to “block” or to “speak fluently” “how to do what when” “stuttering is not about...

To “Block” or to “Speak To “Block” or to “Speak Fluently”Fluently”

“How to do What When”“How to do What When”

““Stuttering is Stuttering is notnot about speech.” about speech.”

““Stuttering/ fluency are about what Stuttering/ fluency are about what ‘meaning’ the PWS consciously or ‘meaning’ the PWS consciously or unconsciously places on a certain unconsciously places on a certain

context.”context.”

©2009 Renewing Your Mind International, Inc.©2009 Renewing Your Mind International, Inc.

Two Royal Roads to State Two Royal Roads to State ControlControl

RepresentationScreen

VAK

SpeechBehavior X

Response Stimulus


NLP as Mind-Body StatesNLP as Mind-Body States

• When we process information we When we process information we createcreate mind-body mind-body “states.”“states.”

• These states are our These states are our experiences, experiences, feelings, moods, attitudes, feelings, moods, attitudes, dispositions, etc.dispositions, etc.

• Sensory Rep System + Linguistic Sensory Rep System + Linguistic System + Physiology = System + Physiology = StatesStates

©2009 Renewing Your Mind ©2009 Renewing Your Mind International, Inc.International, Inc.

The following Neuro-Science The following Neuro-Science Information Comes From Norman Doidge, Information Comes From Norman Doidge, M.D. M.D.

The Brain that Changes Itself: Stories of Personal Triumph from the Frontiers of Brain Science. (2007). New York: Viking Penguin, pp. 196-204. Chapter 8 - "Imagination: How Thinking Makes It So".


Transcranial Magnetic Transcranial Magnetic StimulationStimulation• Beth Israel Deaconess Medical Center is part of Beth Israel Deaconess Medical Center is part of

Harvard Medical School. The experiments happened Harvard Medical School. The experiments happened here.here.

• ““Alvaro Pascual-Leone is chief of the center, and his Alvaro Pascual-Leone is chief of the center, and his experiments have shown that experiments have shown that we can change our we can change our brain anatomy simply by using our imaginationsbrain anatomy simply by using our imaginations. .

• ““He has just put a paddle-shaped machine on the left He has just put a paddle-shaped machine on the left side of my head. side of my head.

• ““The device emits transcranial magnetic stimulation, The device emits transcranial magnetic stimulation, or TMS, and can influence my behavior.or TMS, and can influence my behavior.


Transcranial Magnetic Transcranial Magnetic StimulationStimulation• Wilder Penfield had to open the skull Wilder Penfield had to open the skull

surgically and insert his electric probe surgically and insert his electric probe in the brain to stimulate the motor or in the brain to stimulate the motor or sensory cortex. sensory cortex.

• ““When Pascual-Leone turns on the When Pascual-Leone turns on the machine and makes my finger machine and makes my finger move, I experience move, I experience exactly what exactly what Penfield's patients did when he cut Penfield's patients did when he cut open their skulls and prodded open their skulls and prodded them with large electrodes.” them with large electrodes.”


Short Term/ Long Term Short Term/ Long Term LearningLearning

• The cramming for a test (short term The cramming for a test (short term learning) strengthens learning) strengthens existing neuronal existing neuronal connections and unmasks buried connections and unmasks buried pathways. pathways.

• The slower, more permanent long term The slower, more permanent long term learning changes suggest learning changes suggest the formation of brand-new structures, probably the probably the sprouting of new neuronal connections sprouting of new neuronal connections and synapses. and synapses.


Short Term/ Long Term Short Term/ Long Term LearningLearning

• After a brief period of practice, as when we cram for After a brief period of practice, as when we cram for a test, it is relatively easy to improve because we are a test, it is relatively easy to improve because we are likely strengthening existing synaptic connections. likely strengthening existing synaptic connections.

• But we quickly forget what we have crammed ─ But we quickly forget what we have crammed ─ because these are easy come, easy-go neuronal because these are easy come, easy-go neuronal connections and are rapidly reversed. connections and are rapidly reversed.

