Category: challenge

Exaggerating the Benefits of Anger

Post author By Dr. Jeffrey Rubin
Post date October 29, 2014
7 Comments on Exaggerating the Benefits of Anger

“Are you going to vote for the new school facility plan, Marc?”

“No, Phil. It calls for combining the two high schools in our town so that there will be nearly 2,000 students in the combined school. I prefer small schools. I say, keep them small, keep them personal.”

Turning red and glaring into Marc’s eyes, Phil begins to holler, “What are you, stupid? We can’t afford two high schools in this town. You’re nuts!”

The next day. “Hi Marc, you still going to vote against the combining the two high school plan?”

“You know, Phil, I’m hesitant to discuss anything with you. You get angry and you begin to put me down and you start with the glares….”

“Oh, don’t be a baby, Marc. Don’t you know that anger is a good thing. Research shows it can make us push on towards our goals in the face of problems and barriers. And hiding anger in relationships can be detrimental. When you hide your anger, your partner doesn’t know they’ve done something wrong, so they keep doing it. That doesn’t do your relationship any good. There’s also some evidence that anger can be useful as a negotiation strategy. If people see that you are angry, studies show that the other party will make more concessions.”

Now, it is not hard to understand why Phil, and others, might make such statements about anger. After all, if you go on the internet and glance at some of the articles that come up in search engines when we insert in the search box the words, “benefits of anger,” people can get a similar impression as Phil. There is, for example, “The Upside of Anger: 6 Benefits of Getting Mad,” or “When Anger is a Plus,” etc. However, a careful reading of the actual research studies lead one to dramatically different conclusions.

The two biggest mistakes that people make when interpreting the research on this topic is, 1. not taking a good look at what the expression of anger is being compared with, and, 2. not noticing how broadly the term anger is defined. Let’s focus quickly on these two types of mistakes.

Not Taking a Good Look at What the Expression of Anger is Being Compared With

If people only told their partners in their relationship what they feel he or she did wrong when they become angry, then there probably are times when the expression of anger might do more good than never saying anything. In such studies, comparing the expression of anger with saying nothing is, in my opinion, potentially misleading. People can learn to provide negative criticism in a far more helpful way than what we typically call anger (see my post titled “Providing Negative Criticism: Five Levels of Maturity“).

For the negotiation studies that found that people who became angry did fairly well compared to some other subjects who did not become angry, again let’s look at what “becoming angry” was compared to. Those who didn’t become angry really didn’t care all that much about whether or not they obtained the reward. They did make some halfhearted effort to achieve it, but then quickly gave in. Those folks who were confronted with someone who was angry and ended up settling for something that was less than what they would have settled for if they were confronted by someone who was not angry, also had little of real value at stake. They were also given extremely few options to use in the negotiation. Under these types of situations, a person might prefer to give the other party, if he or she becomes angry, a little more than they might otherwise do rather than to put up any longer with what felt to them like abuse.

What would have happened if the study would have compared not only a group of people who portrayed anger during the negotiation process with a group who didn’t, but also looked at a group of individuals who were well trained to respond to negotiation situations with “challenge?”

Challenge allows you to accomplish all of what anger positively does without anger’s negative consequences.

In brief, challenge has us:

Working up a heightened sense of determination to achieve our desire
Meanwhile, we consider the twin beliefs that the stress we 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[1]
Then, we take a deep breath and resolve to get down to the task at hand—carrying out a two-step process.

Step 1. Consider if the most obvious resolution is sufficient.

In such cases in which you become convinced that the resolution that you came up with poses no serious risks, it makes sense to you, and you feel comfortable with it, the only job you have left is to carry out your plan with charm, courage, and determination. However, if the most obvious solution does pose a serious risk, or you just don’t feel comfortable with it for any reason, it’s time to go to Step 2.

Step 2. Carrying out a more complete decision process.

There are numerous benefits that occur when we learn how to transform anger into challenge. Just becoming angry is, of course, far easier in the short term, but excellent studies demonstrate that those who learn to respond to difficult situations with challenge, in the long run do far better than either just becoming angry or making halfhearted efforts.

Learning to respond to anger-arousing situations with challenge takes some practice, but it can be achieved with practice. You can find free practice sessions HERE, and HERE, and HERE.

Moreover, a great way to learn how to transform anger into challenge is to read the “Cool Steve” trilogy, a series of three novels that portrays a coming of age tale that takes psychological suspense to new heights and sophisticated humor to new lows. Struggling to find respect, our hero faces many of the same struggles we all faced while growing up, and a few not so typical ones as well. Mistakes are made, but in the end, the value of challenge is portrayed in a manner you will long remember.

And so, either to respond with anger or not to respond with anger are not really our only two choices. Not responding with anger actually involves many different choices and one of them, transforming anger to challenge, is one of them, and a distinctly better choice than giving free range to anger.

Not Noticing How Broadly the Term Anger is Defined

In seeking to understand studies that seem to suggest that anger can be beneficial, it helps to look at how anger is defined in those studies. In one study that seems to suggest anger is helpful, the authors make a distinction between constructive anger and destructive anger. They then explain that it is constructive anger that can be beneficial. What they call constructive anger is responding to frustration without name calling or shouting, but with determination to achieve a goal. This sound to me more like challenge than anger.

