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The NFL and Bullying: How to Change the Culture

RichieThis is my third “NFL Bullying” post since the topic splashed all over the national media this past Monday.  The first (“The N.F.L. Culture and Bullying“) presents the theory that one reason why bullying is sometimes viewed as acceptable is the belief that it can increase motivation to reach a level of excellence not achievable without bullying.

Whereas there may indeed be legitimate examples of some people achieving more in some valued area than they would have because of some insult, there are many arguments that insults are far more likely to be harmful rather than helpful.  From my own observations, insults most often just lead to a nasty exchange and wasted energy.  Moreover, some talented people who might have made an excellent contribution to a team may end up quitting altogether rather than putting up with what they feel is abuse.

parent yellingOff the football field, recent research has found that harsh verbal discipline by parents led to increases in teenage depression and more behavior problems, including fighting with peers, trouble in school and lying to parents (see Longitudinal Links Between Fathers’ and Mothers’ Harsh Verbal Discipline and Adolescents’ Conduct Problems and Depressive Symptoms).

I am therefore not convinced that people, to be fully motivated, need to be insulted.  Football playIn the NFL, players know that if they do well their records will show this. Millions of dollars help to motivate.  Lack of effort will lead to being cut from the team.  When players do well they are cheered by millions and receive more financially rewarding sponsor deals. The players want to do well not only for themselves but for their teammates and to be respected as a skillful player by their fellow professional football players.  The coaching team is hired to demonstrate passion for excellence, and they convey this attitude through modeling.  With these types of motivators, hazing, with its likelihood of causing more harm then good, makes little sense.

My second post on this topic (N.F.L. Bullying: The Real Reason For It) argued that whereas part of the reason for the hazing of rookies in the NFL is the belief that it can challenge players to perform better, the larger reason has to do, in my opinion, with a completely different dynamic. I expressed this dynamic as follows:

“Veterans recognize that the rookies are after their jobs.  When Joe Quarterback sees a fresh new quarterback on the team, he says to himself, After all my hard work and effort and all of the damaging blows that I’ve taken for the team, now this young son-of-a bitch wants to take my job.”

selma marchThis underlying anger is the real fuel igniting the bullying.  I likened what the bullies of the NFL are doing to what white racist southerners did to blacks in the south.

Now I do want to make it clear that I certainly don’t have enough information to say if any specific person involved in the Incognito-Martin incident is guilty of doing anything wrong.  But I personally think there is ample evidence that there is currently too much bullying going on in the NFL, and we should go ahead and start discussing ways to change the culture.  Why do I believe this?

Ryan+Tannehill+August+9One reason is the words used by Ryan Tannehill, QB for the Miami Dolphins, while defending his teammate, Richie Incognito, who is being accused of bullying.  “Does he [Incognito] like to give guys a hard time?” said Tannehill. “Yes. Does he like to pester guys and have fun? Yes.  But he brought a lot of laughter and a lot of cohesiveness.” (Quoted in Bloomberg Press in article titled, NFL Bullying Accusation Forces Teams to Look at Own Locker Rooms“).

These kinds of statements even from someone trying to defend Incognito supports my contention that it is time to start thinking about changing the NFL culture.  A much better culture would impart to the players a clear understanding that there are far better ways to bring cohesiveness to a team than giving teammates a hard time and pestering them and that laughing about such behavior doesn’t make it excusable.  I’m not alone.

Jason Reid
Jason Reid

Jason Reid, a writer for the Washington Post wrote a column on this topic titled, “Miami Dolphins Blacks’ Support for Richie Incognito in NFL Bullying Affair is Troubling.”

Here’s what Reid  had to say:

Miami Dolphins players don’t get it. Their support of suspended guard Richie Incognito – even after they learned he used a racial slur in a threatening voice mail left for biracial linemate Jonathan Martin – is among many troubling aspects of the bullying controversy that has engulfed the NFL franchise.

But for me, what’s most disturbing is that several misguided African- American Dolphins players – Mike Wallace, Mike Pouncey, Brent Grimes and Michael Egnew have been among Incognito’s most vocal defenders – identify more closely with Martin’s alleged tormentor than they do with Martin. Their support for Incognito shows the wrongheaded thinking that can arise from the locker-room culture and long-standing beliefs in the African American community about what behavior is socially acceptable for blacks.”

IF indeed there is too much bullying going on in the NFL, such verbal statements can be one way to change its culture.

There is some hope that the culture can indeed be changed.  According to a recent USA Today report, at least one NFL team has already managed to do this at least for one team–the Pittsburgh Steelers.  There we learn that:

tro PolamaluThe attention hazing and bullying have received this week surprises Pittsburgh Steelers safety Troy Polamalu. Having only played for one organization his entire 11-year career, Polamalu says he’s never seen any young players deal with anything even resembling hazing.

“Coach Tomlin has always said that if you are willing to help us win than you’re part of our family,” Polamalu said. “Whenever anybody young or new comes into here, we always have open arms and are willing to help them get used to their professional lives, whether it’s getting a car or giving them some change before they start getting paid.”

In another report, this one from ESPN, Polamalu said that the Steelers’ ethos starts at the top with chairman emeritus Dan Rooney and president Art Rooney II.

“They’ve really instilled a family environment that’s permeated our locker room so whenever a rookie comes in we accept them with open arms. We teach them the best way we know on how to be professional, how to take care of your body, how to train, how to learn the defense, the offense, whatever it may be.

Mike TomlinIn the same article, Steelers’ coach Mike Tomlin is quoted as saying:

“We take a simple approach in that young players can be quality reasons why we’re successful so if they’re capable and willing to help us in terms of what we desire to get done as a football team then we’re all committed to helping them help us,” the seventh-year coach said. “I think our veteran players embrace that and have mentor-like relationships with our young guys…”

These statements suggest that it is possible to create a culture in the NFL without the hazing of the younger players that appears to go on elsewhere.

In my view, the culture should start at the point just before a player’s contract is signed.  The coach should look the player in the eye and say emphatically, “I don’t know what you’ve been taught while playing football before, but if you sign with us, you must agree that you will not participate in any hazing or putting down of players, young or old.  Is that absolutely clear?!”

Moreover the contract should clearly have wording indicating the consequences of breaking this rule that includes suspensions and monetary penalties.  The coach should underline where in the contract these provisions are, and they should be fully discussed.  If the player doesn’t want to agree to these terms, he should be told that he’ll have to find work elsewhere.

Now, I understand that one of the strategies of football teams is to insult players on the other team. This is done in the hopes of getting the insulted player so angry that he will start a fight and end up either getting thrown out of the game or costing his team some other penalty.  And so, teams do have to train their players to handle these types of insults.  This can be done very effectively without hazing in the following way.

Coaches can have the players practice responding to insults by saying, “Nice try.”  The players are told that when they say these words, it actually means, “I am not stupid enough to fall for that trick.”

The players should undergo repeated training on this.  The training periods should begin with the coach standing in front of all of the players.  He then states, “We are all going to now practice handling insults.  This practice session will be done like this.  I’ll shout an insult and all of you are to call out, ‘Nice try.’  After your reply, I’ll then shout, ‘What do we mean when we say, Nice try?’  Then in unison, all of you will call out,  ‘I am not stupid enough to fall for that trick.'”

This drill should be done with twenty repetitions and then repeated on several different occasions.  Then the players are told by the coach that during intra-squad scrimmages,  to practice using the “Nice try” technique, from time to time he will have one squad start to insult the other squad players during the practice game.  At such times, the individuals being insulted are to practice responding to the insults by saying with a smile, “Nice try.”  The coach should mention that it is only during these types of practices that players insulting players will be tolerated.

With this type of practice, players can become competent in handling insults during real games that is consistent with a respectful culture among fellow team members.

——————————-

Some people will enjoy reading this blog by beginning with the first post and then moving forward to the next more recent one; then to the next one; and so on.  This permits readers to catch up on some ideas that were presented earlier and to move through all of the ideas in a systematic fashion to develop their emotional intelligence.  To begin at the very first post you can click HERE.

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anger bullying conflict management conflict resolution insults jealousy Mickey Mantle Name calling respect social intelligence wisdom

How I Met Cool Steve

Regular readers of this blog know that to illustrate an idea, I usually utilize a comic strip or a brief parable.  To fully integrate all of the ideas that appear in the blog, I’ve created a coming of age trilogy of novels that is set in Brooklyn that my students over the years have coined The Cool Steve Stories, because one of the main characters is “Cool Steve.”

hero coverLove cover

Novels are perfect for illustrating subtle ideas but the vast majority of blog readers have no desire to read a post that long.  And so, to deal with this challenge, from time to time I post a short story based on a chapter from one of my novels.

Today’s short story is an abbreviated version of a chapter from the second novel in the trilogy, Fights in the Streets, Tears in the Sand.

How I Met Cool Steve

boody jr highWhen I graduated from Boody Junior High back in the sizzling summer of 1965, I had one major problem—every time I tried to get the kids to respect me I ended up making more and more enemies.  If you would have asked me back then why respect was important to me, well, I guess I would have muttered a few of my choicest Brooklyn curses and then, well, I guess I would have said, “All I know is that when people treat me with respect it feels good, and when people treat me disrespectfully it feels like I ate something rotten.  So there! Ya wanna make somethin’ out of it?!”

*                                  *                                  *

That summer, I moved to a new neighborhood and I was going to start a new school—Lincoln High. I figured no one knows me there, so this is my big chance to turn myself around.

cycloneMy new neighborhood was pretty cool.  It was just a few blocks from the beach and Coney Island. In ten minutes I could walk to the Cyclone, far and away the greatest roller coaster ever.

And so, I began summer vacation feeling hopeful, but as the new school year began to close in on me, I started getting pretty nervous.  guitar blackAnd when the day before school arrived I’m sitting in my room strumming my guitar while thinking about getting real sick for a few years.  I wonder how long I could play up that angle to avoid school altogether.  My stomach’s been out of whack for the past few days anyway, so it wouldn’t be much of a stretch to take it up another level.

Each lick of my guitar is a pounding of my old enemies, and then, all of a sudden, notions of respect get thrown in as well, creating a wild, pounding drum beat in sync with my wild, pounding heart.  My strumming gets louder.

Hey, maybe I can get some respect for my musical talent.

“Jeff, quiet down in there!” Mom screams.  “For crying out loud, you’re giving me a headache!”

