By Shawn Dwyer
How does NLP and other constructionism models specifically ‘inform’ the Meta-Coach System with recognised application? As a Neuro-Semantic Trainer how do you use other approaches that informs your training content?
Are you a confident Neuro-Semantic Trainer able to succinctly communicate to your participants the evolutionary background of the Meta-Coaching System?
The article below is from the original work by Dr Suzie Linder-Perlz. Full credit is given to Dr Suzie Linder-Perlz for the references provided.
This article’s purpose has been slightly adjusted from the original article written by Dr Suzie Linder-Perlz’(the original purpose was for career coaching). My purpose as a fellow Neuro-Semantic Trainer is using Dr Susie Linder-Perlz article for defining how Meta-Coaching has been ‘in-formed’ by previous models and theory. Can you imagine where you can inform Meta-Coaching accurately? I would love to see your learnings of what informs you!

NLP and General Semantics

NLP (Neuro-linguistic programming) is a communication model; it is about the internal representation of experience and how people communicate with themselves as well as others. In the field if general semantics Korzybski (1933/94) articulated an explanatory model of the human mind-body system comprising many interactive parts: mind (meaning, semantics), body (neurology), emotions, and beliefs. This was the beginning of the NLP model.
Korzybski also explained how humans create their unique cognitive ‘maps’ of the external world they encounter. Michael Hall explained ‘emotion’ as the registering somatically of the difference between our maps of the world and our experience of it. People construct meanings in their mind and package them in symbols (words), share them and embody them. Words work in their neurology to create emotional states and induce them into various mind-body-emotion experiences O’Connor and Seymour 1990, Bolstad 2004).
NLP (and later the Neuro-Semantic models) are partly based on the same cognitive behavioural approaches that informed social cognitive theory, cognitive counselling and the solution-focused approach.

Person Centred

Philosophically, NLP came from person-centred psychology Rogers 1961 and Glasser 1965. Based on his scientific and psychometric research, Rogers concluded that people have a basically positive direction, are self-directing and autonomous; he talked of “self-regulatory activities”. Change was about “loosening cognitive maps”. He also linked thoughts, feelings, experiences and physiology to the change process. Rogers’ idea that helpful therapeutic relationships required reflective listening, empathy and separateness of self under lie NLP practitioner skills (such as state management and rapport-building through calibration of representational systems, matching and mirroring language predicates, pacing and leading) as well as traditional approaches to helping skills that emphasize qualities such as congruence, empathy and positive regard (Egan 1975).

Cognitive Theory

Cognitive theory—first as RET (Relational Emotional Therapy – Ellis 1962)— focused on ‘thoughts’ as primary in driving human experience. Later, REBT (relational Emotional Behaviour Therapy – Ellis and Harper 1975) suggested that thoughts are revealed primarily as words, self-talk statement, and beliefs. How we think affects how we feel which in turn affects how we behave (Ellis and Harper 1975; Beck, Rush, Shaw and Emery 1979). Cognitive reframing and challenging self-talk are used in RET and REBT. NLP also draws from reality theory and learning theory regarding the need for positive and negative reinforcement, setting goals, contract negotiation and not ‘failing’ people.
NLP and cognitive behaviour counselling both draw on self-efficacy theory (Bandura 1986) and his cognitive learning theory regarding the quadratic reciprocity of four domains of human experience: thoughts, feelings, behaviour and situation (Bandura 1977). The motivational power of goal-setting (Latham and Locke 1991, Locke 1996, Hesketh 1997) is a central assumption in NLP as in other cognitive behaviour approaches (Grant 2001, Grant and Greene 2001).


Like narrative therapy and solution-focused brief therapy, NLP and Neuro-Semantics belong philosophically to the discipline to constructivism (Korzybski,1933/1994; Miller 1956; Bateson 1972; Walsh, Craik and Price 1992; Watlzawick, 1974; Weakland, Fisch, Jackson and Watlzawick,1974). A key NLP presupposition is that people construct their maps and models of the world because they do not deal with ‘the territory’ (reality) directly (Bandler and Grinder (1975).

The TOTE Model

The TOTE model of self-regulation (Miller, Gallanter and Pribam 1960) informed the work of Bandler and Grinder that lead to the Strategy Model in NLP, just as it informed the work of others studying the regulation of learning and behaviour (Carver and Scheier 1998).

Solution Focused

Both NLP and the solution-focused approaches (de Shazar 1988; de Shazar 1994) were informed by cognitive therapy (Beck 1976) and Erickson’ s Strategic Therapy (Zeig 1994, Battino and South 1999). Both NLP and solution-focused approaches are constructivist and humanistic, sharing a focus collaboration, feedback, finding out what works and what doesn’t, focus on solutions and resources, precision questioning, visualising a preferred future, step back and notice the problem is the problem.
To these shared assumptions, philosophy and techniques, NLP added the focus on internal representation systems and the language processes that help clients change those internal representations and physiology in order to change emotional states and behaviours.


In summary, this is not all of the elementary inclusions that ‘inform’ the initial Meta-Coaching System, yet we can now view how Meta-Coaching transcends and includes an extensive volume of recognised psychology, knowledge, constructionism and theory including General Semantics, Narrative Therapy, Relational Emotional Behaviour Theory, Reality Theory, Learning Theory, Cognitive Theory, Strategic Theory, Type Theory, and the NLP communication model.
How will you inform your participants with this in-formation?
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