In another study that talks about the benefits of anger, it was actually mild frustration that was beneficial in increasing motivation to achieve a goal. Despite this, as the authors wrote up the study results they claimed that frustration was a lot like anger, and therefore the results may suggest that anger is beneficial. A quick glance at this study’s results can mislead people because some people who become frustrated don’t begin to yell at people around them, nor do they start to throw insults and threats at them. They may, instead, feel challenged to vigorously respond in a constructive, problem solving manner, and it is these people who may be the ones responding in a more beneficial way than those who act in a manner that is clearly anger. Calling anger, frustration, and challenge all forms of anger, can confuse people into thinking all expressions of anger are beneficial. It would be far better to use words that clearly distinguishes these experiences so that people would be less likely to end up exaggerating the benefits of anger.

OK, so those are some thoughts to ponder for this week. I hope you’ll join us again sometime next week for another presentation on dealing with anger, conflict and respect.

[1] The value of this attitude is discussed in: S. R. Maddi, D. M. Khoshaba, R. H. Harvey, M Fazel, & N Resurreccion, 2011, “The Personality Construct of Hardiness, V: Relationships with the Construction of Existential Meaning in Life,” Journal of Humanistic Psychology, 51(3), 369-388.

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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.

Tags anger, challenge, conflict management, free social intelligence and emotional intelligence curriculum, frustration, insults, negotiation, threats

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Free of Fear

A few nights ago, Andrea and I went to see a show billed as “The Free of Fear NYC Debut and Album Release Concert.” Our two sons, Lennon and Jack, had written the album’s music, played most of the instruments, and were the front men for the show, so naturally we went.

My expectation for the evening was to see a set of musicians walk on stage and play all of the pieces that appear on the album. There was indeed that, but far, far more. I and the rest of the audience were treated to a fascinating mixture of visual and auditory art created and performed by a variety of colorful individuals all seeking to explore this idea of being free of fear.

Off in one of the corners of the venue was a collection of thematic paintings and drawings.

Along a side wall, a video screen displayed moving visuals that appeared to be in sync with the band’s stirring musical performance.

Dramatically performed poetry readings, a thoughtful short story, and an intriguing dance number were all interwoven into the overall evening experience. Most unexpected of all was an aerial acrobatics act that could have easily been something out of Cirque du Soleil. Here, as the musicians played a kind of eerie celestial number that mounted in intensity, a lovely woman became entangled in two black curtains that symbolized fear. As she appeared to mightily struggle with these curtains—yanking herself high above the audience, twisting, twirling, suddenly falling upside down to within an inch of her skull, clawing back up once again and finally freeing herself–audience members were left with their jaws hanging from their mouths.

What Is Free Of Fear?

As the musicians in the band describe it:

Free of Fear is the music we always wanted to make but, up until now, never knew how to. It is the intention of creating from a neutral ground of infinite possibility, a place of total spontaneity, completely in the moment, unfettered by fears and self-doubt.

However, during the process of creating this music we experienced countless moments of uncertainty, lack of confidence in our abilities, insecurity about if people would like our sound, and a host of vague, strange, unnameable fears that arose while writing, recording, practicing, and performing our creation. During those moments the concept of Free of Fear has been a rallying cry inspiring us to overcome those trepidations and bring us back to the moment of this point in the journey, reopening ourselves to a deepening gratitude for the vibrations of the universe.

And now we wish to extend that rallying cry to you. We invite you to join the Free of Fear Movement. Its purpose is to foster an environment of encouragement that instills confidence and inspiration in each individual to create the art that only they can make. We invite you to explore the reality of the fears and insecurities in your own life, to stand up to them, and to step foot onto a path of creating and living the life that you truly wish to lead.

My Reaction

After the last notes were played and Andrea and I drifted into the cool night air, thoughts drifted through my mind. Enjoying being with a group of people, sharing a musical experience, dancing to lively rhythms and meeting interesting new people were beautifully achieved. A band seeking to inspire people to overcome their fears that have been preventing them from doing the things they really would like to be doing–I guess I kinda like that idea. Inspiring narratives have begun to stir a process within, deepening my understanding of the nature of an intriguing emotion.

A few months earlier, I had written a post on Nelson Mandela, and I have now begun to think more deeply about how he inspired so many throughout the world. Certainly one reason is his gripping narrative that involves resisting injustice despite the fear of a violent repressive regime, then his 27 years of suffering in prison, and then his phenomenal rise, against all odds, to become president of his country. But there is something else. Once he got out of prison, Mr. Mandela put forth a vision of why his struggle was important, a vision that allowed millions of people to enter into a connection with him and with one another. “Great anger and violence can never build a nation,” Mr. Mandela declared. “We are striving to proceed in a manner and towards a result, which will ensure that all our people, both black and white, emerge as victors.” With such words, Mr. Mandela invited all of humanity to work toward a more just world.