“You’re giving me a headache!” I scream back while throwing my guitar down on my bed.  I storm out of my apartment and pound the elevator call button.  When it arrives, I punch the lobby button and then start kicking the walls.

*                                  *                                  *

Ocean ParkwayOnce in the street, I walk aimlessly as steam hisses out of my ears.  Along Ocean Parkway I pass Lincoln High and shudder.  Under the Belt Parkway overpass I notice pigeons up in the beams hiding in crevices.  As I continued on with my walk, slowly I begin to settle down.

*                                  *                                  *

Well, you can kiss that summer vacation goodbye, I say to myself while setting my alarm clock so I won’t be late for my first day at Lincoln.  Within minutes of shutting my light, worries begin to invade my mind, buzzing about like flies.  Man, school’s gonna suck!

Sleepless minutes go by like hours, and hours stretch out into eternities.  I check my alarm clock at midnight, again at one and two.

ideaAnd then, suddenly, an idea explodes upon me, followed by madly rushing thoughts.  That’s it!  That’s it!  At Lincoln I’ll first play a real quiet type and not reveal anything about myself.  And while I do that, I’ll secretly carry out a careful investigation to determine who the kids at Lincoln already respect.  By keeping my eyes open and my mouth shut, I bet I can learn something useful before the kids get to know me.

dark cloudsBut moments after this plan has rolled in with its initial high hopes, a dark cloud of doubt begins to cast its dismal shadow.  Yeah, well if I carry out that stupid plan everyone’s gonna think I’m just copying the guy everyone respects.  I’ll be nothing but a rotten copycat.

More tossing and turning.  Three o’clock comes and goes.

And then, suddenly I sit up in bed fully awake, and my mind cries out, Wait!  There was this director I worked with in a play once and I remember him saying how a great actor takes what he learns from other actors and then brings something of himself to a role, something that makes it fresh and unique.  Maybe I can create something new based on someone else.  Maybe.

*                                  *                                  *

linclon high2I arrive on my first day at Lincoln at seven-twenty a.m., with a pencil, a loose-leaf notebook, and a sensationally queasy stomach.  Out front students are gathered together in clusters.  So far I don’t see anyone I know.  Good.

Most students are dressed in outfits that appear more freshly bought than what is seen by mid-school year.  The stores offering back to school sales must have had a banner year.

lincoln hallwayThe first bell rings and resonates deep in my unsettled bowels.  In unison, students head for their homeroom.  I look down at my class schedule that I received in the mail a few weeks ago.  It indicates in distinct black typewriter letters that I have to go first to HOMEROOM 324.  Okay, I guess that means I better find a stairway up to the third floor.  Man, I thought my junior high had big crowded hallways.  They were minor league compared to this!

Here’s an up-stairway.  As I traipse along, I try to listen to the conversations going on around me to see if I can find some clue about who the kids respect.  There are a couple of cute girls in front of me.

beatles“Did you see the Beatles last night on the Ed Sullivan show?” asks one.

“Definitely!”

“Who do you like better, John Lennon or Mick Jagger?”

“Oh, John’s my dreamboat!”

“Don’t you think Mick’s cuter?”

It looks like the ladies go for rockers, I think to myself.  Maybe I ought to start practicing guitar more.

*                                  *                                  *

A couple of periods later, I’m heading to biology and some guy behind me says to someone next to him, “Hey, Cool Steve’s in my health class!”

“Cool Steve!  Really?!

“Yeah!  He sat right next to me.”

“Damn!  Hey, tell him I say hi.”

There’s an excitement that accompanies this dialogue that somehow has me going, hmmm.

*                                  *                                  *

Lunchtime.  I’m not really hungry, but my schedule says that’s where me and hoards of others are supposed to go so we find the down stairwell and dutifully march along.

lunchroomHarsh smells of recently mopped floors, day old tuna, sour milk, low grade cheeseburgers, and the like kick my appetite for a loop.

Where should I sit?  Remember to keep a quiet profile.  There are some cool looking kids at this table.   I start to sit down.

“Sorry, we’re saving these seats for some friends,” says one of the guys.

I nod and move on.  Man, I hate school.

Mickey Home runA few tables away, I spot an open seat next to a kid reading a story in Sports Illustrated with a great shot of Mickey Mantle.  The Mick’s neck and forearms are bulging as he’s clobbering a monster home run.

“Anybody got this seat?” I ask while preparing myself for another rejection.

Looking up from his magazine, the guy looks me over for a couple of seconds, and then replies, “Sit down.  I’m Cliff Schweitzer.”

“Hi Cliff, thanks.  I’m Jeff Star.”

“Hi, Jeff. Say, who do you have for history?”

After checking my schedule card, I answer, “Mr. Lofton.”

“Is he any good?”

“I don’t know.  I have him for the first time in a couple of periods from now.”

“I got stuck with Mr. Putzmeister,” Cliff says mournfully.

“Putzmeister!” I reply with a smile.  “That his real name?”

“Yeah, and never was there a more fitting name for a teacher.  I got to get out of there.   He is so boring!”

“Well, it’s history, Cliff.  How interesting can it be?”

“History is my favorite class, Jeff.  My dad’s a history professor at New York University so that’s what we both love.  And now to get stuck with Mr. Putzmeister!”  This kid, Cliff, is digging his fingernails into his forehead like he’s getting ready to commit suicide.

“Try talking ta someone in the office.  All you’re interested in is history?”

“Well, to me, a branch of history is ‘The world of sports,’ and I love sports.  In fact, I’m writing a column for the school newspaper.  It’s called the ‘Sports Scene.’ The first issue comes out on Friday.  Check it out.  Let me know what you think.”

talking2While we’re talking, we hear a kid from a nearby table, yelling, “Ya wouldn’t dare do this ta Cool Steve!  Why ya doing it ta me?”

I turn to Cliff.  “That’s the second time I heard this name, Cool Steve.  You wouldn’t happen ta know him?”

“Yeah, from Cunningham,” he answers, referring to one of the junior high schools that feed into Lincoln.  “I guess most of the kids who know him, know him from there.”

“There seems to be some kind of respect thing connected to him.”

“Respect?  Steve?  Well, yeah.”

“You respect him?”

“Oh, yeah!”

“How come?”

runner“Well, I guess for me it’s got something to do with the fact that he’s the best athlete I’ve ever personally known.  In baseball he’s got explosive power and a rocket arm, and in football he’s got lightning speed and incredible hands.  He’s… he’s history in the making.  He’s just incredible, I mean incredible! But, um… I got a feeling people would respect Steve even if he wasn’t so great in sports.”  Then Cliff’s voice kind of trails off and he looks like he’s searching for a more complete answer, but before he gets to it, a guy sitting beside him asks to borrow his Sports Illustrated.

“Let me just finish this story,” Cliff responds, and he quickly buries his nose in his magazine.

*                                  *                                  *

pizzaAfter school lets out, I walk to Rocco’s Pizzeria over on Brighton Beach Avenue.  Rocco is fixing up a new pie.  I take in deeply the familiar aroma of baking dough, oregano, cheese, and Rocco’s underarms.

pizza2With two slices in hand, I discover none of the tables are empty.  At one of them is this guy Brainy George sitting by himself with his blond hair looking like it hasn’t been combed in months.  I had met him earlier in the day in my gym class and noticed he sat at the same lunch table as Cliff Schweitzer, the sports writer.  “How come they call him Brainy George?” I had asked one of the guys in gym.

“Da guy’s a freakin’ genius,” came the reply.

With nowhere else to sit, I ask if he’d mind if I sat across from him.

He looks up with these large thick glasses and nods his okay.  “You were in gym today,” he says as I sit down.

“Yeah.”

“I hate gym.”

“You do?”

“Can’t stand it—all the idiots trying to prove they’re Mr. Atlas.”

“Hmmmm.”  Personally, to me gym is a whole lot better than the rest of the garbage we gotta take at school.  Rather than saying this I maintain my quiet portrayal.  The pizza is still a bit hot so I blow on it and take my first bite.  Mmmmm!  “What junior high did you go to?” I ask.

cunnigham“Cunningham.”

“That’s the same junior high as this kid Cool Steve.  I guess ya think he’s an idiot since he’s into sports.”

“Steve?  Naaa.  Steve’s different than the guys I’m talking about.”

“Izzat so?”

“Yeah.  I like Steve because, well first of all, he’s not one of those idiots who pick on me because I can’t run as fast as the other guys.  And I like the way Steve’s gutsy.  He’s not afraid to stand up for what he believes in.  And it’s the way he carries himself… the way he moves.  I don’t know… I… I just have a lot of respect for Steve.”

There’s that word again—‘respect.’  Well, being gutsy shouldn’t be too hard, I think to myself.  Hell, I was gutsy enough to get into lots of fights in my old school.  But I don’t quite know what to make of this stuff about the way Steve moves.

*                                  *                                  *

My second day at Lincoln—the wide-eyed exuberance of students on day one has turned into a ‘Do I really have to be here?’ look.

lincoln high1After finishing my lunch, I go sit on the steps of Lincoln’s main entrance.  It’s warm and the sun is shining.  Several students including Cliff Schweitzer, the sports writer, and Brainy George, the genius, come by and sit down next to me.  With them are these two attractive girls.

I find myself magnetically pulled toward the girls.  How can I get introduced?  Be careful.  You don’t want to blow the quiet image.

I nudge George and conspicuously look at each of the girls.

First, he points to the one closest to him, “She’s Sandy.”  Sandy’s cute, with apricot-tan shoulders, a peachy complexion, and long, wavy, sandy-blond hair.  She glances at me and smiles.

Then George, he points to the girl sitting next to Sandy.  “That’s Mysterious Jane.”

“Mysterious Jane?” I ask.

“Well, they call Mysterious Jane, Mysterious Jane, because she’s strange,” George explains.

She might be strange, I think to myself, but she’s gorgeous.  She has long, straight, glossy black hair that slightly covers her prominent cheekbones, and falls freely upon her voluptuous shouldegreen eyesrs and breasts.  Her green, almond shaped eyes have a thin line of black mascara and perhaps within these glimmering eyes there is a hint of some sort of mysteriousness.

Jane looks at me, gives me a slight nod, and resumes a conversation that she is having with George.

All of a sudden something catches Sandy’s attention and she cries, “Who’s that gorgeous guy?”

