The criteria for SNLP Master Practitioner certification are listed below and you can also download a PDF for this page here.
1Generic Skills for the NLP Master Practitioner
|
Student |
Examples |
Trainer assessment |
|
1.1Understand the neurological and psychological basis of NLP |
Stimulus Response, TOTE Simulation Theory of Mind Reading |
Verify a broader understanding of relevant theories and principles. |
4 |
1.2Understand the relevance of language as an abstract map of reality |
Deep and surface structure |
Observe the student translating between deep and surface structure |
5 |
1.3Detect and interpret the client’s various forms of communication, including verbal and non-verbal, conscious and unconscious |
Track verbal and non verbal communication Track incongruence |
Observe the student observing communication outside of the client’s direct verbal focus |
3 |
1.4Distinguish between content and structure of communication |
Distinguish between the client’s story and the pattern that it is an example of |
Observe the student deducing structure without being lost in the client’s story |
5 |
1.5Recognise the various elements of the Practitioner techniques and reorganise them to design customised interventions |
Deconstruct Perceptual Positions and perform the VA/K dissociation in a different way |
Observe the student correctly identifying and modifying the critical steps of the technique |
4 |
1.6Demonstrate flexibility and creativity in applying the principles of NLP |
Adapt the pacing of a technique to the client |
Observe the student actively engaging the client in the change process and adapting to their responses rather than following a script |
2 |
1.7Make conscious shifts in perspective, state and behaviour |
Choosing a state in pursuit of an outcome rather than as a reaction to the client’s state |
Observe the student managing their desired state regardless of the client’s responses |
1 |
1.8Awareness of own patterns and their interaction with the client’s patterns |
Model a personal pattern of behaviour, perhaps through self-reflection, group activity or analysis of language patterns |
Observe the student applying the modelling principles to themselves as effectively as they can to others |
7 |
1.9Actively maintain an appropriate degree of rapport |
Moderating rapport to non-verbally guide a process |
Observe the student moderating rapport in line with their planned process rather than their reaction to the client |
1 |
2Language for Information Gathering - Meta Model
Meta Model is principally a method for codifying the client’s map of reality; the set of sensory representations which comprise an experience. It is important to explore the use of Meta Model from the point of view of information gathering rather than problem solving, otherwise there is a risk that the student uses Meta Model aggressively to project their own map onto the client.
|
Student |
Examples |
Trainer assessment |
|
2.1Understand the basic structure of Meta Model |
Recognise a lost performative |
Work through examples and observe the student recognising language structures |
5 |
2.2Ask Meta Model questions based on the client’s language |
Hear a nominalisation and ask a question which turns the verb back into its active form |
Observe the student asking appropriate information gathering questions based on the client’s own language, not the student’s interpretation or translation |
4 |
2.3Use Meta Model distinctions to identify the structure of a client’s experience and make an informed decision to use a particular NLP technique |
Hear mind reading patterns and choose a Perceptual Positions technique |
Ask the student to explain their choice of technique and observe a logical deduction based on information gathered rather than a guess or using a favourite technique |
4 |
2.4Ask Meta Model questions to determine the structure of the client’s present reality |
Ask questions to gather information systematically from the client |
Observe the student building up their own representation of the client’s experience without getting lost or distracted by the client’s story |
5 |
2.5Use Meta Model to uncover missing information |
Hear the client describe an event in only visual terms, ask questions using auditory predicates |
Observe the student deducing what is missing or hidden in the client’s representation of their experience |
6 |
2.6Effect change through conversational reframing |
Ask questions about missing or distorted information with the intention of creating a new perspective |
Observe the student making intentional interventions in the client’s story |
4 |
2.7Objectively test for the effects of any intervention |
Ask calibration questions to test before and after an intervention |
Observe the student creating benchmark questions to evidence the process of change |
1 |
2.8Use Meta Model questions as linguistic analogues of the components of NLP Practitioner techniques |
Verb tense to create timeline, dissociation to create perceptual positions; not describing the steps of the technique but translating them into structure |
Observe the student demonstrating knowledge of the Practitioner components and translating them into linguistic structures |
5 |
2.9Track Meta Model patterns in real time |
Note nominalisations, referential indices, dissociations etc |
Observe the student identifying relevant MM categories in a live conversation |
5 |
3Language for Creating Change - Milton Model
Milton Model is principally a method for influencing the client’s map of reality; the set of sensory representations which comprise an experience. It is important that students only use this influence at the appropriate time, when they are focused on the client’s outcome rather than their own.
