Category: interpersonal conflicts

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Thoughts On Dylan’s “Let’s Keep It Between Us”

Welcome to From Insults To Respect.

In an earlier post (see HERE) I made some rational arguments for people to consider resolving their conflicts in private whenever possible. For example, I mentioned a research study that found people are more likely to escalate an argument into a fight when spectators are around (“Impression Management and the Escalation of Aggression and Violence,” R. B. Felson, Social Psychology Review, 1982).

Rational arguments are important considerations as we go about choosing how to deal with social problems. So, too are emotional issues. With that in mind, today I thought we would look at the lyrics of Bob Dylan’s song “Let’s Keep It Between Us” that appears on his Springtime in New York album. There we find Bob tenderly explaining his feeling to his darling.

Bob’s Song

Utilizing a melody deeply influenced by the blues, and featuring an impressive intermingling of organ and guitar, the song’s first stanza goes,

Let’s keep it between us
These people meddlin’ in our affairs, they’re not our friends
Let’s keep it between us
Before doors close and our togetherness comes to an end
They’ll turn you against me and me against you
’Til we don’t know who to trust
Oh, darlin’, can we keep it between us?

In these words, we see the singer’s utmost concerns. Involving others can lead to some taking sides, leading to confusion and thus their relationship might go kaput.

The next stanza reveals more of the singer’s feelings.

Let’s keep it between us
We’ve been through too much tough times that they never shared
They’ve had nothing to say to us before
Now all of a sudden it’s as if they’ve always cared
All we need is honesty
A little humility and trust
Oh, darlin’, can we keep it between us?

Those lines, as I interpret them, have to do with feelings that are missing in people who suddenly claim to want to help because they care. They don’t know about the shared tough times the lovers have experienced. Keeping these experiences alive, along with honesty, humility, and trust is sufficient, says Bob, to work through their problems.

Moving on to the next verse, Bob expresses his feelings that he and his darling have their faults, but so too do those seeking to help them.

I know we’re not perfect
Then again, neither are they
They act like we got to live for them
As if there just ain’t no other way
And it’s makin’ me kind of tired

Here we see Bob growing weary at seeking to live as others believe is right, while those offering advice have their own lack of perfection.

Let’s see where Bob goes from here in the next verse.

Can we just lay back for a moment
Before we wake up and find ourselves in a daze that’s got us out of our minds?
There must be something we’re overlooking here
We better drop down now and get back behind the lines
There’s some things not fit for human ears
Some things don’t need to be discussed
Oh, darlin’, can we keep it between us?

In the above stanza, Bob sings, “Can we just lay back for a moment.” Here he’s asking for time to experience the feelings that the two lovers have shared. These feelings, the singer says, don’t need to be discussed, though they may reveal something of value not noticed before. The two lovers’ shared experiences may yet offer some guidance on how to lovingly move forward.

The next few lines Bob expresses concerns about how much one can trust those who learn about the problems with his relationship.

They’ll tell you one thing and me another
’Til we don’t know who to trust
Oh, darlin’, can we keep it between us?

The final two verses express the fear that involving others that lack knowing the true inner feelings of the lovers will be harmful.

Let’s keep it between us
Before it all snaps and goes too far
If we can’t deal with this by ourselves
Tell me we ain’t worse off than they think we are
Backseat drivers don’t know the feel of the wheel
But they sure know how to make a fuss
Oh, darlin’, can we keep it between us?

Can we keep it between us?

Thoughts

Bob’s expressive singing, music, and words powerfully capture some issues relevant to two lovers working through sensitive problems. Taking time to be mindful of the feelings of both partners is essential for maintaining love relationships. Combining them with more rational type arguments are often the most helpful approach.

Although not addressed in the song, in my opinion, there are some occasions in which it might make sense to consider conferring with a respected adviser such as a professional counselor. But a deep listening beforehand of how your partner feels about sharing certain information is an essential part of any process designed to effectively and lovingly resolve conflicts.

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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.

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conflict conflict management conflict resolution interpersonal conflicts Listening skills Resolve conflicts in private

Resolve Conflicts In Private Whenever Possible

One day I was presenting to a high school class a lesson on mature ways to resolve conflicts when a student we will call Tony raised his hand. school conflictWhen I called on him, he said, “Dr. Rubin, how would you resolve this? This here Tina (he points to her) and I were dating, and now I decided to end it. I’m seeing another girl. But Tina, she keeps calling me even though I told her to stop.”

Tina’s face has now turned red and other students have started calling out their views about what was going on. Some shouted that Tony didn’t just tell Tina not to call, but he had done so by becoming verbally abusive toward her in an effort to get her to stop calling. Some felt that Tony had to be abusive or Tina wouldn’t stop calling, although she had continued to call him despite his abusiveness.

Part of me wanted to begin an intervention to resolve the conflict right there in the classroom in order to model some of the very skills I had been teaching. privateBut seeing the emotional reaction of Tina, and noticing the escalation of feelings that were being expressed by others in the classroom, I quickly explained to the students that it is usually best to work these types of conflicts out in private. I offered to meet Tony separately, and then Tina, and then, if they both agreed, I would meet with both of them together without the rest of the class watching on. I then asked the rest of the class why this might be the best way to work this out.

As the discussion continued, I mentioned that there are a few research studies that are related to this issue. angry-couple-arguingThey suggest that people are more likely to escalate an argument into a fight when spectators are around (see, for example, “Impression Management and the Escalation of Aggression and Violence,” R. B. Felson, Social Psychology Review, 1982). There are, of course, exceptions to this. For example, if two people agree to have a third party mediator help to resolve a conflict, the presence of the mediator tends to reduce subsequent aggression. courtroomAnd in a courtroom, the public has a right to observe the legal proceedings involving certain conflicts for a number of valid reasons. To protect everyone in this process, there are courtroom officials on hand that help to assure that disagreements don’t escalate to violence. Moreover, if the presiding judge sees audience members interfering with the legal process, he or she can order them removed by trained security personnel.

questionsAs my classroom discussion continued, it became clear to me that the topic raises four relevant questions worth thinking about:

  • At what point does it make sense to ask for a private meeting?
  • Where is the best place to have the meeting?
  • What is the best way to ask for the meeting?
  • Are there useful things to do to prepare for the meeting?

Although every situation is different, and each situation may require a different answer to these questions, in the remainder of this post I will offer some suggestions I think are worthwhile to consider.

At what point does it make sense to ask for a private meeting?

tensionIn my opinion, usually as soon as you recognize that some tension is beginning to surface, it’s time to ask for a private meeting. I say this because even if you think you can tolerate the tension, others around you may not. In many situations, in addition to the participants in the conflict beginning to feel uncomfortable with what is going on, others are also feeling roughed up. People may feel as if they are walking on egg shells in the presence of the antagonists.

workers-angry-fightingIn a business environment, this can create a hostile work environment for the other employees not directly involved in the conflict. Many supervisors are trained to intervene in such situations in order to put a stop to this, and for some, they hate this part of their job. Thus, they may just choose to get rid of one or both of the antagonists. Additionally, some supervisors may be less inclined to promote employees that can’t get along with one another.

schoolIn a school setting, it also usually makes sense for a student to seek to work out a conflict with another student as quickly as possible. As in the business setting, in addition to the two antagonists in the conflict being affected by the mounting stress, other students can start to feel uncomfortable. For example, one party in the conflict might say something to the other party, and when this is overheard by others, some may be torn between two friends. school tensionSometime one of the two parties may insult the other who is a relative of the insulted party. Before long, the whole school climate can be adversely affected.

It is also important for students to keep in mind that there may be a time when they will need a recommendation from a teacher or counselor for a job or college application, and the last thing that you want is for someone to write that you have difficulty getting along with peers.

Where should the meeting take place?

In my opinion, whenever possible, a face to face meeting is way preferable than a phone conversation, texting, social media platforms, or emails. The use of the eyes, facial expressions, and hand gestures, humanize the interaction far beyond what is achievable in less personal interactions.

Now, my next suggestion might sound contradictory because I earlier emphasized that the meeting is best held in private. coffee shopHowever, in my opinion, the ideal place is a semi-private place such as a coffee shop or fast food restaurant that is unlikely to have present anyone either party knows, and at a time when the place would be relatively quiet. In such places, you can find a seat that if you speak softly you are unlikely to be overheard. And even if you are overheard, it is very unlikely to really matter.

The value of having a few people around just out of earshot is that you and the other party will be less likely to get into a shouting match. Moreover, just knowing that someone in the semi-private place might end up calling 911 if things begin to look like they are turning dangerous can keep stress at levels that are more conducive for clear thinking.

phone conversationNow, I understand that for high school students, setting up a meeting in an ideal place might not be possible. Many students live far from a convenient meeting place. If there is no public transportation available, setting up a phone conversation might be your best option.

What is the best way to ask for the private meeting?

Rehearse in your mind what you are going to say at least ten times. I suggest using a soft, concerned voice. It seems to me that you would want to avoid any name calling or threats. Something like the following has worked for me:

For this example, let’s call the other person in the conflict, Jill. Eye-ContactLooking directly into Jill’s eyes, say, “I’m beginning to feel some tension between us, Jill.” Then pause, to see and hear how Jill reacts. Listen carefully, and look like you are listening carefully, by looking up to her eyes from time to time. summarizingWhen she appears to be finished, summarize what she has said without trying to defend yourself in any way. Then pause to see if she wants to add anything more or to correct something you said in your summary. Then say, “I think I understand, Jill. Listen, not only am I concerned about what feels to me like tension between us, but the others around us are going to start to feel pretty uncomfortable about it as well. That’s not good for them, and for a number of reasons it’s not good for either of us. So, I think it makes sense that we discuss this fully in private.” Then tell her where and when you want to meet.

Quiet ConversationThis can be done in a couple of minutes by calling Jill over to a relatively quiet area and speaking softly. If Jill refuses to meet with you, let her know that that is her choice. Then, just end by saying softly that you hope she thinks about the concern you raised and let her know that you hope she changes her mind about meeting to discuss this.

In my opinion, even if the other person chooses to not meet with you, bringing this issue to his or her attention plants a seed. It is very possible that you might begin to see some improvements shortly afterwards.

Are there useful things to do to prepare for the meeting?

writing-glasses1I suggest writing out a statement in advance describing the situation in your own words. If there is someone you respect that is not involved in any way with what is going on between you and the other party, consider showing that person what you have written. Then have a discussion about the situation with this respected person.

Before the meeting, remind yourself that you want to give the other party a chance to tell his or her side of the situation without interruption. listeningAbove all else, you want to give the impression that you are a good listener. This involves looking, from time to time, into the eyes of the other party and summarizing what he or she says.

Well, obviously there is far more to resolving these types of conflicts, but that’s all the time we have for today. I hope you give these ideas some thought.

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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.

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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.

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anger Bullied bullying conflict resolution emotional maturity insults interpersonal conflicts Name calling providing negative criticism social skills sports coaching

Abusive Criticism In Big Time Sports

bryce1It’s the bottom of the eighth inning. The talented star, Bryce Harper, front runner for the National League Most Valuable Player Award, hits a pop fly to left field that a professional outfielder is very likely to catch. However, there are times when such fielders do lose the ball in the sun or the stadium lights, and the ball ends up being dropped, allowing the batter to safely reach base if he had bothered to run. It is for this reason that Mr. Harper is supposed to hustle down to first base even if he has a pretty good reason to think that the ball he hit is, in all likelihood, going to be caught. Instead of sprinting down to first, Mr. