Nous portons un masque qui dissimule soigneusement qui nous sommes vraiment. Nous ne savons parfois plus qui nous sommes vraiment. Il est de feu pour les mensonges. Ainsi, rien de ce que nous entendrons Ne nous induira en erreur ni ne nous decevra. Talleyrand Nous pouvons mentir avec les mots, mais les actions ne mentent pas. Si il ment aux autres il nous mentira aussi. Ce simple geste vaut mille mots…. Ce serait de la folie. Acceptation inconditionnelle de soi et des autres. Grande autonomie par rapport aux autres personnes et aux performances.
Exprimer ouvertement ses sentiments. Toutefois, nous pouvons choisir de faire quelque chose de plus satisfaisant que cela. Nos images nous appartiennent. Nous pouvons les changer, les retirer et en ajouter de nouvelles. Ayons de la patience. One can recadrer an emotion, for example: The brain recognizing these imaginary experiments like real, we have the possibility of looking at the reality in a different and new way.
It is the moment of the revelation of the ignored resources: It is a more solitary but constructive experiment which will make place at the following stage where the speaker will take again a more precise and more directing vocabulary inviting the person to conclude his experiment. Anchoring is a technique resulting from the PNL the speaker places some hypnotic suggestions post such as: The diagrams according to take into account the following significant stages: If transeis common to the adults and the children, one can only recognize that the children are exceptionally gifted hypnotic fright.
Do not mislead you there they hear without listening, see without looking at, they are there and elsewhere 1. Actually these small small children are reloading itself in energy in order to reintegrate itself, a few minutes later in the present and the daily newspaper. What prevents them from concentrating. We thus will lead transeas in a cabinet but will use this natural and frequent phenomenon, will recognize it and will not amplify it to accompany in the life by tous. The children having suffered much are often even more gifted than the other children for fright.
Having undergone traumatisms lasting the early childhood, transeoften became a significant resource to avoid the sufferings due to the conflict situations or of frustration. At the time of the conflicts between adults or with a suffering adult alcohol, drug-addiction, depression, is delirious etc. Calino, 5 years, undergoes an emergency placement on our premises. The police force withdraws it family residence and hospitalizes the mom.
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While entering the house which it has the opened large eyes and only speaks very little. All the first week, it gives the impression to be detached from the events and to plane on its cloud. After one year of integration we will evoke quietly together, him and me, this placement and this period.
It will answer me that it does not remember nothing. In this context, the work of the observer formed with hypnotic transemakes it possible to carry a positive glance on this kind of behavior and not to speak more about handicap. It can thus cause a drop in the level of anguish. Often a child having undergone traumatisms can fear his imaginary and be maintained in a state of excitation to avoid entering in transeor to avoid endormissement.
The disorders of endormissement are frequent in the children of which we have the load, this is why I tend to concentrate my work of intervention related to these new discoveries in this particular moment. It is there too that the work of the teacher, who is to accompany the child, takes all his value. And to meet its imaginary world in this manner makes it possible to support it in the training of the domestication of its fears. My possibilities of action are thus played around the table of the meal, during the school duties or the plays and during the activities of leisures or at the times of the couchers.
The step requires a culture of the symbols and great myths which often nourish our dreams and our creations. It is necessary to be creative in order to amplify the imaginary one of the child without encumbering it. Obviously the teacher must have a good culture of the myths and symbols to support an effective metaphorisation.
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As in all the branches of sciences of education, the supervision is essential here. It is essential for any educational intervention on the long term. If to make dream can prove of a certain facility, to make cauchemarder can be it as much. Not finding anything in the books about these splendid birds, it went with door in door a photograph to the hand to discover what these splendid birds ate.
Nowhere it did not find an answer, it thus returned bredouille to its property. Surprised it offered to them of Corn Flakes to cinnamon and made them a great joy. Thus it had run the city to no purpose, it was enough to ask directly it to them. The teacher is often like this man, disabled to find a solution for the child whereas the answer is in the mouth of the children themselves. It is essential to especially find the good distance body with a child if it undergoes traumatisms in his family medium.
It is the proxemic distance which can make it possible to the child to feel safe. One is particularly attentive with this distance when one must enter the room or that one meets it in the corridors. It can go from 0 to cm in general. When Louis is confronted with me, it is often aggressive and violent one. It was deceived by his father. While being attentive with him and his reactions I carried out that it appreciates that I am at a sizeable distance from him when I want to speak to him.