Mysterious Jane turns with her large green eyes in the direction that Sandy is looking—down the steps and off to the right.  She lets out a long sigh.  “Oh, that’s Cool Steve.”

“Ain’t he built!” Sandy squeals.  “You know him?”

“Yeah, from Cunningham,” Jane replies.  “All the girls were nuts about him because, well, a lot of the girls say it’s because he’s so cute.  And he is cute, especially his eyes.  I l-o-o-v-e his eyes.”  This is followed by a moan and she then drifts off into another dimension.

Sandy pokes Mysterious Jane, returning her back to Earth.  Jane looks over to Sandy, lowers her voice to an eerie whisper and says, panther“If you want to know the truth, the real reason all the girls are crazy about Steve is because he moves with the grace and power of a large panther, but he has far more power than any panther you’ve ever seen.”

I think to myself, that Mysterious Jane, she’s strange!

Watching Steve down the steps, I can’t notice him moving in any special way.  I do notice that he’s tall with dark eyes and hair, like me.  But compared to me, Steve is broader and has more of a Paul Newman nose.

Well, I refuse to get my nose fixed, but if I put on a few pounds and start lifting weights, I bet it might help.  I’m way too skinny.

“Aaaaa, he’s nothing special,” I declare, feeling a little jealous of the way the girls are looking at him.

“All of the students sitting on the steps turn to me.  “Nothing special,” says Mysterious Jane with a smile, and with that, everyone around me laughs.

*                                  *                                  *

A couple of hours later I’m walking out the south side exit of Lincoln heading home for the day.  Man, I’m pissed!  I can’t believe how much homework that stupid biology teacher gave me!   Suddenly I hear, “Hey, Jeff Star!”

I turn to my left and spot Cliff calling after me.  “Jeff, that guy Steve you were asking about,” Cliff calls out, “well, here he is.”

There, standing by Cliff is Cool Steve with a smile on his face.  As I walk over, I’m feeling a completely unfamiliar nervousness.  What’s he smiling about? I think to myself.  Cool Steve!  Cool Idiot if you ask me.  And then, when I open my mouth, I find myself saying in a loud tough voice, “So you’re Steve.  I’ve been hearing about you.  The word is you’re a Jerk!”

As I glare at Steve, with his Mack Truck shoulders, my heart pounds furiously.  From the corner of my eye I notice Steve’s friend, Cliff, watching on, his mouth closed so tight he seems to have no lips.  His words from yesterday come to mind—“Steve’s the best athlete I’ve ever personally known.”

Big deal!  I’m ready to go at him.

I’m waiting for an angry come on, or a quick jab from his right.  My muscles are as tight as a hangman’s noose.

I notice several students who were walking home from school have put on their brakes, and their eyes are flashing back and forth between me and Steve.

Steve’s eyes lower, his forehead creases.  Then his eyes look into mine and I see, instead of fury, sadness.  “I guess,” he begins to say haltingly, “well… I was hoping… you know… starting a new school here… well, I was hoping the guys would like me.”

Those dark, glimmering eyes of his….

“Jeff,” says Cliff, “why did you say that?”

My eyes dart to him and back to Steve.  Cold perspiration beads up on my forehead.  The students looking on are almost drooling.  What should I do?

Uncomfortably, I find myself shifting my stance as I look into Steve’s eyes…the sadness there…eyebrows down.  They look like they are on the verge of becoming watery as he looks directly into my eyes, then down, and then back up into mine.  My fury begins to turn into a feeling of downright stupidity.   “Listen Steve, I… I don’t know why I said that… everyone I talked wit’ said you were okay.”  I take a quick glance at Cliff and the other students watching on…and then hurry away.

*                                  *                                  *

A few minutes later, I’m pushing the elevator button in my apartment lobby.  Jeez, I just made a great impression, I think to myself, a wonderful great impression.  Steve’s eyes… man, who is this guy?

In junior high, whenever I started to put someone down, I got returned insults and fistfights.  Such reactions would turn me into a raving lunatic. Now, with the way Steve acted, I don’t know how to respond to his quiet sadness.

——————————-

Some people will enjoy reading this blog by beginning with the first post and then moving forward to the next more recent one; then to the next one; and so on.  This permits readers to catch up on some ideas that were presented earlier and to move through all of the ideas in a systematic fashion to develop their emotional intelligence.  To begin at the very first post you can click HERE.

Categories
anger Bullied bullying conflict management conflict resolution criticism free social intelligence and emotional intelligence curriculum guilt Name calling social intelligence suicide threats

CONFESSION OF A FORMER BULLY

A while ago, my wife and I went to Ithaca to see the emotionally charged play, “From White Plains.” The title is meant to suggest plain white kids from a suburb.  As the lights first brighten the stage, thirty-year old Dennis hears that he has won the Oscar for his film based on the bullying he and his friend faced in childhood.  When Dennis reveals in front of a worldwide audience during his acceptance speech the name of the worst of the bullies whose actions led to his friend’s suicide, the drama begins.

Ethan
Ethan
Dennis
Dennis

Ethan, the former bully, sees the telecast, as does almost everyone in his life, and his smartphone lights up. Although Ethan quickly and publicly issues a heartfelt apology for his actions as a child, the fiercely outspoken Dennis is not in the least ready for forgiveness.

“Why should a two-minute apology be enough to forgive someone that caused the death of my friend and years of my own tormenting anguish?” he cries.

Gregory
Gregory

But Dennis’s friend, Gregory, challenges him to think about his campaign for vengeance.  Increasingly sympathetic to Ethan’s pain from the unrelenting public humiliation that Dennis is leading against Ethan, at one point Gregory emotionally declares to Dennis, “It is you who have now turned into a bully!”

John
John

The plot is further complicated by the dilemma faced by Ethan’s closest buddy, John.  With so much anger being directed toward Ethan, John fears that if he continues to be Ethan’s friend, those who now hate Ethan will also turn against him. Viewers of these scenes, as they watch John, an adult, struggle with this dilemma, get a vivid sense of how much more difficult it must be for kids facing the same type of dilemma whenever they see a friend begin to be targeted by others.  Should they stick with their friend through thick and thin, or join with the larger, more powerful group?

I won’t reveal the rest of the play other than to say it’s very well done.

As I left the theater, I found myself thinking about my own past.  At first, I vividly recalled the times that I was bullied and how I fantasized that I was Superman and used my powers to violently put all of the bullies into the hospital with broken arms and legs.  And then, with angst in the pit of my stomach, I suddenly recalled an incident that occurred when I was in junior high in which I participated in bullying a classmate.

classroomA student in my class, let’s call him Ralph, had a head that was a bit bigger than my other classmates.  Another student began to pass around a sheet of paper with a drawing of a caricature of Ralph with an enormous head standing at a microphone stand giving a speech.  The sheet of paper asked for signatures to nominate Ralph to be “Head of the Class.”  Although I knew Ralph was watching me, I found myself laughing when the paper arrived in my hands.  Not only did I laugh, I ended up signing the petition and passed it on to the student next to me, who proceeded to crack up at the site of the caricature.

school hallwayAfter class, while walking beside Ralph on our way to our next class, I saw from his eyes and forehead that he was feeling pretty miserable.  “Ralph,” I said, “we all get crap from the other kids from time to time.  It’s just the stuff that goes on at school.”

“Yeah, well it doesn’t feel too good,” he replied in a choked-up voice.

“If it makes you feel any better,” I said, “well, I like you.”

With that, I felt that I had done my good deed for the day and the incident was over. The next morning, however, when Ralph showed up in the schoolyard just before the line-up bell, the kids in my class began to once again put him down.  I noticed there was a girl that I knew Ralph liked standing near bschoolyard bullyy.  Although this time I didn’t join in on the teasing, I wanted to speak up and ask the kids to cut it out, but I didn’t have the courage.  I found myself afraid that if I said anything to defend Ralph, the bullying would be turned on me.  And so, feeling like a coward, I kept my mouth shut.

Fifty years have gone by, and I still feel that I hadn’t done quite enough at times for all the Ralphs out there.

As an adult, I now believe that the best hope to deal effectively with the bullying problem is to have programs at school that change the culture so that the actions of bullies signify ineptitude rather than manliness; and that sticking up for a kid who is being bullied is a sign of a real hero (see my post “Bully and Beyond”).

schoolyard bully2But for those of us who went to schools that had no such programs, how are we to deal with the ruminating memories that continue to plague us years after we graduated?   Can we ever forgive ourselves for the actions we committed in our youth?   Can we ever forgive the kids who humiliated us?  Why do some people, having been bullied as kids, turn into bullies themselves the first chance that they get? And finally, why do some people who had bullying experiences as kids instead of converting them into hate somehow manage to convert them into acts of kindness?

Over the next few weeks, I hope readers will help me to make sense of all of this.

——————————-

Some people will enjoy reading this blog by beginning with the first post and then moving forward to the next more recent one; then to the next one; and so on.  This permits readers to catch up on some ideas that were presented earlier and to move through all of the ideas in a systematic fashion to develop their emotional intelligence.  To begin at the very first post you can click HERE.

Categories
anger conflict management conflict resolution criticism free social intelligence and emotional intelligence curriculum interpersonal conflicts MATURITY social intelligence touching wisdom

TOUCHING WHILE TRYING TO RESOLVE CONFLICTS: IS THERE A PLACE FOR IT?

DILBERT ceo1The chief executive officer (CEO) in the Dilbert comic strip is the bald-headed guy.  He has been having quite a few conflicts with his workers.   After trying some new approaches to resolve these conflicts, he decides to see if touching might help:

dilbert touchingApparently, one of the CEO’s workers likes the way it feels when he is patted on his head.  I don’t think I would like my boss to pat me on my head.  Nevertheless, I do wonder if touching someone in certain ways during a conflict may be helpful at times.

When I was growing up, my mother and some of my male acquaintances would use physical contact during a conflict with me in the form of hitting. They did this to try to force me to do whatever they wanted me to do.  But in this post, I’m not going to discuss that type of physical contact.

I also received some forms of physical contact in a few non-conflict situations. Affectionate close relatives would hug me when saying hello. In my early days my friends and male cousins would roughhouse in a fun manner. These occurred without any real conflict. Today, I have something very different in mind.

One of the ways I recall someone touching me during a conflict occurred when I was sixteen years old. I was on the Lincoln High baseball team and I happened to show up a little late for practice.

