John moves onto outcomes, setting up an exercise in groups for students to extract outcomes from their well-formed issue.

John introduces "Simple diagnostic questions", the third step after Issues and outcomes.

John brings a member of the audience up to demonstrate the Simple Diagnostic Questions exercise.

John gets a second member of the audience up to diagnose an issue of hers: bad eating habits

John goes back to the group to unpack observations about the previous two demonstrtions

John introduces us to emotional states and how to calibrate them in ourselves and others.

Where do your emotions sit during  typical week?  John takes the group through some emotional awareness questions and then sends them off to discuss.

John asks the audience some of their interesting observations around their own emotional landscape

John takes us through the distinction between inter and intra emotional intelligence. He then sets up the group for an exercise on body scanning exercise.

John introduces a short body scanning exercise

John introduces the group to anchoring and it's different components. The first: calibration.

John goes into more depth about calibration and how it's useful with anchoring. John calls a member of the team up for a calibration exercise.

John asks a member of the team to step into different memories in order for the audience to calibrate any kind of visual difference in states.

John asks the group about any observations they made during the Calibration demonstration.

John sets the group up to do the state calibration exercise in smaller groups.

After the group do the state calibration exercise in small groups, John goes back to them to bring forward any of their observations and key learnings.

John sets up a Conversational State Elicitation task for the audience to carry out in small groups.

John carries out a Conversational State Elicitation demonstration in front of the group. He also then sets up the group to carry out their own in smaller groups.

John introduces the eliciting states model, exploring how to elicit different states form people.

John performs a demonstration of the eliciting states model, then sending the group to try it themselves.

John pulls the group back for any key learning or observations from the exercise.

John takes us through what situations a collapse anchor is useful for.

John demonstrates the collapse anchor exercise on a member of the group who presents a grumpiness issue.

John goes back to the audience for any questions or observations from the collapse anchor demonstration

John explains the collapse anchor model at a deeper level following on from the demonstration. John sets the group up in twos to try the the collapse anchors exercise for themselves.

The group bring forward some of their own key learnings and observations after trying the collapse anchors exercise themselves.

John briefly takes us through the change history model: another layer that can be added onto the collapse anchor model.

John introduces the Visual Squash model and begins by asking the group what kind of situations they could apply this model to.

John demonstrates the Visual Squash model with a member of the audience, who brings forward a conflict between being single and being partnered.

John goes over to the group for any key learnings and observations that they picked up on during the demonstration.

John explains some additional questions that can be asked on clients having trouble with the visual squash exercise. John then sets the group up to try the exercise in pairs

The group come back together to discuss observations and key learnings from their own exercises, asking John any questions that may have arose during the exercise.

John takes the group through the different types of change model. First order change and secondary order change. John introduces the importance of uncovering whether there's a secondary benefit at play.

John introdudces us to the six steps of reframing, then setting up a demonstration with a member of the group.

John gets a member of the audience to identify a behaviour they want to change, (smoking, in this case). John then demonstrates the six-step reframe.

The audience quiz the member of the group at the front about their experience during the demonstration, bringing forwards any key learnings of observations too.

John asks the group if they have any technical questions about how the model and process works. John then sends the group off to try it for themselves in pairs.

John Goes back to the group after trying their exercises to bring forward any key learnings or observations.