The Free of Fear movement has a narrative that, in a sense, is like Mr. Mandela, in that it describes a process of achieving something of value despite moments of fear, and it is a cause that most of us feel a connection to. The Free of Fear movement, to be sure, is a less dramatic story than Mr. Mandela’s, at least at this early point of its existence. The band members’ one year struggle with their own fears while living modestly in NYC doesn’t quite compare with Mr. Mandela’s 27 years in prison. And creating a fresh new set of music and presenting it on the modest NYC’s Shangri-la Studios’ stage with other artists’ creations is a much smaller scale event than what Mr. Mandela achieved on a national and international stage. But in a deeper sense, human beings can profoundly benefit from both types of narratives. The Free of Fear movement, currently, focuses on basic fears of your typical person on the street attempting to find the courage to ask someone out on a date, or creating something despite the fear that others might not like it. These types of struggles are more of what we may call your typical garden variety struggles, but to each of us who are struggling with them, they are of vital importance.

Consider, for a moment, the many people who have come to realize that their drinking has become a serious hindrance to their daily life and fear that they won’t be able to overcome this problem. Here is a problem that occurs everyday in pretty much every community. Over the years when I asked people who succeeded in overcoming this problem what was most helpful, the most common answer has been that they went to some self-help group meeting and became inspired by the many personal narratives of people who had struggled as they were, and despite serious set-backs along the way, they managed to beat their alcohol-related difficulties.

Interestingly, of all of these types of alcohol dependency recovery stories that I heard over the years, the one that stands out most to me concerns a man whom I will here call Bob. In addition to hearing these recovery types of narratives, Bob had an additional source of inspiration. Throughout the lowest period of his struggles, although most of his neighbors treated him with great disgust, there was one fellow who offered him a bit of kindness. Bob wanted to recover not only for himself, but because he wanted that bit of kindness to mean something. This kernel of kindness had grown in his breast and he desired to live in a way that honored all that it meant to him. For some reason I entered into a profound connection with Bob when I heard him tell his story in a choked-up voice.

And so, upon thinking about what it takes to inspire, these are two of the ideas that came to me–a narrative of a struggle that was eventually overcome, coupled with a vision of why the particular form of success was of value not only to the struggling individual but to others as well.

In my next post I’ll try to convey other insights I have achieved as a result of that delightful night in NYC. In the meantime, I hope you’ll take a little time to get acquainted with the fresh set of inspiring musical numbers now available on Free of Fear’s brand new album, See You On The Otherside. It is available for free at https://freeoffear.com/album_download.

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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.

Tags anger, challenge, conflict management, conflict resolution, dispute management, fear, Fear NYC Debut, free of fear, Free of Fear Movement, free social intelligence and emotional intelligence curriculum, Lennon Paul, Nelson Mandela, overcoming fear, respect

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DEALING WITH SUBTLE FORMS OF CRITICISM

Post author By Dr. Jeffrey Rubin
Post date December 22, 2013
7 Comments on DEALING WITH SUBTLE FORMS OF CRITICISM

If you have been following this blog, you know that from time to time I have been discussing insults and criticism. In earlier posts, we looked at situations in which people end up feeling insulted because someone provided negative criticism.

I have argued that rather than to feel insulted, it is possible to learn to welcome criticism, as well as words that might come off as insulting. When we learn to respond skillfully to negative criticism and insults, we develop a confidence in these types of situations. This dramatically reduces our defensiveness.

An important step toward mastering this skill is to learn to clearly recognize when criticism is occurring. If you can’t identify when a red light is flashing, you won’t be able to know when to apply the brakes on the car, and you are likely to end up in a serious accident.

Illustration by Lois Hubertz

Similarly, if you can’t identify when criticism is occurring, you won’t be able to know when to begin to put in place the plans that effectively deal with criticism.

Although some forms of criticism are as easy to recognize as a red light, some forms of criticism are far more subtle and therefore often go unrecognized as criticism. I therefore have presented posts that discuss dealing with direct and implied forms of criticism. I’ve noted that when someone makes a suggestion, this usually implies some negative criticism.

I also explained how recommending that someone get some additional education also usually implies some negative criticism.

We also took a good hard look at certain forms of levity, in which negative criticism is designed to be charmingly provocative. It seeks to get people to think more deeply about an issue. As George Bernard Shaw put it in his provocative book, Back to Methuselah:

“When a thing is funny, search it carefully for a hidden truth.”

Shaw, to ward off defensive reactions to his quips, often created fictional plays and had the characters in the plays say them. Great examples are:

“No man ever believes that the Bible means what it says: He is always convinced that it says what he means.“

“The difference between a lady and a flower girl is not how she behaves, but how she’s treated.”

“Life isn’t about finding yourself. Life is about creating yourself.”

Today we will spend a little more time practicing enhancing our skills for recognizing subtle forms of criticism. This will help to improve our ability to know when to start using our dealing-with-criticism skills.

More Examples of Subtle Forms of Negative Criticism

As we move forward, please keep in mind that for the purposes of this blog, if someone evaluates something as negative the evaluator has made a negative criticism.

FIRST EXAMPLE

In the above Calvin and Hobbes scenario, Miss Wormwood politely asks Calvin to put his tiger, Hobbes, in his locker. Calvin objects to this request by crying out—“In my locker?! He’ll suffocate!”

