Neuro‐linguistic programming and altered states: encouraging preparation for learning in the classroom for students with special educational needs     

Voldis Kudliskis 《British Journal of Special Education》2013,40(2):86-95

In seeking to identify the processes associated with the immediate engagement of learning for students with mild special educational needs, this study examined the responses of an extraction group (n = 7) of 11‐ to 13‐year‐old students who participated in a number of lessons in which the opening episode involved the use of visualisation techniques and language associated with representational systems as identified within neuro‐linguistic programming (NLP). Students endeavoured to alter their negative state to a positive state via this intervention. The study, by Voldis Kudliskis of South Dartmoor Community College, was of a naturalistic research design, and the students' experiences were explored by means of formal interviews, semi‐structured interviews, questionnaires and observations. The implications for altering state through techniques associated with NLP are described and evaluated in terms of student comments. The case is made for the process of altering state as a strategy to empower students to engage with their learning from the outset of the lesson.  相似文献   

Applying ‘what works’ in psychology to enhancing examination success in schools: The potential contribution of NLP     

Voldis Kudliskis 《Thinking Skills and Creativity》2009,4(3):170-177

The strengths and weaknesses of Neuro-Linguistic Programming (NLP) are described with reference to its origins, previous research and comments from critics and supporters. A case is made for this allegedly theoretical approach to provide the kind of outcomes focused intervention that psychology and psychologists can offer to schools. In particular, NLP includes a range of techniques that can be “given away” to teachers and students faced with examination pressures. The implication of such techniques with sixth form (Year 13) students in one secondary school in the South West of England is described and evaluated in terms of student comments on their helpfulness. The case is made for NLP as empowering some students to overcome exam anxiety and other related difficulties. A cyclical eight stage model is proposed for the application of NLP which is considered to offer the most likely effective learning outcomes.  相似文献