Soon after I arrived, my coach took me off to the side so we could talk in semi-privacy.  The other players could still see us, but they were far enough away so that what my coach had to say was just for my ears.

He first looked down at the ground for a long 30 seconds or so, and then he looked squarely into my eyes while putting his hand softly on the back of my shoulder.  In a soft voice, he said, “Jeff, I see you as one of the leaders on this team. I’m hoping this is the last time you come late for practice.  Do you understand me?”

“Yes, Coach,” I replied.  “I’m real sorry about being late.”

He then patted me on my back and said, “OK, Jeff, now go take some fielding practice, and I want to see you hustling out there.”

“You bet, Coach!”

Now, at the time, it never even crossed my mind that my coach had done anything that anyone could possibly think of as wrong.  When I was growing up, in sports touching occurred all the time.  A coach might put his arm around you while he gave you some instructions.

coach arm around playerIf you made a nice play, the coach and your team mates might pat you on the arm or back, or even on your rear end.

pat on buttAnd both male and female athletes  and coaches would give each other enthusiastic hugs. girsls basketball hug

sports hugs2

coach touch 4My baseball coach had done something a little different when he touched me.  Usually touching in sports occurred during the rough and tumble of a game or as a sign that you did something good.  My baseball coach had touched me, not for any of those two reasons, but because he was trying to work out a conflict he was having with me. And it worked. I never came late again, and not only did I not think he did anything wrong, I found that I had an increased amount of respect for him because of the way he handled the situation.

Soon after, I found myself reflecting upon what he did.  He spoke to me in relative privacy.  When he began, he looked down in a way that I could tell that what I did led to him feeling unhappy.  And then, when he looked into my eyes and said that he felt that I was viewed as one of the team leaders, there was something about what he said and how he said it that led me to feel that he genuinely liked me.  At the same time, he told me what he wanted me to do in the future in very clear terms–to be on time for practice.

After that incident, I found myself often using a similar approach, and I found it very helpful.  As a result, I didn’t think there could be any problem with it.  But as the years went on, from time to time I have heard individuals complain about someone touching them in similar situations and not liking it.  And so, I began to ask some questions to see if I could come to understand the reasons for our experiences being so very different.

One teenager whom we will call Judy told me that a guy at school made a suggestion to her that made her very angry.

“Then what happened,” I asked.

Judy1“How did you feel about the way the guy handled the situation?” I asked.

“I didn’t like the way he touched me,” Judy replied. “He squeezed my shoulder and it felt threatening.”

“Hmmm,” I replied.  “Something about the way he squeezed your shoulder felt uncomfortable.  I see.  What if he just touched you gently in the back of your shoulder while saying what he said?  Would you have felt more comfortable with that?”

judy3Judy thought about this for a few seconds and then looked up at me and smiled.  “That would have been okay,” she replied.  “There was something about the way he actually touched me that felt creepy, and I didn’t like it at all.”

Although Judy said that if the boy would have touched her gently on the back, she would have felt okay about that, I have heard some other folks say that they don’t like to be touched at all.

So what do we do about this?  Do we stop touching everyone in these types of situations because some people feel uncomfortable with being touched?  Do we begin to think about what kinds of touching might be okay, and what types of touching is not okay?

I really can’t answer this type of question for everyone.  It would be very helpful if readers over the next few weeks share with us their thoughts about this, so we have more information to judge.  In the meantime, I will say this.  If you do try the touching approach with someone, I think you would be wise to watch carefully how the other person is reacting.  If the person begins to appear tense, with a crinkling of the forehead, a stiffening of the body or by pulling away from the touch, I encourage you to back off and offer an apology.  Perhaps saying something like this might be helpful, “I sense that you don’t like me to touch you.  I’ll keep that in mind in the future and respect your feelings.  I’m sorry I made you feel uncomfortable.”  Then, a gentle smile might ease some of the tension.

Well, I hope this post gives you some ideas to think about, and, as always, I hope to be reading your comments real soon.

Have a great week,

Jeff

——————————-

Some people will enjoy reading this blog by beginning with the first post and then moving forward to the next more recent one; then to the next one; and so on.  This permits readers to catch up on some ideas that were presented earlier and to move through all of the ideas in a systematic fashion to develop their emotional intelligence.  To begin at the very first post you can click HERE.

Categories
anger challenge conflict management conflict resolution emotional intelligence free social intelligence and emotional intelligence curriculum interpersonal conflicts psychological maturity wisdom

OPENNESS TO THE OTHER: BYPASSING ANGER BY REMAINING CONFIDENTLY ENGAGED

This week we have a special treat, a guest blog post by Dr. Robin Lynn Treptow, PhD.  Dr. Treptow describes herself as a peace psychologist who lives in Montana with her family.  She believes that sustainable world-wide peace is achievable via psychological wisdom, and she labors one-on-one in each human interaction towards this goal.

Here’s a little background to Dr. Treptow’s post:

Illustration by Eric Sailer
Illustration by Eric Sailer

A couple of weeks ago, I published a post titled FROM ANGER TO CHALLENGE: A STEP TWO EXAMPLE.  That post provided a parable in which Audrey, a young woman, has just graduated from law school.  When her father begins to urge her to begin her career at his Wall Street firm, Audrey becomes angry, and cries out, “Dad, we discussed this already!  I’m going to get a job in the Department of Justice!”

Dr. Treptow, it just so happens, believes that it would be helpful for my readers to see the character in my parable act in a different way, one in which Audrey displays the principles of “Openness to the other” (The Virtue of Multiculturalism Personal Transformation, Character, and Openness to the Other, by Blaine J. Fowers and Barbara J. Davidovin, September 2006, American Psychologist, Vol. 61, No. 6, 581–594).  I feel my readers could benefit from this point of view, and so I now turn this post over to Dr. Treptow.

Below, I will use blue letters when I am using Dr. Rubin’s words in his original post describing his  parable of Audrey.  Whenever I want to insert a comment into his parable or change his words to illustrate bypassing anger by remaining confidently engaged, I will use red letters.

Illustration by Eric Sailer
Illustration by Eric Sailer

Audrey is at a fine restaurant with her parents celebrating her law school graduation.

[This scenario involving primarily Audrey and her father has been adapted herein using a novel strategy for managing one’s emotions in a proactive manner:  bypassing “anger” or other negative emotions altogether and moving towards a wholehearted focus upon “openness to the other.”  Some aspects of the original script have been omitted as irrelevant and unnecessary to the more effective and streamlined process.]

“Well, your mother and I are so proud of you, Audrey,” says her father.

“Thanks, Dad!”

“Now you know, Audrey, I think it best that you begin your career in my Wall Street firm,” says her father.

audrey7 [Audrey very momentarily takes an inner assessment of her emotional, cognitive, and behavioral resources—she had decided about a month ago to try a novel approach to relationships, an approach that keeps in mind that two people can communicate openly with one another even though they do not have the same backgrounds, heritage, and life experiences.  A major goal with this approach is to clarify that others have ‘legitimate commitments to their own ways of life that are worthy of respect.’]

emotionsHaving heard her father’s comment about beginning her career at his firm, Audrey’s thoughts follow in this line:  “Emotions:  I am pretty upbeat because this is my law school graduation celebration; though sometimes I can be vulnerable to reactivity to others’ comments at times of an ’emotional high,’ I think that in this case it will be ‘okay’ to honor my father by remaining open to whatever he should wish to say.  cognitionCognitions:  Though it will certainly be reasonable to avoid agreeing to any immoral thought or actions, I do not realistically think that my father would put me in that type of position now or at any other time.  I certainly ought to be able to listen openly to my father’s points of view as his daughter and as a competent law school graduate.  behaviorBehaviors:  I am an adult; I am fully capable of listening to my father’s statements about a matter close to his heart:  it will be simply a matter of sitting here, looking at him as he speaks, and expressing agreement with anything about which I can concur.”  Audrey’s mental evaluation—comprising something like 30 seconds—meanders to a close as she hears herself gently intone…

audrey5“Hey, dad, that is a sweet idea!  Why don’t you go over again the primary reasons that you would like me to work there?”

[Audrey is quietly cognizant of her primary goal:  to be in a relationship with her father; she has set aside for this conversation any needs to justify her desire to work at the Justice Department—realizing that she is an adult and is fully capable to make that decision with or without her father’s input.  In fact, it is this very confidence in her own ability to act wisely without her father’s direct counsel which enables Audrey to set aside any perceived need to convince her father that she has made (or will make) the best choice. Audrey remains aware that this approach is based in authenticity; that is, it will backfire if it is used as a “tactic” or “strategy” just to get her way or to convince her father that she is a capable adult:  its purpose is to keep oneself in pleasant and amiable harmony with the other.]

“Dad, we discussed this already.” 

[Here, in Dr. Rubin’s original script, Audrey is beginning to become angry and defensive.  But in this revised approach, Audrey, instead gives her father a warm smile and pats him on his arm.]  

Department of justice“As I mentioned to you before, Dad, I’m going to get a job in the Department of Justice,” says Audrey. “I made some connections there and that’s where my heart is.”

[While Audrey’s words are almost identical to those she had said in Dr. Rubin’s scenario, with her new “openness to the other” approach, she is quietly conscious that her voice tone and facial affect are markedly more congruent to her inner feelings than they would have been if she had started to become angry.  Specifically, Audrey notices that her voice is soft and connected:  there is no harsh tone as she relates the truth of how she feels and the action that she is hopeful to take.]

“We discussed that several months ago, and just briefly,” her father replies. 

Audrey nods quietly with deep affection in her eyes.  Because she has assessed her inner resources and found them to be fully ample for the task of remaining in a caring and a loving relationship with her father, she is free to fully acknowledge his side of the relationship.

“Now that the real decision is right before you,” her father says, “it’s time to get serious.  I want to make sure you really think this out thoroughly to prevent you from doing anything foolish.”

Audrey smiles.  She fully appreciates her father’s reasons for speaking with her about her career choices:  he loves her very much!

pleasureShe is consciously aware of the spontaneous pleasure welling up inside of her for being able to listen to and appreciate why her father might be so motivated to engage her in this discussion.

 “Thank you, Dad,” Audrey says, and she leans over and gives her father a kiss on his cheek.