Calvin’s response to Miss Wormwood’s request is an example of indirect negative criticism. He doesn’t directly state he has evaluated her request and found that there is something wrong with it, or that it is bad, or something of that sort. Nevertheless, he indicates that if he did what she asked, his tiger would suffocate. To recognize this as a form of negative criticism, it helps to notice that in addition to Calvin’s statement there are other indications that he thinks there is something wrong with Miss Wormwood’s request. The exclamation marks after Calvin’s statement, the drawing of Calvin with his mouth being wide open as if he is shouting, and the fact that he is practically flying out of his seat while he is shouting, all add up to indicate that Calvin’s reply is rightfully classified as a form of negative criticism of Miss Wormwood’s request.

Although Miss Wormwood takes Calvin’s negative criticism in stride, other teachers might become defensive, and yell something like, “Don’t you talk back to me, young man!” This might silence students, but leave them seething with anger that is expressed by a rejection of the school enterprise; or it might lead to shouting back at the teacher, creating an escalation of conflict that takes valuable learning time away from the class.

If Miss Wormwood would have become defensive and started to yell at Calvin in response to his negative criticism, this would, according the the DIG Conflict Model, be rated an immature level of responding (see Responding to Criticism: Four Levels of Maturity). Instead, she steers in the direction of Calvin’s criticism by offering the compromise of putting his “tiger” under his desk where it will be at least out of the way. This, according to the DIG Conflict Model, is one of the most mature responses (see Responding to Criticism: The Most Mature Level). We see, in this example, that Calvin quickly complies and his teacher can now go on with her lesson without any further delay.

SECOND EXAMPLE

Here’s a Sally Forth comic that illustrates that whenever there is a transaction involving a request or demand, we would be wise to anticipate negative criticism will be present as well.

In this comic, because Sally is visiting her mother for a few days, Ted is left on his own to deal with his nine-year-old daughter, Hil. When Ted tells Hil it’s time for bed, she begins to reject his demand. Is Hil’s rejection of the demand a form of criticism?

Well, consider her reply to her dad: “But Mom’s not here! We don’t need a bedtime!” Hil has negatively evaluated her dad’s demand by expressing her disagreement with it. If you tell someone you disagree with what he or she has done, you have negatively criticized the person’s act.

If Ted was skillful at first recognizing that Hil was providing him criticism, he would be in a better position to say to himself, “From what I’ve learned about the different levels of maturity, let me see if I can design a mature response.” What if he came up with something like this?

“Hil, I admire the way you seek to defend your freedom. I want to encourage that. And you know I’m crazy about you. At the same time, I also love your mom, as I know you do. It seems to me that we don’t want to break her rules behind her back. The bedtime schedule is designed for you to get enough rest so you will do well in school. Both of us have seen what happens to you when you don’t get enough rest. When your mom gets home, if you want to discuss the rules, we can do it with her, you and me all altogether. That would be the fair thing to do, wouldn’t it?”

These Examples are Designed to Encourage Deeper Thought

Above, I provided two examples of someone providing negative criticism. For each example, a response was described that I think is pretty mature. Please note, however, that I am NOT claiming that they are the ideal responses. Nor am I trying to make the case that the responses portrayed in the above examples are the only mature responses that can be made. There is a great deal of flexibility that we have for coming up with high level responses. I present the above examples in an effort to challenge you to think more deeply about what mature levels of responding look like according to your own lights.

Well, that’s my post for this week. To all of you who celebrate the beautiful Christmas season, I wish you good cheer, peace on Earth, and good will toward all of our fellow human beings!

With Warmest Regards,

Jeff

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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.

Tags anger, challenge, conflict, conflict management, conflict resolution, criticism, dispute management, disrespectful, emotional intelligence, emotions, free social intelligence and emotional intelligence curriculum, frustration, insults, negative criticism, parenting, threats, types of criticism

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RESPONDING TO INSULTS WITH QUIET SADNESS

Post author By Dr. Jeffrey Rubin
Post date November 17, 2013
3 Comments on RESPONDING TO INSULTS WITH QUIET SADNESS

A couple of weeks ago, I provided readers of this blog a post titled, “How I Met Cool Steve.” There, I told a story from one of my novels about a teenager, Jeff Star. At one point, Jeff is in an angry mood because his teacher gave him so much homework, and perhaps he is also having some jealous feelings about how much respect the other students have for Cool Steve. Jeff Star tells us what happens next:

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.

In contrast to the beliefs of many people, the story, “How I Met Cool Steve” puts forth the theory that someone can be respected even if they respond to an insult in a different way than to return the insult or to physically attack the insulter. As a boy growing up in Brooklyn, I became pretty acquainted with the typical way to respond to insults. Most often, voices would get loud, and the exchange led to a very uncomfortable feeling between the two parties. When the two parties came back together, there were often more uncomfortable verbal exchanges. From time to time physical fights would break out, school pants got ripped at the knees as one guy tried to pin down the other on the cement ground, and I saw more then one guy end up with a broken nose. Parents had to take time off from work to meet with the principal, and sometimes the insults led to larger groups ganging up on other groups to defend the honor of someone.

Malcolm Gladwell, in his fine book, Outliers, discusses regions where people are willing to fight in response to even the slightest insult. He refers to these regions as having a “culture of honor.” One of the clearest consequences of having an above average “culture of honor” is that the murder rate is quite a bit higher than average.

