Una serie de talleres de aplicación de DBM ® para desarrollar habilidades vitales para la comunicación, conocimiento y cambio humanos.

Una oportunidad ideal para poder conocer lo que hacemos y en qué nos diferenciamos.

Gran parte de la formación que realizamos es formación en profundidad de habilidades de intervención de diferentes tipos. Son cursos cuya finalidad es la adquisición de habilidades de verdad – es decir saber qué hacer cómo hacerlo y por qué hacerlo a partir de una sólida base de explorar científicamente qué funciona, cómo y por qué.

Esto solo es posible de forma completa y sistemática con la metodología DBM ®.

Para un grupo creciente de personas esto es muy interesante. Resulta muy atractivo, a nivel personal y profesional, poder disponer de un abanico de habilidades como la que ofrece el DBM ®. Pero es lógico querer comprobarlo en la experiencia. Hoy día la publicidad hiperbólica está a la orden del día. Consideramos importante poder comprobar en la realidad la utilidad y solidez de esta metodología y, por eso,  queremos ofrecer la posibilidad de que cada persona pueda disponer de la experiencia específica de algunas aplicaciones de DBM antes de poder comprometerse a aprenderlo más a fondo. Decimos “algunas aplicaciones” porque es un campo en constante crecimiento – ¡en el último recuento incluía más de 400 diferentes modelos de diferentes procesos! Cada uno completo, sólido y eminentemente práctico.

Y es que al ser el DBM ® tan diferente de cualquier otro campo que existe, no es fácil tener un referencia clara de qué, exactamente, es tan diferente en ello y la importancia y utilidad que tiene. Algunas – muchas – de las personas que realizan formación con nosotros vienen por recomendación de compañeros o amigos. Otros vienen después de comprobar la especial utilidad y relevancia de DBM ®  hablando con compañeros y amigos  que ya han realizado formación con nosotros.

Con los cursos de introducción pretendemos ofrecer otra vía de comprobación. Por una inversión de tiempo y dinero relativamente baja queremos poner a disposición de las personas la posibilidad de explorar aprender y desarrollar algunas habilidades clave y, además, comprobar – en su propia experiencia – la clara diferencia y utilidad de la metodología DBM y el aprendizaje experiencial.

Los talleres introductorios de aplicaciones de DBM son:

Breves  (15 a 20 horas) es un compromiso mínimo de tiempo compatible con la mayoría de los ritmos de vida y necesidades personales y profesionales.
Prácticos  – cada uno tiene un proceso vital como materia central con una serie de modelos, habilidades y distinciones especificas relacionadas.
Experienciales – más allá de la oportunidad de práctica que ofrece cualquier curso más o menos moderno, estos cursos se imparten de una forma auténticamente experiencial. La aproximación exclusiva de aprendizaje experiencial es diferente a cualquier otra aproximación. Permite una integración plena de aprendizaje consciente y inconsciente y aprovechamiento óptimo del tiempo de formación.
Fascinantes – Descubrirás muchas nuevas posibilidades y maneras de entender a las personas e interactuar con ellas.
Muy asequibles – la inversión en tiempo y en dinero se ha mantenido – y se mantiene -  al mínimo posible para facilitar la utilización de estos talleres para comprobar la metodología y alto valor añadido que proporciona. La inversión en cada taller es de 160 euros – o solo 144 euros si abonas la matrícula 20 días antes del curso.
Flexibles – Hay horarios de fin de semana (10:00 a 20:30 los sábados y 09:30 a 14:30 los domingos) y entre semana (de 16:00 a 20:30 tres días) adaptables a – casi – cualquier estilo de vida.
Reales – Se basan en realidades humanas – no en fantasías, rituales o nociones teóricas.
Muy útiles – Aprenderás habilidades de aplicación inmediata en tu vida personal y profesional.

