- What is NLP?
- NLP Techniques
- History of NLP
- NLP Library
- Perception, Calibration and Rapport
- Representational systems: VAKOG
- Stress Management
- Time-Line Work
- Neurological Levels
- Spiral Dynamics
- Diamond Technique
- NLP Modelling
- Sleight of Mouth
- Virginia Satir
- Director of your Life
- Free NLP E-Mail Training
- NLP Books
What are beliefs? - Definitions
A belief is the linguistic expression of something someone believes in, what someone believes to be true.
Beliefs in the NLP are an expression of inner models that each person continuously designs and must constantly design in order to orient himself in the world. Other terms for this are: convictions, attitudes, faiths, opinions.
Beliefs are generalizations about the relationships between experiences. Beliefs are generalizations about:
- Connections / Causes (for example, this is a family trait).
- Meaning (e.g., Smoking means weakness)
- Boundaries (e.g., that's impossible)
And namely, in terms of:
- The world around us (for example: you cannot concentrate where there is noise)
- Modes of behavior (for example: you cannot do that)
- Abilities (for example: I'll never learn that)
- Our identity (for example: I am competent in my job)
- Spirituality (for example: the universe is a friendly place
Beliefs control the focus of our attention, determining what information we record and how we interpret it.
Beliefs are the great framework for any work that you do in order to change. If people really believe that they cannot do something, they will unconsciously find a way to prevent the emergence of change. They will find a way to interpret the results to match their existing beliefs.
# We all have adopted convictions, attitudes, expectations, beliefs from culture and society, derived from our personal experiences, adopted by others, generated from eventual past traumas and generalized from repetition.
The American sociologist W.I. Thomas was one of the first to take the view known today that reality is, in its consequences, how people perceive and define it. This means that the way I construct my world, my idea of it, influences my actions and activities.
Each person has systems of beliefs or convictions that are closely linked to his or her personal values and criteria and that can significantly influence motivations, decision-making and performance. They shape both the will to live, the ability to deal with stress, and the development and design of positive life plans, goals and needs.
Belief systems consist of several beliefs that support and reinforce each other.
"Believe in your limits and they are yours."
"What man believes he can achieve."
"All personal breakthroughs begin with a change in our beliefs."
- Anthony Robbins -
Types of beliefs
No expectation of outcome = hopelessness
No expectation of self-efficacy = helplessness
- Outcome expectancyThis means you believe that your goal is achievable. When people do not believe that something is possible, they feel hopeless. In terms of health, this means that they believe that it is possible for people to recover from, e.g., cancer.
- Self-efficacy expectancy. In terms of health, this means you believe that you have all the resources you need to heal yourself. No self-efficacy expectation equates to a sense of helplessness, and helplessness also leads to inactivity.
- Response expectancy. Response expectancy is what you expect as a result of your activities in a particular situation - negative or positive. A vivid example of a response expectancy is the placebo effect.
We have to form beliefs because we do not know what is real. Beliefs are in line with our ideas and this often has nothing to do with logic. Often they are unconscious.
1. Beliefs regarding causes
We have beliefs about what causes something. What causes cancer? What makes your business successful? What makes me so creative and successful? The answer you give will be a statement of belief. Example: "I am sad because you did not call me." "Frequent television viewing causes feelings of happiness." These types of beliefs belong to the category of descriptive rules. They suggest generalizations about causal relationships. They express themselves as Meta-Model violation "cause-effect".
2. Beliefs regarding meanings
We have beliefs about the meaning of certain things. What do events mean, or what is important or necessary? What does it mean if you have cancer? If you have cancer, does that mean that you are a bad person and will be punished? Does it mean that you are on the verge of killing yourself? Does it mean that you have to make changes in your lifestyle? What does it mean if I am creative and successful? Does it mean that I work a lot or that I let others work a lot?
Example: "If you understand that, it means that you are o.k." "You do not look me in the eye, that means you're lying."
Beliefs in terms of meaning are formulated as complex equivalences.
3. Beliefs regarding identity
Identity beliefs include cause, meaning and boundaries. What makes you do something? What does your behavior mean? What are your limits and personal limitations? When you change your beliefs about your identity, it means that you somehow become a different person. Examples of limiting beliefs about identity are, "I am worthless," "I do not deserve success," or "if I get what I want, I lose something." Identity beliefs can also prevent you from changing yourself, especially because you are often unaware of those beliefs.
