TASK 12

Trauma Counseling

“Neuro-Linguistic Programming (NLP)”

Lecturer:

Ifdil, S.Hi, S.Pd, M.Pd, Ph. D, Kons

By:

Nadia Khairunnisa

19006188

GUIDANCE AND COUNSELING

FACULTY OF SCIENCE EDUCATION

UNIVERSITAS NEGERI PADANG

2022
Neuro-Linguistic Programming (NLP)

A. Build Rapport
Establishing a relationship or building a good relationship with ourselves
(between the parts within us), family relationships, co-workers and relationships
between people are certainly very important for us to understand. Rapport is one
of the most popular communication and relationship building principles and
techniques in the world and it is a must that you will master when learning NLP.
Rapport is built on the principle of sincerity and seasoned with pacing-
leading and matching-mirroring. The principle of pacing means equalizing or
adjusting. The practical understanding is 'equalize the frequency'. With this
equation, the next stage, namely 'leading' can be done. The pacing stage can be
done using the matchingmirroring principle. This principle is carried out by
making various adjustments in body position, gestures, verbal, facial expressions,
etc.
But what we need to understand is that the best report cards are that we
maintain sincerity in establishing communication. Rapport (good relationship).
During the teaching and learning process, the teacher creates a harmonious
relationship with the students. The theory in NLP that can be used during PBM is
matching. Adjusting is matching aspects of the teacher's external behavior to the
maximum with the behavioral aspects of the students. Rapport can be reached
through pacing (stepping) and leading (leading).
Things that can be adjusted include ( Nurul Ramadhan, 2010) :
1. Nonverbal adjustments:
a. Whole body: adjustment of the teacher's body posture with the student's
body posture.
b. Part of the body: the part that allows it to be seen or imitated, also
related to movement, such as hand movement or eye movement
c. Expression.
d. Voice: intonation or volume
2. Verbal adjustment:
a. Use the same choice of words, phrases or sentences. Example: The
student asks: "Sorry ma'am, I didn't understand your explanation
earlier." "Okay, thank you, what part of your explanation did you not
understand, son?"
b. Ideas or thoughts: taking students' ideas and making them a topic of
conversation, etc. Verbal and nonverbal adjustments as stated above are
done individually (for example if a student asks or makes comments)
because adjustments will be difficult if the teacher has to adjust all the
movements made by each student at the same time.
B. Sensory Language
Each individual understands various experiences through the five senses or
in NLP terminology known as VAKOG (Visual, Auditory, Kinesthetic,
Olfactory). and Gustatory). After the age of twelve, individuals generally have a
preference for the five lines of information , generally between the following
three; Visual, Auditory or Kinesthetic. The choice of path also depends on the
material studied by the individual. A musician is more likely to use the auditory
pathway than the other two pathways. An understanding of this is very important
for educators to have because it determines the effectiveness of the learning
process . (1) Brain Humans also use the working methods of the five information
pathways in processing and retrieving various information that has been learned.
Individuals are generally able to visualize , talk to themselves, feel ( physically
or emotionally), distinguish various tastes, distinguish various aromas and much
more.
C. Mapping Across
The method is quite easy. Think about what motivates you and pay attention
to the submodalities. Maintain the sensations and feelings that occur. After that
think about the things that demotivate you and keep the sensations and feelings
that occur when you are in a motivated state. Then take a break, about ten
seconds. After a break, think again about what motivates you and maintain the
sensation. After regaining the sensation, immediately change your mind to the
thing that makes you demotivated while retaining the sensation that happened
again. Do these steps several times. Once you understand the difference between
what happens in your body when you are motivated and demotivated, you can
use submodalities to reprogram your mind.
D. Sub-Modality
Submodality is one part of the human set of how someone asks for
information to then issue it in his mind. If it can be compared easily, then
Submodality can be likened to data from a movie show.
If we look at the film, then in this show there will be several elements that
are displayed: image and sound. If we discuss further, the elements of the image
will be divided into several things, for example: colors that require the film to be
more bright colors with complete color compositions, sometimes in scenes that
are made a little more complicated. Likewise with the sound presented in the
show as well as: there are events that feature voices that focus on only one actor,
as well as the sound that is played in an amazing display mixed with background
sounds from the actors such as dialogue in a crowd.
Apart from the above, if we take a closer look at the film, we will also see
how the angle of shooting taken by the director or filmmaker is different in each
scene. Sometimes we as the audience seem to represent the point of view of a
main character when he has a dialogue with other actors, but often we are also
able to see for ourselves the action of a main character in a compilation with
other actors that we see two people: the main character and the lying actor.
If we equate these impressions with what is in our own minds, then when we
play (remember) an experience scene from our lives, it is necessary that the
quality of the experience elements will consist of various kinds. In NLP, the
quality or structure of the elements of the experience we remember is called
Submodality. The interesting thing about this submodality is that changing this
element will change the meaning that is in the experience we have. It's the same
as showing a film, if we watch a horror film and then we remove the sound that
accompanies this film, it will attract less attention from the film.
References

Annie Sailendra. 2014. Neuro-Linguistic Programming (NLP) : dari Konsep Hingga

Feni Etika Rahmawati dan Wiryo Nuryono. 2004. “Penerapan Terapi NLP (Neuro
Linguistic Programming) Untuk Menurunkan Kecemasan Berbicara Di Depan
Umum Pada Siswa Kelas Xi Sma Negeri 2 Pare”. Jurnal Bk, Vol. 04, No. 03

Ghannoe. 2010. Buku Pintar NLP (Neuro Linguistic Programming). Terjemahan.

Natalia, Margaretha Mega. 2007. Program Bimbingan Kelompo Berbasis NLP untuk
Menanggulangi Stres pada Siswa SMP. Skripsi. UPI Bandung: Tidak
Diterbitkan.

Nurul Ramadhan Makarao. 2010. NLP: Neuro Linguistic Programming. Bandung:

Rini Mastika Sari. 2012. “Neuro Linguistic Programming (NLP) untuk Mengatasi
Depresi Pada Penyandang Tuna Daksa yang Mengalami Kecelakaan Lalu
Lintas Di BBRSBD Surakarta” Naskah Publikasi, Fakultas Psikologi
Universitas Muhammadiyah Surakarta hal. 10.