Programa Primer Semestre 2012

Febrero
1. Fin de semana: 4 y 5 de febrero – El Cambio con Base – Las Bases del Cambio  Más información   Inscribirse en este taller
2. Entre semana: 27 al 29 de febrero – Lenguaje y Cambio   Más información  Inscribirse en este taller

Marzo
3. Entre semana:13 al 15 de marzo –  Conflictos Dilemas y Resolución   Más información   Inscribirse en este taller
4. Fin de semana: 24 y 25 de marzo – Lenguaje y Cambio   Más información   Inscribirse en este taller
5. Entre semana: 27 al 29 de marzo – Problemas y Soluciones Bien Formados   Más información  Inscribirse en este taller

Abril
6. Entre semana: 16 al 18 de abril  – Planificar el Desarrollo  Más información  Inscribirse en este taller
7. Fin de semana: 21 y 22 de abril – Influir con Eficacia   Más información   Inscribirse en este taller

Mayo
8. Entre semana: 8 al 10 de mayo – Valorar: Crear, Conseguir y Mantener Valor   Más información  Inscribirse en este taller
9. Fin de semana: 19 y 20 de mayo – Conflictos Dilemas y Resolución   Más información    Inscribirse en este taller
10. Entre semana: 29 al 31 de mayo – Calidad en las Relaciones   Más información    Inscribirse en este taller

Junio
11. Fin de semana: 16 y 17 de junio – Valorar: Crear, Conseguir y Mantener Valor   Más información   Inscribirse en este taller
12. Entre semana: 18 al 20 de junio – Innovar está en ti – Utilizar la Experiencia   Más información     Inscribirse en este taller

Julio

13. Fin de semana: 7 y 8 de julio  – Innovar está en ti  – Utilizar la Experiencia   Más información    Inscribirse en este taller

We can say that each of us creates our own model of the world.  By a model we mean “an organised dynamic representation of our world”.  We do not respond to the world as it is. We respond to how we have made sense of it, how it is “meaningful” to us.  We then respond to new things based on what we already “know”.  Instincts build in responses for animals but human beings need to learn how to respond in our cultures, organisations, countries and families.  This learning, the building of a model, is a process of Modelling.

Psychology is generally accepted as being “the scientific study of the human mind and its functions, esp. those affecting behaviour in a given context” (Oxford Dictionary).

Over the last three thousand years there have been many documented ideas, thoughts and theories about the human mind. Many of our current thinking is still influenced through the developments of the early work of Aristotle and Plato and how it influenced philosophy from the middle ages through to today.

Psychology is comparatively new as a separate science. With approximately 150 years of existence it has an impressive range of theories and models. These have been based on a number of different epistemologies. They have also set out to explain different aspects of mind and behaviour. As a result there is no single theory or model that draws them together in a similar way to Physics, Chemistry and other so-called hard sciences.

The unique difficulties with the subject matter of psychology (eg mind not being externally objectively verifiable) has led to limitations in the scope of psychological investigations.  Parts or components of psychology have been isolated for study, for example external behaviour and cognitive tasks with external evidence. These have not been easily re-connected to psychology in the fullest sense. Some of these simplifying solutions while making short-term experimentation easier has reduced the need to construct a more precise technology for investigating the complexities of the human mind and behaviour.

These limitations become more apparent in the applied areas of psychology where much of the laboratory work can seem irrelevant through to simplistic nonsense.

Outside of the laboratory a wide range of psychological theories have been created by practitioners including Freud, Jung, Adler, Horney, Fromm, O’Sullivan and Perls. These theories have led to varying degrees of research while independently influencing the practice of psychotherapy and education.

Two contrasting demands underlie the different groups involved. These are “Truthfulness” and “Usefulness.”

Interestingly when NASA sends spacecraft in near Earth orbits they use equations from Newton’s theory rather than the accepted “truthful” theory of Einstien. There reason for this is that it is more “useful” because of its simpler functioning over (relatively) short distances. They then make corrections for the “mistakes” that they know they are making. This is very different form using Newton’s equations as the “truth”.

In practice, many professional use theories, models and techniques without believing them to be true. Many researchers also do research without believing it to be true (or even useful).

If we take a developmental approach then these two issues can be balanced and form the basis for a committed approach to psychology without the traps of dogma and irrelevance. To do this we need to investigate and develop our understanding of our practice, our methodology and epistemology. These may be informal or formal. They will be there in all our practice.

