they use equations from Newton’s theory rather than the accepted “truthful” theory of Einstien. There reason for this is that it is more “useful” because of its simpler functioning over (relatively) short distances. They then make corrections for the “mistakes” that they know they are making. This is very different form using Newton’s equations as the “truth”.

In practice, many professional use theories, models and techniques without believing them to be true. Many researchers also do research without believing it to be true (or even useful).

If we take a developmental approach then these two issues can be balanced and form the basis for a committed approach to psychology without the traps of dogma and irrelevance. To do this we need to investigate and develop our understanding of our practice, our methodology and epistemology. These may be informal or formal. They will be there in all our practice.

As individuals we also build understandings of the world and think and behave on the basis of these understandings. We build and use models; our clients build and use models. As professional we are more likely to build formal models (including theories) to extend our informal or “naturalistic” modelling.

Both informal understanding and the formal understanding of science are models (and theories) built through the process of modelling. No matter what the epistemology underlying a theory both the epistemology and the theory require to be created in the first place.

Developmental Behavioural Modelling DBM® is the formal studying of the complete range of modelling. This includes the structure and function of models, how models are formally and informally constructed and applied.

What is DBM®?

Developmental Behavioural Modelling DBM® is a new field that offers a unique set of skills. The uniqueness lies in that it operates at a deeper level than the usual techniques and ready-made answers and solutions. DBM®is a methodology not a fixed method. It offers a set of behavioural modelling skills to apply in any situation. DBM ® modelling skills are used to identify the specific needs of the situation and to create answers that fit the particular circumstances rather than applying a pre-packaged solution. This makes DBM® a very practical approach. It also means that there is a greater need for skills and appropriate models.

Over fifteen years of development and practical applications in Social Services, Education, psychotherapy and Business have gone into the development of DBM®. John McWhirter, the developer and Master Trainer of NLP, has drawn upon the most effective approaches in therapy, education and business together with skills and approaches of Neuro-linguistic Programming, Ericksonian hypnotherapy, Gestalt therapy, General Semantics, all within a framework developed from the work of Gregory Bateson, Cybernetics and Systems theory. The result is a constantly developing field that works with the total situation applies modelling technology through a systems methodology and the developmental modelling to ‘re-model’ the situation.

Developmental Behavioural Modelling is a revolutionary approach to understanding human behaviour and learning. One of the achievements of this modelling was the creation of a methodology for NLP – an explanation of how NLP works. By integrating his developments of NLP with Systems Theory, Cybernetics and the work of Gregory Bateson, he has been developing a model that explains why change occurs.

Initially DBM® was used to improve the quality and effectiveness of Sensory Systems’ NLP training. It has been further developed through application in the fields of personal development, therapy, education, and business consultancy.

Art and Science

Art and Science are two of the main areas of human creativity. They are often perceived as very separate; sometimes considered opposites or non-compatible. Unfortunately this can be quite a limiting way to consider them. Instead if we integrate the artistic and the scientific it is possible to gain considerably more than the sum of the parts.

The great benefit of modelling is to identify the best in Art and Science and how best to combine them in all areas of human activity. In this workshop we will be exploring the integration of Art and Science in relation to effective coaching and supervising.

Assisted change

Our culture, education and personal experience are the basis of our models. We cannot learn everything ourselves o we depend on being assisted by others.
There are many ways that we can be assisted by others and give others assistance. These include teaching, training, therapy, counselling, advising and coaching. In DBM® these are all part of a holistic consultancy model.

Transitions

Every day we experience changes. Not all of the changes are major life changes. We change clothes, we change location from home to work, we digest food, we fall asleep and we awaken. Other changes are more noticeable, relationship changes, career changes, moving home. All of these changes are part of the natural process of life and life can be more enjoyable and easier when we increase our skill in planning and achieving them.

Some transitions we notice and other transitions we fail to notice.

Every minute of everyday we are experience changes. Our bodies are changing; the world around us is changing. These changes are examples of transitions and are often so gradual that we fail to notice them as they are happening.

Some of the time we experience sudden specific changes; changes in school, home, job, friends, relationships. Sometimes the suddenness of these changes can make it appear that they have come from nowhere when in fact they are also the result of transitions.

Unsuccessful Transitions

Ideally the results of major life transitions are joy, happiness, fulfilment, feelings of success. Unfortunately not all our transitions result in success. Sometimes the happiness or the success doesn’t arrive. Sometimes it does but without the intensity we expected. Sometimes we don’t quite complete the transition; we move home or change job but still feel more connected to the old one. Sometimes we find it difficult to move on; from “taking our work worries home” through to the major issues of retirement and bereavement. Again understanding how transitions work in detail enables us to resolve these major transitional problems and increase the quality of our lives.

Traditional Modelling of Change

While it is intellectually easy to accept that the world is a continuous process, in practice we often break up the world into discontinuous steps. The traditional way to do this is through causes and effects. Life changes are then explained and understood as a sequence of isolated causes and effects.

Causal modelling gives us an explanation and a basis for doing things in the world. It does not, however, describe exactly how a cause leads to and effect. For the mechanical world this may not be a big problem. For the world of human communication and relationships it is not so easy to identify specific causes and effects. Saying hello the same way to two different people can get two entirely different responses. This means that we cannot guarantee that the so called “cause” will actually lead to a specific “effect”.

Even when events go as planned we do not know how they have done so. And so when they don’t go as planned we do not know what to do differently.

Causal modelling is also very poor at describing continuous movement. Many of the changes we make in life are designed not to make changes in things but to maintain them; our eating, washing, tidying through to maintaining relationships are continuous processes.

DBM® Modelling of Change and Transitions

To fully understand and appreciate the nature of the transitions made in all life changes we require a model of change that matches the continuity and complexity of the real world. The DBM® Transitional Modelling model is designed for this.

John McWhirter has over twenty five years experience in working with change and transitions. He is the creator of Developmental Behavioural Modelling (DBM®).

In this workshop participants will learn a number of DBM® models and tools that will enable them to work simply with simple transitions through to great detail and subtlety with complex transitions.

The DBM® Transitional Modelling model helps us to distinguish three levels of transition. The first is continuous change including our maintenance changes. We can identify and measure these as examples of “transit”. For example, we are in transit as we sit on a train. We are in a process of change but may not realise it. The second level is when we change how we are moving through the world. We can identify and measure these as “Transfer” changes, for example changing from one train to another. The third is when we change the type of thing we are doing and is called a “transfom” change. For example after travelling to work we arrive and make the transformation from travelling to being at work.

Through this transitional model we can identify and measure changes that are impossible with causal modelling. Together with other DBM® modelling tools and skills we can work much more effectively with the whole range of life transitions.

DBM® and Effective Therapy

DBM® offers a unique set of skills for therapy. The uniqueness lies in that it operates at a deeper level than the usual techniques and ready-made answers and solutions. DBM® is a methodology not a fixed method. It offers a set of behavioural modelling skills to apply in any situation. DBM® modelling skills are used to identify the specific needs of the situation and to create answers that fit the particular circumstances rather than applying a pre-packaged solution. This makes DBM® a very practical approach. It also means that there is a greater need for skills and appropriate models.

DBM® can be used for the complete range of interventions in any therapeutic or organisation change process.
DBM® and Effective Personal and Professional Development

DBM® is also an excellent set of skills for personal and professional development.

DBM® can be used with all other types of personal and professional development technologies. It can also be used to model them, identifying how they work and how to improve how they work.

The most effective use of DBM® is as a complete approach to personal and professional change.