top of page

Quantum Neuro – Synchronicity

“Remember that no matter how cool you think you may be,

you’re not cool enough to look down on anyone…ever.”

- Paul Walker

To understand the concept of neuro-synchronicity, let us try an activity that we will break down throughout this piece. With your right hand, snap your fingers at two points making a straight line and with your left hand, snap your fingers at three points such that it forms a right-angled triangle. Practice snapping with each hand individually a couple of times before you do it together. What do you think of this activity? Did you get the hang of it or did you leave it halfway? What approach did you use while learning this activity?



A. When you see video, what are the thoughts come up for you?

Beliefs and understanding of the world, can be experienced by answering that question.


B. What did you decide to do thereafter :

Did you decide 'to do this activity' OR 'did you decide NOT to do'.

Whatever you must have decided, remember 'It is still a decision' - you could understand your strategies by answering this question.


C. This activity is a learning experience, so did you learn ? OR did you NOT ?- How do you do, what you do?

This is a question on excellence.


Noam Chomsky says children have in them a what it takes to acquire new behaviours easily. That is the reason why kids learn very fast. One of the reason adults take time to learn is because they have filters, maps, definition of self or fear of failure.



Synopsis :

1. Implicit modeling.

2. Decision making.

3. How does some one learn anything.

4. Accessing spirituality within.

5. Whole brain activation.


We are exposed to a number of stimuli in our environment on a quotidian basis- some that we are familiar with and some that we are not. How do we perceive these unfamiliar stimuli? Each one of us has a certain individualistic approach towards learning. We have formed attitudes towards the process of learning. How we learn has always been an area of interest for researchers in various fields. Classical psychologists have proposed several schools of thought that we will briefly discuss. Let us begin with the classics! When a neutral stimulus, one that naturally and automatically triggers a response, is paired with a neutral stimulus, an association is formed between the two. The previously neutral stimulus now becomes a conditioned stimulus that then triggers a conditioned response. This theory, proposed by Ivan Pavlov, is known as Classical Conditioning. Another theory of behaviorism proposed by B.F Skinner maintains that the response that immediately follows a behavior, can either increase or decrease the likelihood that the behavior will occur again in the future. This process is referred to as operant conditioning. Gradually, there was a shift in learning theories with the advent of theorists that de-emphasized the role of conditioning in learning.


Psychologist Albert Bandura pointed out that not all learning happens through conditioning. In fact, there are times when we learn by observing without even realizing that we have learnt something new. This is known as Observational learning. The social learning theory, proposed by Psychologist Albert Bandura focuses on modeling as an important mode of learning. To successfully model a behavior, one must pay undivided attention to it. Information must be processed and retained such that it can be reproduced. Finally, the factor of motivation cannot be compromised when reproducing a set of behavior. NLP Modeling is the process of recreating, replicating excellence. It is a more intentional and systematic approach towards modeling that helps one learn new strategies. There are two components to NLP modeling- implicit and explicit. Implicit means the underlying processes and beliefs that guide a person’s behaviour and explicit is the outward enforcement of that behaviour. The term strategy is used in NLP to refer to mental processes that enable a person to translate their abilities into concrete behaviors in accordance with their beliefs and values. In NLP, it is assumed that these processes can be described consciously and/or unconsciously through a sequence of sensory representations.


We asked a group of friends to try the activity described at the beginning- some of them were eager to try it out while some were nonchalant about it. A few kept trying till the end while the rest made a dance out of the snapping. Some were frustrated that they could not get it right while others couldn't care less. Their approach to one apparently ‘silly’ activity can reflect their attitudes towards learning or performing tasks in other areas of their life. We all have preconceived attitudes towards people, objects and ideas as a result of our preconditioned belief system which in turn is a product of socialization from primary institutions such as family, school, etc. The learning aspect involves the projection of what one feels within. We form patterns of information, called ‘schemas’ that act as structures upon which we add new structures. For example, we have a schema for, let us say, pets. If I ask you to think of a pet, chances are, you will picture a dog. This dog is representative of your schema or concept of pets. According to Piaget, assimilation and accommodation are the two processes that we use to add to our schemas. Assimilation of knowledge is a process that occurs when an individual comes across a new idea, and must 'fit' that idea into what they already know. Think of this as filling existing containers. On the other hand, Accommodation of knowledge is more substantial, requiring the learner to rethink the existing schema. You can think of these schemas as containers being reshaped.