|
Student |
Examples |
Trainer assessment |
|
3.1Understand the basic structure of Milton Model |
Mind read, nominalisation |
Work through examples and observe the student recognising language structures |
5 |
3.2Use Milton Model patterns in natural language |
You might be wondering, as you continue to relax |
Work through examples and observe the student using language structures in an appropriate context |
4 |
3.3Effect change through conversational reframing |
When did you begin to notice your perspective is changing? |
Observe the student making appropriate interventions in conversation with a client |
5 |
3.4Objectively test for the effects of any intervention |
Ask calibration questions to test before and after an intervention |
Observe the student creating benchmark questions to evidence the process of change |
1 |
3.5Use Milton Model patterns to bridge the client into and out of the session with the Practitioner |
As you enter the room you can continue to focus on what has brought you here, as we begin to reach the end of our time here together, you can look ahead to the exciting adventures that are waiting for you |
Observe the student starting and ending their interaction with the client smoothly, pacing and leading both into and out of the conversation rather than abruptly starting and stopping |
8 |
3.6Create intentional presuppositions to support the process of change |
Milton patterns which presuppose desirable outcomes, such as you are here therefore you are engaged in the process |
Observe the student making useful presuppositions and catching themselves accidentally making any which are counter-productive |
4 |
4Anchoring
Anchoring is the Stimulus in Stimulus-Response, the T in TOTE and the primary tool for the NLP Master Practitioner to provoke responses, gather information and test the effectiveness of interventions.
|
Student |
Examples |
Trainer assessment |
|
4.1Elicit and install anchors in primary representational systems |
Sound, word, colour, gesture, touch anchors |
Observe the student consistently creating and utilising persistent anchors, particularly timing and consistency |
3 |
4.2Use anchors within other techniques |
Spatial anchoring within Perceptual Positions |
Observe the student applying the principles of anchoring even when focusing on other processes |
4 |
4.3Use one anchor to disrupt another in multiple sensory systems |
Kinaesthetic squash, auditory squash |
Observe the student’s attention to timing and consistency |
4 |
4.4Use one anchor to interrupt another in multiple sensory systems |
Visual swish, auditory swish |
Observe the student’s attention to timing and consistency |
4 |
4.5Anchors as control points |
Use anchors to control the process of change |
Observe the student creating and utilising anchors in various systems |
1 |
5Outcomes
A Well Formed Outcome creates a direction for change and provides a context for the NLP Master Practitioner to work within.
|
Student |
Examples |
Trainer assessment |
|
5.1Distinguish between an outcome and a direction |
Create next steps instead of long term goals |
Observe the student describing an outcome without reference to a specific destination or end point |
8 |
5.2Create a framework for change |
Form a process for an intervention and test it |
Observe the student making logical, sequential predictions, testing and adapting |
4 |
5.3Test for ecology |
Ecology test |
Observe student detecting incongruence |
2 |
5.4Predict and test the process of change |
Future pace with congruence testing |
Observe student detecting incongruence |
2 |
5.5Generalise change through context and time |
Future pace in multiple scenarios |
Observe student detecting association and congruence |
4 |
6Modelling Skills
NLP is the process of modelling unconscious behaviours, known as either problems or talents depending on the client’s frame of reference. For the NLP Master Practitioner, these patterns of behaviour are never good nor bad, only interesting. The ability to identify, decode and transfer these patterns, known here as programs, is central to the work of the Master Practitioner.
|
Student |
Examples |
Trainer assessment |
|
6.1Strategy elicitation |
Understand the concept of a strategy and how it relates to representational systems, eye accessing, sensory predicates |
Ensure the student can describe the concept of a strategy and give relevant examples |
1 |
6.2Mapping of decision processes |
Elicit a strategy for how you might decide to buy something new or choose a piece of fruit |
Observe the student asking questions to elicit a strategy which they can then describe |
1 |
6.3Strategy utilisation |
Elicit a strategy for feeling capable in one situation and utilise it in a different one |
Observe the student eliciting a strategy for a resource and then using that resource to effect change for the client |
4 |
6.4Decode and test |
Represent a strategy in an abstract form |
Observe the student identifying the component sensory steps of the strategy |
1 |
6.5Convert strategies into programs |
Assemble multiple strategies within a program |
Observe the student scaling one or more strategies into a program |
3 |
6.6Map programs in context |
Accurately predict the outcome of the program running in a different context |
Observe the student testing a variety of scenarios which the client can identify with |
7 |
6.7Codify programs |
Form a process statement |
Observe the student describing a pattern of behaviour in an abstract form |
1 |
6.8Install programs |
Teach a modelled program to someone else |
Observe the student creating and using an installation process |
4 |
6.9Test programs |
Verify that the installed program achieves the desired outcome |
Observe the student testing that the modelled program has transferred to their subject |
2 |