We are all each day confronted with many existential situations which comprise positive and negative aspects. Our sensory perceptions, hearing, the sight, the touch and the taste and the sense of smell open the doors on reality. They are essential with the construction of a conscience of the world which surrounds us. The PNL determines three of these directions like component determining of the mental image of our environment.
Visual, auditive and kinesthetic systems, this last being made up of perceptions of contacts or felt body such as the tension, the pains, the cold, heat etc. To be exerted to me with the professional coffee tasting, I know that it is clear that there are nonconscious blindnesses with certain tastes or odors.
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Just as such blindnesses exist in all the systems of perception. Each individual thus perceives the world which surrounds it according to even divergent different assets'. Obviously the individual privileges a type or another of system, it is either visual or auditive or still kinesthetic. With the PNL we have the means of evaluating with more precision the type of privileged system than the individual uses and thus how the person thus constitutes her chart of reality how it interprets the world which surrounds it.
To be determined the PNL invites the teacher to be attentive with the vocabulary and descriptions which a child can make by describing a simple memory. That makes it possible to choose the term well to be used in a history or an explanation, to support the comprehension of its share while being put in parallel. The person will use preferably the words such as "I saw, it is clear, at first sight. The ocular movements are in top or in the medium in the vacuum.
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This person will describe the situations in terms of what it will have seen. When it must remember a detail, it will attempt to check through image reminded and revisited in order to answer a question. As a pedagogue, for this type of child I use diagrams, drawings to explain the duties or a situation. I underline color a text with reading. These children appreciate for much video and are particularly gifted it to locate the visible nonverbal signs. A long text is not useful for them, but a good sketch is very advantageous for them.
These people will give an importance very particular to what will have been known as or not known as. The auditive children require a great attention on behalf of the people who speak to them, they memorize texts easily but have more difficulties in approach a diagram or a visual description. The speech of the kinesthetic person is articulated around the terms as "I smelled myself so well, it made cold, I did not feel pains, this guy I do not feel it, his voice am soft, make a gesture. The ocular movements are in bottom on the right. As far as possible I will support the body contacts like the Shiatsu massages.
I am very attentive with the complaints on the physical level, the abdominal pains and the headaches, which disturb them often quickly. It is a person with whom it is difficult to explain a situation verbally. This type of body perception is far from explicit in our civilization, we tend to privilege the speech or the visual contribution. The language of the body is often foreign for us. The pedagogues anthroposophes have a better knowledge of the language of the body. For example to describe letters, they invite the children to model the form with their own body, thus giving a kinesthetic life to abstract concepts.
Such people learn enormously by the physical experiment, the movement, and displacement in space. To determine the preferential channel of the child, I ask him some questions and observes in which direction its glance moves before answering. I analyze also the vocabulary employed. Ocular displacement and a light fixity is a first step in focusing. It is the sign of entry in fright. I propose to them a voyage with Marry Poppins with the imaginary country. They are all the two lying ones, the glance turned downwards.
They suck their inch. I introduced flowers into the meadows. These flowers are lollipops of all the colors.
Two heroins of the history takes each one of it one and suck quietly them. I thus support focusing by the preferential channel of the young girls, supports it and amplifies it. To adopt the position low is to accept that we do not know either. The teacher is often held in high position in order to ensure the good management of the time and the space of all the group in the institution.
It is often guarantor of the authority and the sense of security in the child. However it is significant to know to leave this high position especially when the child regularly does not seem to understand or that it says that he does not know. It is very significant in the process of the transewhich it knows that it is him which holds the solution. One can use a succession of questions of which the probability of consent is quasi total. If the first put question had been the last it is more probable than I will have obtained one not.
Tools Conversational hypnosis is a tool developed by Erickson. In fact it was already finished. This technique makes it possible to lead a transewithout particular framework. It then saw a conversation which enables him to slacken or to more easily find a solution with a problem. Conversational transeis a tool adapted at the time of the meal or when the child makes irruption with a concern, a problem or one questionnement.
Another manner of making conversational hypnosis consists to bring back the statements of an unknown person of the child but who would have a place in his imaginary as a former resident of the institution or a grandmother, to say to him that it learned how to make such or such thing while using such or such resource.