Audrey nods from time to time with deep respect as her father begins speaking—keeping her heart decidedly open to his.

audrey7Audrey inwardly celebrates her success:  despite so much well-meaning advise from law school colleagues and others in her social circle to be “assertive” and “tell your father that you have made up your mind…” she had tried a novel approach with wonderful results.  Not feeling at all anxious as to how the course of the conversation might turn out—knowing at that very deep place within her heart and soul that the Justice Department job was most likely going to remain solidly in her sights—Audrey prepares her whole person to be fully engaged with whatever her father might have to say.  She makes a mental note that she has researched her job options well; there is absolutely no reason to become defensive in discussing them with her father who obviously is highly invested in her prospects as a lawyer: “Why wouldn’t he be? He is a lawyer himself!”

When her father is done, Audrey carefully summarizes what he had to say. 

summarize3

Audrey notices that her “summary” is more than just repeating back her father’s words as if she did not really care about his feelings:  “It has gone to a deeper level.  I find myself wondering how my father might be feeling:  ‘Does he think, I do hope she still takes the job with me?  I really like her—she is a strong young woman and would be such an asset to my firm…” or ‘Might he wonder if I will grow away from him if I take another job—one that has differing ideas about a lawyer’s hands-on practice…what needs to be done and why…?’ She is pleasantly surprised and pleased to discover that her actions are not a “staged pretending to take my father seriously” but a genuine and honest interest in her father’s viewpoints on the matter.

thinkingShe pauses for a good few minutes, showing her dad she is really thinking over all the information she has gathered. 

Now Audrey decides to openly share with her father some of the thought process that has gone into her career choice—conveying by the congruency of her affect, words, and behaviors that she has indeed given her career a great deal of thought.  She impresses her Dad with her knowledge of what it takes to thoroughly consider her job options, the type of research that supports the procedure she had chosen, and the information that she had gathered on the specific options that she considered.  She then asks her father for his input.

audrey5Again, Audrey is pleased with her new approach: she is genuinely interested in her father’s advice, ideas, and practical approach to the job-search situation.  “This is rather fun,” she thinks.

[Audrey is not at all detached from her father and his needs during this exchange: rather, she is so confident in her own inner resources as to be fully available emotionally to her father during this difficult moment.]

Then she announces her decision that she is going to stick with her initial choice, a job with the Justice Department. 

Her father once again objects, making a few final pleas for her to reconsider. 

With a few moist tears in her eyes, Audrey gently reassures her father of her devotion and love for him as her father. 

[Having adopted at her innermost core a commitment to be “open to the other” throughout their interchange, she now can fully understand the mix of emotions that her father might be experiencing.]

Audrey’s father observes his internal thoughts:  “Wow!  She’s a smart one:  I am so pleased that she knows what she wants to do.  Yes, I am sad that she won’t be working for me—but she will be a dynamo for the Justice Department… I wonder if she might agree to have an informal ‘father-daughter lawyer’s lunch every Thursday when I seldom have pressing matters at hand…”] 

After summarizing what her father had said, using her most loving voice, Audrey says, “Dad, you make some very good points.  Here’s what we’ll do.  After one year of my job at the Department of Justice, you and I will meet again to discuss my career.  I’ll have a lot more information by then about what I like and don’t like about that job.  You’ll have a whole year to think up some new reasons for me to go into your firm.  I’ll only be 26 by then, and so it won’t be too late to change my career path.  And if I do decide to change, I bet at least some of the stuff I’ll be learning at the Justice Department will be helpful for a Wall Street lawyer to know.” 

Audrey’s father looks a little sad as she tells him of her final decision.  Still, he nods, and says that he appreciates that she will remain open about the possibility of changing her decision after a year.  And then he adds,

audrey4“And do you think that the Justice Department’s new stellar appointee will grant her leave every Thursday for a leisurely lunch—“lawyer networking”?  We can pick a place nearby the Justice Department—I have some flexibility to travel across town—and maybe one or more of those times you could invite some Justice Department co-workers to join us.  I would be eager to hear more about how their branch of lawyering differs in both concrete and more theoretical ways from what I have done thus far in my career.”

Audrey9“Sure, Dad,” Audrey replies with a smile, and they conclude their meeting with a sweet hug.

———————

Some people will enjoy reading this blog by beginning with the first post and then moving forward to the next more recent one; then to the next one; and so on.  This permits readers to catch up on some ideas that were presented earlier and to move through all of the ideas in a systematic fashion to develop their emotional intelligence.  To begin at the very first post you can click HERE.

Categories
anger challenge comic strip conflict management conflict resolution emotional intelligence free social intelligence and emotional intelligence curriculum parenting wisdom

A COMIC STRIP LOVER’S GUIDE FOR TRANSFORMING ANGER INTO CHALLENGE

If you follow the Calvin and Hobbes comic strip, you know that Calvin, from time to time, does some things that upset his Dad.  And it is often not hard to understand why his father might become angry at some of Calvin’s actions.

Calvin flood2Here we see Calvin’s dad blowing up in anger.  My wife and I raised two sons, and I wouldn’t be honest if I claimed that I never lost my temper with them.  And so, I can certainly sympathize with Calvin’s dad in the above comic.

At the same time that I sympathize with Calvin’s dad, I do want to encourage people to consider the value of an alternative to reacting by screaming in fury.  I want to advocate considering transforming the anger into challenge (see post titled “Anger Suppression Versus Challenge”).

clavin dadLet’s suppose that you are Calvin’s dad and just before you blow up in anger, you pause because you realize you are becoming angry.  You had practiced several times over the past week using a special skill to handle this type of situation, and you find that now you can smoothly and comfortably use that skill.  You quickly summarize for Calvin the conflict by saying in a warm, friendly voice, “Calvin, yesterday you desired to have dessert, and I interfered with your desire because I didn’t let you have any.  You feel that I am guilty of being unfair for punishing you for flooding the house.  In the future, you would like me to handle this type of situation in a better way. Is that right?”

After summarizing the conflict in this way, you listen to Calvin’s reply.  Then you explain in a pleasant voice that you will think about his concern over the next few days.

Over the course of the next few hours you take a few minutes to allow yourself to experience the anger within your body, just observing how it feels. By the next day, you have probably calmed down. You begin to try to come up with at least two alternatives to deal with Calvin then shouting.positives and negatives  Then you carefully weigh whatever you can think of about the costs and risks of negative consequences, as well as positive consequences, that could flow from each alternative. You discuss this with your wife and some others that you respect. Once you come up with an alternative with which you feel comfortable, you close your eyes and imagine carrying out the alternative with charm, courage, and determination.  You practice this again in your mind on two other occasions. Finally, you go back to Calvin and give your plan a try.

This, in brief is an example of transforming anger into challenge.

Now, when we start to consider alternatives to our angry outbursts, sometimes people will discourage any consideration of alternatives other than the one they believe is best.

dilbert alternativesNot only do we find that some people with whom we discuss alternatives insist that only one is good and all others are a ridiculous waste of time to even consider, sometimes we, too, will start with the bias that there really is only one alternative that is best even before we first take a good hard look at the pros and cons of other alternatives.  open mindThis attitude is viewed as being “closed-minded.”  Challenge requires a more “open-minded” attitude.

When we utilize challenge, we don’t make a decision by simply adding up the gains and then subtracting the losses for each alternative.  Some gains are far more important than others.  A young woman contemplating having a baby might list on the negative side the pain of childbirth, cost of adding the baby to her health plan, cost to feed the baby, loss of quiet personal time, and nastiness of changing diapers, but just the single positive of having a sweet loving baby as part of the family might far outweigh all of these negatives.  FranklinAnd so, the best we can do is to use an approach similar to what Benjamin Franklin proposed back in 1772.  After listing the pros and cons of each alternative during three or four days, he explained that,

…I endeavor to estimate their respective weights; and where I find two, one on each side, that seem equal, I strike them both out.  If I find a reason pro equal to some two reasons con, I strike out the three.  If I judge some two reasons con, equal to some three reasons pro, I strike out the five; and thus proceeding I find at length where the balance lies; and if, after a day or two of further consideration, nothing new that is of importance occurs on either side, I come to a determination accordingly.  And, though the weight of reasons cannot be taken with the precision of algebraic quantities, yet when each is thus considered, separately and comparatively, and the whole lies before me, I think I can judge better, and am less liable to make a rash step, and in fact I have found great advantage from this kind of equation, in what may be called moral or prudential algebra. (Letter dated September 19, 1772, to the British scientist, Joseph Priestly.)

Franklin’s approach seems to suggest that once the alternatives are identified our task is to simply decide which is best by weighing the pros and cons. But I often find myself, after looking over the pros and cons of each alternative, tweaking one or more of the alternatives depending on the circumstances with which I am dealing.

LUANN Tweek 1LUANN Tweek 2Thus, I am not tied to the alternatives I first come up with.  Those alternatives can be modified as I think more deeply about their pros and cons.  For example, once a teacher referred a 14-year old boy to me because he was being very disrespectful to her whenever she criticized him.  Let’s call him Carl.

In some such cases, just developing a pleasant relationship with the student for a few minutes, and then asking him to treat his teacher with more respect is enough to see a marked improvement.  And sometimes it is not enough.

nate teacherAs I worked with Carl, it soon became apparent that even if he tried to be more friendly and respectful, he would end up botching the attempt.  And so I set myself on teaching him some specific skills.

After I went over the five levels of responding to criticism with Carl and he showed me in role plays that he had mastered the ability to act the highest two levels, we filled out a balance sheet together for him to consider the positives and negatives for each of two alternatives:

  1. Use at least a level four response whenever the teacher criticizes him
  2. Continue doing what he had been doing.

positives-negatives-12575202After filling out the balance sheet, Carl very quickly pointed out that one of the negatives for choosing the first alternative was that his two friends in the class would lose respect for him.  That single negative was enough for him to completely discount any of its positives and he let me know that he therefore decided to continue to be disrespectful to his teacher whenever she criticized him.  I could have left it at that, but I tried to figure out if there was a way to tweak the more mature responding alternative so that the single negative would no longer be the deciding factor.