As individuals we also build understandings of the world and think and behave on the basis of these understandings. We build and use models; our clients build and use models. As professional we are more likely to build formal models (including theories) to extend our informal or “naturalistic” modelling.

Both informal understanding and the formal understanding of science are models (and theories) built through the process of modelling. No matter what the epistemology underlying a theory both the epistemology and the theory require to be created in the first place.

Developmental Behavioural Modelling DBM is the formal studying of the complete range of modelling. This includes the structure and function of models, how models are formally and informally constructed and applied.

What is DBM®?

Developmental Behavioural Modelling DBM is a new field that offers a unique set of skills. The uniqueness lies in that it operates at a deeper level than the usual techniques and ready-made answers and solutions. DBM is a methodology not a fixed method. It offers a set of behavioural modelling skills to apply in any situation. DBM DBM modelling skills are used to identify the specific needs of the situation and to create answers that fit the particular circumstances rather than applying a pre-packaged solution. This makes DBM a very practical approach. It also means that there is a greater need for skills and appropriate models.

Over fifteen years of development and practical applications in Social Services, Education, psychotherapy and Business have gone into the development of DBM. John McWhirter, the developer and Master Trainer of NLP, has drawn upon the most effective approaches in therapy, education and business together with skills and approaches of Neuro-linguistic Programming, Ericksonian hypnotherapy, Gestalt therapy, General Semantics, all within a framework developed from the work of Gregory Bateson, Cybernetics and Systems theory. The result is a constantly developing field that works with the total situation applies modelling technology through a systems methodology and the developmental modelling to ‘re-model’ the situation.

Developmental Behavioural Modelling is a revolutionary approach to understanding human behaviour and learning. One of the achievements of this modelling was the creation of a methodology for NLP – an explanation of how NLP works.  By integrating his developments of NLP with Systems Theory, Cybernetics and the work of Gregory Bateson, he has been developing a model that explains why change occurs.

Initially DBM was used to improve the quality and effectiveness of Sensory Systems’ NLP training.  It has been further developed through application in the fields of personal development, therapy, education, and business consultancy.

Art and Science

Art and Science are two of the main areas of human creativity. They are often perceived as very separate; sometimes considered opposites or non-compatible. Unfortunately this can be quite a limiting way to consider them.  Instead if we integrate the artistic and the scientific it is possible to gain considerably more than the sum of the parts.

The great benefit of modelling is to identify the best in Art and Science and how best to combine them in all areas of human activity. In this workshop we will be exploring the integration of Art and Science in relation to effective coaching and supervising.

Assisted change

Our culture, education and personal experience are the basis of our models. We cannot learn everything ourselves o we depend on being assisted by others.
There are many ways that we can be assisted by others and give others assistance. These include teaching, training, therapy, counselling, advising and coaching. In DBM® these are all part of a holistic consultancy model.

Transitions

Every day we experience changes. Not all of the changes are major life changes. We change clothes, we change location from home to work, we digest food, we fall asleep and we awaken. Other changes are more noticeable, relationship changes, career changes, moving home. All of these changes are part of the natural process of life and life can be more enjoyable and easier when we increase our skill in planning and achieving them.

Some transitions we notice and other transitions we fail to notice.

Every minute of everyday we are experience changes. Our bodies are changing; the world around us is changing. These changes are examples of transitions and are often so gradual that we fail to notice them as they are happening.

Some of the time we experience sudden specific changes; changes in school, home, job, friends, relationships. Sometimes the suddenness of these changes can make it appear that they have come from nowhere when in fact they are also the result of transitions.

Unsuccessful Transitions

Ideally the results of major life transitions are joy, happiness, fulfilment, feelings of success. Unfortunately not all our transitions result in success. Sometimes the happiness or the success doesn’t arrive. Sometimes it does but without the intensity we expected. Sometimes we don’t quite complete the transition; we move home or change job but still feel more connected to the old one. Sometimes we find it difficult to move on; from “taking our work worries home” through to the major issues of retirement and bereavement. Again understanding how transitions work in detail enables us to resolve these major transitional problems and increase the quality of our lives.