“Synchronicity...means a 'meaningful coincidence' of outer and inner events

that are not themselves causally connected. The emphasis lies on the word 'meaningful'. “

- Marie Louise Von Franz


There are five modalities in which we perceive information, namely, kinesthetic or tactile, visual, auditory, smell and taste. The visual or observational way of learning has been studied in-depth by psychologists. We have the ability to learn both implicit and explicit behaviors by simply observing another person or group performing it. It is possible that even if we do not perform the activity, we have still learned it. “After modeled activities have been transformed into images and readily utilizable verbal symbols, these memory codes can function as guides for subsequent reproduction”(Bandura and Jeffrey 1973) . The researchers of this study, Mitch Fryling, Cristin Johnson and Linda Hayes also concluded that participants who engage in transforming modeled actions into either descriptive words or visual images achieve higher levels of observational learning than those who did not.


There are times when we feel that we are stuck in one place. There is either an internal or external obstruction towards goal-directed behavior which makes us feel frustrated. “Everyone's relationship to the loss is different, and therefore everyone’s grief experience is different. Someone may be struck with heavy grief at the loss of a pet that played a very significant part of their life, whereas others may not mourn the loss of an estranged parent.


The meaning of, and relationship to, what has been lost plays an important role in the grief reaction:

  • Losing a job may mean just the loss of work for some, but for others it can mean the loss of a close social network, a loss of routine, the loss of financial security, and the loss of an important part of their identity.

  • Retirement for some may represent freedom, but for others it may represent not just the loss of a cherished career, but also the loss of an important part of identity.

  • Losing a pet may not mean just the loss of a furry friend, but the loss of a constant companion who has been there through very difficult times.

  • The end of a relationship may, for some, be a sad and heavy loss and represent the loss of future dreams.

  • Receiving a significant health diagnosis for some can mean making positive lifestyle changes, but for others it can be a loss of quality of life and may also result in a loss of social connections.

As you can see, losing someone or something can mean different things to different people - loss of routine, loss of identity, loss of hopes and dreams, loss of quality of life and social connections. Naturally, the grief experience is different for different people and there is no right way to grieve.”


One could be worried about their business failing while the other about their upcoming exams for which they feel underprepared. This feeling can also come up when one is in a toxic relationship but is unable to find a way to get out of it. In Gestalt Psychology, this situation is known as being ‘grief stuck’ in a cycle.

On the basis of the belief that ‘the whole is greater than its parts’, this Gestalt cycle is seen as a ‘flow’ where one has gotten stuck. Carl Jung created the term “synchronicity” to explain a relationship between two events which could not be explained by cause and effect. Professor Mihaly Csikszentmihalyi has spent his life studying the state of mind, which he terms “flow,” or the feeling someone has during an optimal experience. His research interviewing people from across the world doing different things indicated that they experience eight commonalities when experiencing this flow, and after the experience, there is always a positive feeling.


These characteristics of flow are as follows:

1. The task can be completed.

2. Concentration to complete the task is possible.

3. Clear goals are outlined.

4. There is immediate feedback delivered.

5. Immersion in the work brings an escape from the real world.

6. Actions are able to be controlled.

7. Who we are is lost during task completion.

8. Sense of time is altered.


Behind every action, there is a decision-making process that precedes it. It is requisite that there is an awareness of the need to make a particular decision. For example, to drink a glass of water, you must be aware that your throat is drying up. Next, it is important this need is acknowledged and you accept that what you need to do now is, drink water. This should be followed by expressing the need and committing to it. Once the act has been completed, in this case, drinking a glass of water, one feels a sense of satisfaction. This is just one example of a Gestalt cycle. We make many decisions in our life- some important ones like a college major or some as simple as whether or not we should laugh at a joke. If one does get stuck in this cycle, how is it that they can overcome it? This is where we must prepare ourselves to go beyond our boundaries. One has to think above their parochial view towards objects, people and beliefs. This is where learning something, anything new helps a lot. When we learn something that we have never known before, we challenge our neurology to model the behavior or understand it and expand our point of view to new ends. The activity we began with is simply one such example of challenging your brain, its existing patterns and beliefs. The very reason to keep learning is to challenge and question your existing knowledge constantly.