We ended up modifying the first alternative.  If he chose it, Carl would first have a discussion with his two friends about the five levels of responding to criticism.  changeCarl would begin by explaining the five levels and then asking his friends how they would want him to respond when they criticized him.  Then this alternative called for Carl to explain to his friends that he was in a tough spot because if he kept acting disrespectfully to the teacher, his parent would be called, he would go to in-school suspension after each disrespectful act, and if he still didn’t stop, he would be referred to a committee that would consider placing him in a special education class.  This plan also called for Carl to let his friends know that after trying to help Carl work through his disrespectful behavior, the teacher intends to put both of Carl’s friends through the same process he is going through unless they stopped their disrespectful behavior on their own.  Finally, he was to ask his friends what they thought he should do.

role playBefore Carl decided on whether or not he should choose this alternative or the one that had him continue to be disrespectful to his teacher, I had him act out some role-plays.  First, he acted himself discussing with his friends the alternatives he was facing and I acted the part of his friends.  Then we reversed roles with Carl playing the part of his friends while I took a shot at being Carl.  We switched these roles back and forth several times over the course of an hour meeting.

Once Carl found he was able to get comfortable having this type of discussion with his friends, he came to agree the tweaked alternative was worth a try.  And it turned out that his friends agreed that Carl could be respectful to his teacher when she criticized him, but that he couldn’t be too “lovey-dovey” with her or it would make them throw-up.

classroomInterestingly, once he and his friends began to treat the teacher with more respect, she began to treat them with more respect, and the boys’ initial dislike for the teacher changed, and she became one of their favorite teachers.

This example illustrates that we need not simply reject an alternative when one or more of its negatives lead us to reject it.  We can instead consider whether or not we can make some changes to the alternative that would make one of the negatives less problematic.  Similarly, we may seek to find ways to make one of the positives of an alternative more positive.  And so, there is no single way to use this type of tool.  Feel free to experiment with it as you deem fits the current circumstances.

———————

Some people will enjoy reading this blog by beginning with the first post and then moving forward to the next more recent one; then to the next one; and so on.  This permits readers to catch up on some ideas that were presented earlier and to move through all of the ideas in a systematic fashion to develop their emotional intelligence.  To begin at the very first post you can click HERE.

Categories
anger challenge conflict management conflict resolution criticism dig for the conflict emotional intelligence free social intelligence and emotional intelligence curriculum negative criticism sensory focus wisdom

FROM ANGER TO CHALLENGE: A STEP TWO EXAMPLE

Illustration by Eric Sailer
Illustration by Eric Sailer

Audrey is at a fine restaurant with her parents celebrating her law school graduation.

“Well, your mother and I are so proud of you, Audrey,” says her father.

“Thanks, Dad!”

“Now you know, Audrey, I think it best that you begin your career in my Wall Street firm,” says her father.

“Dad, we discussed this already.  I’m going to get a job in the Department of Justice.  I made some connections there and that’s where my heart is.”

“We discussed that several months ago, and just briefly,” her father replies.  “Now that the real decision is right before you it’s time to get serious.  I want to make sure you really think this out thoroughly to prevent you from doing anything foolish.”

I’m twenty-five years old now, Audrey thinks to herself.  Dad should respect my decision on this.  It’s my life for crying out loud! 

audrey17As these thoughts fly through her mind she begins to see that her temper is rising.  She takes a deep breath, and says, “Dad, I know you’re concerned about me because you love me, and I certainly love you for that.  Today I just want to celebrate what I’ve accomplished.  Let’s put some time aside next week to fully discuss your concerns.”

“I don’t see why we can’t discuss it now,” says her father.  “We have the time right now!”

“Not now, Dad!” Audrey says firmly.  “I’m not prepared for this.”

“I think Audrey is being very fair, John,” says Audrey’s mother.  “It’s really Audrey’s decision.  It’s her life.  She agreed to discuss it with you next week.  Make a time to do this and let’s get on with the celebration.”

“Okay, Audrey,” her father says with a frown.  “We’ll have dinner at home next Friday, and we’ll discuss it then.”

“Thank you, Dad,” Audrey says, and she leans over and gives her father a kiss on his cheek.

Illustration by Eric Sailer
Illustration by Eric Sailer

Later that night, Audrey is back in her apartment.  She gets comfortable in bed and begins to ponder, while imagining her friendly self is listening.

I’ve heard Dad’s arguments twenty times already! Why should I bother to listen again?  I wish he would just let me make my own decisions.  I’m not a baby anymore! 

She pauses, and wonders what her good friend in her mind might say.  “It is understandable that you are angry,” comes the imaginary reply.  “Don’t you think it would be a good idea to take a few seconds to observe your internal physical sensations?” 

“Oh, OK,” Audrey responds.  She then closes her eyes and observes tightness in her stomach and that she is chewing on her lip.  She continues to observe her internal sensations, without trying to put any words to them.  Soon, her anger fades.

A wave of sleepiness comes over her.  

I’ll think about this some more tomorrow, she says to herself.  Heck, probably the best thing to do is to just listen to Dad once more over dinner next Friday, and then I’ll smile and tell him that I heard him out.  Then I’ll declare that I’m going with a career at the Department of Justice.

Audrey12She smiles, and then she slides down into her bed covers.  After an hour of fitful tossing and turning, she finally falls asleep.

The next day, Audrey once again considers how to deal with her father’s concern. 

audrey13OK, she thinks to herself, it’s time to try out this two-step process.  First Step: Spend a few minutes going through the experience in which I became angry with Dad from a few steps back from what actually occurred, observing my distant self in the event.

After going through this experience, Audrey says to herself, I feel like I can be a little more reasonable about what happened.  Now I’m determined to achieve my desire to resolve this conflict. Don’t forget that the stress I’m experiencing is normal and fulfillment is not found in easy comfort, security, and routine, but rather in the continual growth in wisdom through what is learned from negative and positive experiences of an active, changing life.  Those thoughts are firing me up!

Audrey then takes a deep breath and resolves to get down to the task at hand.  Is the plan I came up with yesterday sufficient? she asks herself.  Hmmm.  Last night I thought that the best way to handle this conflict is to just listen one more time to Dad.  Aaaa, he’ll get angry with my decision and then I’ll get angry with him.  I’m just not comfortable with this.  That means I got to go through a bunch of other stuff to prepare,.  Maybe I should just tell Dad to mind his own business and that’s that!

But then she read a Calvin and Hobbes comic that was sitting on her coffee table.

Calvin1

After smiling, she says to herself, I still have several days before my Friday dinner discussion with Dad. There’s no pressure to come up with an immediate plan.  I think I’ll try out Step 2—Carrying out a more complete decision process.  But I’m going to take another day just to put this all aside.

audrey14It’s the next day.  Audrey reminds herself that she is at Step two. OK, I have to do three things to carry out a more complete decision process.  First, I have to describe my anger conflict using the DIG Conflict Modelconflict triangle1That’s easy.  I desire to get a job with the Department of Justice and Dad is interfering with this by insisting I consider more thoroughly what my job options are.  I think Dad is guilty of not minding his own business.  Let me see if I can frame the conflict from Dad’s perspective. He desires that I go into his Wall Street firm and interfering with this he knows that I’m determined to go to work for the Department of Justice.  He thinks I am guilty of being wrong because I have not thought about this as thoroughly as he would like.

audrey 15Hmmm.  As I think about this some more, my guess is that the real conflict Dad has with me has nothing to do with how expert I am at making these types of decisions—he really just wants me to work with him and to guide my career. But unless I address the conflict as he is now defining it, we’ll never get to the real issue.

Now, the next thing Step 2 has me doing is to go over my ABCs of Power list. Here it is. I see the first source of power is A for Advancing Skills.  This source of power refers to working toward developing a talent that people you care about value.

After Audrey thinks about the other sources of power, she takes a mile walk just to relax for a while.

When she gets back to her apartment, she sits down on her couch and says to herself, Okay then, tomorrow I’m going to go to the library and spend an hour studying up on what it looks like to be an expert on making decisions.  Then when I see Dad on Friday, I’ll impress him with my knowledge, and we’ll go through the decision process together.  I’ll make sure that by the time the evening is over he will know that I heard him out.  I’ll then summarize his position and declare my decision.

Illustration by Eric Sailer
Illustration by Eric Sailer

The next day, Audrey begins a search in her library’s bookshelves and comes upon a book titled Decision Making:  A Psychological Analysis of Conflict, Choice, and Commitment, by Irving L Janis and Leon Mann. 

On page 11, she finds that the authors extracted from an extensive literature review seven major criteria that can be used to determine whether decision-making procedures are of high quality.  She writes these down:

Audrey5Decision makers, to the best of their ability and within their information-processing capabilities:

1.  thoroughly canvass a wide range of alternative actions;

2.  survey the full range of objectives to be fulfilled and the values implicated by the choice;

3.  carefully weigh whatever they know about the costs and risks of negative consequences, as well as positive consequences, that could flow from each alternative;

4.  intensively search for new information relevant to further evaluation of the alternatives;

5.  correctly assimilate and take account of any new information or expert judgment to which they are exposed, even when the information or judgment does not support the course of action they initially prefer;

Audrey86.  reexamine the positive and negative consequences of all known alternatives, including those originally regarded as unacceptable, before making a final choice;

7.  make detailed provisions for implementing or executing the chosen course of action, with special attention to contingency plans that might be required if various known risks were to materialize.

Later in the chapter, the authors review some of the research supporting this approach.  Hmmm, Audrey says to herself, there’s some pretty good evidence this procedure can be helpful.

Audrey7She then quickly lists the three job alternatives that made the most sense to her—a job with the Department of Justice, a job with her Dad’s Wall Street firm, or opening a private law practice in a small town.  She then lists the pros and cons  of each.

When Audrey finishes this, she decides that it would be a good idea to talk to some experts about what are, for each of the three alternatives, some pros and cons that she might not be aware of.  She decides that the experts for this task are people who are currently working in each of the three types of jobs. 

Dad is a good expert for the job as a Wall Street lawyer, she thinks to herself.  I’ll have him help with this at our Friday dinner meeting.  But he wants so much for me to join his firm, he’ll probably be biased, and he’ll end up playing down the negatives.  It would be better to ask someone who doesn’t care if I become a Wall Street lawyer.

Audrey10To track down lawyers in each type of job, Audrey emails professors from her law school that then put her in contact with former students of theirs who had gone on to careers in each of the three jobs.  The discussions she has with these former students are very helpful.