Influence of beliefs
Belief affects our bodily functions. Our body reacts as if what the mind believes were true. In addition, your behavior is also significantly influenced by your convictions and your beliefs. Once we have anchored a firm belief in ourselves, then massive information to the contrary will not bother us. We just ignore it or think it's wrong. Again, the well-described mechanisms of generalization, deletion, and distortion are useful. Some people even believe that they have to change the whole world just to show that their belief is right.
A fine example of this is the story of a man who believes he is a corpse. He just sits there pretending to be a corpse. A psychiatrist arrives, and they both argue for a while about whether the man is a corpse or not. Suddenly the psychiatrist comes up with an idea. He asks the man if corpses can bleed. Since all bodily functions have come to a standstill in a corpse, the man says no, and the psychiatrist sticks a needle into his finger. When the finger begins to bleed shortly thereafter, the man says: "Oh, I was wrong, corpses can bleed."
In an interesting study, a woman interviewed 100 "cancer survivors" in the hope of finding out what all these survivors have in common. She defined a cancer survivor as having been diagnosed with "terminal cancer" with little chance of recovery, but still alive and well and enjoying life ten or twelve years later. Interestingly, the researcher could not find common patterns in the treatment of these patients. Different people had been treated differently, including chemo, radiotherapy, diet programs, surgery, spiritual healing, and so on. Yet, there was one thing that all these survivors had in common: they had all believed that the treatment they got would work for them. Belief, not treatment, made the difference.
Belief also sorts our perceptions. Through the network of beliefs in our head, messages receive different meanings. This happens even at the level of the nervous system. We are capable of reinterpreting stimuli affecting us in accordance with our beliefs. The description of an experiment will make this thought clearer: Subjects under hypnosis were touched with ice, and at the same time, it was suggested to them that the ice was a piece of hot metal. All persons formed blisters at the point of contact.
In 1968 the two psychologists Rosenthal and Jacobsen gave elementary school students an intelligence test. Then the teachers were told that these intelligence tests were not ordinary intelligence tests, but that the tests could predict the future intellectual development of the children. In this way, an expectation in the teachers was raised that these children would improve significantly in the future. At random, 20% of the children were selected and presented to the teachers as those who would show extraordinary performance improvements in next year. In fact, the children selected were just as good or bad as the others. One year later, when the children underwent a retest, it was discovered that the selected students had far (significantly) greater gains in intelligence test results than their classmates. The teachers' positive expectations apparently had a direct impact on student performance.
Cases in identifying beliefs
Beliefs are largely unconscious patterns of thought processes. Because they are mostly unconscious patterns, they are difficult to identify. There are four major stumbling blocks or traps that you need to be aware of or avoid when attempting to identify a person's beliefs or belief systems.
1. Fish in dreams
This expression comes from a cabaret show on Los Angeles radio. A man portrayed a psychoanalyst who had the belief that fish in dreams were the root of all psychological problems. When people came to him and began to tell him about their problems, he interrupted them and asked...
Psychoanalyst: "Excuse me, but you didn’t happen to have a dream last night, did you?"
Client: "I do not know ... I think so, maybe."
Psychoanalyst: "What was your dream about?"
Client: "Well, I went down a street like this."
Psychoanalyst: "Were there any puddles in the gutter?"
Client: "Well, I do not know."
Psychoanalyst: "Could there have been any?"
Client: "I guess, water or something could have been in the gutter."
Psychoanalyst: "Could there have been any fish in these puddles?"
Client: "No ... no."
Psychoanalyst: "In the dream, was there a restaurant on the street?"
Psychoanalyst: "But there could have been one, you really went down the street, right?"
Client: "Well, well, I think there could have been a restaurant there."
Psychoanalyst: "Were fish served in the restaurant?"
Client: "Well, well ... I suppose a fish could be served in a restaurant."
Psychoanalyst: "Ah-ha! I knew it, fish in the dream."
One of the problems in identifying beliefs is that, as a helper, you tend to find evidence of your own beliefs in other people.
2. The red herring
When people tell you about your beliefs, you often get logical constructs that people invented in order to make sense of certain behaviors. Freud spoke about the concept of free-floating fear. (Fear created by unconscious conflicts.) According to Freud, anxiety is the only thing a person with such a problem is aware of. Therefore, he thinks of logical reasons why he feels that way. Their logical reasons have nothing to do with their feelings of anxiety. Often these feelings are the result of internal conflicts.