“I am open to the guidance of synchronicity, and do not let expectations hinder my path. “

- Dalai Lama

It is an established fact that children learn better than most adults. They have a better and quicker grasp of new concepts and also have a stronger innate willingness to learn more. They are curious in nature and oftentimes, like to know the working of things around them. In other words, they question everything they see, they are not bound by any extraneous factors. If the caretakers have a tendency to dismiss questions posed by the child, it can only lead to diminishing creativity and imagination in them. So what are these factors that encourage infants and children to be better learners but hinder adults from learning? Children do not have mental maps, schemas or patterns of thought that limit their learning in any sense. “Schemas are developed based on information provided by life experiences and are then stored in memory. Our brains create and use schemas as a shortcut to make future encounters with similar situations easier to navigate.” Naturally, due to the very limited life experience infants, toddlers and young children have, their schemas are not very developed. Since these cognitive compartmentalisations are in the process of formation at that age, they do not necessarily fall back upon any kind of maps. They do not have predefined notions towards their environment. When they see a particular flower, it is unlikely that they associate it with some kind of past event; they have a neutral perspective towards their surroundings that help them learn. Young children are free of any kind of critical filter that channels their attention and thoughts with a preexisting bias. On the other hand, if an adult were given a choice to learn about a topic that they believe is against their opinion, chances are, they might opt out of it, thereby, missing the opportunity to learn. Children do not have a rigid sense of self which lets them explore different ways and constantly familiarise them with new concepts. A major factor that is a massive setback for adults is the fear of failure. This is something that holds them back from trying out so many things. The unspoken, unasserted obligation to succeed at what you are doing makes even the simplest of tasks into a stressor. Another aspect of this is, the need to gain social approval and validation, must not be challenged.


In addition to all these reasons, adults feel compelled to impose a language over everything they experience. Everything they see, hear and feel can be described in words, their experience can be reduced to a few words. When an infant spots a peacock, you can see the fascination in their eyes and tell the difference in their expressions and body language. In contrast, when an adult looks at one, the whole experience is reduced to ‘Oh, a peacock!’.

Noam Chomsky, an American linguist, conceptualized the Language Acquisition Device {LAD}, an innate device that helps infants grasp languages. There are three theories of how language is learnt- nativist theory, interactionist theory and language acquisition. According to the Nativist theory, humans have an innate ability to acquire language, and language is most easily acquired during a critical period in early childhood. Interactionist theory asserts that language acquisition has both biological and social components. “Chomsky suggests that language is an innate faculty - that is to say that we are born with a set of rules about language in our minds, which he refers to as the 'Universal Grammar'.The universal grammar is the basis upon which all human languages build.Children do not simply copy the language that they hear around them. They deduce rules from it, which they can then use to produce sentences that they have never heard before. They do not learn a repertoire of phrases and sayings, as the behaviorists believe, but a grammar that generates an infinite number of new sentences.”


“Synchronicity: A meaningful coincidence of two or more events

where something other than the probability of chance is involved.”

- Carl Jung


This is why it is easier for them to learn several languages before reaching a certain age. Bilingual and multilingual children are also said to have stronger brain development. “Bilinguals also show some cognitive advantages. In particular, bilinguals appear to perform a little bit better than monolinguals on tasks that involve switching between activities and inhibiting previously learned responses (Bialystok, Craik, & Luk, 2012). Although these advantages have been mostly studied in bilingual adults (Costa, Hernández, & Sebastián-Gallés, 2008) and children (Bialystok & Martin, 2004), new evidence suggests that even bilingual infants (Kovács & Mehler, 2009a, 2009b) and toddlers (Poulin-Dubois, Blaye, Coutya, & Bialystok, 2011) show cognitive advantages. Additionally, there is some evidence that bilingual infants are advantaged in certain aspects of memory, for example generalizing information from one event to a later event (Brito & Barr, 2012). bilingualism influences the development of attention and confirms that effects of bilingualism on cognition are found across different sociolinguistic settings, that is, children acquiring a regional language (Costa et al., 2008, 2009; Hernández et al., 2013; Lauchlan et al., 2013; Garraffa et al., 2015; Antoniou et al., 2016; Bosma et al., 2017).” There are roughly 6,500 languages spoken worldwide. With each language, comes a unique and characteristic way of thinking, culture, and identity. No one phrase can be said in two different languages. It can be translated but its essence cannot be reproduced. Each language has a distinct syntactic structure, vocabulary and rules. They reflect their cultural beliefs and ideologies also. The language in which we think and have internal dialogues is our native language. Thinking in a different language can somewhat alter our perspective towards a situation. As mentioned before, when we translate a sentence from one language to another, we are bound to think a little differently. If you were to fall down on your arm and let's say, break your arm, how would you phrase this in first, English and then any other language you speak. You would notice a certain degree of passivity if you tried this phrase in Hindi, Gujarati, or Marathi, to name a few. When we express ourselves differently, the manifestation of the body’s physical and chemical aspects tend to differ as well. This changes our behavior in response thereby impacting the final result. Each language is its own ‘Cognitive Universe’. The field of languages is of great interest to Psychologists for it can make such a huge difference to our outlook. Once we become adults, our life operates pretty much on auto-mode. We selectively attend to our surrounding stimuli, preferably such that they reinforce our opinions or make us feel competent. This makes all the difference as to why we learn at a slower pace. Our curiosity is lost within the fixed thinking patterns we are stuck in. The key here is to keep engaging oneself in new tasks voluntarily.