By the time Audrey and her father meet for their Friday dinner, Audrey has given her career a great deal of thought.  She impresses her Dad with her knowledge of what it takes to thoroughly consider her job options, the type of research that supports the procedure she had chosen, and the information that she had gathered on the specific options that she considered.  She then asks her father for his input.

When her father is done, Audrey carefully summarizes what he had to say.  She pauses for a good few minutes, showing her dad she is really thinking over all the information she has gathered.  Then she announces her decision that she is going to stick with her initial choice, a job with the Justice Department.  Her father once again objects, making a few final pleas for her to reconsider.  female-criticsmAudrey recognizes this as negative criticism of her decision.

She pauses to think about how she can respond at level five which requires that she try to come up with some way to steer in her father’s direction.  Suddenly, an idea comes to her.

After summarizing what her father had said, using her most loving voice, she says, “Dad, you make some very good points.  Here’s what we’ll do.  After one year of my job at the Department of Justice, you and I will meet again to discuss my career.  I’ll have a lot more information by then about what I like and don’t like about that job.  You’ll have a whole year to think up some new reasons for me to go into your firm.  I’ll only be 26 by then, and so it won’t be too late to change my career path.  And if I do decide to change, I bet at least some of the stuff I’ll be learning at the Justice Department will be helpful for a Wall Street lawyer to know. 

Audrey9Audrey’s father looks a little sad as she tells him of her final decision.  Still, he nods, and says that he appreciates that she will remain open about the possibility of changing her decision after a year.  They conclude their meeting with a sweet hug.

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Some people will enjoy reading this blog by beginning with the first post and then moving forward to the next more recent one; then to the next one; and so on.  This permits readers to catch up on some ideas that were presented earlier and to move through all of the ideas in a systematic fashion to develop their emotional intelligence.  To begin at the very first post you can click HERE.

Categories
anger conflict management conflict resolution emotional intelligence free social intelligence and emotional intelligence curriculum interpersonal conflicts wisdom

FROM ANGER TO CHALLENGE: A STEP ONE EXAMPLE

On this blog, we have been discussing how we can move from anger to challenge.  In one post, to help to move in the direction of challenge, I asked you to think of conflict as a great sea.

I explained that there is a region of the Sea of Conflict that is known as Anger.  There, storms are particularly likely to churn up, and some of them have the potential to be very dangerous.  It is for this reason that it is vitally important, whenever possible, to recognize when we begin to approach and enter into this region.

Challenge is a region of the great Sea of Conflict that is very close by to Anger.  Because less experienced sailors are unaware that Challenge exists and where it lies, when they find that they are caught in an Anger storm they often succumb to the lashing of the violent waves.  Great sailors, in contrast, know about Challenge.  In fact, when caught in an Anger storm, just knowing that Challenge is just a knot or two away enables them to gather a sufficient surge of energy to carry out well practiced skills that give them a reasonable chance to reach relative safety.

In another post,  I asked you to consider calling a timeout when you feel that things are getting a bit out of hand, kind of like they do in sports.

timeout3

I went on, in that post, to suggest that in anger arousing situations you might want to call a time out in the following manner:

When you see that you are becoming angry, or the other party is, make a statement in a warm friendly manner indicating that you are very interested in what was said, you plan to think a little more about this over the next few days, and then you’ll be ready to discuss this further.  Then, let the other person have the last words while you listen in a caring way.

And in yet another post, I described a technique to deal with anger arousing situations known as the Signaling to Back-Off Technique.

Anger marty and lena

This technique works best in an ongoing relationship, although I have seen it work well with people who hardly know each other.  The best way to set this up is to discuss this technique with the other person at a time when both of you are not in an angry mood.  You might say to the other party something like:

Sometimes I begin to get really upset about something you are saying.  I know that it’s important for me to hear your point of view and I do want to hear what you have to say.  But there are times when I’m in no condition to give you a fair hearing on a particular topic.  At such times, it would help me a great deal if I could give you a simple signal for you to back off for a while.  I’ll make sure you’ll get your opportunity to have your full say on a topic before too long—almost always within a week.  But I sometimes require a little time to get my act together first.  Would you mind helping me out in this way?

Now once you have removed yourself from the anger arousing situation, I proposed that you consider using a two-step technique to move from anger to challenge.  Today, we will look at a parable of someone using Step 1.

A Step One Example:  You and your Friend, Eric

ANGER STEP 1, 1You and your friend, Eric, were discussing the upcoming election.  Eric had explained why he was going to vote for someone in the upcoming presidential elections you thought would do an awful job.  You both discussed the matter for awhile, and eventually it became clear to you that neither of you were going to change your opinions.

It was at this point that you had felt your anger toward Eric rising up within you.  “Eric,” you said, “I think I understand your position.  Let me think about the points you made today for awhile.”  Then Eric restated a few of his points, and you listened in a caring way.  Part of you strongly wanted to say some things once again to show Eric why you disagreed with him, but because you had practice using this “moving to challenge” technique several times over several weeks, you found that you were able to just give Eric a smile, and then you thanked him for his willingness to discuss this topic.  Finally, you changed the topic, asking Eric how his job was going.

ANGER STEP 1, 2Later that day, you spent an hour thinking through what had happened using the “distancing”  exercise we discussed in an earlier post (see “Does Venting Anger Feed the Flame?“).  In brief, this involves imagining that you have returned to the time and place of the angry experience, and you are preparing to observe the scene just as it happened.  As the unfolding of the event gets underway, take a few steps back.  Move away from the situation to a point where you can watch the event unfold from a distance and see yourself in the event.  Focus on what has now become a distant you.  Watch the situation unfold as if it were happening to the distant you all over again.  Replay the event as it unfolds in your imagination as you observe your distant self.

After you utilize the “distancing” technique, you come to decide that Eric had a right to his opinion and that you were going to let the issue drop.  Moreover, if Eric brought the topic up again, you would smile, pat him on his back, and say, “Well Eric, by now you know my opinion about this and I certainly know yours.  We obviously disagree.  Nevertheless, I’m still very fond of you.”

Another day goes by.  Again you spend a few minutes going through the experience from a few steps back from what actually occurred, observing your distant self in the event. Then you see if you can work up a heightened sense of determination to achieve your desire to resolve this conflict. You consider the twin beliefs that the stress you have been experiencing is normal and fulfillment is not found in easy comfort, security, and routine, but rather in the continual growth in wisdom through what is learned from negative and positive experiences of an active, changing life

Then, you take a deep breath and resolve to get down to the task at hand.  Once again you consider the plan you came up with yesterday.  It still feels like this obvious solution makes sense.  You ask yourself, “If this plan doesn’t work out, are there any serious risks?”

As you consider this, you realize Eric’s opinion might influence a few other votes, but it is not at all likely he will alter the outcome of the election.  You and Eric have had numerous disagreements in the past and it never led to any major break in your relationship.  You therefore decide that your plan does NOT pose any serious risks. 

Thus, you set yourself on carrying out your plan with charm, courage, and determination.  Part of the plan involves practicing three times in your mind what you will say to Eric if the election topic does come up. 

The next time you see Eric, he begins to tease you about whom you plan to vote for.  You smile, and find that you have no problem telling him what you had practice saying.  Eric replies by shrugging his shoulders and then both of you begin to talk about another topic.

Example Discussion

Notice that in this step one example, after coming up with a plan, you take a day to “sleep” on it. If, on the day after you sleep on it, the plan still makes sense even after you use the “distancing” technique a second time, you then ask yourself, If this plan doesn’t work out, are there any serious risks?” In our example, you decide that there are no serious risks, so you set yourself on carrying out your plan with charm, courage, and determination. At this point you have converted your anger experience to challenge.

But what happens if there are serious risks, or you just are not comfortable with the plan that you created?  Then it’s time to go to step two for reaching the region of Challenge on the Great Sea of Conflict.  We will take up this topic next week.

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Some people will enjoy reading this blog by beginning with the first post and then moving forward to the next more recent one; then to the next one; and so on.  This permits readers to catch up on some ideas that were presented earlier and to move through all of the ideas in a systematic fashion to develop their emotional intelligence.  To begin at the very first post you can click HERE.

Categories
anger Bullied bullying conflict management conflict resolution criticism free social intelligence and emotional intelligence curriculum grieving insults interpersonal conflicts Name calling psychological maturity sensory focus suicide taunting teasing

Teenage Suicide and Cyberbullying: A Case Study

One morning I was getting ready to write my weekly blog post when I decided to first glance over at the New York Times‘ front page.  A wave of sadness washed over me as I spotted the following headline:

Girl’s Suicide Points to Rise in Apps Used by Cyberbullies

Rebecca Sedwick
Rebecca Sedwick

According to the Times, 12-year-old Rebecca Sedwick leaped to her death after more than a year of being cyberbullied by a coterie of 15 middle-school children who urged her to kill herself.

Rebecca's mother, Tricia Norman
Rebecca’s mother, Tricia Norman

Rebecca’s mother, Tricia Norman, said the texts her daughter was receiving were full of hate: “Why are you still alive?” “You’re ugly.”

Ms. Norman complained to school officials for several months about the bullying, and when little changed, she pulled Rebecca out of school.  But because Rebecca used the phone apps ask.fm, and Kik and Voxer — the bullying continued.

TextingA number of suicides by young people have been linked to ask.fm, and online petitions have been started to make the site more responsive to bullying. The company ultimately responded this year by introducing an easy-to-see button to report bullying and saying it would hire more moderators.

school 1Questions have been raised about whether Rebecca’s old school, Crystal Lake Middle School, did enough last year to help stop the bullying; some of it, including pushing and hitting, took place on school grounds. The same students also appear to be involved in sending out the hate-filled online messages away from school.

school 3Nancy Woolcock, the assistant superintendent in charge of antibullying programs for Polk County Schools, said the school received one bullying complaint from Rebecca and her mother in December about traditional bullying, not cyberbullying. After law enforcement investigated, Rebecca’s class schedule was changed. Ms. Woolcock said the school also has an extensive antibullying campaign and takes reports seriously.

But Ms. Norman said the school should have done more. Officials told her that Rebecca would receive an escort as she switched classes, but that did not happen, she said.

Given the outcome, I too wish that more had been done.  It is my sincere hope that all of my readers will take a minute to pause to experience this sad loss of Rebecca.

A few months ago I published a review of the movie, “Bully.”  Today, some of what I wrote back then bears repeating.

