NLP Practitioner Certification Criteria

The criteria for SNLP Practitioner certification are listed below and you can also download a PDF for this page here.

1Representational Systems

Detect representational systems and sequences of representation systems through the accessing cues of the primary sensory modalities. Whilst there are more than 20 identified primary sensory systems, these are commonly grouped into five categories, VAKOG. The historical NLP terminology of ‘submodalities’ therefore refers to primary senses grouped within these categories and is used for convenience and familiarity only.

Student	Examples	Trainer assessment
1.1Make objective distinctions in all primary representational systems	Notice eye accessing, hear voice intonation, distinguish feelings arising from empathy	Compare information detected by student to other benchmarks, intentionally create or highlight information for the student to detect	3
1.2Elicit habitual representational system sequences	Determine a sequence of sensory processing steps, known as a ‘strategy’ e.g. hear a raised voice, imagine an angry face, feel scared	Demonstrate a strategy for the student to decode	1
1.3Access information in each of the primary sensory systems	Adjust language to gain information in various sensory systems e.g. what you saw or heard	Determine that the student elicits information using all sensory systems, particularly any that are omitted by the client	3
1.4Communicate in all primary sensory modalities	Adjust language to provide information in various sensory systems e.g. visualise, think of a sound	Determine that the student delivers information using all sensory systems, particularly any that are omitted by the client	3
1.5Overlap and translate representational systems	Increase and decrease intensity of emotional response by translating from ‘smaller picture’ to ‘quieter sound’, swapping ‘submodalities’ from one memory to another	Observe the student using all sensory systems, not only the one most strongly presented by the client	3
1.6Detect and act upon simultaneous and sequential incongruities	Detect incongruity rather than following only the most prominent message e.g. saying yes whilst shaking head (no)	Observe the student detecting incongruity and formulating an appropriate response	7
1.7Calibration	Notice the client’s responses, test and predict those responses	Observe the student noticing their client’s responses and incorporating them into the conversation or technique

2Rapport management

Manage the degree of rapport (pace and lead) in all representational systems, non-verbally and verbally, through mirroring, direct matching and indirect matching. The ‘traditional’ model of eye accessing should not be used, it has no research evidence to support it and it can prevent the student from calibrating to the client in front of them.

Student	Examples	Trainer assessment
2.1Visual matching and mismatching	Gestures, facial expressions	Observe the student matching the client appropriately and intentionally	2
2.2Auditory matching and mismatching	Voice tone, volume	Observe the student matching the client appropriately and intentionally	2
2.3Predicates	Listen out for words which indicate a particular representational system	Observe the student asking questions to elicit a response and then utilising that response	3
2.4Utilisation	Commenting on current experience or reflecting back the client’s response	Observe the student utilising the client’s experiences and responses to build rapport	5
2.5Pacing and leading	Establish rapport and then set the direction for the conversation	Observe the student utilising rapport to maintain control of the conversation	6
2.6Break rapport	Establish and then break rapport, pattern interrupt	Observe the student breaking rapport rather than becoming lost in the client’s reality	5
2.7Manage rapport over time	Vary the degree of rapport to guide the client through the process of change	Observe the student increasing and decreasing rapport in order to guide the client towards their stated outcome	5
2.8Create rapport in context	Start each client interaction as if it were ‘real’ rather than a training activity	Observe the student creating shared rapport in the context of the client’s presented outcome rather than as a role play, “Right let’s start!”, or focusing on the exercise rather than the overall process, “Oh I think I missed a step is it your turn now?”

3Anchoring

Since anchoring is implicit within all other NLP Practitioner techniques, the student should be able to demonstrate competency in consistently and effectively setting and breaking anchors before moving onto other techniques. Anchoring based on intensity of response is fundamentally incorrect. The principle of Spike Timing Dependent Plasticity should be referred to in order to understand the process of setting and amplifying anchors.

Student	Examples	Trainer assessment
3.1Elicit 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
3.2Use anchors within other techniques	Spatial anchoring within Perceptual Positions	Observe the student applying the principles of anchoring even when focusing on other processes	4
3.3Use one anchor to disrupt another in multiple sensory systems	Kinaesthetic squash, auditory squash	Observe the student’s attention to timing and consistency	4
3.4Use one anchor to interrupt another in multiple sensory systems	Visual swish, auditory swish	Observe the student’s attention to timing and consistency	4

4Outcomes

The Well Formed Outcomes criteria can usefully be applied at the beginning of every student-client interaction, students should be encouraged to do so in order to maintain focus on the client rather than the technique.

Student	Examples	Trainer assessment
4.1Create Well Formed Outcomes using both short and long form question sets	PURE	Observe the student leading the client through the process, keeping a focus on their questions and not being distracted by the client	7
4.2Detect and act upon incongruence using the ecology check	“If I could offer you X now, would you take it?”	Observe the student presenting the client’s outcome, provoking a response, detecting incongruence and then acting upon that incongruence	7
4.3Future pacing	Walk through a future scenario and notice what comes to mind	Observe the student creating associated future scenarios for the client, testing the client’s responses and modifying the scenarios where necessary	8

5Reframing

The purpose of all NLP techniques is to reframe; to change the meaning of an experience by changing the relationship between content and context of an experience.

Student	Examples	Trainer assessment
5.1Perceptual Positions	Perceptual Positions technique, Meta Mirror	Observe the student guiding their client through the process, using the principles of anchoring and asking calibration questions to demonstrate the effect of the process for the client	4
5.2Utilise basic reframing techniques including content and context reframing	“How would your boss’s behaviour look on a football pitch?”	Observe the student distinguishing between content and context in order to create different perspectives for the client	4
5.3Dissociation reframe	Six Step Reframe, Fast Phobia Cure	Observe the student effectively dissociating from the ‘problem’ state using the principles of anchoring in order to access resources or alternatives and then introducing changes in various representational systems whilst in the dissociated state	4
5.4Timeline	Simple timeline, resource timeline	Observe the student creating a plausible imaginary timeline for the client, guiding the process and the client’s pace and making sense of feedback from the client	4

6Strategies

The strategy is the essential building block of a model of excellence. At Practitioner level, it is only necessary to elicit a strategy fur the purpose of adjusting the student’s approach to the client.

Student	Examples	Trainer assessment
6.1Strategy elicitation	Understand the concept of a strategy and how it relates to representational systems	Ensure the student can describe the concept of a strategy and give relevant examples	1
6.2Eye accessing	Ask a series of questions to elicit eye accessing, form a theory of the process	Observe the student asking questions to elicit a strategy which they can then describe	3
6.3Predicates	Listen out for sequences of words which indicate a particular representational system	Observe the student asking questions to elicit a strategy which they can then describe	3
6.4Mapping 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
6.5Strategy 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

7Language 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
7.1Understand the basic structure of Meta Model	Recognise a lost performative	Work through examples and observe the student recognising language structures	5
7.2Ask 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
7.3Use 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
7.4Ask 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
7.5Use 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
7.6Effect 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
7.7Objectively test for the effects of any intervention	Ask calibration questions to test before and after an intervenion	Observe the student creating benchmark questions to evidence the process of change	1

8Language 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
8.1Understand the basic structure of Milton Model	Mind read, nominalisation	Work through examples and observe the student recognising language structures	5
8.2Use 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
8.3Effect 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
8.4Objectively test for the effects of any intervention	Ask calibration questions to test before and after an intervenion	Observe the student creating benchmark questions to evidence the process of change	1
8.5Use 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