Traditional Modelling of Change

While it is intellectually easy to accept that the world is a continuous process, in practice we often break up the world into discontinuous steps. The traditional way to do this is through causes and effects. Life changes are then explained and understood as a sequence of isolated causes and effects.

Causal modelling gives us an explanation and a basis for doing things in the world. It does not, however, describe exactly how a cause leads to and effect. For the mechanical world this may not be a big problem. For the world of human communication and relationships it is not so easy to identify specific causes and effects. Saying hello the same way to two different people can get two entirely different responses. This means that we cannot guarantee that the so called “cause” will actually lead to a specific “effect”.

Even when events go as planned we do not know how they have done so. And so when they don’t go as planned we do not know what to do differently.

Causal modelling is also very poor at describing continuous movement. Many of the changes we make in life are designed not to make changes in things but to maintain them; our eating, washing, tidying through to maintaining relationships are continuous processes.

DBM® Modelling of Change and Transitions

To fully understand and appreciate the nature of the transitions made in all life changes we require a model of change that matches the continuity and complexity of the real world. The DBM® Transitional Modelling model is designed for this.

John McWhirter has over twenty five years experience in working with change and transitions. He is the creator of Developmental Behavioural Modelling (DBM®).

In this workshop participants will learn a number of DBM® models and tools that will enable them to work simply with simple transitions through to great detail and subtlety with complex transitions.

The DBM® Transitional Modelling model helps us to distinguish three levels of transition. The first is continuous change including our maintenance changes. We can identify and measure these as examples of “transit”. For example, we are in transit as we sit on a train. We are in a process of change but may not realise it. The second level is when we change how we are moving through the world. We can identify and measure these as “Transfer” changes, for example changing from one train to another. The third is when we change the type of thing we are doing and is called a “transfom” change. For example after travelling to work we arrive and make the transformation from travelling to being at work.

Through this transitional model we can identify and measure changes that are impossible with causal modelling. Together with other DBM® modelling tools and skills we can work much more effectively with the whole range of life transitions.

DBM® and Effective Therapy

DBM®  offers a unique set of skills for therapy. The uniqueness lies in that it operates at a deeper level than the usual techniques and ready-made answers and solutions. DBM® is a methodology not a fixed method. It offers a set of behavioural modelling skills to apply in any situation. DBM® modelling skills are used to identify the specific needs of the situation and to create answers that fit the particular circumstances rather than applying a pre-packaged solution. This makes DBM® a very practical approach. It also means that there is a greater need for skills and appropriate models.

DBM® can be used for the complete range of interventions in any therapeutic or organisation change process.
DBM® and Effective Personal and Professional Development

DBM®  is also an excellent set of skills for personal and professional development.

DBM® can be used with all other types of personal and professional development technologies. It can also be used to model them, identifying how they work and how to improve how they work.

The most effective use of DBM®  is as a complete approach to personal and professional change.

Learning is a defining experience of being human

All animals need to do things to meet their needs. Instinct supplies animals with the learning that fits their environment developed through evolution. We humans are born with very little built in learning, or instincts, than other species and therefore must create it through many years of learning. This gives us a survival advantage; we are not limited to behaviours that only fit a previous environment therefore we can more easily adapt to new environments. This means we start with less and have to learn a great deal more. As a species we become unique in the ability to learn; we become skilled at learning and building understanding and skills. We build our understanding and skills based on our experience. We continue to create and change our understanding and skills throughout our lives through “ long learning”. This means that the unknown is a bigger issue for us than other animals. The more effectively we investigate, ‘go into the unknown’ and learn, the more effectively we will be able to build an accurate and effective knowledge of the world and the practical skills for meeting our needs.

We call the understanding that each of us creates through learning and creativity our ‘Model’ of the world. By a model we mean “an organised dynamic experience or representation of our world”. We do not respond to the world as it is. We respond to the sense we have made of it; how it is “meaningful” to us. We then respond to new things based on this “sense”.

A lot of the learning we acquire is through formal TEACHING. The more effective the teaching the more effective the learning will be.