The movie’s emotional impact has been an important part of the emergence of a coalition working toward altering intolerable conditions too often regarded as “just kids being kids.”

bully4The movie has spawned The Bully Project, an online site where people can learn more about dealing with bullying.  There, kids who are bullied can learn that they are not alone.  And educators can learn about how to set up a viewing of the movie for their entire school and to follow up the viewing with classroom discussions.

In one video that we can access at the site, we see an entire school going to the movie and then getting the reactions from students.  One kid reports that there was not a dry eye in the auditorium.  Others admitted that they had bullied, but now realized it was wrong.

bully6As my regular readers know, also available online is this blog, From Insults to Respect.  The blog can be used as a free curriculum that teaches the social skills to deal with these challenging experiences.  For schools that already have an extensive antibullying program, the blog can be used to further reinforce its lessons.  For schools that don’t have such a program, or has one that uses a mere one or two lessons per year, the blog can serve as an ongoing forum to promote peaceful conflict resolution techniques.

Illustration by Eric Sailer

A particularly powerful way to teach skills that deal with bullying is through narratives that are designed to change the valuation of bullying to make it signify ineptitude rather than manliness. The movie, “Bully,” is one such narrative.   The Cool Steve Stories, a trilogy of novels, offers another.

hero coverLove cover

There we become friends with a hero that rejects bullying and yet still manages to achieve respect.

The gut-wrenching story about 12-year-old Rebecca’s suicide cries out to us that for too long we have not done enough to address the awful injustice we find in and around our schools.  May her story spur us on to do better.

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Some people will enjoy reading this blog by beginning with the first post and then moving forward to the next more recent one; then to the next one; and so on. This permits readers to catch up on some ideas that were presented earlier and to move through all of the ideas in a systematic fashion to develop their emotional and social intelligence. To begin at the very first post you can click HERE.

Categories
anger anger venting challenge conflict management conflict resolution free social intelligence and emotional intelligence curriculum interpersonal conflicts sensory focus

DOES VENTING ANGER FEED THE FLAME?

anger suppressionLast week we discussed the theory that anger suppression can be harmful (see ANGER SUPPRESSION VERSUS CHALLENGE).  We found that there is some evidence supporting the theory, and we therefore looked at the possibility that rather than suppressing anger, we can learn to transform this mischievous experience into a state of challenge without suppression.  Since a popular alternative to either suppression or challenge is venting anger, here we take a good look at it.

What do we Mean by Venting?

anger boxingThe first thing that comes to my mind when I think of venting anger is slugging a punching bag, cushion, or bobo doll as a means to provide a safe outlet to release the energy contained in the anger.   Early in my training, in one of my assigned books the author encouraged his readers to smash a pillow while imagining smashing the person with whom they are angry.  Additional proposed ways to vent have been taping a picture of the person who aroused our anger onto a punching bag and then pounding it, throwing darts at the picture; smashing an object , and screaming at the top of our lungs either without any words, or by emitting curses and insults at the party who angered us.
anger darts

anger Bismark

Dithers report

Some people have told me that they vent when they become angry but when I asked them to describe what they do when they vent, they give me surprising answers.  Here is an interesting example:

venting 9“When I vent,” replied one pleasant woman, “I stand and pray. I reach for the stars. I talk to a good friend, and I like to take comfort from a person who is genuine and understanding. Then I usually meditate… and my mom is always by my side. I never vent right at the person I have become angry at.  I find a safe outlet.  Venting my anger at innocent people is not an acceptable outlet either!!!”

Another writes:

“After I have excused myself from the angry situation, I go to a private place to give myself a few minutes to settle down.  As I do this, I will notice my  angry self chattering away, saying things like, ‘That idiot who made me angry is a stupid jerk.’  Other derogatory statements about the source of my anger may come to mind.  Perhaps I will think about how I can do harm to the person my mind is insulting.  I accept that this is part of the anger process, but I don’t deliberately say anything insulting to anyone; it seems to pour out of me.   When it does pour out of me in this way, it feels like I am venting.

Illustration by Deanna Martinez
Illustration by Deanna Martinez

“At such times, I see if I can observe my angry self in a nonjudgmental manner.  If I can’t, there is no need to punish myself.  I understand that anger is a strong emotion, so I seek to be kind to myself as I go through this process—just like a good, compassionate friend would.

“From time to time, I see if I can take a few seconds to observe the physical sensations I am experiencing.  The chattering in my mind may make this difficult, so if this does not happen, again I do not seek to punish myself.  I just gently remind myself that observing the physical sensations I am experiencing could be useful to do if I can. Usually after a few minutes I calm down.”

And so, venting means a lot of different things to different people.

Research on Venting

In my last post I reviewed some of the research on venting directly at the person who has aroused our anger.  In brief, we found some evidence that:

venting 4People who believe that freely expressing their anger will discourage future negative responding from their antagonist experience relief after anger outbursts.  Those who believe that freely expressing their anger will spur even more severe threatening responses from their antagonist maintain their elevated blood pressure subsequent to angry outbursts.  venting 10Those who believe kindly responses to provocation will discourage future negative responding from the antagonist experience relief after providing a kind response.  Those who believe kindly responses to a provocation will lead their antagonist to take advantage of them will maintain their elevated blood pressure after providing a kind response.

But what about the research that deals with venting anger not directly at the antagonist, but at some object like a punching bag?  Brad J. Bushman published an important study that seeks to answer this question (Does Venting Anger Feed or Extinguish the Flame? Catharsis, Rumination, Distraction, Anger, and Aggressive Responding, Pers Soc Psychol Bull, June 2002 28: 724731).

venting 11He had three groups of people experience an anger arousing experience (someone providing very negative criticism of a paper they wrote).  Participants in the first group vented by hitting a punching bag as long, as hard, and as many times as they wanted to.  While they hit the bag, they were told to think about the other participant who had criticized their essay. For a visual aid, they were shown a photo ID of a same-sex college student described as the “other participant” on a 15-inch computer monitor. Participants in the second group also vented by hitting a punching bag as long, as hard, and as many times as they wanted to. But while they hit the bag, they were to think about becoming physically fit. As a visual aid, they were shown a photo ID of a same-sex athlete from a health magazine on a 15-inch computer monitor. Participants in the third condition did not hit the punching bag. Instead, they sat quietly for a couple minutes while the experimenter supposedly worked on the other participant’s computer. No attempt was made to reduce the anger of participants in this group. After participants in the first two groups finished hitting the punching bag and the participants in the third group sat quietly, they all reported how angry they felt. Next, they were given the chance to administer loud blasts of noise to the person who had angered them. People in the first group (those who were told to think about their antagonist while punching the bag) felt angrier than those in the other two groups. People in the first group were also the most aggressive, giving more loud blasts of noise, followed by people in the second group.  Those in the third group who had sat quietly for two minutes after being negatively criticized were the least aggressive.

DISCUSSION

Whereas Bushman’s study doesn’t condemn every form of venting, the results do suggest that venting to reduce anger can be like using gasoline to put out a fire.

When people try to release their anger by hitting something, eventually they get tired, the workout leads to the release of endorphins which produces a natural high, and eventually they begin to stop the violence against the relatively safe objects.  Thus, they are led to believe that they have now released all of their anger energy.

In my view, people calm down more quickly without the banging, kicking, and punching.  If they want to enjoy a high from exercise while they wait for their calm to return, a good walk or run does the trick.

anger smashIf you find that your angry self is using this banging, kicking, and punching approach, it is not the end of the world.  Nevertheless it can be helpful to let your angry self know that there are some problems with this violent-like approach.  While carrying out the hitting an object approach you are practicing actions that are very similar to violence.  This makes it more likely that if you can’t get to a private place to calm down, you will display these types of behavior in public.  This can come across to some as frightening and immature.  Your reputation may diminish.  Moreover, you may accidentally punch something that you think is soft and find that something in the softness was hard.  You can injure your hand or break something valuable.

anger breakingOf course, if you have practiced the mock-violence technique for a long time, it is not easy to break the habit.  If you go about trying to stop in the wrong way, you will experience frustration that you can easily interpret as suppression.

It is better to first become convinced when you are not angry that you will be better off learning to substitute the mock-violent actions with something more constructive.  If it doesn’t work the first time, there is no reason to turn violent toward yourself, or even insulting.  Instead, be kind, and say to your “angry self” that you will get another chance to try this new approach again in the future.  In time, you will find yourself getting better and better at this.

What may be a more productive way to deal with anger?  I have in previous posts made some suggestions (see for example BEING A WISE FRIEND TO YOUR ANGRY SELF, PART 1, and BEING A WISE FRIEND TO YOUR ANGRY SELF, PART 2).  Here’s a slightly different approach.

venting 6During the time when you have arrived at the time and place where you can fully experience your anger in private without any effort at suppression, you will find that knowing that you have eliminated the pressure of a quick response, along with the passing of time, will result in a period in which you will have calmed down enough so you are capable of a thorough job of problem solving.  Begin by imagining that you have returned to the time and place of the angry experience, and you are preparing to observe the scene just as it happened.  As the unfolding of the event gets underway, take a few steps back.  Move away from the situation to a point where you can watch the event unfold from a distance and see yourself in the event.  Focus on what has now become a distant you.  Watch the situation unfold as if it were happening to the distant you all over again.  Replay the event as it unfolds in your imagination as you observe your distant self.  After going through this imaginary exercise, take advantage of this relatively calm period to map out a strategy to address the concerns raised during the anger arousing situation.[1]

Well, that’s just about all the time we have for today.  I hope that you will stop by again real soon.


[1]Evidence for the effectiveness of this strategy can be found in the following:  O. Ayduk and E. Kross, 2010, “Analyzing Negative Experiences without Ruminating:  The Role of Self-Distancing in Enabling Adaptive Self-Reflection,” Social and Personality Psychology Compass, 4, 841-854.  E. Kross, A. Ducksworth, O. Ayduk, E. Tsukayama, and W. Mischel, 2011, “The Effect of Self-Distancing on Adaptive Versus Maladaptive Self-Reflection in Children,” Emotions, 11 [5], 1032-1039.

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Some people will enjoy reading this blog by beginning with the first post and then moving forward to the next more recent one; then to the next one; and so on.  This permits readers to catch up on some ideas that were presented earlier and to move through all of the ideas in a systematic fashion to develop their emotional intelligence.  To begin at the very first post you can click HERE.