In the Cool Steve story, there is something about how Cool Steve uses his eyes to negotiate through his challenging experience with Jeff Star.

How we use our eyes can dramatically influence an experience. To illustrate this, consider this example. When I first began to drive in New York, I was astounded that there were times when I was trying to ease over to the left toward my exit, when I would encounter some aggressive drivers. They would lean forward and the expression on their faces seemed to say that they would kill me if I dared to move in front of them.

As I reflected upon this, I recognized that there were times that I too acted like one of these aggressive drivers. But then one day, someone began to indicate that he wanted to move in front of me, and as I started to get into my angry, aggressive mode, the person seeking to move in front of me deliberately caught my eye with his friendly gaze and indicated with his hand that he wanted to move over. There was something in his eyes that seemed to be just asking me if I minded if he moved over, rather than like he was trying to bully his way over. Instantly, I found my whole self dramatically change. I quickly eased off the gas peddle and waved him over. I felt a reduction in my anger. His eyes somehow let me know that he was not merely an it–but rather, a fellow human being.

Afterwards, I began trying this approach whenever I wanted to move over in heavy traffic, and it has been an enormous help.

How we use our eyes can have similarly helpful effects when someone throws an insult at you. By looking gently into the insulter’s eyes and softly letting the insulter know you are sorry to hear whatever the insult is about often eases tensions. Then, if you look sadly down toward the ground for a couple of seconds, and then gently back into the insulter’s eye, this has a way of making a personal connection.

As I began to try this in my teenage years, I was amazed at how well it worked. At first, I had a little fear that my friends would think less of me, but this proved unfounded. Occasionally, a friend would say to me, “You should have slugged that guy who insulted you right in the kisser.” I’d shrug my shoulders, and that put an end to it. All of my old friends stuck with me, and I ended up often becoming friends with the insulters.

Now, some people in my conflict resolution classes over the years have asked, “What’s wrong with standing up for yourself?”

My answer is, “Nothing is wrong with it. I encourage people to stand up for themselves. But there are smart ways to do it and not so smart ways to do it.”

Consider the following Luann comic:

Here we see Luann preparing to stick up for herself so that as soon as Tiffany throws an insult at her, Luann will be ready to return the insult. If you are a follower of the delightful Luann comic strip, you know that this back and forth insult pattern has been going on and on for years. And if two people are fine with continuing to act this way toward one another, they are free to do so.

But let’s say Luann is getting tired of this old game. If she really wanted to effectively stand up for herself, she would first try to figure out why Tiffany is insulting her. It has long been my impression that Tiffany is jealous of Luann because some boys prefer Luann to her. Returning insults at Tiffany won’t resolve that issue. Gently looking sadly into Tiffany’s eyes and asking her in a concerned voice why she is throwing insults at her might lead to a more lasting solution to this type of problem.

Now, of course this quiet sadness approach is just one tool to have in your conflict resolution toolbox. It is not quite right for every situation. In the past, I recommended a few others (see for example, INSULTING CRITICISM: WHAT CAN WE DO ABOUT IT?). We’ll also be looking at other effective ways to stand up for yourself in future posts, ways that oftentimes work far better than returning insults.

Have a great week!

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Tags anger, conflict management, conflict resolution, criticism, dispute management, free social intelligence and emotional intelligence curriculum, jealousy, Luann comics, Malcolm Gladwell, Outliers, violence

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OPENNESS TO THE OTHER: BYPASSING ANGER BY REMAINING CONFIDENTLY ENGAGED

Post author By Dr. Jeffrey Rubin
Post date October 13, 2013
8 Comments on 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:

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.

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.

[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.’]

Having 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. Cognitions: 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. Behaviors: 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…

“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.]

“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!

She 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.

Audrey 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.

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.

She 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.

Again, 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,

“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.”

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

———————

Tags anger, arguments, conflict management, conflict resolution, dispute management, free social intelligence and emotional intelligence curriculum, Justice Department, openness to the other, wisdom

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

Post author By Dr. Jeffrey Rubin
Post date October 6, 2013
1 Comment on 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.

Here 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”).

Let’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. 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.

Not 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. This 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. And 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.

Thus, 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.

As 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:

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

After 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. Carl 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.

Before 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.

Interestingly, 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.

———————

Tags alternatives, anger, Benjamin Franklin, Calvin and Hobbes, challenge, comic strip, conflict management, conflict resolution, free social intelligence and emotional intelligence curriculum, respect, wisdom

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FROM ANGER TO CHALLENGE: A STEP TWO EXAMPLE

Post author By Dr. Jeffrey Rubin
Post date September 29, 2013
4 Comments on FROM ANGER TO CHALLENGE: A STEP TWO EXAMPLE

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!

As 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.

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.

She 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.

OK, 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.

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.

It’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 Model. That’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.

Hmmm. 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.

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:

Decision 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;

6. 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.

She 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.

To 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. Audrey 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.

———————

Tags ABCs of Power, anger, challenge, conflict management, conflict resolution, criticism, free social intelligence and emotional intelligence curriculum, law school graduation, negative criticism, psychological maturity

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DOES VENTING ANGER FEED THE FLAME?

