Categories
anger conflict resolution criticism Unfriending over politics

Unfriending Over Politics

Welcome to From Insults to Respect.

Please consider the following quote by Mathias Risse of Harvard University:

“Surely, political debate about what America should be, and which kind of economic system it should have, must count among the most basic themes in democratic discourse.”

Add to this, if you will, that the very first amendment declares that U.S citizens have, as a basic right, freedom of speech.

There is something so basic about the value of free exchanges of views that we hardly ever question it. If we are moved to question it, there are research studies that document that such exchanges are the mechanism by which better solutions are found and better decisions are made. Providing readers here with a formal review of the literature discussing these studies is too lengthy a process for our current purposes. It will suffice for today, I think, if I merely encourage you to imagine yourself seeking justice for yourself in a court of law that provides only the prosecutor getting to make the case against you, without your having any opportunity to present your side. Such an image, it seems to me, provides more than enough intuitive understanding that hearing both sides of an issue is crucial for increasing the chance of arriving at just decisions.

Something Appears To Have Changed

Since Donald Trump has been reelected to the U.S. presidency, I have been hearing more and more from friends, family members, and neighbors about an increase in the number of people who are being unfriended because they have expressed their contrary political views. Thus, opportunities for lively exchanges of different views that had been a regular part of our democracy appear to have diminished.

When I use the term, “unfriending,” I am not referring to how the term is used on Facebook. Rather than referring to this type of internet relationships, I am referring to the ending of what I view as real life, actual in-person relationships. Here are a couple of examples: One guy I know, told me about two of his cousins with whom he has always been close since they were children. A few months after Trump’s reelection, he and his cousins had a conversation expressing different political views. Ever since, these two family members have been refusing to talk to him. When he has made his usual seasonal calls to wish them happy holiday and to catch up with family doings, they now hang up on him. Another person has told me about how, after a brief discussion with a neighbor regarding Trump’s healthcare policy, this neighbor has now begun to turn a cold shoulder to her whenever they pass one another.

In an effort to avoid unfriending, but also leading to a diminishing of exchanges between people with different views, I’ve been seeing more and more folks only willing to discuss political issues when they are among others they know are in agreement with them. These talks are enjoyed for the support that one gets from likeminded folks. If they are with people with whom they disagree regarding their positions, they avoid the discomfort of hearing contrary opinions by insisting they will not engage in discussing political topics.

If we add to this, the current media programming situation in which people can tune into shows that solely express opinions that completely agree with them, we can see why more and more in our society have been losing out on the value that comes from hearing a variety of opinions.

Can We Improve This Situation?

It can be argued that the reason for the changed situation is because Trump has been modeling insulting, disrespectful behavior. Among the insults that I have heard Trump use are “fat pigs” and “disgusting animals.” I observed him on national TV calling Senator Lindsey Graham “a stiff,” Governor Rick Perry “stupid,” and numerous other political opponents, idiots.” He has denigrated federal judges who ruled against his efforts as well as the chairman of the Federal Reserve for not lowering interest rates.

However, whenever Mr. Trump insults his opponents, many voters are apt to defend him by saying he isn’t doing anything much different than all the other politicians. Meanwhile, I’ve heard Trump, when criticized for his insulting style, defend himself by declaring that no one has been more maligned than he. And he can certainly point to instances in which he has indeed been maligned.

That said, permit me to suggest that in an effort to change the current situation in which our fellow citizens are less likely to share their differing political concerns, we leave this maligning issue behind. I just don’t think it likely to  lead to anything productive. Instead, I would like you to consider some suggestions I have personally found helpful.

When a political issue comes up, I say I think the topic is very interesting. Then I encourage the person who first brought up the topic to express his or her opinion. I then give the person an opportunity to fully express it, without my throwing out any insults, or displaying behavior that could in anyway be viewed as disrespectful. I listen without expressing anger and will only interrupt to briefly ask for some clarification of what was said. People value being listened to, and I seek to provide this value.

When the person has clearly finished, I thank the person, summarize what was said, and add that what was said was very helpful to me. I then again thank the person. Then I say, “I’ve heard a different position and I would love to describe it and then get your reaction to it.” I have found that when expressed this way, most will let me proceed. As I describe the different opinion, I use no insults or any tone of voice that might suggest I am maligning the position the other party had expressed. I then ask respectfully for the reaction of the person who had been listening to me, and again I respectfully listen. If I see the person responds angrily, I don’t express return anger. When the person completes the reply, I again summarize what was said using a soft friendly voice and leave the exchange at that. If the person had responded civilly, I would be open to further expand the discussion. Otherwise, I leave the discussion with the hope that in due time both of us will further think about what was said.

This respectful exchange typically works very well for me, and I continue our relationship on friendly terms.

In situations in which people say they don’t want to discuss political issues, I gently encourage them to at least give me a try. I explain that I realize political discussions can get heated and lead to bad feelings, but, with me, they will find me listening respectfully and discuss the issues civilly. I also explain the value that comes from hearing diverse political views. If this leads to an agreement to go ahead with such a discussion, and the person with whom I am having a discussion starts to get heated, I encourage that we return to a civil style. If that doesn’t work, I let the person finish the point that is being made, without my returning the anger, and then suggest we take some time to calm down.

Well, there are my thoughts and suggestions for dealing with this type of situation. I surely encourage readers to express their views regarding this, even if they are contrary to my own.

My Best,
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.

Categories
conflict resolution criticism racism

Cool Steve Deals With Racism

Dr. Jeff Rubin

Welcome to From Insults to Respect. Here’s a story that just might deepen your thoughts about racism.

Cool Steve Deals With Racism

Monday morning.  Lincoln feels more familiar now.  Here and there I see someone I know.

            After lunch, my black friend, Leroy and I are talking about our rock band rehearsal next Thursday night while heading to math class. I spot Steve Marino and Brainy George down the hall.  We’re heading toward them.  I know that Steve and George live in an all-white neighborhood.  How would they react to being introduced to Leroy?

            When Leroy and I reach Steve and George, I nod and try to hurry by, but Steve says, “Wait a minute, Jeff.  I wanna talk to you about playing stickball after school.”

            My heart freezes.  I think, I’ll just keep walking and say quickly, I gotta run.

            But then, what I was doing just feels wrong.  I stop.  My heart—pounding, my forehead—hot—I say, “Hey, this guy over here, he’s… he’s a friend a mine—Leroy Wilson.”

            “Leroy, huh,” says Steve, smiling.  “Hey, you from Coney Island?”

            “No, I ain’t.  I live in Brighton.  Most of the cats in my family, though, live ovuh dere.”

            “Coney Island,’ says George, “a lot of niggers live over there.”

              “What did you say,” yells Leroy? The anger in his voice captures the attention of the hallway traffic.  Students are stopping to see what’s going on.

            Just then, the late bell rings. “Leroy,” says Steve, “I’ll talk to George about his choice of words after school.” Steve then gives Leroy a respectful bow of his head.  Then we quickly head toward our classes.

            On our way, Leroy says, “You know dat Brainy George cat is a real ass.”

*                                  *                                  *

When I spot Steve in the hallway after math, I hustle after him.  “Steve, after school I’m gonna get your friend, George, good.”

            “Get?  Get?  Watcha mean get?”

            “You heard him.  What he said to Leroy, man…”

            “Listen, Jeff, I’ve known George for a couple of years now and I’ve seen quite a few kids rough him up because he can have a big mouth.  And ya know what?  All it does is make him more stubborn. Jeff, I’m with you on wanting George to knock off the insults.  Maybe we could come up with something that actually has a chance of working with him.  I’ll see him in health class eighth period and I’ll tell him we both wanna talk to him after school.  We’ll go to Rocco’s and whyncha keep it friendly until the pizza comes, capeesh?  Then tell him straight how ya feel, without threats.  When you’re through, let him answer you completely.  No matter what he says, don’t interrupt.  When he’s through, you’ll be dying to reply to what he said, but don’t.  Let me go.  We’re old friends.  Some stuff he ough’da hear… well, he’ll be able to take it better if… if it comes from me.  Capeesh?”

            “We still gonna play stickball?”

            “Yeah.  Right after pizza, we’ll go.”

*                                  *                                  *

Later that afternoon, George, Steve and I all walk over to Rocco’s and order a pizza.

            When it comes, I say, “George, ya use the word nigger to piss my friend Leroy off?

            “Hey!  If we start calling those people black, pretty soon they’ll start thinking that they’re as good as us.”

            “George,” says Steve, “why is everything to you in terms of who’s better than the next guy?”

            George doesn’t answer, but his face is turning red.

            Steve pauses a few seconds.  I pick at my pizza trying to restrain myself.  After a few more calming seconds, Steve continues.  “I’ve known you for a couple years now, George, and I know you feel bad about not being too hot in gym and sports and stuff like that.  You looking to put people down to convince yourself that being poor in sports isn’t as bad as being black or… or… or whatever?”

            “Hey!  First of all I don’t give a shit about sports,” George screams.  “And what about you, Steve?! You do the same thing as me, Steve!  You do the same thing!  You’re always saying you want to be the best baseball player around and you’re always comparing yourself to other people!  Just yesterday, I heard you say to Cliff that you think you’re better than Jeff in stickball!  That’s the same thing, Steve!  That’s the same thing!”