3. The smokescreen
A belief is often hidden behind a smokescreen, especially if it is related to the identity of the person concerned (or a problem that is very painful to deal with). You can identify smokescreens by the fact that the person you are working with suddenly begins to fade out or to discuss something that is irrelevant to the process in which you find yourself. It's like the person has entered a cloud of confusion. It's important for you to know that people often "fog" or fade away just when they're getting hold of something really important. Like an octopus or squid creating a screen with a cloud of ink to escape a pursuer. A person usually fades out when he - or part of him - is scared. He is dealing with a belief that has to do with his identity - a belief that is painful or unpleasant, that he does not want to admit, not even to himself.
4. Critical mass
Multiple beliefs or causes often form a coherent belief system that is even more difficult to resolve.
If you are going to change your identity or a limiting belief,
- You must know how to do that.
- You must want your result to be congruent.
- You must have the belief that you are able to make the change.
Consequences of beliefs
Beliefs are always associated with emotional reactions. The most common consequences of beliefs can be assigned to feelings in the following categories:
- Hopelessness:A belief that the desired outcome is unattainable, regardless of a person's existing capabilities and resources, e.g., cancer is incurable.
(hopeful: a belief that personal capabilities and resources are available to achieve the desired outcome).
- HelplessnessA belief that the desired goal is basically achievable, but not for the person (for example, others can, but it will not work for me).
(able to act: a conviction that the attainment of the desired result or the desired state is entirely possible, and that the person is capable of learning).
- Worthlessness: A belief that you did not deserve the desired goal because you did or did not do something, or because, in a certain way, "you simply are". e.g., It is not my place to have an easy life.
(valuable: a belief that the person deserves to achieve the desired result, because the appropriate work was performed).
- Meaninglessness: A belief that the desired results for the individual, as for other people, have no meaning.
(meaningful: a belief that the desired outcome is also useful for other people and social relationships).
- Senselessness: A belief that life is meaningless, and the achievement of a desired outcome is not at all desired.
(meaningful: a belief that the desired result attained has a place the whole life process, and that the person considers life meaningful.
Development of beliefs
In our development, we go through three different phases. From birth to the seventh year of life, we live through the period of imprinting in which we absorb all events, images, sounds, feelings, tastes and smells. In the ensuing modeling period, we mimic our parents and other admired people. This period lasts approximately from the eighth to the thirteenth year of life. Then we find ourselves in the socialization period, when as a teenager we spend more time away from the family and meet new people. During this time, our social values and belief systems are trained.
An important source in the development of belief systems and beliefs is the direct personal experiences that lead to our conclusions and assessments of our environment, about the people in it, and about our past experiences. Many of the information we receive about the world, about human relationships, or about ourselves is also gained through language (media, books, etc.) and in communication with others.
Information gained through direct experiences or through verbal communication with other people forms the basis for deduction and generalization of these experiences and messages, and it shapes our belief systems and personal beliefs. Consequently, the elements of present individual experiences that we distort or delete in order to maintain our beliefs as a generalization from the past play a role.
During child development, parents play a significant role in these generalization processes. The personal "model of the world" is conveyed to the child through verbal and non-verbal messages and meta-messages. These results become prerequisite beliefs for the child, because parents' messages about the child, e.g., can become messages of the child about itself. From the statement of the parents about their daughter "You are so awkward" is a belief of the girl, "I'm so awkward, I cannot."
Examples of limiting beliefs
Below are some of the most common limiting beliefs and some facts and examples that should make you think.
|1. I am too young.||Boris Becker won Wimbledon for the first time at the age of 17.|
At age 12, David Stuart gave a scientific lecture to a group of 150 archaeologists and Mayan researchers about a character of the Maja language which he had deciphered.
At 15, Judit Polgar became the youngest chess grandmaster of all time.
|2. I am too old.||Hulda Crooks did not know at the age of 60 that at the age of 70 she would discover mountaineering as a new hobby. At 90, she was the oldest woman who had ever climbed Mt. Fujiyama.|
At the age of 75 Livy wrote the history of Rome, and Goethe at the age of 80 wrote "Faust".
George Bernard Shaw broke his leg at the age of 96 when he fell off the tree while picking plums.
|3. I don’t have enough education.||About 80% of the most successful entrepreneurs had neither a high school diploma nor completed a degree.|
Albert Einstein did not have a high school diploma. He failed in his first entrance exam at the Swiss Federal Institute of Technology. Nevertheless, he left us the theory of relativity and became the most famous physicist of the 20th century.