• Maintaining improvement and making a skill Maintaining improvement and making a skill permanent require the slow steady work that permanent require the slow steady work that probably forms new connections. probably forms new connections.

• The difference is probably why some people, who The difference is probably why some people, who seem slow to pick up a skill, may nevertheless learn seem slow to pick up a skill, may nevertheless learn it better than their "quick study“ friends. it better than their "quick study“ friends.


Piano Lessons:Piano Lessons:• Pascual-Leone taught two groups of Pascual-Leone taught two groups of

people, who had never studied piano, a people, who had never studied piano, a sequence of notes showing them which sequence of notes showing them which fingers to move and letting them hear the fingers to move and letting them hear the notes as they were played. notes as they were played.

• Then members of one group, the 'mental Then members of one group, the 'mental practice' group, sat in front of an electric practice' group, sat in front of an electric piano keyboard, two hours a day, for five piano keyboard, two hours a day, for five days, and days, and imagined both playing the imagined both playing the sequence and hearing it played. sequence and hearing it played.


Piano Lessons:Piano Lessons:

• A second 'physical practice' group A second 'physical practice' group actually played the music two hours a actually played the music two hours a day for five days. day for five days.

• Both groups had their brains mapped Both groups had their brains mapped before the experiment, each day during before the experiment, each day during it, and afterward. it, and afterward.

• Then both groups were asked to play Then both groups were asked to play the sequence, and a computer the sequence, and a computer measured the accuracy of their measured the accuracy of their performances. performances.


Piano Lessons:Piano Lessons:

• "Pascual-Leone found that both "Pascual-Leone found that both groups learned to play the sequence, groups learned to play the sequence, and both showed similar brain map and both showed similar brain map changes. changes.

• Remarkably, mental practice alone Remarkably, mental practice alone produced the same physical changes produced the same physical changes in the motor system as actually in the motor system as actually playing the piece. playing the piece.


Practice makes Perfect.Practice makes Perfect.

• "The level of improvement at five days in "The level of improvement at five days in the mental practice group, however the mental practice group, however substantial, was not as great as in those substantial, was not as great as in those who did physical practice. who did physical practice.

• But when the mental practice group finished But when the mental practice group finished its mental training and was given a single its mental training and was given a single two-hour physical practice session, its two-hour physical practice session, its overall performance improved to the level of overall performance improved to the level of the physical practice group's performance at the physical practice group's performance at five days. five days.


Don’t underestimate the Don’t underestimate the Power of your Imagination.Power of your Imagination.

• Clearly mental practice is an effective way Clearly mental practice is an effective way to prepare for learning a physical skill with to prepare for learning a physical skill with minimal physical pminimal physical practiceractice..

• We all do what scientists call mental We all do what scientists call mental practice or mental rehearsing when we practice or mental rehearsing when we memorize answers for a test, learn lines memorize answers for a test, learn lines for a play or rehearse any kind of for a play or rehearse any kind of performance or presentation. performance or presentation.

• But because few of us do it systematically, But because few of us do it systematically, we underestimate its effectiveness.we underestimate its effectiveness.


Becoming an expert.Becoming an expert.

• "One reason we can change our "One reason we can change our brains simply by imagining is that, brains simply by imagining is that, from a neuroscientific point of view, from a neuroscientific point of view, imagining an act and doing it are not imagining an act and doing it are not as different as they sound. as different as they sound.

• In both cases, the very same neural In both cases, the very same neural networks are activated.networks are activated.


Becoming an expert.Becoming an expert.

• When people close their eyes and When people close their eyes and visualize a simple object, such as the visualize a simple object, such as the letter letter a, the primary visual cortex lights a, the primary visual cortex lights up, just as it would if the subjects were up, just as it would if the subjects were actually looking at the letter a. actually looking at the letter a.

• Brain scans show that in action and Brain scans show that in action and imagination many of the same parts of imagination many of the same parts of the brain are activated. That is why the brain are activated. That is why visualizing can improve performance.visualizing can improve performance.


Why all this Neuro-Science Why all this Neuro-Science stuff?stuff?

