RESEARCH
From day one of their
expected. Therefore, they have a Map of the Territory that they will be
exploring during their study, and where to turn for help. The map allows
degree studies, I map out
them to see the layout but they still have to negotiate the terrain, explore,
and clamber over the territory.
the process of the course;
This map includes certain generic criteria:
what is going to happen; • Attending classes - my courses carry minimum
in what order and what is
attendance requirements
• Submitting their assignments on time to avoid late submission penalties
to be expected
• Completing a portfolio of work
This information positions my students at Cause. If problems interfere
with their studying process students they know that they have access
to assistance and most often will request help. Although on occasions
when incongruent behaviour is identified, I (or my colleagues) will
intervene. This is where recognising behaviour and being able to read
the unconscious, non-verbal messages is important. With students safely
positioned at Cause rather than Effect, they have the control, power and
responsibility to complete their studies.
In addition, I signpost and future pace some of the difficulties they
may encounter, for example:
• Confusion - It’s ok as the next step is understanding
• Anxiety - Reframe into the excitement of expectation
• Self doubt - If you think you can, you will. If you think you can’t,
you’re right.
Signposting ‘normalises’ the feelings and thoughts and future pacing
allows the student to mentally rehearse a response. Hence, when a
student encounters these, or similar, difficulties they are equipped to
manage them or at least recognise them as being ‘normal’.
Finally, my role with respect to the course and the students is to
• Lead them to and through their course. It is a bit like orienteering,
as some get lost following the map even though the territory they are
traversing is their ‘self ’.
• Support and direct to various agencies for help or via feedback. I give
extensive written and oral feedback, explaining where marks have been
lost and what they can do to gain a higher grade next time. Thus, it is
not failure, simply feedback, and they now have another tool (feedback)
to achieve success.
• Encourage when they feel overwhelmed - “I’ll try and get my essay
in but...” - My response is “If you try you will fail, just do it. Either you
need an extension so ask for one, or get it in on time.”
Useful references
Biggs, J., & Tang, C., (2007) Teaching for Quality Learning at University,
As more of my students become aware of my NLP training I am
Maidenhead, Open University Press
asked if I can include more aspects of NLP within their course. I
Lazarus, J. (2004) The NLP Pocket Handbook, London, Lazarus
already acknowledge where theories overlap and highlight ‘same process
Lewis,B., & Pucelik, F., (1990) Magic of NLP Demystified, Portland,
different name’, and encourage my students to discover their own
Metamorphous Press
Representational Systems by noting their predicate words and phrases.
Marden, O.S., (1930’s) He can who thinks he can, London, Rider
I feel NLP complements and enhances ‘traditional’ counselling and
counsellor training; however these thoughts are for another time...
O’Connor, J., & Seymour, J., (1990) Introducing Neuro-Linguistic
To conclude, NLP is a huge part of how I operate day-to-day and
Programming, London, Mandala
lecture-to-lecture. I feel it encourages an ecological way of working, an
Shepherd, D. (2000) Performance Partnership Handbook, London, PPLtd
attitude towards life, and an approach to aid finding the key to success. If
And… of course Rapport magazine
you are a lecturer or student, it is the key to successful graduation.
There are many, many others but these are a few of my favourites.
Oh yes... and finally... as for my University colleagues, I am happy to
Diane is the Programme Coordinator and Lecturer for the BA in Counselling report that things have changed. They have learned a little about NLP
and Psychotherapy at the University of Southampton, and a consultant for
and begun to lose their fear, in so doing they are increasingly aware of
Animal Assisted Therapy.
the value of NLP within the teaching and learning arena. No longer do I
D.Hardiman@soton.ac.uk
have to speak of NLP in the hushed tones of the confessional, along the
corridors of academia!
rapport - Summer 2009
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