There is no one to stop you from starting to learn something new today.
|4. I don’t have enough money.||Even Robert Schuller, the well-known master of possibility thinking, had no money. Without a dollar he founded a church, held services in a drive-in cinema and finally built the Crystal Cathedral, which is now worth over 100 million dollars.|
Andrew Carnegie started in a coiler factory with 8-dollar weekly wage. In the last 18 years of his life he donated more than half a billion dollars.
|5. I don’t have the ability...||Robert W. Woodruff could not even read properly because of dyslexia. Even when he was a big businessman, he had to pronounce each word individually. Nevertheless, until his death in 1985, he led the Coca-Cola Company in Atlanta, creating one of the most successful corporations in the world. If Robert Woodruff has managed to build such a corporation with this weakness, what's stopping you from succeeding?|
|6. I come from a humble background.||Arnold Schwarzenegger came from a humble background. But that did not stop him from becoming the most successful bodybuilder ever, being a Hollywood star and marrying into the Kennedy family.|
|7. My physical disabilities prevent me from succeeding.||Demosthenes stuttered and yet became the greatest orator of antiquity.|
The blind José Feliciano earned 38 gold records.
Even the blind Stevie Wonder became world famous.
Sylvester Stallone, despite his paralyzed eyelid and slow speech, became one of Hollywood's greatest heroes.
Examples of positive and negative beliefs
|I attract money effortlessly like a magnet||I need a lot of money to be happy|
|I feel rich and successful. I am rich and successful.||The rich people have all come to their wealth through lies and deceit|
|I love money and feel good about having a lot of money||Without much money, I am worth nothing|
|I deserve wealth and prosperity||My fellow men envy my prosperity|
|I accept myself as I am||I'm a failure and I'm not good for anything|
|I am grateful for what I have||Everyone else is better than me, and unlike me, accomplishes their goals|
|I am a wonderful person||I am not important|
|As I am, I am valuable, complete and happy||I just can’t do all that|
|My opinion is important||If I make a mistake or fail, I will be rejected|
|I enjoy healthy living and eating||Losing weight is far too difficult|
|I can be slim||I can’t maintain a diet anyway|
|I feel comfortable in my body||Everyone in my family is overweight|
|I allow myself to be slim and to be proud of it||I have bad genes|
|I reduce and maintain my weight with ease||No matter what I eat, I gain weight anyway|
|My weight levels off where it is right and good for me||If I want to lose weight, I have to do without things|
|I am worth being loved||Nobody loves Me|
|I am surrounded by people who love me||I am alone|
|Love and harmony fulfill my life||Nobody wants me|
|My family gives me love and affection||I do not deserve love and affection|
|I live in love and harmony together with my ideal wife / ideal man||My relationships are doomed to failure|
|An infinite source of love is bubbling within me||Other people do not love and respect me|
|Being healthy is the normal state of my body||My illness is incurable|
|I feel healthy and fit||I can never be completely healthy|
|I hold my health in my own hands||Age is to blame for my condition|
|Every breath fills me with new healthy energy||When I am fully healthy, nobody cares about me anymore|
|I choose a conscious lifestyle||I can’t be helped anymore|
|I am something special||I am unattractive|
|Despite my limitations, I can do anything I want||Compared to others, I am at a disadvantage and have no opportunities|
|I love and accept myself the way I am||My limitation prevents me from achieving my goals|
|My relationships are filled with love and affection||I am incapable of a relationship|
|I have a great partner at my side||In relationships, I feel constrained|
|I enjoy relationships to the fullest||Relationships cannot always be simple and harmonious|
|I will find a suitable partner for me||It is normal to argue a lot in a relationship|
|My relationship gives me security and support||My partner does not respect me|
|I respect and love my partner as he / she is||I will not be happy in a relationship|
Do you want to change your beliefs? First, ask yourself the following questions to find out what you want:
- How must I perceive the world so that I can get what I want?
- Which assumption optimally supports me in achieving my plans and goals?
- What beliefs does the person that you want to become have?
- What experiences or reference experiences are needed to realize your dream and become the person you want to be?
- Use the experiences of other people (mentors) and study the biographies of successful people. Who could be your mentors?
- Which biography do you want to start with?
- Which environment would best support you in achieving your goals?