• Since your fears and anxieties are Since your fears and anxieties are very well installed due both to very well installed due both to high high emotions emotions and and much repetitionmuch repetition……

• How does this information encourage How does this information encourage you to imagine & rehearse fluent you to imagine & rehearse fluent strategies of thinking?strategies of thinking?


The “Plasticity” The “Plasticity” of our Neural Networksof our Neural Networks

•The word Neuro-Science now uses The word Neuro-Science now uses in reference to the brain’s ability to in reference to the brain’s ability to learn is “learn is “plasticityplasticity”.”.

•The brain is not made of concrete. The brain is not made of concrete.

•The brain is moldable.The brain is moldable.

•You can teach old dogs new tricks.You can teach old dogs new tricks.

•And a PWS can learn to be fluent.And a PWS can learn to be fluent.


Suggested Pattern for Suggested Pattern for RehearsalRehearsal

1.1. The fear & anxiety about stuttering The fear & anxiety about stuttering pops into your mind. Feel it!pops into your mind. Feel it!

2.2. Say to the fear & anxiety, “No, I know Say to the fear & anxiety, “No, I know how to speak fluently.”how to speak fluently.”

3.3. Recall your fluent state of mind (be Recall your fluent state of mind (be in it).in it).

4.4. Say to yourself, “Yes, I know how to Say to yourself, “Yes, I know how to speak fluently!”speak fluently!”


Associated/ DissociatedAssociated/ Dissociated

• AssociatedAssociated – You do not see yourself in the picture – You do not see yourself in the picture – you are “inside” the state experiencing it fully.– you are “inside” the state experiencing it fully.

• DissociatedDissociated – You do see yourself in the picture – – You do see yourself in the picture – you are “outside” the experience.you are “outside” the experience.

• Stepping aside (Going Meta) from memories, etc. Stepping aside (Going Meta) from memories, etc. we adopt different perspectives.we adopt different perspectives.

• We don’t “literally” step outside.We don’t “literally” step outside.• We are referring to our “felt senses”, which is a We are referring to our “felt senses”, which is a

product of our thinking.product of our thinking.• Meta-Levels positions gives us psychological Meta-Levels positions gives us psychological

distance.distance.


Perceptual PositionsPerceptual Positions

1.1. SelfSelf – from your own body – from your own body

2.2. OtherOther – from “inside” the other – from “inside” the other personperson

3.3. Meta / Dissociated Meta / Dissociated – “Outside” both– “Outside” both

4.4. SystemSystem – from the larger system – from the larger system and contextsand contexts

5.5. UniversalUniversal – The “Universe” – “God” – The “Universe” – “God”


PerceptualPerceptualPositionsPositions

1st PositionIn your body

“Self” Position

2nd PositionIn other person’s

body.“Other” Position

3rd Position“Outside” both

bodies.“Objective” Position

5th Position“Universal” Position

With “God”

4th PositionYour Position

“in the system”

In “self”In the “other”

Outside both

Inside the company

Inside your

“higher self”


The Drop-Down Through PatternThe Drop-Down Through Pattern

1.1. Identify the experience and emotion you Identify the experience and emotion you want to transform.want to transform.

2.2. Step into that experience.Step into that experience.3.3. Drop-down through the experience.Drop-down through the experience.4.4. Experience “nothing”. (Most reach a point Experience “nothing”. (Most reach a point

where they have no thoughts or feelings. where they have no thoughts or feelings. Some, however, just transition over into Some, however, just transition over into the positive.)the positive.)

5.5. Associate (be in it) into your resource Associate (be in it) into your resource state (5th Position) and state (5th Position) and apply apply that that resource state to each problem state.resource state to each problem state.

6.6. Test.Test.©2009 Renewing Your Mind ©2009 Renewing Your Mind

International, Inc.International, Inc.

How to contact BobBobby G. Bodenhamer1516 Cecelia Dr.Gastonia, NC 28054704.864.3585704.864.1545 (Fax)bobbybodenhamer@yahoo.comwww.masteringstuttering.comwww.renewingyourmind.comwww.neurosemantics.com


to “block” or to “speak fluently” “how to do what when” “stuttering is not about...

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