Post author By Dr. Jeffrey Rubin
Post date September 11, 2013
8 Comments on DOES VENTING ANGER FEED THE FLAME?

Last 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?

The 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.

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:

“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.

“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:

People 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. Those 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: 724–731).

He 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.

If 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.

Of 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.

During 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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Tags acceptable outlet, anger, angry situation, challenge, disrespectful, free social intelligence and emotional intelligence curriculum, venting anger

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ANGER SUPPRESSION VERSUS CHALLENGE

Post author By Dr. Jeffrey Rubin
Post date September 1, 2013
7 Comments on ANGER SUPPRESSION VERSUS CHALLENGE

Despite the ample evidence that anger is fraught with danger, human debasement, and ineffective functioning, many people seem reluctant to put their heart and soul into learning more effective alternatives. Why is this? One of the biggest reasons is that our culture presents in both direct and subtle ways the theory that suppressing anger can be harmful. Here we will explore this theory. As we do so, we will learn that we can, if we so choose, sail from the region of Anger to Challenge—and thereby improve our chances for survival and a safer and more pleasant ride on the great Sea of Conflict.

SUPPRESSING ANGER

According to Sigmund Freud, if anger reactions are inhibited, they are replaced by substitutes, some of which may lead to harm. In The standard edition of the complete works of Sigmund Freud, (Strachey, 1974), the clearest statement about this appears below:

When Bismarck had to suppress his angry feelings in the King’s presence, he relieved himself afterwards by smashing a valuable vase on the floor. This deliberate replacement of one motor act by another corresponds exactly to the replacement of natural pain-reflexes by other muscular contractions….(p. 202)

We transpose the excitement of anger from the adequate reaction to another one, and we feel relieved provided it is used up by any strong motor innervations.

If, however, the affect can find no discharge of excitement of any kind along these lines, then the situation is the same with anger as with fright and anxiety. The intracerebral excitation is powerfully increased, but is employed neither in associative nor motor activity…. The excitement arising from the affective idea is “converted” into a somatic phenomenon. ( p. 206)

Freud believed that some of these somatic phenomenons were undesirable. After Freud, others promoted this idea. For example, Dr. Albert Ellis, one of the most popular psychologists of the twentieth century, stated that anger suppression “can easily result in psychosomatic reactions, including high blood pressure, heart problems, ulcers, and various other physical conditions.”[1]

In an effort to test this hypothesis, scientific individuals began to carry out some systematic studies. Some seemed to find support for this notion that suppression can be harmful. For example, Hokanson,[2] Baker & Schaie,[3] and Gambaro & Rabin[4] (1969) found that angered adults often achieved a faster decrease in blood pressure to baseline levels if they counteraggressed toward their antagonist than if they were given no opportunities to respond. In other studies carried out by Holmes[5] and Kahn[6] however, counteraggression was found to sustain elevated arousal, whereas nonaggressive activities reduced it.

Dr. Albert Bandura,[7] attempting to make sense of these apparently contradictory findings, carefully examined this body of research and finally concluded that the physiological tension of angry individuals is determined by what they do, the perceived consequences of what they do, and also what they think. People 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 antagonists maintain their elevated blood pressure subsequent to angry outbursts. Those 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.

James J. Gross has reviewed more recent research on suppression in his fine article titled, “Emotion Regulation: Taking Stock and Moving Forward” (Emotion, Volume 13, June 2013, pp 359-365).

“Affectively, suppression leads to decreased positive but not negative emotion experience, increased sympathetic nervous system responses, and greater activation in emotion-generative brain regions such as the amygdala. By contrast, reappraisal leads to decreased levels of negative emotion experience and increased positive emotion experience, has no impact on or even decreases sympathetic nervous system responses, and leads to lesser activation in emotion-generative brain regions such as the amygdala and ventral striatum (Gross & Thompson, 2007). Cognitively, suppression leads to worse memory. By contrast, reappraisal either has no impact on subsequent memory, or actually improves it, and can enhance exam performance (Jamieson, Mendes, Blackstock, & Schmader, 2010; Richards & Gross, 2000). Socially, suppression leads to less liking from partners, and to an increase in partners’ blood pressure levels. Reappraisal, by contrast, has no detectable adverse consequences for social affiliation in the laboratory (Butler et al.,2003).”

Anger Management Training without Suppression

The association of anger suppression with anger management training is understandable, for when one has spent many years acting one way, learning alternative behaviors can be frustrating. This uncomfortable sensation may be seen as the suppression of one’s “natural” mode of behavior. It’s a similar experience to how actors might feel when first learning a new role or golfers a new swing. At first the skill to be learned feels awkward, and the early phase of learning can leave them to observe their heart racing and their blood pressure skyrocketing.

However, by designing a program in small incremental steps and heeding the following suggestions, the feeling of suppressing one’s natural behavior can be largely reduced or even completely eliminated.