            Steve pauses here, looking confused.  Then a smile forms on his lips.  “No.  No, it isn’t,” Steve replies.  I notice he has put his hand on George’s shoulder, and his voice is soft and calming.  “You’re right that I wanna be the best baseball player around, but I know that even if I become the best, that still doesn’t make me better than anyone else as a human being.  Mickey Mantle and Willie Mays are the best players around, but that doesn’t make them any better people than you or me.  It’s okay to strive to be the best at something.  That’s a person’s special contribution.  Cliff’s great at writing about sports; you’re a genius at school stuff; I’m good at baseball; and Jeff’s a good stickball player, maybe not as good as me, but pretty good.”  Steve turns to me and smiles.

            “Finish up with George,” I say, “and we’ll straighten out the stickball issue over the next few games.”

            “All right,” says Steve, still smiling.  “George, first of all, you know I like you, don’t ya?”

            “Yeah.  I guess so.”

            “There’s no guessing here, George.  I don’t have to hang out with you.  I don’t have to be talking to you now.  I do it because I like you.  That’s gotta be pretty obvious to someone with your intelligence.  No?”

            “Yeah.”

            “Good.  Now, correct me if I’m wrong.  No matter how special our talents are, it still don’t make us better or worse than the next guy as a person.  You can see that, can’t ya?”

            I think to myself, maybe in some basic way we are all equal—but people do respect some people more than others.

            George glares at us.  He then roughly shakes hot pepper on his pizza and too much comes spilling out.  “SHIT!” he hollers as he slams the shaker on the table.  He shoves his slice away, crosses his arms in front of his chest, and angles his chair away from us.  We sit silently, listening to the juke box playing “Downtown,” and watching the other patrons passing the time.  Now George is rubbing his head, messing up his already messy hair.  Slowly, a quiet sadness comes over him.  I see a glimmer in his eyes.  He turns to Steve.  “It’s not that I’m bad in sports,” he says, his voice much softer now.  “I couldn’t care less about sports.  It’s just… well, all through elementary school there were these black guys who would gang up on me.  I know white people have roughed me up also.  And probably whites have beat up far more blacks than the other way around.  It’s in the paper all the time how whites are stringing up blacks, especially in the South.  But, when you’ve been beaten up as much as me by blacks, it’s hard to forget just like that.”

            Everyone remains quiet for a few moments.  I notice every now and then Steve looks softly into George’s eyes.  After a while George says, “I guess Leroy… well… he never did anything wrong to me so… well, I guess I should at least give him a chance.”

*                                  *                                  *

A couple of days later, Leroy and I run into George out by the side entrance of Lincoln.  George turns red, stutters for a minute and then says, “Listen, Leroy, I… I… well, I’m sorry about the way I acted the first time we met.”

            “Sorry,” says Leroy.  “Sorry.  Man, git the hell away from me.”

            “Leroy, listen to George for a minute, will ya,” I say.

           

“Leroy,” says George.  “When I was in junior high there were these… well these black kids, and they taunted me day in and day out.  And a few times they beat me up and some of my white friends.  And… well… I wasn’t alone about getting to hate them.  After awhile, the white kids I knew started to say stuff about black people, without bothering to say the stuff just about the kids who picked on us, and… I guess we began in some strange way to think we were better than blacks.  That’s wrong, and I’m… well, I’m sorry.”

            Leroy places his hands on the tight black curls of his closely cropped hair.  He clears his throat by going, “Ahmmm. Ahmmm.”  He crosses his arms in front of his chest and takes a tough looking stance.  Then he puts his arms down to his side.  Finally, in his deep rich voice he says, with his hands moving in front of him: “Ya know, it’s funny… it’s funny about dis business of so many cats tryin’ ta think dey’re better dan everyone else.  Ya know, when I go ta Coney Island, some of da black cats ovuh dere mess wit’ me just because dey know I have white friends.  Dey start squawking, ‘Boy, you a whitey’ or ‘You a Oreo!’  Dey think dey’re better den me ‘cause dey have just black friends.  Dere’s times when I hated all of ‘em because of it.  At uda times, I hated all whites fuh makin’ black people hate me.  T’ tell ya da truth, George, I guess… well, I guess I have no call holden’ a grudge wit’ you, not wit’ me sorta doin’ da same thing lots of times.”

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

 

Categories
criticism critique dealing with criticism suggestions

What’s Better, Criticism, Critique, or Suggestion?

Welcome to From Insults to Respect.

My last couple of blog posts see (HERE & HERE) explored why criticism often leads to defensiveness. Shortly after I published these, one of my readers, Bob Parker, PhD, responded with an email saying,

“I liked your blog post a lot. It rings very true. I think a fine line exists between defensive reactions and introspection in this case. In my therapy practice with clients I distinguish between criticizing and “critiquing” a client’s train of thought, actions, etc. “Criticizing” is an emotionally charged word we are socially conditioned to react against out of a feeling for self preservation.”
Bob then invited me to have a phone conversation to further discuss this topic which I took him up on. Among the issues we discussed was his psychotherapy sessions approach to providing feedback to his clients. He prefaces his comments with the following words–“I’d like to make some suggestions. Are you OK with that?”

As I thought about this, my mind went to how I would present ideas to my clients over the years, ideas that could be interpreted as criticism. I’m retired now from providing direct counseling service, instead providing free recommendations about handling criticism and enhancing respect through my blog. Reflecting back to my counseling days, I didn’t first ask for permission. Nor did I bother trying to make some distinction between criticism, critique, or suggestion. Instead, I would say something like, “I’m wondering if such and such would lead to a better outcome?” Then I would listen empathetically to my client, avoiding taking the position that I was right and my client was wrong. I often would say during these exchanges, ” I encourage you to consider whatever I say as a question, rather than a statement, because what might be right for one person might be wrong for another.”

So, hopefully you are beginning to get a sense of how people differ when providing feedback. Because these types of situations can ignite anger, defensiveness, and reactance, I’m thinking it might deepen our understanding of these situations by exploring this topic a little further. So, to that end, I decided to ask my two sons and my wife two questions–Do you prefer, when getting feedback, someone first asked you for permission? And do you have a preference for the words criticism, critique, or suggestion when someone provides feedback to you? So, let’s see what they had to say.

My Older Son, Lennon

Lennon Rubin

Lennon, in his late-thirties, responded,

I think that’s a complicated question and depends on the situation, my emotional state at the time, and the person giving the criticism. For example, in my work environment, I don’t need any of my colleagues to ask permission to give work related criticism. I work in a very collaborative and professional environment where feedback is commonplace and I trust my colleagues to do it in a professional manner. However, if a random stranger wants to walk up to me to criticize the clothing that I’m wearing when I’m already having a bad day, I would appreciate them asking first so I could tell them no.

When asked if he prefers criticism, critique, or suggestion, he replied, “I prefer ‘suggestion.’  ‘Criticism’ and ‘critique’ feel too formal for the vast majority of situations.”

My Younger Son, Jack

Jack, in his mid-thirties, responded,

For things that are sensitive I prefer to be asked prior to receiving criticism. Mainly because if I’m in a vulnerable state around something the criticism potentially can do more harm than good. For things I’m not too invested in I don’t care as much. If someone isn’t sure about if something would be sensitive or not, I’d suggest they err on the side of caution and ask permission. 

When asked about any preference regarding criticism, critique, or suggestion, he replied, “I don’t have a preference. Suggestion is probably the least loaded though.”

My Wife, Andrea

The audience and tone of voice are factors for me. I’m open to hearing most criticism, critique, suggestion, or feedback – no preference there – if presented in a kind manner. From experience, asking permission to give or take feedback first seems to help soften defensiveness. Engaging in brief conversation, allows me and hopefully others, to use the information from the encounter for reflection.

My Personal Approach

Dr. Jeffrey Rubin

I use to get quite defensive in my earlier years, but through studying some wisdom traditions, and perhaps from just getting more mature, I’ve learned to experience criticism as pleasant exchanges and helpful. In fact, I often find it fun.

There is no need, when someone criticizes me to pull any punches, or beat around the bush, just come out with it as you like. I can see why some would prefer the word suggestion, but as for me, call it whatever you prefer.

As I discussed in my previous post on this topic, like John Stuart Mill in his brilliant book On Liberty, I have become convinced that when people criticize us, even for holding an opinion we are very sure of,

….let us thank them for it, open our minds to listen to them, and rejoice…. In the case of any person whose judgment is really deserving of confidence, how has it become so? Because he has kept his mind open to criticism of his opinions and conduct. Because it has been his practice to listen to all that could be said against him; to profit by as much of it as was just, and expound to himself, and upon occasion to others, the fallacy of what was fallacious. Because he has felt, that the only way in which a human being can make some approach to knowing the whole of a subject, is by hearing what can be said about it by persons of every variety of opinion, and studying all modes in which it can be looked at by every character of mind.

And I like that this approach moves us to an authoritative approach to issues in contrast to an authoritarian approach. There are times when I do get a hit of angst, but it is received with confidence that I can use the angst to deepen my search to find a better response.

As I explained in earlier posts, to my mind a helpful response to criticism looks like this:

The person being criticized listens to the criticizer in a supportive, warm, friendly style, and then makes it clear that he or she fully understands what was said by summarizing it. The person, moreover, puts the criticizer at ease by  indicating the wise learn from criticism. Some time is spent on showing that he or she is thinking about the criticism. If, after processing, the criticism is deemed to be correct, a statement is frankly made indicating, “I can see your ideas have merit and I intend to use them in the future.” If, after processing, the criticism is deemed to be incorrect, a statement is made designed to disagree without being disagreeable. More specifically, a sense of humor, some empathic listening, and a few smiles help to traverse rough terrain. As the episode winds down, the criticizer is encouraged to feel comfortable communicating suggestions in the future.

Okay, there you have it, some thoughts on this challenging topic. I’d love to get reactions from readers.

Until next time, have a great week.
My Best,
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.

Categories
conflict resolution criticism free social intelligence and emotional intelligence curriculum Freedom

Criticism and the Desire to Maintain Freedom

Welcome to From Insults to Respect. In my last blog post, we discussed how criticism often leads to an angry conflict related to the desire to be liked. We now turn to another reason why criticism often leads to a conflict — the desire to maintain freedom.

No photo description available.Back in 1966, psychologist Jack W. Brehm published a remarkable book entitled, A Theory of Psychological Reactance. In a nutshell, it states that people become motivationally aroused by a threat to or elimination of a behavioral freedom. This motivational state is what is called psychological reactance.

Psychological reactance impels the individual to restore the freedom that was threatened or taken away. There may be two manifestations of the occurrence of reactance: actual attempts to restore freedom and increased perceived attractiveness of the lost or threatened option.

Dr. Brehm argued that people tend to ask themselves, “If he does this to me, what can’t he do?” That is, when one freedom is threatened or taken away, many freedoms logically could be in danger, and they presumably will be perceived as threatened unless there is an explicit and convincingly stated limit.

Dr. Brehm has provided the following example:

Two or three years ago when services at the Library of Congress were reduced because of the budget squeeze, users of the library screamed bloody murder. My guess is that while some users may have been inconvenienced, the real strength of their response came from the implied threat to all their uses of the library. After all, if certain services could be reduced, then what was to prevent those services from being eliminated altogether or other services from being reduced or eliminated?[1]

Now let’s apply this theory of reactance to the frequent observation that criticism often leads to defensiveness.

In this comic strip, we see Lucy is mighty upset because her mother criticized her for being bad and then paired this with a punishment — cancelling her birthday party. This pairing of criticism and punishment is so common when kids are growing up that it may be the reason why many folks have a difficult time dealing with criticism even when it is unlikely to lead in a particular situation to punishment.

The association of punishment and criticism perhaps has become so ingrained from early childhood, that without even realizing it, many become defensive and resist criticism.

We see, in this comic, Lucy trying to resist her mother’s punishment, and when Linus criticizes Lucy’s response to her mother, Lucy cries out that she would rather die than go along with it.

The threat to both desires, being liked and doing whatever the hell we like, apparently are major reasons why criticism is so hard to bear. The tough feelings that come about has led to a philosophy of many folks that they should discourage anyone from providing criticism to them by their righteous defensiveness.

John Stuart Mill published a brilliant book back in 1859, titled On Liberty, and it is still revered by millions. He presents a very different philosophy. According to Mr. Mill, if people criticize us, even for holding an opinion we are very sure of, “let us thank them for it, open our minds to listen to them, and rejoice…”  Mr. Mill does not just declare that this is so; rather, he spends many pages explaining the reasons for his position. He points to many people who were quite certain of a position and after hearing counterarguments came to realize they had been mistaken. Many people, for example, once believed with complete certainty that the Earth is flat but came to change their minds when they met up with people who criticized their belief using sound evidence.

Although it would distract us for too long to review all of Mr. Mill’s examples and arguments, I would like you to consider carefully one of his finest paragraphs.

John Stewart Mill

“In the case of any person whose judgment is really deserving of confidence, how has it become so? Because he has kept his mind open to criticism of his opinions and conduct. Because it has been his practice to listen to all that could be said against him; to profit by as much of it as was just, and expound to himself, and upon occasion to others, the fallacy of what was fallacious. Because he has felt, that the only way in which a human being can make some approach to knowing the whole of a subject, is by hearing what can be said about it by persons of every variety of opinion, and studying all modes in which it can be looked at by every character of mind. No wise man ever acquired his wisdom in any mode but this; nor is it the nature of human intellect to become wise in any other manner. The steady habit of correcting and completing his own opinion by collating it with those of others, so far from causing doubt and hesitation in carrying it into practice, is the only stable foundation for a just reliance on it: for, being cognizant of all that can, at least obviously, be said against him, and having taken up his position against all gainsayers knowing that he has sought for objections and difficulties, instead of avoiding them, and has shut out no light which can be thrown upon the subject from any quarter—fie has a right to think his judgment better than that of any person, or any multitude, who have not gone through a similar process.”

In my view, some people, when they criticize us, sometimes do provide us with information and ideas that we had not been previously aware of. And even when some people criticize us and provide us with information and ideas that strike us as false, we are still likely to be better off in the end. The very process we go through of putting some ideas together so that we can articulate why we hold their information and ideas as false has a way of organizing and deepening our understanding in a helpful manner.

For me, personally, having been quite defensive in my earlier years, taking up this aspect of Mill’s philosophy has led to far more pleasant exchanges. In fact, I often find it fun. And I like that it moves me more to an authoritative approach in contrast to an authoritarian approach. There are times when I do get a hit of angst, but it is received with confidence that I can use the angst to deepen my search to find a better response.

What would a response to criticism look like that is consistent with this type of philosophy? Here’s my take on this.

The person being criticized listens to the criticizer in a supportive, warm, friendly style, and then makes it clear that he or she fully understands what was said by summarizing it. The person, moreover, puts the criticizer at ease by  indicating the wise learn from criticism. Some time is spent on showing that he or she is thinking about the criticism. If, after processing, the criticism is deemed to be correct, a statement is frankly made indicating, “I can see your ideas have merit and I intend to use them in the future.” If, after processing, the criticism is deemed to be incorrect, a statement is made designed to disagree without being disagreeable. More specifically, a sense of humor, some empathic listening, and a few smiles help to traverse rough terrain. As the episode winds down, the criticizer is encouraged to feel comfortable communicating suggestions in the future.

As it happens, I have found that people who respond to criticism in this way are more liked and respected than those who instead become defensive. Moreover, over the years of my teaching conflict resolution and counseling folks, I have found that most people can easily learn to respond to criticism in this more positive manner even if they had spent years responding defensively.

The training needed to make that change is simple and free. Over a two month period, once a week reserve fifteen minutes at a convenient time to imagine someone has criticized you. Write how you think you might respond. Not just the words you might say, but how you might feel, and also how defensive your words might be perceived. Then, reread the description of the type of response I described above in italics. Then, three times, out loud, provide a response to the criticism that is consistent with that description. After two months, make an appointment with a friend or family member to help you out. Show the helper the italicized response description, and then have the helper make up some criticism of you, and have her or him use it in a role-play in which you are criticized, and you respond. Use your phone camera to record it. Then, while watching the video recording, ask your helper to criticize how well your response matches the italicized paragraph. Do this exercise one more time about a week later, and you will be amazed at how easy you will be able to handle criticism in the future.

[1] J. W. Brehm [1989], “Psychological Reactance: Theory and Applications,” in Advances in Consumer Research, Volume 16, eds. Thomas K. Srull, Provo, UT : Association for Consumer Research, Pages: 72-75

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

Categories
conflict resolution criticism

Criticism and the Desire to be Liked

Welcome to From Insults to Respect.

When someone provides criticism anger often ensues.

The above comic offers us a fine example. Why is Sally getting so angry over her brother’s comment? Could it have to do with the desire to be liked and loved?

For many of us, not being liked or loved is the worst thing imaginable. When you’re around someone who likes you, oftentimes that makes life more pleasant.

People don’t only desire to be liked, they also desire that people like their clothes, their appearance, and their acts as well.

There is within natural selection theory a hypothesis about why people feel so strongly about being liked. This hypothesis states that people have an inborn fear of not being liked because in some ancient cultures someone not liked would be banished from the tribe, and those banished would be less likely to survive in the harsh environs of the day than those who were not banished. It is also possible that people are more likely to help others who are liked, and this too provides an increase chance of survival.

The anxiety of not being loved as much as you desire, when coupled with the fear that accompanies the image of being all on your own can be so uncomfortable that it leads individuals to do some creative acts to ward off these feelings.

For me the following poem by Emily Dickinson beautifully captures what may be going on inside of us when we feel the sense of not being loved:

Emily Dickinson

There is a pain — so utter —
It swallows substance up —
Then covers the Abyss with Trance —
So Memory can step
Around — across — upon it —
As one within a Swoon —
Goes safely — where an open eye —
Would drop Him— Bone by Bone.

Here Dickinson talks about a pain so utter it swallows substance up and then covers the abyss with trance. The experience of being unloved and all alone is like this. Any act that reminds an individual of these feelings can provoke defensiveness.

Many people don’t like it when they are criticized and begin to take some action to discourage it. In our Peanuts comic, Sally feels her brother is wrong for not liking her swirls, and perhaps attached to those feelings is fear of not being liked. Why else would she act so strongly about her brother’s comment?

By more deeply understanding why people can react so strongly to criticism, we can see better how to deal with them. For example, if Charlie Brown indeed likes his sister, he would be wise to consider if there is any value to letting her know this more often than he has been doing. A comment from time to time such as, “You know Sally, you’re my sister and I love you a whole bunch,” could be very helpful to fulfill her desire to be liked.

Another approach Charlie Brown could try is to begin to teach Sally that he can still like her even if he doesn’t think what she did on some occasion was great. We can love the person even when we don’t love the act the person has carried out. If Charlie Brown would help Sally to fulfill her desire to be liked on a regular basis by using these techniques, the recurring conflict that involves her desire to be liked may come up less frequently when he criticizes her. He would have to try it out to test this hypothesis, but it at least gives Charlie Brown a plan that has the potential to improve his current situation.

Being aware of the connection between the desire to be liked and criticism also helps us to be aware that sometimes it is better not to criticize someone in front of others. Notice what happens after Charlie Brown criticizes Sally’s swirls and then Sally interprets Snoopy as having also criticized them.

Sally becomes even more upset. When you become threatened because you think that one person doesn’t like you, it becomes even more painful when others gang up on you.

The words Sally uses when she hollers at Snoopy are interesting— “And who asked you?” It suggests that Sally feels that if she did not ask Snoopy for his opinion, he has no right to be giving his opinion. Sally’s view is quite common.

Why aren’t unsolicited negative criticisms welcomed? For many, it hurt because it brings up the feeling of “not being liked.” When we come to realize this, we may pause before giving an opinion, which is a type of criticism, and ask ourselves if it is worth the risk of starting a conflict about being liked.

Now there are occasions when the risk makes sense. Let’s say I’m dating Alison, and it is pretty clear she likes me and that I like her. But there is one thing Alison does that is making me feel like I want to end our relationship—when she criticizes me, she uses a very nasty tone that involves shouting and glares. She hasn’t asked me for my opinion, but I feel that it’s worth a shot to confront her with this because both of us could benefit from solving this problem.

Knowing that when people are criticized it often brings up this recurring “liking” conflict, I could present my comments to her carefully. I can seek to find a time when we are all alone and she appears to be open and relaxed. At that time, I could say, “Alison, I sure like you a lot. I’m very physically attracted to you, you’re smart, and most of the time you treat me in a very caring way that I really love. I am having difficulty with this one problem though. There are times I do something that you don’t like, and when you confront me, you do it in a tone that’s beginning to get to me.”

Notice how I began my comments by reassuring her that I like her and by giving her a few specific examples of what I like about her. This helps to fulfill her desire to be liked. Once this desire is fulfilled to some degree, it can potentially decrease the intensity of the conflict as we attempt to solve the problem.

It’s interesting that some people, even when they realize that providing criticism at a given point in time is not the best thing to be doing, have a hard time refraining. Sometimes we have to work on making changes over a period of time.

Seeing ourselves make mistakes while we are trying to make a change may lead to our criticizing ourselves. Most of us desire to like ourselves. To feel the blues deeply while knowing that mistakes are part of the learning process is a different bluesy feeling than the feeling we get when we think a mistake means we are inherently, unchangeably not likable. The “learning” bluesy feeling is more hopeful. Learning to be kind to yourself when you make a mistake is an important step in learning to be kind to others when you see them make mistakes.

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

Categories
conflict resolution criticism dealing with criticism Naomi Osaka Serena Williams

Tears at the U.S. Open

Welcome to From Insults To Respect. As regular readers well know, from time to time I present discussions about the value of dealing with criticism in a manner that can enhance the respect people have for us. I began these discussions by describing how I made a lot of TV shows with a variety of actors displaying different styles of responding to criticism. Then I asked a wide range of people over several years to watch the shows and discuss their reactions.

By doing this, I became very familiar with what people like and respect when it comes to responding to criticism. I then arranged what I had learned into five levels. Level one is the least liked. Each higher level is viewed as more mature, likable, and respected by those who watched the video recordings.

Illustration by Deanna MartinezTo familiarize readers with the five levels, from time to time, I provide real life examples of people dealing with criticism and then ask readers to rate how the criticism had been handled. This week, while thinking about what my next example might be, a new real life example arose as I watched a tennis match between Serena Williams and Naomi Osaka. The two stars were playing at the U.S. Open to determine which would be the women’s national champion.

During the second set, Serena’s coach directed some hand signals at her, and later he admitted that this was an act designed to coach her. The chair umpire, Carlos Ramos, noticed the hand signals, and announced that he was issuing an official warning to Serena because it is a violation of the rules. At this point, Serena indicated that when Ramos issued the official warning, he had criticized her, accusing her of cheating. Before long, tears, like rain, were flowing from Serena and Naomi’s eyes.

There is a set of Youtube videos (see HERE and HERE) that allows us to observe every detail of what transpired, along with a New York Times step by step description of the relevant events (see HERE). Thus, I think that it is a particularly excellent example of a real life event that chronicles dealing with criticism, the consequences of such actions, and what we, personally, can do to improve our own skills when dealing with criticism.

So, for this little practice session, let’s begin by reviewing the five levels of responding to criticism. Then we’ll go into the details of how both Serena and Naomi responded to the perceived criticism that they experienced at the U.S. Open. After that, we’ll see if we can apply the principles of the five levels to what occurred. Finally, I’ll provide some of my own personal views about how the criticism events were handled.

Five Levels of Responding to Criticism

Before providing the five levels, I want to make sure that readers understand that they are not to be viewed as items written in stone. There may be some situations that might alter someone’s view of what is an ideal response. And individuals are of course entitled to make their own personal set of levels. Nevertheless, the levels are useful because they are generally viewed by a wide range of people in a variety of situations to match their own perceptions of what is a respected response to criticism. Thus, it provides us a way to debate its flaws and strengths, and in the end, we come away having deepened our thinking about important issues.

That said, let’s move on to a description of the five levels of responding to criticism. The actions of level 1 are viewed as the least respected, and each higher level tends to get higher ratings.

The Five Levels

1.  Displays one or more of the following:

  • Weeps or sobs with tears or pouts without also using the skills described in level 4 or 5.
  • Physically attacks the criticizer
  • Damages property

2.  Displays one or more of the following:

  • Insults the criticizer (either with words, hand gestures, the sticking out of a tongue, the rolling of the eyes, or smirks)
  • Glares at the criticizer
  • Threatens the criticizer
  • Punches, kicks, or throws an object without physically hurting someone or damaging anything
  • Criticizes the criticizer without first fully addressing the original criticism.

3.  Displays one or both of the following:

  • Displays defensiveness without directly insulting the criticizer (raising voice’s volume or pitch)
  • Displays a lack of interest either by orally indicating this, or with nonverbal cues, or complete silence. 

 

4.  Level 4 individuals listen to the criticizer in a supportive, warm, friendly style, and then make it clear that they fully understand what was said. Moreover, they put the criticizer at ease by perhaps making statements that indicate that the wise learn from criticism. Some time is spent on showing that they are thinking about the criticism. If, after thinking about the criticism the criticism is deemed to be correct, they make a statement frankly indicating, “I can see your ideas have merit and I intend to use them in the future.” If they are not sure if they agree, they make a statement indicating that they are very interested in what was said, plan to think a little more about this over the next few days and then they will be ready to discuss this further.  If, after thinking about the criticism, the criticism is deemed to be incorrect, a statement is made designed to disagree without being disagreeable. More specifically, a sense of humor, some listening in a caring way, and a few smiles help to traverse rough terrain. As the episode winds down, the criticizer is encouraged to feel comfortable communicating suggestions in the future.

5.  In addition to actions consistent with level 4, people responding to criticism in a manner consistent with level 5 seek ways to use, whenever they disagree with the criticism, a technique known as steering in the direction the criticizer would prefer to go. That is, rather than just disagreeing without being disagreeable, the criticized person seeks to find a new choice of action that creatively utilizes some aspect suggested from the criticism. Steering cannot be incorporated into all situations, but it is an additional goal of the most mature individuals.

Here’s What Happened

In the first set, Naomi looked impressive, beating the enormously talented Serena, 6-2.

During the second set, Serena won the first game, and during the second game chair umpire, Carlos Ramos, announced the coaching code violation against Serena. The penalty was a formal warning, and if there had been no additional violations there would have been no consequence to the warning.

Serena, upon hearing that a warning had been issued, approached chair umpire Ramos and, from her comments, it became apparent she believed Mr. Ramos had criticized her for cheating. Thus she said assertively, “You may have thought that was coaching, but I’m telling you it was not. I don’t cheat to win. I’d rather lose. I’m just letting you know.”

Mr. Ramos listened attentively, and nodded his head. Serena then went back to the court and lost that game.

A little later, during one of the changeovers, with Serena leading 2-1, she went over to chair umpire Ramos and indicated that she was not ready to put to rest her concern that she believed she had been accused of cheating. Thus, she very civilly explained to Ramos that she understood why he may have thought her coach was coaching, but she stressed that she never did that. Ramos nodded, and then Serena calmly said again that she did not cheat, and Ramos said, “I know that.”

Serena responded, “O.K., thank you so much.”

At this point, Serena may have thought that she had persuaded Ramos to reverse the call on the code violation, which never happens.

Serena won the next game, breaking Naomi’s serve, making the score 3-1.

In the next game, Serena hit a backhand into the net for an unforced error, allowing Naomi to break right back. At this point, Serena was still in the lead, 3-2. Nevertheless, her response to losing that game was to fling her racket into the ground, breaking it.

Throwing a racket is an automatic code violation, and because it was Serena’s second violation, Naomi gained a point for the next game. Ramos had clearly announced, “Code violation, racket abuse, point penalty, Mrs. Williams.”

