| How does the imagination help? After all, your | | | | to change his pattern by using his imagination in a |
| imagination is just in your head, right? Well, it is in your | | | | different way. |
| head, but is has more power than you might realize. | | | | Instead of imagining the "doing" of the task, your son |
| Your imagination speaks directly to your subconscious | | | | can imagine having the task done. If he actually sees |
| mind and when you imagine something strongly | | | | his homework done, really sees that in his mind, he will |
| enough your brain cannot tell the difference between | | | | then experience the feelings that go with that, as |
| the imagining and reality. This means that you will feel | | | | opposed to the experiencing the feelings that are |
| all the emotions associated with that imagining. | | | | associated with actually doing the work. He can |
| Let's consider a situation in which your son isn't getting | | | | imagine a pattern that includes his homework getting |
| his homework done. If that happens consistently, his | | | | done after school and his whole evening being free so |
| grades will suffer. Let's look at his pattern. He gets | | | | that he can do whatever he wants. In other words, |
| home from school, grabs a snack, and then sits down | | | | you are teaching your son to change the imagined |
| to play games on his computer. This is not a useful | | | | scenario to invoke positive feelings instead of negative |
| pattern. He knows his homework is there, but he puts it | | | | feelings. This will empower him to get the work done |
| off because the "negative" emotions associated with | | | | on time. |
| doing the task keep presenting themselves. He needs | | | | |