Philippe has a problem of arrangement of his room. And well each morning it arranged its room before the lunch, it was very content bus after the lessons it could play. Perhaps you know Jedy of the Star Wars. On our premises the children are impassioned by the adventures of Sky Walker. For them, this modern tale has much significance. A child who plays in his room only can really be a good sign.
C is L occasion of moments of spontaneous fright, nourished by imaginary sometimes overflowing. Regularly it is observed that these plays symbolic systems enable them to solve their problems and their traumatisms. It is thus very significant to only leave the child, not to disturb it, to let it thus develop its access to its imaginary life without encumbers. C is a spontaneous form D autohypnose very favourable with the revelation of competences. Victor attended L accident of his little brother on the road. Fritz 8 years S insulates as of its arrival with L institution.
All was good for him to imitate these engagements without end. Combat which appeared in fact the terrible fights which opposed these parents during years. Luc, 10 years, spends the hours to create bases of engagements to protect his nounours. He places in his bed the nounours repaired by his father in the bed. Around it raises barricades and a whole system of defense.
To protect the nounours is a manner sympathetic nerve of protecting well the small wounded being which cures in him. Perhaps cannot we always speak about hypnotic transeat the time of the plays symbolic systems but it is clear that L one is very ready, qu it S acts of the same phenomenon. At the time of body massages or contacts, it is very useful to be able to recognize fright.
To touch the arm of the child which closes the eyes by specifying the places concerned to him. The shiatsu is a technique of massage that J employs regularly and who is based on the meridian points of the body. Johann closes the eyes. Its state of transeis deep. I know that Johann is a child deceived physically by his father during several years. He then saw with a particular intensity such a work of relaxation. And especially a neutral body contact with an adult of reference. The end of L exercise enables us to check L state to be real well L child. The fact that the children whom we accomodate suffer from which had disorders, for certain D between them, with physical abuses undergone during the early childhood, the body contact becomes more complicated then.
The phenomena of transerelated to its exercises are recurring and surprising, they are a door for an in-depth exchange with the child. The technique of the three drawings is a technique developed by Mills in its ouvrage5. It allows the child to seek unconscious resources by a light fright. L child makes a first drawing where one proposes to him to represent his difficulty. The drawing can be figurative or even very abstract when one asks him to draw a pain or an emotion. One then asks him to redraw second once the problem but to represent it this time in his solved form. It is astonishing amusing even to see at which point that does not represent a major difficulty for him.
In the third time, one proposes to him to carry out a third drawing which will represent the resources. It will have to draw this qu it S passed so that drawing 1 becomes drawing 2.
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This stage it is common that the child blocks themselves and says "I do not know". I maintenances then the low position and I answer that I do not know either. It is necessary to let it seek, to concentrate. One can L help either by leaving it quiet or in L accompanying but it is necessary it to leave entirely free and L to encourage by admitting its competences to find the answer.
C is whereas the third draft spouts out like an outline of solution. Michel is Victor fought violently. I speak a little with Victor for determining well the feeling which blocks it. I then propose to him to draw his fear. It carries out the first drawing then the second. And finally the third. The third drawing represents the solution: Buddies who promised to protect it.
I propose to him to question Michel on this subject. It describes the fear like a river in bottom of the drawing. This representation is really enthralling, J likes this manner of describing a feeling and there would be to say certainly much of this drawing on the symbolic system plan. Drawing 3 L child describes his solution, obtained after one moment of transein front of the white sheet. It draws several small buddies with whom it built alliances.
Drawing 1 it represents its anger. It here would be seen earlier sad. It is described in its family joined together again. For L child the means of passing from drawing 1 to drawing 2 is its family. This answer which appears basic will oblige us to reconsider the situation of this child since his point of view of D child. It is very simple to carry out.
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D access L educational plots a free curve on a sheet and lets L child supplement it with his own way to make a small representative drawing of it. Then the child realizes another curve of its choice and L educational supplements it. That is done several times in turn. This technique is very useful with children having difficulties for S of expressing in presence D an adult, to enter in relation to the adults or suffering of disorders the direct relation.
Moreover this method allows spontaneously to leave L educational in low position.
In L workshop of pottery, I work while placing L child alone vis-a-vis the scheme of work.