Serena did not react, just going over to her chair during the break. When Serena returned to the court on the deuce side, apparently expecting the score to be 0-0, she was told to move over to the add side of the court because the score was 0-15. Serena approached the chair again, initially confused by the score. “This is unbelievable, every time I play here I have problems,” Serena said to Ramos.

When Ramos explained that Serena had a point penalty for smashing her racket, she calmly said, “Yeah, that’s a warning.” Then chair umpire Ramos explained that she already had a warning for the coaching violation, and here Serena raised her voice, and looking exasperated, cried out, “I didn’t get coaching! I didn’t get coaching! I didn’t get coaching! You need to make an announcement that I didn’t get coaching. I don’t cheat. I didn’t get coaching!”

As Serena was saying this, Ramos was leaning toward Serena, nodding, indicating he was listening to what she was saying. He did say something very briefly and softly to her, but I couldn’t make it out.

Serena, in response, cried out, “You need to…you owe me an apology! I have never cheated in my life!” She appeared to be glaring at Ramos.

Serena continued from here to say, “I have a daughter, and I stand for what is right for her, and I have never cheated! You owe me an apology. You are never going to umpire for one of my matches again!” While saying this she at times yelled and wagged her finger at Ramos.

Finally, returning to play, Serena loses the next game, and the game after that, handing the lead over to Naomi, 4-3.

Upon sitting down for the between game break, Serena returned to her response to the criticism she had received from Ramos. Waving her finger at him and clearly yelling, she said, “For you to attack my character, then something is wrong, is wrong! You attacked my character!”

Ramos denied this, and Serena replied,”Yes, you are! You owe me an apology!”

Ramos said something I couldn’t make out, and then Serena yelled, “You will never, ever, be on the same court as me as long as you live!” She then called Ramos a liar as he is looking squarely at her, and leaning his body to her, clearly listening to what she had to say.

Ramos, at this point, if he was following the strict rules of the tournament, could have issued Serena a code violation penalty for this because the 2018 Official Grand Slam Rule Book states,

“… verbal abuse is defined as a statement about an official, opponent, sponsor, spectator or other person that implies dishonesty or is derogatory, insulting or otherwise abusive.”

Calling Ramos a liar clearly implies dishonesty. Rather than penalize her, Ramos patiently turned away.

At this point, Serena is on pretty risky ground, but she still refuses to let up. She says to Ramos, while glaring at him,”When are you going to give me my apology! You owe me an apology. Say it! Say you’re sorry!”

Ramos can be heard saying something very briefly, perhaps warning her that if she keeps this up she will be getting another code violation penalty, but I can’t really make it out. Serena replied, “Then don’t talk to me! Well, then don’t talk to me.”

Ramos can then be seen in video recordings complying with this request, turning his body and eyes to face a direction away from Serena.

Serena then said, “How dare you insinuate I was cheating!” After a brief pause during which Serena took a bite of something that looks like an energy bar, she then said to Ramos, “You stole a point from me! You’re a thief!”

It was at this point that Ramos said, “Code violation, verbal abuse, game penalty, Mrs. Williams.” Thus, the score stood at this point, 5-3 in favor of Naomi.

Serena ignored this, and went back on the court, taking a position to receive a serve from Naomi, but because she lost a game as a result of the code violation, it is Serena’s turn to serve. She didn’t seem to understand this, so Ramos called both players over to his chair and clearly explained what the situation is. Serena responded by laughing, and asked, “Are you kidding me?”

Ramos, indicated he is not kidding. Serena replied, “Because I said you are a thief because you stole a point from me, but I’m not a cheater.” She was not yelling at this point, just looked amazed.

Again Ramos said something to Serena, but I could not make it out. Serena, replied, “But I’m not a cheater. I told you to apologize to me. This is…excuse me, I need a referee.”

Serena now began to make her case to the highest official at the U.S. Open, during which she began to cry. “You know my character,” she said, “and this is not right. This has happened too many times, this is not fair. To lose a game for saying that, this is not fair. Do you know how many men do much worse than that, this is not fair. Because I’m a woman, you are going to take this away from me. You know it, and I know you can’t admit it, but I know you know it.”

The official made it clear she can’t change the ruling, and Serena replied, “I know you can’t change it, I get the rule, but I’m just saying it’s not right. This happens to me every single year, and it’s not right. That’s all I have to say.”  Then Serena returned to the court, and upon easily winning the next game, went over to one of the officials, and, while shedding tears, continued to argue that it is not fair that she was penalized a whole game because men have said much worse. The official, who is the president of the United States Tennis Association, listened in what strikes me as a caring manner, but made it clear that she can’t change the chair umpire’s ruling.

When Serena returned to play, it was Naomi’s turn to serve. Naomi easily won that game, and, consequently, the match and the U.S. Open Championship.

After the final point, Serena, graciously walked over to Naomi and gave her a hug.

Several times after the final point there were waves of boos from the crowd, and Naomi clearly had tears streaming from her eyes. It was not clear if these boos were tears of joy, or in response to the boos. She later reported that she “kinda thought the boos were directed at me,” but most observers felt they were actually directed at Ramos for issuing the penalties.

Moments later, the master of ceremony announced it was time to present the trophies, and another round of boos were heard. Naomi once again began to cry. Serena put her arms around Naomi, smiled, and said she was proud of her and that she should know that the crowd wasn’t booing at her. Naomi returned a genuine smile.

When it was Serena’s turn to say something during the awards ceremony, she graciously said, while choking back tears, “She played well, and this is her first grand slam, and I know that you guys were rooting, and I was rooting too, but let’s make this the best moment that we can. We’ll get through this, but, let’s give everyone the credit where credit is due, and let’s not boo anymore, we’re going to get through this and let’s be positive. Congratulations Naomi. No more booing. Thank you to my team, you guys are amazing.” Serena, begins to wipe away her tears, which were streaming from her eyes. She manages to continue, saying, “Thank you to the crowd, you guys are the best in the world. Thank you so much, and I really hope to go again to continue to play here again. We’ll see. It was a tough year for me, but thank you so much.”

The crowd gives her a warm round of applause, and Naomi applauded, along with the others in the ceremonial party. Then the announcer said, “And now our champion, Naomi Osaka.” The crowd does provide her a hearty cheer.

The announcer, talking directly to Naomi, notes that this was a long time dream for her to play against her idol, Serena, in this championship game, and then asked her, “How does the reality compare to that dream?”

Naomi responded by saying, “Um, I’m going to sort of defer from answering your question. I’m sorry.”

The announcer replies, “No problem.”

Naomi then goes on to say, with tears in her eyes, “I know everyone was cheering for her, and I’m sorry that it had to end like this.” She wipes her eyes, and continues, “I just want to say thanks for watching the match, thank you.”

Moments later, Naomi turns to Serena, and says, “It was always my dream to play against you, Serena, in the U.S. Open final, so I’m really glad to have been able to do that, and I’m really grateful that I was able to play with you. Thank you.” As Naomi said thank you, she gave a respectful bow to Serena. Serena nodded and smiled.

Deepening Your Thoughts About What Happened

The responses of Serena and Naomi to the perceived criticism that they received at the U.S. Open provides us an opportunity to refresh our thoughts about actions that can enhance the respect people have for us. It can also provide us an opportunity to discuss some important issues that uniquely arise from this specific day’s event.

To enhance the value of this discussion, before moving on to my own views about those events, I would love it if you would first pause here and think about what took place. Then, if you will, rate on a 1 to 5 scale how well you personally think Serena, and then Naomi, handled the criticism that they perceived was targeted at them.

After doing this, look over the five levels of criticism provided above, and see which one best matches how Serena handled the criticism she felt Ramos had directed to her, and then do the same thing for how Naomi handled the criticism she felt the crowd at the U.S. Open had presented to her when they booed. Once you complete this, read on to get my personal impressions.

My Personal Impressions

When Serena came to believe that Ramos accused her of cheating, she assertively said, “You may have thought that was coaching, but I’m telling you it was not. I don’t cheat to win. I’d rather lose. I’m just letting you know.” This was said in a respectful tone of voice. Mr. Ramos listened attentively, and nodded his head. Serena then went back to the game.

During that verbal exchange, Serena did none of the negative actions described in the first three levels of responding to criticism. Nevertheless, her actions didn’t quite match either of the two higher levels. Part of level 4 says, for example, “Level 4 individuals listen to the criticizer in a supportive, warm, friendly style, and then make it clear that they fully understand what was said.” Although Serena’s actions did not fully match this part of the description, given the setting, it made sense for her to cut any discussion short for she had a game to play in front of a sold out crowd and an even larger national audience. So, I think that if her response had ended here, I would lean toward rating her actions as pretty close to a 4.

If there was less pressure to proceed with the game, I would have liked her to have said to Ramos something like, “I think that the coaching code violation means you are accusing me of being a cheater. Is that right?” I say this, because the phrase in the level 4 description which states, “make it clear that they fully understand what was said,” means that the person criticized would first restate the criticism, as he or she understands it, and then ask if this restatement is correct. If Serena had done so, I think Ramos would have said something like, “I’m not accusing you of cheating. I’m saying your coach has violated, in my opinion, the code that says there is to be no coaching during a U.S. Open match. It was entirely on this basis that I issued you a warning.”

Later, after the match, when there was more time, Serena could have checked with her coach to see what he had done to give Ramos the impression that he was coaching. In any case, at this point, she had been given, as a penalty, just a warning.