“A man who procrastinates in his choosing will inevitably have his choice made for him by circumstances.” This quote by Hunter S. Thompson is a reminder that we are in control of all our choices and decisions. By procrastinating or deciding to delay a decision, we are then deciding in the cause and not in the effect. This puts us in a passive state and we lose control over our journey. We can decide our paths by choosing the options provided to us. The ‘Art of Decision Making’ is to absorb all your resources. We must be completely aware of our situation and have an overarching perspective to analyse our decisions. This art is not only restricted to simply making a decision but also to know how to change a decision we have made, if it is not working. Oftentimes, we are in the third person position observing someone else and thinking their decisions are poor. It is possible that they made the best out of whatever resources were available to them. Since we have an outsider’s perspective, we may think about evaluating it differently. You could be at the receiving end of such a judgement. To make a good decision, it is essential for you to make decisions on the basis of what you want and fulfil your desires by making the most of the available resources. Our choices define us. Our life is a series of choices we have made so far and continue to make every day. A person takes hundreds of decisions subconsciously and consciously in his or her life without even acknowledging them. Whether you sense it immediately or not, your life is shaped by the choices you are making in the present and the ones that you’ve made in the past. The choices that you make have a long-lasting and colossal impact on your life. What you are today, is a result of the decisions and choices you made in the past.


NLP helps to use the language of the mind to consistently achieve our desired outcomes. NLP’s decision-making strategy focuses on programming three of our senses in this process namely visual sense, auditory sense, and kinaesthetic sense. “The term strategy is used in NLP to refer to mental processes that enable a person to translate their abilities into concrete behaviors in accordance with their beliefs and values. In NLP we assume that these processes can be described consciously and / or unconsciously through a sequence of sensory representations (VAKOG). These VAKOGs, which lead to a certain action, are usually partly purely internal, partly outwardly directed procedures.”

From the simplest decisions like whether to eat that last slice of pizza or not to choose our career path, there is a complex underlying process involved. Whether we choose to do something or to not do it, we have made a decision. Whenever you are presented with something new, let us say, the activity at the beginning of this article, you develop an attitude towards it. You either formulate a positive view of it or a negative one on the basis of your past experiences. Such experiences are associated with predicting how you perceive this activity. Either way, you have made a decision. There are endless discussions on how we make decisions and whether or not we truly have free will. Let us explore how we really decide and what process guides it.


"Synchronicity reveals the meaningful connections

between the subjective and objective world.”

- Carl Jung


When we break down our behavior into the smallest part, we will be able to see the components clearly and make better sense of it. By using the NLP strategy, we can decide what we decide. The key to this is awareness- we must be aware of the visual cues, internal sounds, persons around us, and most importantly, what triggers our behavior. If a smoker wishes to employ the NLP strategy to quit smoking, he will be asked to assess his behavior very closely. He must break down his behavior into his surrounding environment i.e external cues, interactions, and identify the trigger. After a meticulous analysis of the surrounding factors and structures, they can be kept if they are useful and changed if they are not. If the smoker realizes that his urge to smoke is the strongest during lunchtime, simply changing his schedule can help a lot. This would mean that the trigger to his behavior was its timing. After finding the smallest building block i.e the trigger and then by systematically changing it, NLP strategy can help us to make better decisions.