- Which self-suggestions fit the new you?
Inventory of your beliefs
Critical to the formation and maintenance of our beliefs are the factors of reference experiences, environment, models and self-programming by self-suggestion. Analyze yourself in these areas and ask yourself the following questions:
- What models did you have in your life? What did these people believe? What was important to them?
- In what environment did you grow up?
- What reference experiences have you collected so far?
- What self-suggestions have you given yourself so far?
- What beliefs do you have?
What do you think about life, your identity, your career, work, time, money, love, etc.?
Often these beliefs begin with the words "I am ...", "Life is ...", etc.
Techniques for changing beliefs
- Generating a New Belief (New Belief Generator or Mentor Technique)
- Installing a belief on the time line
- Changing historical imprints (re-imprinting)
- Installing belief systems through submodalities
- Dickens Pattern
The Mentor Technique: generating a new belief
This model is for someone who wants to change their behavior in a particular situation and does not know exactly how.
You can do the mentor technique step by step as follows:
- Identify a problematic situation with another person in which you feel helpless, confused, overwhelmed. Relive the experience of a key event of this experience (1st position). Also, find a better way to handle this situation. Install a floor anchor for the problematic situation.
- Go into a meta-position (3rd position) and distinguish the messages and meta-messages from this experience. Make sure you keep everything you need to learn from the situation in a safe place.
- Find 1-3 mentors who have shaped and positively influenced you in your life. These mentors should be a role model for your desired behavior so that you can model it.
- Consider the mentors in the problematic situation to see if this behavior would be appropriate.
- See yourself act in the same way as the model did before and evaluate that. Do you really want to have this behavior?
- Take the position of each mentor (2nd position) and describe what advice each of the three mentors would give you for the problematic situation.
- Go into a meta-position and find out the connecting meta-message of all three mentors (meta-message).
- Check the validity of the common message by taking the position of each of the three mentors (2nd position) and pronouncing the meta-message aloud, with the goal of doing so congruently and coherently.
- Stand in a position in front of the mentors and feel their hands on your shoulder. Hear inwardly the common, connecting message with a common voice. Visualize this message and feel it enter your body as light or melody or temperature and spread through your body.
- While you still hear this common message, you see and feel again in the problematic context. Notice how your perception of the situation, the message, and the meta-message have changed.
- Future pace the mentor's common message into an appropriate future situation and notice how you will behave.
Installing a belief on the time line
To install a belief, you can use the following guide:
- Establish the client's time line and a meta-position (3rd position) outside the time line.
- Develop the desired future outcome of the client and the related beliefs that support the desired outcome. Consider the conditions of well-formedness for the desired result.
- Associate the client and let him step into the present on the time line, and facing the future, have him move to the point where he knows he will have achieved his desired outcome.
- Let the client experience the desired result associated with all senses. Instruct him to make desired changes (optional).
- Re-direct the client back to the present and consider with him the necessary steps to achieve the desired result.
Re - Imprinting - R. Dilts’ method
An imprint is a drastic past experience from which the individual has formed a belief or bundle of beliefs. Such an imprint usually also includes an unconscious takeover of roles from other important persons who were involved with it.
The purpose of re-imprinting is to find the missing resources for changing the belief and adapting the role model developed there to the real and current circumstances of the person concerned. The format works as follows:
- A identifies a limiting behavior he wants to change.
- B identifies the symptoms (feelings, words, beliefs) associated with the behavior. B asks for the underlying belief.
- Indicator: Hopelessness, helplessness or worthlessness. Anchor. Ask for its submodalities (what A first comes up with).
- With this anchor, A goes back in his life to the point where he has the earliest experience with the feeling / symptom. Let A find here the generalization or belief that he developed from this experience.
- Let A take another step back to the point where the experience had not yet taken place. Then A steps out of his timeline and returns to the present, dissociated from his timeline, looking back on the formative experience in his past. Ask A to notice the effects of this experience on his later life. Let A also identify additional generalizations and beliefs, if any, that he may have developed later from this experience.
- Find the positive intentions, the secondary gains or positive effects that might be associated with this experience. Find important other people who belong to this experience. Some symptoms have to do with the fact that A has taken over / modeled a role of a participant in the experience. Also find the positive intention for these persons and their behavior. To find out, you can have A just ask these people.