Unfortunately, Serena did not refrain from additional code violations. The next such act occurred when Serena hit a backhand into the net for an unforced error, allowing Naomi to win her second game of the second set. At this point, Serena was still in the lead, 3-2. Nevertheless, her response to losing that game was to fling her racket into the ground, breaking it. Thus, it seems to me, that she had criticized herself for her unforced error, and responded by destroying her property. This is clearly a level one response. Ramos penalized Serena one point for the next game.

Serena’s actions that led up to Ramos issuing a full game penalty for her third code violation is clearly properly rated a level 2 response. She yelled, glared at Ramos, called him names (liar and thief) and threatened him when she said, “You are never going to umpire for one of my matches again!”

This example of dealing with criticism provides us a fine example in which people, when criticized, are not just upset because of the criticism, but also the consequences of receiving the criticism. Oftentimes the consequences are not as obvious as in this case. Here we plainly see that Serena received a warning, which was, at the time, reasonably assumed to be of little consequence. However, when she broke her racket, because she already had a warning, she now had lost a point. When she called Ramos a thief, the clear consequence was losing an entire game, and, consequently dramatically increased the chances of losing the entire match. She was also subsequently docked by the tournament referee’s office $17,000 ($10,000 for “verbal abuse” of chair umpire Carlos Ramos, $4,000 for being warned for coaching, and $3,000 for breaking her racket).

In many examples in which someone is dealing with criticism, the consequences of responding in a manner consistent with levels 1, 2, or 3 is not as obvious, but can potentially be enormous. If you respond to your boss’s criticism in a manner that she or he views as immature, you may not get a desired promotion, or, during an economic downturn, you may be one of the first to lose your job. You might not attribute such consequences to how you deal with criticism. Similarly, you might turn off someone you are dating because of the way you handle criticism, and not realize it. Thus, learning about how best to deal with criticism has many consequences, both obvious and subtle.

Here’s another issue that comes up when dealing with criticism that is highlighted in the Serena example. When you disagree with the criticism, what is the quality of your argument for disagreeing? In this example, Serena claimed during an on-court discussion with US Open officials, “Do you know how many other men do things that are much worse than that?” In a USA Today report (see HERE) they tried to throw some light on this issue. Thus, they reported,

“During the three previous Grand Slams — the French Open, Wimbledon and Australian Open — men were assessed 59 code violations, almost twice as many as the women. The men were issued violations for coaching nine times and the most common violation was abuse of racket/equipment 19 times.”

Of course, this is not conclusive evidence for or against the allegation that men say worse things and don’t get penalized like women do. In my view, Serena would have handled this issue quite a bit better if she had said she is concerned that women have not been treated equally when it comes to code violation penalties, and she intends to look into this in a reasonable manner. Then, after the tournament, she could have arranged for an independent analysis of this question. All of these big tournament games are recorded, and such an analysis would be worthwhile in the interest of fairness.

Serena’s coach Patrick Mouratoglou

As far as Serena’s coach’s claim that assessing a coaching code violation never happens, USA Today’s analysis indicates that,

assessing code violations for coaching is not uncommon, according to information provided by the ITF. Of the 31 code violations assessed during the three Grand Slams before the US Open, 11 of them were for coaching — more than any other code violation.

What else can this example of dealing with criticism highlight? Well, I think it is important to point out that people develop respect for people for many different reasons besides how they deal with criticism. Despite how Serena handled the criticism at this last U.S. Open, her incredible talent as a tennis player has many of her fans remaining enormously supportive of her. Moreover, after her loss, the way she warmly embraced Naomi, and then encouraged the crowd to cut out the booing, certainly enhanced my respect for her.

As for how Naomi handled the criticism that she perceived, she avoided calling the booing crowd any nasty names. She did begin to cry. Crying is not viewed as a reason to assess someone as acting in a manner consistent with the lower levels of the responding to criticism model that we have been discussing if it is followed by displaying actions consistent with either level four or five. Recall that when Naomi heard the booing, besides crying, she said in a soft, choked up voice, “I know everyone was cheering for her, and I’m sorry that it had to end like this.” She then wiped her eyes, and continued, “I just want to say thanks for watching the match, thank you.”

There is a line in the level 4 description that states, “If, after thinking about the criticism, the criticism is deemed to be incorrect, a statement is made designed to disagree without being disagreeable.” I think Naomi did an admirable job in applying this principle in reaction to the booing. I’m rating her response a 4.

Okay then, there you have it, another “dealing with criticism” practice session. I hope you found it helpful.

Such practice sessions are greatly enhanced if once a week you take a few minutes to recall an incident in which someone criticized you. Then, compare your response to the five levels, formulate in your mind, or better, write out, how you would like to handle a similar incident in the future, and practice the better approach in your mind three or more times.

I think it is important to point out here that there are some people who will continue to have a difficult time dealing with criticism even with the help of the practice sessions I have been providing on this blog. Fortunately, there are some well trained counselors who can help you to get to a more comfortable place (see HERE for two such counselors that I personally recommend and provide services conveniently via Skype).

Finally, I hope you’ll soon join us again right back here at From Insults to Respect.

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

Categories
child discipline conflict management conflict resolution criticism interpersonal conflicts social and emotional skills learning student discipline student insubordination

On Slamming Insubordinate Student Down

slam 3By now, most of you have repeatedly seen the shaky video that shows a police officer grabbing an insubordinate sixteen-year-old female student, Shakara, who is sitting at her desk (see HERE). When the officer’s hand is very close to the student’s throat, she hits at his arm. The officer then flips her over and flings her to the front of the classroom.

slam 4The student reportedly refused to put away her cell phone and then refused to leave the class after repeatedly being ordered to do so. Subsequently, the police officer was fired for using inappropriate force and because his maneuver violated department policy and training.

 

The Media’s Criticism

Numerous media commentators expressed outrage at what had occurred, but none that I’m aware of provided a detailed description of what would have been a better way to handle such events. For example, a Washington Post story, penned by its editorial board, states:

slam 5There is no question the young girl involved in the incident was wrong in allegedly refusing the teacher’s request to stop using her phone, and in not leaving the classroom when asked. But there are methods short of slapping on handcuffs available to schools for dealing with disrespectful children. Not only does this girl now face criminal charges that could dog her for the rest of her life, but a classmate who recorded the incident on her cellphone was arrested as well. 

principal's officeThe principal’s office — not a police station — is where both should have ended up, and it is hard not to suspect that that would have been the outcome had the offending students been white. That underscores the need for school officials everywhere to take a hard look at their disciplinary systems for bias and put in place practices that make schools safe, and also inclusive, for all students.

Notice that the editorial advocates that this issue is best handled in the principal’s office. But what if the student is refusing to go there, as is apparently alleged in this case?

male-criticismIn an earlier post on this blog, I advocated that an essential feature of mature criticism is that it is provided with enough details so that the criticized person, if he or she wills, can improve the behavior, idea, or appearance. I have not found, even after an hour of scanning the various media reports and editorials about this disturbing incident that, in my opinion, adequately provides a description of what would be a better response than what actually occurred. So, in this post, I’ll try to model a more mature form of criticism.

An Example of Being Specific and Practical When Providing Criticism

The first step, in my opinion, is to clarify what happened because there are some conflicting reports. According to Shakara’s attorney, Todd Rutherford, she had obeyed orders to put her cellphone away, and the dispute arose because she did not put it away fast enough. He went on to say, “She wasn’t yelling. She wasn’t disrupting the class. She wasn’t a threat to anyone.”

Another female student in the class reported that her classmate had her cellphone in math class. “She just had it out. She wasn’t talking or anything.”

In contrast to these two reports, the Washington Post reported school officials alleged that Shakara refused to stop using her phone which can be viewed as disturbing the class. Other media outlets specifically used the word disturbing the class as a reason for the occurrence. For example, according to a report by WISTV.COM,

sheriff“The student was told she was under arrest for disturbing school and given instructions which she again refused,” Lott [Richland County Sheriff] said.

Just what was meant, specifically, by the phrase “disturbing the class” was not made clear. So, given these somewhat contrasting descriptions, I’ll first provide criticism that specifically lays out an alternative way to handle a situation in which the student is violating a specific school rule but is not disrupting the ongoing classroom lesson. Then we’ll turn to an alternative way to handle a situation in which the student is violating a specific school rule and is disturbing the ongoing classroom lesson.

cell phoneExample 1: In the event that the school had a policy that all cell phones are to be off and out of sight whenever a class is in session, as is true in my local school district, and a student is violating this rule without disturbing the class lesson, here is my suggestion for a response that would be, in my opinion, a distinct improvement over what apparently took place:

Teacher to Shakara: “There is a school rule that all phones are to be off and out of sight, Shakara. Please make sure your phone is shut off and place it out of sight.

Shakara, not complying, says, “The rule is unfair.”

Class Rules_thumbTeacher to Shakara: In a pleasant, authoritative (in contrast to an authoritarian) tone of voice, “If you believe a school rule is unfair, there are some things that you can do that won’t land you in trouble for being insubordinate. You can make an appointment with me and the principal, and if you would like, you can also bring to the meeting your parents and some other advocates with you, to make your case. There are groups of lawyers from the Legal Aid Society and perhaps the American Civil Liberties Union that might want to help you to change something you feel is unfair. If you are dissatisfied with what occurs at that meeting, you can work your way up the chain of command, setting up a meeting next with the district superintendent, and then, after that, to the Board of Education, and then into the civil court system. You have a perfect right to try to change rules like this, and I think it would be educational for you to consider doing this. However, if you want to try to change the rule by being insubordinate in class, as long as you are not disruptive, we’ll get on with the class. Afterwards, you will not be able to return to class until your parents are called, and you and they attend a meeting.  At that meeting, you will have an opportunity to explain your position. Then the school principal will decide what other consequences you will have to face for being insubordinate. Now, do you, or any other students in the class have any questions about this?”