Learning Theory

Over the last hundred years three main theoretical approaches have been created to explain learning. The first of these was behaviourism which emphasised conditioning of behavioural responses through both Classical conditioning (Pavlov) and Operant conditioning (Skinner). While many interesting results were obtained they did not actually study the process of learning itself, only how behaviour based on learning could be altered. They also did not study many of the specifically human types of learning choosing to study mainly rats and pigeons.

The second main theory was cognitive. This aimed to study the internal workings of the brain (often confused with mind). While this broadened the scope of investigation it was often too mechanical and not actually describing what real people actually did as they engaged in learning.

The third main theoretical approach is constructivism. Constructivism aims to explore how individuals construct their knowledge form experience. A limitation in this approach has been a lack of precise description as to how exactly learning works and the exclusion of other types of learning covered by behaviourism and cognitive theory.

While all of these approaches have increased our knowledge of many processes around learning they have not described exactly how learning works and offer little in the way of practical understanding to the teacher or individual learner. Gilbert Ryle has highlighted the difference between a theoretical understanding of how things work and a practical skills understanding of how to work things. New developments in the constructivist field, specifically Developmental Behavioural Modelling, effectively responds to these difficulties and has created a model of learning that includes ALL the main learning processes describing how they work and how to effectively work them.

Developmental Behavioural Modelling: Modelling Learning

Every individual understanding is a unique natural model. Every scientific theory, philosophy and religion is a formal model built from our natural models.

We build and use models; our clients build and use models. As professional we are more likely to build formal models (including theories) to extend our informal or “naturalistic” modelling.

Both informal understanding and the formal understanding of science are models (and theories) built through the process of modelling. No matter what the epistemology underlying a theory both the epistemology and the theory require to be created in the first place.

Developmental Behavioural Modelling DBM ® is the formal studying of the complete range of modelling. This includes the structure and function of models, how models are formally and informally constructed and effectively applied. DBM ^® is unique in studying all aspects of modelling.

Although DBM^® was developed with particular emphasis on Therapy and Education it is applicable to all areas of life. Specific applications have been made in Health, Business, Sport as well as therapy, counselling and coaching as well as an effective life skill.

Modelling Learning and Teaching

With DBM^® we can describe the all the processes used in both learning and teaching as well as creating new possibilities. Rather than applying a generic theory we can identify the uniqueness of each individual learner and teacher. We can identify how all the different learning types fit together including “learning to Learn” (Bateson) that greatly improves the ability for future learning. We can also identify in detail the various ancillary processes like motivation and core skills like concentration and memory and improve them.

It is especially helpful for those seeking to greatly increase their understanding and effectiveness in Learning and Teaching and those wanting to help others to develop and use effective Learning and Teaching.

DBM Modelling of Learing inlcudes:

• How ALL main types of learning work and how they all fit together in an integrated learning model.
• How all the main ways of teaching work and how they fit together in an integrated teaching model.
• Ways to improve their understanding and skill in learning and teaching.
• How to identify individual learning processes and styles and how to respond effectively to learning difficulties.
• How to utilise emotions, thinking and activity for effective learning and teaching.
• How key life skills like concentration, memory, imagination and creativity work and how to teach them.
• How motivation and activation work passively and actively and the difference between externally activated learning and self determined learning.
•  The myths and reality around “Life long learning” and learning to learn.
• How each persona can learn about their own learning and become their own best teacher

DBM Modeld used include:

• Natural Modelling and Learning
• Mythical Modelling and Learning
• Metaphoric Modelling and Learning
• Magical Modelling and Learning
• Causal Modelling and Learning
• Transitional Modelling and Learning
• Formal Modelling and Learning
• Modelling Modelling and Learning
• DBM^® Fractal Modelling
• DBM^® Life Skills Model
• DBM^® Integrated Learning Model
• Specific Learning models and how the fit into the DBM^® Integrated Learning Model
• Learning Styles and Preferences
• Learning to Learn
• Learning difficulties and how to respond effectively to them
• Teaching difficulties and how to respond effectively to them
• Conscious, Unconscious and Biological Mind Learning
• Effective use of Emotions in Learning
• DBM^® Modelling of the Zone of Proximal Development (Vygotsky)
• DBM^® Leading – Following – Resist – Abdicate Model
• DBM^® Active – Passive – Push – Pull Model
• DBM^® Self Management Model
• DBM^® Consultancy Model
• DBM^® Transitions Model
• DBM^® Motivation and Attainment Model
• DBM^® Field Model
• The modelling of Mind Model: 11 B’s
• Twelve Patterns of Change
• Three models of Change
• Seven Types of Change
• Processing Preferences
• DBM^® Systemic Leadership Model
• DBM^® Motivation and Attainment model
• Seven Types of Transitions
• Five Stages of Transitions
• Immanence, Emergent and Transcendent Transitions
• DBM^® Life Grid
• Subjective, Objective, Context Model
• DBM^® Evaluation Model
• DBM^® Coaching D.A.N.C.E. Model

