coaching and learning
state management, sleight of mouth and visualisation techniques to aid students with special educational needs (SEN) prepare for classroom learning
Acuity, 7 (2018)
The implementation of specific aspects neuro-linguistic programming (NLP); namely, state management, sleight of mouth, visualisation techniques and representational systems were examined in the context of engagement with learning from the beginning of a lesson for students with mild special educational needs (SEN). This study examined the responses of an extraction group (n=7) of 11 to 12-year-old students who participated in a number of lessons in which the opening sequence involved the use visualisation and slight of mouth techniques to encourage passage from a negative state to a positive state. This action research study was of naturalistic design; the experiences of students were explored through a short formal interview, responses to questionnaires and observation. The consequences for altering state through techniques associated with NLP are described and evaluated in terms of student commentaries. The case is made that altering state can be a stratagem to empower students to engage with their learning from the outset of the lesson.
coaching and learning
teaching assistants, neuro-linguistic programming and special educational needs: 'reframing' the learning experience for students with mild SEN
Pastoral Care in Education: An International Journal of Personal, Social and Emotional Development (2014)
Teaching assistants, neuro-linguistic programming (NLP) and special educational needs: ‘reframing’ the learning experience for students with mild SEN Pastoral Care in Education: An International Journal of Personal, Social and Emotional Development This study examines how an understanding of two NLP concepts, the meta-model of language and the implementation of reframing, could be used to help teaching assistants enhance class-based interactions with students with mild SEN. Participants (students) completed a pre-intervention and a post-intervention ‘Beliefs About my Learning Experiences Scale’ (BALES). The BALES has good internal consistency (Cronbach’s α = .85) and moderate test–retest reliability (r = .75), indicating that the BALES is a psychometrically sound instrument for assessing beliefs about learning experiences. The intervention group were exposed to positive verbal influencing strategies via ‘reframing’ over an intervention period of 12 weeks from TAs who received training in the use of these specific aspects of NLP. Following the intervention, semi-structured interviews were conducted with TAs to elicit information about the perceived utility of the NLP strategies. Semi-structured interviews were also conducted with the students to examine their experiences and perceptions of their learning post intervention. A paired samples t-test failed to reveal a statistically reliable difference between average pre-intervention BALES scores (M = 99.17, SD = 12.76) and post-intervention BALES scores (M = 105.75, SD = 15.21) that students with mild SEN achieved t(11) = 5.02, p = 1.78, α = .10. However, the qualitative responses collected from semi-structured interviews with TAs and with students do suggest that the use of specific elements of NLP, namely the meta-model of language and (embedded) reframing may be helpful, at some intrinsic psychological level, in challenging concepts that SEN students have about their experiences in education.