- For all persons involved in the imprint situation, go through the following steps:
a) In dissociation, find out the resources or choices that the person would have needed then but did not have. You can stack resources - anchors, collect experiences on the timeline, send energy, colors, etc. Let your imagination run wild. Pay attention to the resources at the logical levels.
b) Let A, with all these resources, enter and associate with the experience of the person who needed them then. Activate the anchor, the resources. Now let the person relive the whole situation with these resources.
c) Let A again step out of the timeline, dissociated, and re-evaluate the experience gained: How have the perceptions of the situation, the generalizations, the beliefs formed from them changed? What new learning experience does A want to draw from the entire experience?
- Ask A to find the most important resources he needed and anchor them. With this anchor let A go back to a point just before he had that experience. Let A take these resources into his younger self and go all the way through to the present.
"Realize the changes that have taken place through this process."
Changing beliefs with submodalities
(Belief in Doubt)
|Steps||What exactly?||How exactly?|
|1. Find the problem, representation, submodalities||Limiting belief; an inner image representing this conviction. Ask for "shape" of the picture.||"Do you have any firm belief that restricts you?" ... "And if you think about it, what image can you think of that fits this belief?" .... "And if this image were here in space, where would it be? How big? Color or black and white? What shape? 2 or 3 dimensional? Associated or dissociated?"|
|2. Find doubt, representation, submodalities||A finds a situation requiring a choice and an image that represents the freedom of choice. Ask for "shape" of the picture.||"Is there something where you can freely choose to say yes or no, and feel good with both answers?" ... "And can you imagine this image here in space? Where would it be, how big, color or black and white?" Etc.|
|3. SM differences||B perceives the formal differences between the two pictures.|| Create list of the differences, e.g., |
1.) Black / White - 2.) Colorful
1) Oval - 2.) Angular. etc.
|4. Test||Which submodality shakes the Belief the strongest?||"Can you now take the Belief image and make it as big as the Choice image?" - "And then back again." (etc., with all submodalities)|
|5. New Belief||A finds a new, more useful belief than the old one.||"What would you like to believe instead?" ... "And does it contain everything that should be guaranteed?"|
|6. Ecology Check||Check the new belief for possible unsustainable consequences.||"What consequences - even negative - would it have if you really believed that?"|
|7. Belief in the Choice||Clothe the content of the Belief into the form (= the submodalities) of the Choice image.||"Now take the Belief picture and make it (for example, as big as), the Choice picture, ... put it in the same place ..." etc., until all submodalities are adjusted|
|8. Change the content||Make the old Belief image disappear and replace it with the new one.||"And now let the picture go black." ... and when it gets brighter again, a picture of your new belief emerges as if by magic. "|
|9. The Choice in Belief||Transfer new content (in the "robe" of the Choice) into the form of the Belief. Only then is it believed.||"Can you now put this image with the new content in the same place as the previous belief and thus virtually occupy this place again." (etc., until all submodalities have been adapted again)|
|10. Test||Check the effectiveness of the work.||"Do you still know your old belief, and what's the new one?"|
Exchange old, crippling beliefs for new, inspiring ones. Shake the foundations of the old belief, and it will collapse like a house of cards. Then build the build of your choice on a new, even stronger and indestructible foundation..
In this format, massive disadvantages and pain will be linked to the old belief. It is important to experience the pain associated with it for a short time. Only by clearly showing your brain what the old belief costs you mentally, emotionally, spiritually, and financially can you create the drive to eliminate that belief. In preparation, answer the following questions for each of your limiting beliefs:
- What has upholding this belief cost me in the past?
- What does it cost me right now in the present?
- And what will it cost me mentally, emotionally, spiritually and financially in the future if I do not eradicate this belief once and for all today?
Then look for a new, appropriate belief and replace the old belief with the new one. Passionately cross out the old belief. Destroy it. For example, instead of saying "I'm too young", say "youth means power", then sing the old sentence in a totally over-the-top and ridiculous voice. Say, "My old belief was, I'm too young, that's total nonsense. The right one is: Youth means power!"
Move around, allow yourself to become emotional; that is how this method works best. Try to sing the old beliefs or say them in the high, squeaky Mickey Mouse voice. By doing so you ridicule the old belief, interrupting your old pattern and planting the new belief at this point..
Then take your new beliefs and go into the future with them. What will change in your life if you live with these new beliefs for 1, 3, 5, 10 and 20 years? Enjoy the inner pictures, sounds and feelings. Create yourself a new life.