According to the NLP strategy, an individual’s approach to one task can be applied to all other areas of their life. Everyone has a unique strategy to make decisions that they may or may not be aware of. Some might use visual cues or internal dialogues to filter the processed information and make a decision. We all have an individualistic sequence of different strategies. This is known as a metaprogram, or, the program behind the program. When a person decides to do or to not do a certain task, others can only assess their outward behavior, not the internal cognitive processes and filters they used to come to the decision. By employing NLP strategies, we can decide what we decide as we understand our approach. The model of ‘Test Operate Test Exit’ (TOTE) helps us to break down our decision-making process, and further, our behavior. We decide to operate on something or not to operate. Oftentimes, the decisions we make, lead us to situations that require thought to it at every stage. We may get stuck at a point and if we do not know where to draw the line, we may be ‘grief stuck’ in the Gestalt Cycle. In order to relieve the conflict that we experience, we must know where to draw the line. By using the TOTE model, we can know when we should exit. In the case of a woman who feels like she is stuck in a relationship, she would try operating on her situation, perhaps, by communicating effectively with her partner. If that does not work, she could try operating again, this time, with a couple’s therapist. If by this point, she is completely drained and nothing seems to be working, she must realize the toxicity of the relationship and break up. The sense of awareness and ability to exit requires strength. We may read, hear or see cases of people staying in unhappy relationships and wonder why they are putting themselves through it. This indicates that awareness is missing in these people who do not know how to exit. Knowing how to exit any process, when the time comes, can save oneself from a lot of stress and internal conflict. When we identify our strategy and feel the need to employ a new strategy or make an exception in some cases, we use a counter-strategy. For instance, if your decision every time you are offered a cigarette is to say no but at one point, if the CEO of your company invites you out for a small smoke break, it is likely that you will change your strategy. This is not to say that you will agree to smoke and make an exception but you might give this decision a little longer time than you would have otherwise.


The TOTE model can be applied to achieve success in all areas of life since it equips you to make better decisions.


"Synchronicity: A phenomenon where an event in the outside world coincides

meaningfully with a psychological state of mind."

- Daryl Sharp, Jung Lexicon


This diagram helps us break down the stages of us learning any new task. At point A, we know what we have been taught. We are only a novice at this stage. Because we are learning something new, we are challenging our neurology, as discussed earlier. We have been introduced to something unfamiliar and so, our brain has been activated. Our neurology and the whole motor system is functioning. At point B, we have gotten better at this task and therefore we are in a transitory phase or in the stage of liminality. Think of when one learns how to drive. The first few classes are the most exciting as the learners channel their entire focus to learn how to drive carefully. They are so involved in making sure they are driving properly that they do not think of anything else. This is point A when their mind is incomplete immersion towards a particular task. As they get better at driving, they are able to think about other tasks and multitask to some extent also. There comes a point C when an individual reaches a level of elegance in performing a certain task. If point A is associated with complete focus, then point C can be described as a state of eternal bliss. The skill is entrenched into the person to such an extent that the artist has dissolved with the art. It is a point where we forget how we learned what we learned. This is the highest state of involvement in the activity or art you are performing or creating.


The state we experience at point C is the state of ultimate spirituality. Neuro-synchronicity refers to a state of mind when the right and sides of the brain are in sync. Both the hemispheres are at work to integrate something that has never been integrated before. Such a state is essentially a rewiring of your mind and this has a calming effect on all your senses. It means to give a new dimension to our thinking. However, this is only effective until it becomes a part of your Autonomic Nervous System (ANS). We are completely immersed in a task and our entire neurology and body have mastered this. It is at this moment of realization that we must move onto the next task and experience such a state of mindfulness all over again.


There have been many research studies on this subject, all of which suggest that mindfulness is positively associated with psychological health, and that training in mindfulness may bring about positive psychological effects. These effects ranged from increased subjective well-being, reduced psychological symptoms and emotional reactivity, to improved regulation of behavior. There is also an increasingly substantial research body pointing to a number of psychological processes that may serve as key mechanisms of effects of mindfulness interventions. As research on mindfulness is in its early stages of development, further collaborative research is needed to develop a more solid understanding concerning the nature of mindfulness, how mindfulness can best be measured, fostered, and cultivated, and the mechanisms and specificity of effects of mindfulness-oriented interventions. Future research should also continue to explore other potential applications of mindfulness, and examine practical issues concerning the delivery, implementation, and dissemination of mindfulness-oriented interventions.


"The Synchronicity Principle

Synchronicity is an acausal principle and can be defined by a meaningful coincidence which appears between a mental state and an event occurring in the external world."