After answering any questions, the teacher would then ask politely, “Shakara, I am now giving you your choice, either shut off your phone and put it out of sight, or face the insubordinate charge.”

If the student doesn’t comply, the teacher would then continue with the class lesson as long as the student does not disturb the rest of the curriculum’s lesson, and then, after the class has ended, she would report the insubordination to the principal.

I have timed how long this would take–approximately two minutes if the student or students don’t have any questions, and maybe another two or three minutes to answer a few questions. Compare that to the time that is now being spent by local officials because of this event.

Example 2: In the event that the student is acting in a way that is disturbing the curriculum lesson, the teacher would first use the above approach. Teacher-and-StudentIf the student decides to continue to disturb the class lesson, the teacher would sit by the student and say in a caring, concerned manner, “You are taking learning time away from your fellow students, Shakara. You now have an insubordination charge to deal with. You are making choices that are not fair to the other students in the class who want to be prepared to pass tests at the end of the year. Is everything ok? Why are you acting like this?”  The teacher would listen to the student. If she continues to remain uncooperative, the teacher would then say in a calm tone of voice, “I am now going to call an administrator to come to the class to help us out with this.”

When the administrator comes, he or she would say, “Let’s not take any more learning time away from your classmates, Shakara. I want you to come with me to the office, and we’ll try to work this out.”

If the student refuses to go with the administrator, the administrator would then call the school’s resource officer, and when he or she arrives, the administrator would tell the teacher to take the rest of the class to the library and to continue the lesson there. Shakara would be told to stay in the class until the rest of the class is gone.

If she was to try to leave with her class, the administrator and officer would gently block her from leaving, without putting any hands on her, just moving their bodies in between her and the door. Hopefully both would have had some training to do this. While doing this, Shakara would be informed that if she attempts to lay any hands on either the administrator or the officer while trying to leave, she will be risking an assault charge that can lead to her being arrested.

sheriff carsIf she does indeed choose to physically attack either school official, another set of officers would be called, and she would then be arrested. From my experience as someone who worked for thirty years in schools, at a juvenile correctional facility, and a child psychiatric center, in the presence of an administrator, the school officer, and two other police back-up officers, it is extremely unlikely that Shakara would have resisted arrest under this set of circumstances. If she does resist, she would be subjected to a physical arrest that follows standard police practice.

In the event that Shakara does not begin to physically attack those who are blocking her path to leave, once the other students have left the class, the administrator would sit beside her and ask softly, and in a  concerned, caring manner, “Are you ok?” He or she would listen, using reflective listening skills aimed at de-escalating the conflict. When the student has calmed down and shared her side of what happened, the administrator would say, “The rules of the school now require that we go to my office, and I’m to call your parents. Take your time. When you are ready to go with me to my office, we’ll do so.”

I have found that once the student’s peers are no longer present, face saving variables are dramatically reduced. The student quickly settles down and readily agrees to go to the office.

Conclusion

female-criticsmI am not trying to take the position that the approaches that I described as helpful alternatives are the only reasonable courses of action, or the best alternative. I encourage readers of this blog to make other suggestions. My larger point is that the details of my proposals well match the higher levels of mature criticism, in that they provide enough details so that those who are criticized can, in a practical manner, utilize the criticism if they choose to do so.

With that, I invite you to join us again real soon here at From Insults to Respect. Have a great week!

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

Categories
conflict resolution criticism Disagreements incivility at work insults Levels of Maturity Stephen Colbert Supreme Cort Justices Supreme Court Justice Stephen Breyer

Supreme Court Justices Dealing with Their Disagreements

SeedlingsOn this blog, we have been discussing the question, “Is it possible that there are immature and mature ways to handle our disagreements?” To help answer this question, I have, very tentatively, proposed five levels of maturity for providing criticism (see here) and five levels of maturity for responding to criticism (see here and here).

In defending these levels of maturity, I have pointed out that I have made videotapes of individuals acting out scenarios in which they portray characters who are dealing with disagreements. In some, the actors use a style that match the more immature levels, and in others, they use a style that match the more mature levels. video-watchingI have found that independent viewers of these videotapes tend to rate the actors as more likable and respected when they displayed a style that match the descriptions of the higher levels of maturity.

golden ruleI have used some other arguments, as well. For example, I asked people to consider the golden rule, and then ask themselves, “When I criticize someone, how would I like the other party to ideally respond?”  Most people clearly prefer that the other party would respond in a manner that is very consistent with the higher levels of maturity that I have outlined on this blog.

As I continue to write about these issues, I’m always on the lookout for other ways to bring home the idea that there are indeed mature and immature ways to provide and respond to criticism.

Supreme Court Justice Breyer Interview with Stephen Colbert
Supreme Court Justice Breyer Interview with Stephen Colbert

Well, with this in mind, recently I happened to be watching the Late Show with Stephen Colbert and he had as a guest, Supreme Court Justice Stephen Breyer. The two got to discussing how the justices deal with their own disagreements, and as it turned out, it seems to me that it is relevant to the maturity discussion. After all, supreme court justices are selected from among the most highly regarded judges in our land, and they surely get plenty of practice dealing with disagreements. So, for your consideration, here’s the transcript of the Late Show discussion (For those who would like to see the entire exchange themselves, it can be viewed on Youtube here).

The Late Show Discussion Between Colbert and Supreme Court Justice Breyer

BreyerLateShow.jpg.CROP.promo-xlarge2Colbert: Let’s talk about disagreeing. You go to work everyday, and manage to get your job done with a group of nine people, half of whom disagree with you vehemently on a host of different issues. How do you guys manage to keep doing your job while the rest of the government can’t?

Justice Breyer: When we are sitting around that table, well, I don’t know about, let’s leave the rest of the government out of it, but I’ll say that when the rest of us are sitting around that table discussing, the nine of us discussing, I’ve been there over 20 years, 21, I have never heard a voice raised in anger, I have never heard one member of our court say something insulting about another, not even as a joke. Of course we disagree. We disagree about half the time; we’re unanimous about half the time; and we’re 5 to 4, and it’s not always the same 4, maybe 20 percent or so, and we feel it possibly quite strongly, but the discussion is professional, it is serious, but it is not personal, and we are good friends despite the fact that we agree some of the time and we disagree others of the time.

How Does Supreme Court Justice Breyer’s Description of How the Members of the Court Handle Their Disagreements Match this Blog’s Description of Mature Ways to Deal with Disagreements?

On this blog, one of the most mature ways to provide criticism is described as follows:

Illustration by Deanna Martinez

The criticizer states the criticism without bodily attacks, damaging property, glares, insults, threats, or shouts, and with enough details so that the criticized person, if he or she wills, can improve the behavior, idea, or appearance.  If the person receiving the criticism becomes defensive or angry, the criticizer empathizes without returning, glares, insults, threats, or shouts.

One of the most mature ways to respond to criticism, as described on this blog is:

People at this level listen to the criticizer in a supportive, warm, friendly style, and then make it clear that they fully understand what was said.  Moreover, they put the criticizer at ease by making statements that indicate that the wise learn from criticism.  Some time is spent on showing that they are thinking about the criticism.  If, after thinking about the criticism the criticism is deemed to be correct, they make a statement frankly indicating, “I can see your ideas have merit and I intend to use them in the future.”  If they are not sure if they agree, they make a statement indicating that they are very interested in what was said, plan to think a little more about this over the next few days and then they will be ready to discuss this further.  If, after thinking about the criticism, the criticism is deemed to be incorrect, a statement is made designed to disagree without being disagreeable.  More specifically, a sense of humor, some listening in a caring way and a few smiles help to traverse rough terrain.  As the episode winds down, the criticizer is encouraged to feel comfortable communicating suggestions in the future.

BreyerObviously Justice Breyer’s comment about his court’s style of dealing with disagreements was brief. When you are on a show like The Late Show, it is understandable that replies to questions must be fairly brief, and in a conversational manner. So, we can’t say with certainty that his response is a perfect match with this blog’s description of a mature style. But note that in over 20 years, despite regularly disagreeing with one another, he never heard a voice raised in anger, or heard one member of our court say something insulting about another, not even as a joke. And he mentioned, as well, that they are all good friends. This seems an excellent match with the phrase in this blog’s description of a mature response to criticism that states, “People at this level listen to the criticizer in a supportive, warm, friendly style.”

In my view, the way Justice Breyer describes the style used by the Supreme Court Justices to discuss their disagreements is well worth thinking about as we think about our own style for discussing disagreements.

Well, those are some thoughts for today. May all of my readers have a wonderful week, and here’s to hoping you’ll join us again real soon on “From Insults to Respect.”

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 and social intelligence.  To begin at the very first post you can click HERE.

Categories
Bullied bullying conflict resolution criticism fairness incivility at work mean bosses mean employers respect

Mean Bosses

Illustration by Deanna MartinezThis blog has frequently advocated that it is beneficial for all if we treat others respectfully. At times we focussed on a respectful way to provide negative criticism–no glares, insults, threats, or shouts, and with enough details so that the criticized person, if he or she wills, can improve the behavior, idea, or appearance. At other times, we focussed on the best way to respond to negative criticism–listen in a supportive, warm, friendly style, and then make it clear that we fully understand what was said by providing a summary.

mean boss 2Although posts like these were generally well received, some comments argued that they didn’t apply to work settings. “A good boss doesn’t have time to be nice!” claimed one person. Another argued that “A boss has to be tough or he or she will be taken advantage of, and the whole organization will end up suffering.”

Mean boss 6Well, an excellent article once appeared in the New York Times that delves into this issue. Titled “No Time to Be Nice,” the author, Christine Porath, tells us that how we treat one another at work matters. “Insensitive interactions have a way of whittling away at people’s health, performance and souls.”

Early in the article, Ms. Porath reviews research demonstrating that stressful jobs increase the risk of a cardiovascular event by 38 percent, and a major source of work related stress is how the boss treats employees.

mean boss 3Bosses produce demoralized employees through a string of actions: walking away from a conversation because they lose interest; answering calls in the middle of meetings without leaving the room; openly mocking people by pointing out their flaws or personality quirks in front of others; reminding their subordinates of their “role” in the organization and “title”; taking credit for wins, but pointing the finger at others when problems arise. 

mean boss 4Although in surveys people say they are afraid they will not rise in an organization if they are really friendly and helpful, research evidence indicates the opposite is true–behavior involving politeness and regard for others in the workplace pays off. Those seen as civil were twice as likely to be viewed as leaders.

Ms. Porath tells us:

Civility elicits perceptions of warmth and competence….these two traits drive our impressions of others, accounting for more than 90 percent of the variation in the positive or negative impressions we form of those around us. These impressions dictate whether people will trust you, build relationships with you, follow you and support you.

Angry boss screaming. Isolated on white

The reason that some people don’t believe the research findings is that they see mean bosses who seem to succeed despite being rude and thoughtless. Whereas it is true that some bosses can be highly successful while being mean, it is not being mean that makes them successful.  They succeed despite their incivility, not because of it. If they happen to have highly talented people working for them, or their company is particularly profitable because their product is much better than the competition, the boss may get the credit.  But studies reviewed by Ms. Porath demonstrate that the No. 1 characteristic associated with an executive’s failure is an insensitive, abrasive or bullying style.

DilbertBossPower can force compliance. But insensitivity or disrespect often sabotages support in crucial situations. Employees may fail to share important information and withhold efforts or resources. Sooner or later, uncivil people sabotage their success — or at least their potential. Payback may come immediately or when they least expect it, and it may be intentional or unconscious.

There is far more in the “No Time to Be Nice” article worth studying, and I highly recommend giving it a thorough read.  Ms. Porath’s article is a breath of fresh air to all of us who advocate that treating people respectfully is in all of our best interests.

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

 

Categories
conflict management conflict resolution criticism guilt interpersonal conflicts likability The DIG Conflict Model

Comics, Conflicts and the Desire to be Liked

Habitual ways of acting often can’t be overcome by a single discussion. Thus, it helps to bring before our conscience some ideas a few times over the course of several months.  With that in mind, let’s review some of the ideas we have discussed earlier on this blog about conflict and the desire to be liked.  By utilizing a fresh new batch of comics I hope to demonstrate that we can have some fun as we go about this.

Letting Someone You Like Know You Like Them is a Key to Resolving Many a Conflict

peanuts being liked

As good old Charlie Brown makes clear, it is hugely important for him to be liked. This happens to be true for most of us.

As we discussed in an earlier post, this desire to be liked often becomes threatened when we find that we are embroiled in a conflict. To settle things down to a level at which reasonableness has a chance to prevail, if you happen to like the other party, you might find it helpful to mention this.

I remember one time long ago when I was a mere eighteen years old, I had planned to go to see a movie with a friend.  He arrived so late that we missed the show and I became angry.

Did I have a conflict with my friend? On this blog, when we look to see if there is a conflict in a situation, we use the phrase “DIG for the conflict” to help us to answer this question. The word DIG helps us to remember to look for a desire, something that interferes with the desire, and if someone feels someone is guilty of doing something wrong. In the situation I described, I desired to go see this movie and my friend interfered with this desire by arriving late. I felt he was guilty of being inconsiderate.  And so I did end up having a conflict with my friend for coming late.

When we use the DIG Conflict Model, we also use the word DIG to remind us to dig a little deeper when thinking about a conflict.  A tool that we use to dig deeper is to remember that people typically desire to be liked. With that in mind, can I describe a different type of conflict that occurred within me when my friend came late? Here’s one. I desired to be liked and when my friend came late I felt he interfered with this desire because it seemed to me that if he really liked me, he would have shown up on time.  I felt he was guilty of treating me disrespectfully.

Back then when I was eighteen, how did I react to my friend coming late? I started shouting and calling him names. A popular way for people to respond to the way I was acting is to shout louder and to try to return the insults with insults. But rather than throwing insults at me, this friend of mine quietly heard me out, and then he looked sadly down at the ground for a few seconds, then he looked up into my eyes, and said softly, “Jeff, your friendship means a lot to me. I like you a ton and a half. I’m real sorry I was late.”

My anger eased, and within a few minutes we were having our usual good time together.

Responding to Criticism Immaturely Can Leave You All Alone

peanuts and criticism

Here we see that Lucy interprets Charlie Brown’s question as criticism. She responds by shouting and displaying other signs of defensiveness such as wildly waving her fists all around. Charlie Brown soon hurries away.

Using the DIG Conflict Model, we might describe this situation as follows: As we know, Charlie Brown desires to be liked. Lucy’s response to his question perhaps interfered with this desire because he believes that when people like you they don’t speak to you in the tone of voice that Lucy used.  He might have also felt she was guilty of treating him disrespectfully. Perhaps Charlie Brown abruptly left in response to this conflict he had with Lucy.

In an earlier post titled “Responding to Criticism: Four Levels Of Maturity” we see that Lucy’s style of responding to criticism tends to decrease one’s likability. It also increases the chance that it will create unnecessary conflicts.

What would be a more mature response? In my earlier post, I described one of the most mature ways to respond to criticism as follows:

Illustration by Deanna Martinez4.  Level 4 individuals listen to the criticizer in a supportive, warm, friendly style, and then make it clear that they fully understand what was said.  Moreover, they put the criticizer at ease by making statements that indicate that the wise learn from criticism.  Some time is spent on showing that they are thinking about the criticism.  If, after thinking about the criticism the criticism is deemed to be correct, they make a statement frankly indicating, “I can see your ideas have merit and I intend to use them in the future.”  If they are not sure if they agree, they make a statement indicating that they are very interested in what was said, plan to think a little more about this over the next few days and then they will be ready to discuss this further.  If, after thinking about the criticism, the criticism is deemed to be incorrect, a statement is made designed to disagree without being disagreeable.  More specifically, a sense of humor, some listening in a caring way and a few smiles help to traverse rough terrain.  As the episode winds down, the criticizer is encouraged to feel comfortable communicating suggestions in the future.

What response could have Lucy made in response to Charlie Brown’s question that would have earned her a level closer to a 4 rating? It might be worth discussing this with a few friends. One answer might be something like this:

Lucy smiles and says, “That’s a reasonable question, Charlie Brown. Let me think about this for a few seconds.” She then pauses and rubs her chin, thus showing that she is taking his question seriously.  Then she might have said, “I just thought I’d see if I could make more money in the winter by raising my rates.” If Lucy did this without any defensiveness, I think it probably would have come off as more likable than the way she did act in the comic. And perhaps Charlie Brown’s desire to be liked would have become less threatened.

Even Mature People Find It Difficult to Deal With Too Much Criticism In Too Short A Period Of Time

blondie dinner date

Here Dagwood and Blondie Bumstead end up having a conflict with their neighbors.  That is, the Bumsteads had a desire to have a pleasant evening with their new neighbors, but the neighbors constant negative comments interfered with this desire. In the end, the Bumsteads perhaps felt their new neighbors were guilty of being too negative.

Jefferson Writing Declaration of Independence
Jefferson Writing Declaration of Independence

A while back I provided a post titled “PROVIDING NEGATIVE CRITICISM: A LESSON FROM THOMAS JEFFERSON.” There I summarized Jefferson’s views about how to respond to people you are just beginning to get to know:

One of the main desires that people have is to be liked. If we criticize people before we establish that we like them, they are much more likely to feel that we will not like them. This dramatically increases the likelihood of heightened levels of defensiveness.  If, instead, we seek first to establish that we do esteem our new companions, while holding off any negative criticism until a close, friendly relationship has been established, perhaps this would be a wiser course of action. Even after establishing a close friendly relationship, perhaps it still makes sense to avoid giving too much criticism in too short a period of time.

Well, those are some ideas I wanted to review today. In sum, when you are in the midst of a conflict, if you happen to like the other party, it often makes sense to do something to let him or her know it. Even if you don’t particularly like or dislike the other party in a conflict, it is often better if you avoided acting in ways that might be interpreted as disliking him or her. The more mature levels of responding to criticism are less likely to lead others to feel you don’t like them and increases the chances that they will like you. When you are just beginning a new relationship, it is usually better to keep any negative criticism to a minimum until you establish that you genuinely like the other party, and even then, be careful to avoid too much negative criticism in too short a period of time.

I hope you had some fun while we went about reviewing these ideas. May the rest of your week be filled with delightful human interactions.

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