First of all, expect occasional missteps. By studying the posts on this blog, it is likely that several situations will occur that you now find yourself handling much better than before. If the response by others you are engaged with ends up being favorable, this will encourage you to utilize the same approach again and again until it begins to feel natural, that is, second nature to you. Other skills will come off a bit awkward or you will get a less than favorable response, and you may experience frustration. When you try the skill again, you may now feel unsure and your effort may lead you to interpret this as suppressing a more “natural” way to respond. You may, therefore, give up and conclude that you are helpless to make a meaningful change in this type of skill.

The solution here is to reread the section that discusses the skill, and then practice over and over in your mind a narrative that has you envisioning utilizing the skill. When you can smoothly imagine in detail carrying out the skill, try it out again in real life. You may have to do this a few times until you get it right.

As you increase your skill to deal with anger arousing situations, your confidence in handling them will increase. Because anger arises when we experience a threat, with your increase in confidence you will then find you are less likely to experience situations that use to feel threatening as threatening. Consequently, you will be less likely to suppress anger because you won’t experience anger as often.

For more difficult to change behavior, form a small group of two to four people who agree to work together on the skill. Then assign a leader on a rotating basis. Conflicts in which the group members typically experience anger are identified. Then a video recording is created with the group members serving as the actors. One scenario is acted out demonstrating what actually occurred. Then a non-angry approach to dealing with the conflict that has the support of the group as being more effective than the angry approach is created. Video recording devices are readily available these days because of apps on many phones.

Keep in mind that the acting doesn’t have to be an Academy Award winning portrayal. Just a fun process is encouraged. By participating in this acting process and then viewing the video recordings displaying alternative behaviors, some will find they will adopt the skills in an effortless manner.

In the next part of this group process, competent behaviors are further encouraged by creating another set of video recordings using slightly different scenarios. Concrete examples are thus repeatedly affectively, cognitively, and behaviorally rehearsed while clear audiovisual feedback is provided. Observers can ask to pause at a little section that worked particularly well and review it a few more times until it becomes more and more familiar.

Throughout this process, some of the group participants’ suggestions may begin to feel uncomfortable to one or more of the other participants. This can interfere with the training process if poorly handled. I have found it useful from time to time to preface my recommendations with the same gentle admonishment that the famous physicist Niels Bohr used to give his students: “Every sentence I utter should be regarded by you not as an assertion but as a question.” This tends to disarm those who find that they are resisting suggestions, sets the stage for a helpful collaboration, and fosters interest from the satisfaction derived from fulfilling one’s own internal standards.

As you go through this process several times, you will find more and more that your behavior will begin to change in real life situations. At such times, you will often find people reacting very positively to your new style, and this will further encourage you to continue to utilize it. You won’t feel like you are suppressing anger, but rather, comfortably learning a new set of skills that works better than anger.

At other times, even a skilled real life response to a situation that had previously led to anger arousal will be met with someone acting in an undesirable manner. The group you have formed will provide you the opportunity to have some support to address this type of experience. Together, you can continue the problem solving required for addressing a wider and wider range of situations until you feel sufficiently confident to go it alone. It is important to keep in mind that even the most skilled techniques will not produce a perfect result on every occasion. The best we can hope for is to increase the probability that we will obtain a favorable outcome.

If you find it difficult to identify a small group of individuals to do the video recording skill development just described, consider hiring a professional counselor who will go through the process with you. Most professional counselors and psychologists that I’ve met are particularly skilled at modeling empathic understanding, a crucial skill that is necessary for working through anger arousing situations.

[1] A. Ellis, 1977, How to Live with—and without—Anger, New York: Reader’s Guide Press, page 200.

[2] J. E. Hokanson, 1970, “Psychophysiological Evaluation of the Catharsis Hypothesis,” In E. I. Megargee & J. E. Hohanson (Eds.), The Dynamics of Aggression (pp. 74-86), New York: Harper & Row.

[3] J. W. Baker & K. W. Schaie, 1969, “Effects of Aggressing ‘Alone’ or ‘with another’ on Physiological and Psychological Arousal, Journal of Personality and Social Psychology, 12, 80-96.

[4] S. Gambaro & A. I. Rabin, 1969, “Diastolic Blood Pressure Responses Following Direct and Displaced Aggression after Anger Arousal in High- and Low-Guilt Subjects,” Journal of Personality and Social Psychology, 12, 87-94.

[5] D. S. Holmes, 1966, “Effects of Overt Aggression on Level of Physiological Arousal,” Journal of Personality and Social Psychology, 4, 189-194.

[6] M. Kahn, 1966, “The Physiology of Catharsis,” Journal of Personality and Social Psychology, 3, 278-286.

[7] A. Bandura, 1973, Aggression: A Social Learning Analysis, New Jersey: Prentice Hall.

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Tags anger, angry feelings, challenge, conflict management, free social intelligence and emotional intelligence curriculum, frustration, insults, psychological maturity, respect, sigmund freud, wisdom, works of sigmund freud

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DOES ANGER DO US ANY GOOD?

Post author By Dr. Jeffrey Rubin
Post date August 24, 2013
3 Comments on DOES ANGER DO US ANY GOOD?

Most of us know situations in which someone became angry and it made the situation worse. For example, consider the following Luann comic.

In the comic, Toni, the girl with blond hair, becomes angry at Miss Eiffel because of the way she was treating her boyfriend, Brad. In the end, Toni and the guy she cares about are far from happy.

Although expressing our anger can often make certain situations worse, we continue to get angry. How come?

ANGER AS A RAPID, LIFE-SAVING RESPONSE TO THREATS

Over time, people who didn’t find ways to respond very fast to threats would end up getting killed. At times, this meant that if they saw a vicious animal rushing at them, the best thing they could do is to very quickly fight back either to scare off the attacker who would end up running away or to kill the attacker.

If people would have killed every time they felt a threat to one of their desires, they would end up killing the vast majority of the members in their group. Because larger groups can defend themselves against attacks better than very small groups, perhaps communities that learned to cooperate provided the best opportunity for its members to survive.

According to this theory, when perceiving a threat people learned to warn others in their community by showing signs of anger. Their anger became an indication that they were getting increasingly ready to attack and those in their community, when warned of this, attempted to find ways to reduce the threat without the requirement that someone had to be killed.

Anger can Function to Encourage Help

Many years ago I did a research project when I was a university student. After I collected the data, I had to enter it into a computer.

Up to this point in my psychology research experience, the first step to enter my data was to punch IBM computer cards. But the supervisor of the computer room informed me that there had been some recent advances in computer technology and IBM cards were no longer used. He told me what to do, and I diligently followed his instructions.

After typing at the computer for three hours, I felt a static electricity shock and the video screen with my three hours of data input went blank. My heart started beating hard. I tapped the screen and wiggled the keyboard. Nothing!

“What is going on here?!” I shouted in anger.

The guy sitting at the next computer immediately stopped what he was doing and called over the supervisor to help me. “What’s the matter?” he asked.

After explaining to him that all of the data that I entered had disappeared, he asked if I had been pressing the SAVE button every few minutes to guard against data loss.

“You never told me anything about pressing SAVE when you gave me directions!” I angrily hollered.

“I’m sorry,” he replied. “I really should have.”

Notice that when I started to get angry, I very quickly got someone to start helping me to figure out what was wrong. I probably would have gotten the same help if I asked for assistance without shouting, but because angry responses do lead so often to people cooperating when someone does become angry, it encourages us to keep on getting angry.

Although I was angry, I was able to control myself enough and realized that it was not in my interest to either kill or physically harm the supervisor. Getting arrested would have only wasted more time. I also realized that I made mistakes from time to time. Just like I wouldn’t want to be slugged every time I made a mistake, it didn’t seem right to slug this guy for making a mistake.

Of course, there may very well be times when we become angry that our heightened preparedness to engage in fighting can serve a life-saving function. This was probably more likely to be the case in ancient tribal communities.

OTHER BENEFITS OF ANGER

So far, we discussed three benefits of anger. 1. to respond fast enough with fighting during times when that may be potentially lifesaving, 2. to scare away an attacker, and 3. to give off signals in the community that encourage others to help solve a conflict before any negative consequences from a fight occur.

In our culture there are other factors leading us to think that anger is highly effective for achieving our desires.

In this Wizard of Id comic, Bung presents the theory that by making ourselves angry we can increase our strength. Obviously, just the increase of strength without the skill to use it wisely can lead to some unexpected whacks.

Some coaches believe that by working up anger in the hearts of their players, the players will perform physically better even if the goal is not to kill or physically injure others.

Even on tasks that don’t require mighty physical strength to succeed, many people have come to believe working up anger will challenge a person to work harder.

ARE THE BENEFITS OF ANGER EXAGGERATED

Although anger can be more effective than some other poorly thought out strategies, often people are led to think it is more effective than it really is. This is because the negative effects of anger may be hidden.

In the above comic, Lt. Fuzz expresses anger at Sarge because he is being noisy. As a result, Sarge secretly becomes angry and desires to annoy Lt. Fuzz. But Lt. Fuzz only sees Sarge replying to his anger by saying, “Yes Sir.” And so, Lt. Fuzz comes away thinking Sarge has responded with respect. He doesn’t see that Sarge actually covertly disrespects him and does things that make Lt. Fuzz’s life miserable. Here we see a fine illustration of how easily we can be misled into thinking our angry responses work better than they actually do.

MOVING FROM ANGER TO CHALLENGE

Anger can be effective at times. And often you may find yourself very tempted to let your anger go on an all out attack. Nevertheless, you would be wise to pause and remind yourself that oftentimes such attacks lead to obvious and hidden problems.

Challenge allows you to accomplish all of what anger positively does without anger’s negative consequences.

In brief, challenge has us:

Working up a heightened sense of determination to achieve our desire
Meanwhile, we consider the twin beliefs that the stress we 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[1]
Then, we take a deep breath and resolve to get down to the task at hand—carrying out a two-step process.

Step 1. Consider if the most obvious resolution is sufficient.

Step 2. Carrying out a more complete decision process.

There are numerous benefits that occur when we learn how to transform anger into challenge. Now I understand perfectly well that for most of us this is far easier said than done. It is for this reason that in future posts I will be explaining more about what challenge is, discussing many of its benefits and how we can all learn, in a fun way, how to use challenge even in the most difficult of circumstances.

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Tags anger, challenge, conflict management, free social intelligence and emotional intelligence curriculum, maturity, violence