- Carl G. Jung, 1951


With Quantum Neuro-Synchronicity, we aim to explore the brain activities of an individual when they are completely immersed into a previously inexperienced and unfamiliar activity. Although there has been research on synchronicity between dyads, there is a clear gap in research on the benefits of the sync on the right and left sides of the brain on an individual. Its scope extends to not only engaging and developing our neurology but also as a means to escape all the weights that constantly pull people back. It is a momentary relief, a transitory phase and a feeling of bliss that one can experience by simply learning something new.



References

​​Bonnefond, M., Kastner, S., & Jensen, O. (2017).

Communication between Brain Areas Based on Nested Oscillations. eNeuro, 4(2), ENEURO.0153-16.2017. https://doi.org/10.1523/ENEURO.0153-16.2017

Blom, E., Boerma, T., Bosma, E., Cornips, L., & Everaert, E. (2017). Cognitive Advantages of Bilingual Children in Different Sociolinguistic Contexts. Frontiers in Psychology, 8, 8–552. https://doi.org/10.3389/fpsyg.2017.00552

Byers-Heinlein, K., & Lew-Williams, C. (2013). Bilingualism in the Early Years: What the Science Says. LEARNing Landscapes, 7(1), 95–112. https://doi.org/10.36510/learnland.v7i1.632

Cho, P. S., Escoffier, N., Mao, Y., Ching, A., Green, C., Jong, J., & Whitehouse, H. (2018). Groups and Emotional Arousal Mediate Neural Synchrony and Perceived Ritual Efficacy. Frontiers in Psychology, 9, 1. https://doi.org/10.3389/fpsyg.2018.02071

Deutsche Welle (www.dw.com). (n.d.). Neuro- Synchronicity - Brain Networking among Musicians | DW | 23.12.2013. DW.COM. Retrieved April 29, 2021, from https://www.dw.com/en/neuro-synchronicity-brain- networking-among-musicians/av-16696470

Fryling, M. J., Johnston, C., & Hayes, L. J. (2011). Understanding observational learning: an interbehavioral approach. The Analysis of verbal behavior, 27(1), 191–203. https://doi.org/10.1007/BF03393102

Grief and mourning gone awry: pathway and course of complicated grief. (2012). Bereavement and Complicated Grief, 14(2), 119–128.https://doi.org/10.31887/dcns.2012.14.2/mshear

Heick, T. (2020, October 3). The Assimilation vs Accommodation Of Knowledge. TeachThought.https://www.teachthought.com/learning/assimilation-vs- accommodation-of-knowledge/

Keng, S. L., Smoski, M. J., & Robins, C. J. (2011). Effects of mindfulness on psychological health: A review of empirical studies. Clinical Psychology Review, 31(6), 1041–1056. https://doi.org/10.1016/j.cpr.2011.04.006

Labeling theory. (n.d.). Worddisk.Com. Retrieved April 21, 2021, from https://worddisk.com/wiki/Labeling_theory/

Modalities. (n.d.). Cortland Edu. Retrieved April 29, 2021, from https://web.cortland.edu/andersmd/learning/modalities.ht m

Noam Chomsky and Language Acquisition. ESOL CPD, Module 2, 1–2. https://www.montgomeryschoolsmd.org/curriculum/esol/ cpd/module2/docs/chomsky.pdf

Synchronicity - an overview | ScienceDirect Topics. (n.d.- b). ScienceDirect. Retrieved April 29, 2021, fromhttps://www.sciencedirect.com/topics/psychology/synchro nicity



This article on 'Quantum Neuro - Synchronicity' has been contributed by Rishika Shah, who is a graduate Psychology student from St.Xavier’s College, Mumbai.


Rishika is part of the Global Internship Research Program (GIRP), which is under the leadership and guidance of Anil Thomas.

Rishika is the Editor for the Uncommon Sense, an official college magazine. She is passionate about mental health and extremely curious about psychology and wants to spread awareness about mental health problems to help those in need.

GIRP is an initiative by (International Journal of Neurolinguistics & Gestalt Psychology) IJNGP and Umang Foundation Trust to encourage young adults across our globe to showcase their research skills in psychology and to present it in creative content expression.


Anil is an internationally certified NLP Master Practitioner and Gestalt Therapist. He has conducted NLP Training in Mumbai, and across 6 other countries. The NLP practitioner course is conducted twice every year. To get your NLP certification









bottom of page