All of us build our understanding of the world around us based on our experience.  We continue to create and change this understanding throughout our lives.  We call this understanding that each of us creates our ‘model’ of the world.  By a model we mean “an organised dynamic representation of our world”.  We do not respond to the world as it is. We respond to how we have made sense of it, how it is “meaningful” to us.  We then respond to new things based on what we already “know”.  Instincts build in responses for animals but human beings need to learn how to respond in our cultures, organisations, countries and families.  This learning, the building of a model, is a process of Modelling. All our cognition and all our emotions are based on our understanding of reality, on our models of the world.

We build and use models; our clients build and use models. As professional we are more likely to build formal models (including theories) to extend our informal or “naturalistic” modelling.

Both informal understanding and the formal understanding of science are models (and theories) built through the process of modelling. No matter what the epistemology underlying a theory both the epistemology and the theory require to be created in the first place.
Developmental Behavioural Modelling DBM®  is the formal studying of the complete range of modelling. This includes the structure and function of models, how models are formally and informally constructed and applied.

A great deal of the DBM training in Spain is carried out in English with Spanish translation.

This includes:

The Master’s Degree in Psychological Intervention (at Valencia University)

Postgrad in Systemic Therapy and Consultancy (with the University of Alcalá de Henares) (+more info)

The workshops in the Art and Science of Effective Practice series (+more info)

Link to articles on DBM in English (+ more info)

“As human beings, our greatness lies not so much in being able to remake the world – that is the myth of the atomic age – as in being able to remake ourselves.”

Gandhi

Life is seldom perfectly predictable and easy; it is full of challenges; from simple things like working a new DVD player through economic depressions and redundancy to accidents and bereavement.

Some of these challenges will result in disruption, some sort of “upset” at some time in our lives; from simple things like the computer crashing, the car breaking down, through to the more serious upsets of economic downturns, illness, traumas, and bereavement. These experiences, large and small, upset our stable well being in life. Often the larger challenges result setbacks to our development in life.

Often when we are disrupted we right ourselves and keep going. Sometimes the disruption sets us back; from undermining our confidence, creating anxiety and fear to negative developments such as reduced self esteem and aspirations.

Our immediate need in response to disruption and setbacks is to COPE. Coping is necessary to stabilise things so that we can then intervene in a useful way. Sadly all too often people do not get beyond coping.

Not all attempts at coping are useful. Frequently advice is offered by friends and family to help people to cope with the upset, the discomfort and emotional pain. Common advice such as “forget about it”, “give it time”, “time is a great healer”, “move on”, “put it behind you” while well intended would, if followed, be detrimental and result in further loss.

While coping is necessary it does not by itself right things, work toward making things better, to “Recovering” from the setback. Just as there are many different ways that we can be setback there are also many different ways to recover. These include: Recovery, Convalescence, Healing, Improvement, Mending Rallying, Recuperation, Return to health, Revival, Turn for the better, Amelioration, Improvement, Rehabilitation, Restoration, Revival, Upturn, Recapture, Reclaim, Redemption, Repair, Repossess, Restoration, Recapturing, Returning, Rebalancing, Righting, Returning, Re-establishing, Re-Aligning, Going Back, Getting Back, Healing, Mending, Balancing, Harmonising, and Retrieval.

With such a selection an additional challenge is selecting the most appropriate form of recovery. We often take longer to recover, expending too much energy or effort in the process because we are not taught explicitly the most effective ways to recover. Even if we have one effective way it is unlikely to be effective for all upsets. Time and effort can be wasted pursuing forms of recovery that are inappropriate and on occasions damaging.

The more effectively we recover the less the upsets will reduce our happiness and quality of life.

Development is necessary in life if we are to adapt to changes in the world and to optimise our ability to deal effectively with the world and to maximise quality of life.

Coping and recovering are always only effective when evaluated in relation to our development. Indeed if we resist change and always recover our old ways we will not be developing in response to new things in the world. Sometimes trying to right things, to recover, is not the most useful response. Only if we maintain a developmental perspective can we choose the most effective developmental response to setbacks; to recover or move on, to make new changes

Some forms of Coping and also some forms of recovery can actually result in negative developments. When we try to get back how we were before the setback we are attempting the impossible. We can only move forward in life. We may be able to re-create something similar but we can never create exactly the same thing as before. We can never recreate the former innocence and we now have the memory of the upset and setback that we didn’t have before. Thankfully there is also the possibility to make things better than before.

Ideally we would combine all three levels of responding to setbacks. From an overall prioritising of development we would work effectively to cope developmentally while also working to recover, make things better, developmentally.

This is what John McWhirter has created with Developmental Behavioural Modelling DBM^®.

What is DBM®

Developmental Behavioural Modelling DBM^is a new field that offers a unique set of skills. The uniqueness lies in that it operates at a deeper level than the usual techniques and ready-made answers and solutions. DBM^ is a methodology not a fixed method. It offers a set of behavioural modelling skills to apply in any situation. DBM DBM^ modelling skills are used to identify the specific needs of the situation and to create answers that fit the particular circumstances rather than applying a pre-packaged solution. This makes DBM^ a very practical approach. It also means that there is a greater need for skills and appropriate models.

Over twenty years of development and practical applications in Social Services, Education, psychotherapy and Business have gone into the development of DBM^. John McWhirter, the developer and Master Trainer of NLP, has drawn upon the most effective approaches in therapy, education and business together with skills and approaches of Neuro-linguistic Programming, Ericksonian hypnotherapy, Gestalt therapy, General Semantics, all within a framework developed from the work of Gregory Bateson, Cybernetics and Systems theory. The result is a constantly developing field that works with the total situation applies modelling technology through a systems methodology and the developmental modelling to ‘re-model’ the situation.

Developmental Behavioural Modelling is a revolutionary approach to understanding human behaviour and learning. One of the achievements of this modelling was the creation of a methodology for NLP – an explanation of how NLP works. By integrating his developments of NLP with Systems Theory, Cybernetics and the work of Gregory Bateson, he has been developing a model that explains why change occurs.

Initially DBM^ was used to improve the quality and effectiveness of Sensory Systems’ NLP training. It has been further developed through application in the fields of personal development, therapy, education, and business consultancy

The DBM® Developing from Setbacks Framework

This integrated framework is designed to work developmentally with all stages of working in relation to setbacks from preventative (with the Robust, Resilient and Resistant to Change Model) through to managing different types of Coping, different types of righting things (Recovery) and Developing form Setbacks.

Who can benefit from The DBM® Developing from Setbacks Framework?

Everyone can benefit personally from the effective application of the developing from setbacks model. It will be especially useful for setbacks in the fields of sports, health, education and therapy. It is also very useful for managers and business consultants for working with financial setbacks, project setbacks and career setbacks.

The first level of this course is a four day residential workshop to be held from February 9th  to 12th

The second level is a four day residential workshop to be held from April 28th to May 1st 

The event venue is  the Hotel Kaktus Albir Beach, Playa de Albir, L’Alfaz del Pi,  Alicante, Spain. On site accommodation is available at very competitive rates.

The course is held in English with sequential translation into Spanish. It is highly recommended for ALL who work in any form of intervention from coaching through consultancy by way of teaching and psychotherapy. It is also highly recommended for those who wish to develop their own skills. DBM ® is a truly groundbreaking scientific methodology.

There is, to our knowledge, NO OTHER SIMILAR course available anywhere in the world.

Please direct all enquiries in English to info@sctsystemic.es

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