'n Psigo-opvoedkundige ondersoek na enkele vooronderstellings en konsepte onderliggend aan die Neurolinguistiese Programmeringsmodel : research article

Vroeg in die sewentigerjare is 'n model ontwikkel om terapeutiese metodes wat deur uitnemende sielkundiges gebruik is te identifiseer. Uiteindelik is die sogenaamde Neurolinguistiese Programmeringmodel (NLP) daargestel en hierdie model word vandag op vele terreine aangewend - byvoorbeeld in psigoterapie met kinders, in die onderwys, in die sakewereld, ensovoorts. Die doel van hierdie artikel is om meer lig te werp op die belangrikste vooronderstellings en konsepte wat NLP onderle. Hierdie ondersoek word hoofsaaklik onderneem vanuit 'n psigo-opvoedkundige perspektief. Daar word egter ook gepoog om te konsentreer op toepassingsmoontlikhede (indien enige) van NLP-konsepte vanuit 'n Christelike vertrekpunt. Die belangrikste NLP-konsepte wat verband hou met die situasie van kinders op pad na volwassenheid word bespreek, of hulle nou terapie ontvang of in 'n klaskamersituasie is. Hoewel voortdurend verwys word na die tersaaklikheid van NLP in die psigo-opvoedkunde word sekere transendentaal-kritiese perspektiewe aangaande die be-langrikste konsepte en vooronderstellings van NLP ten slotte gebied. A psycho-educational investigation into a few suppositions and concepts underlying the Neuro-linguistic Programming model In the early 1970s a model was developed to identify the therapeutic methods that were used by outstanding psychologists. Eventually the so-called Neuro-linguistic Programming (NLP) model was introduced and this model is still used today in many fields such as in psychotherapy with children, in teaching, in the business world and so forth. The purpose of this article is to shed more light on the main presuppositions and concepts underlying the NLP model. This investigation will mainly be undertaken from a psycho-educational perspective. It will, however, also be attempted to concentrate on application possibilities (if any) of NLP concepts, taking a Christian point of departure. The most important NPL concepts will be discussed in relation to children on their way to adulthood, whether they are in therapy or in a classroom situation. In conclusion, while referring to the relevance of NLP in psycho-education, certain transcendental-critical perspectives will be provided concerning the most important concepts and presuppositions of NLP.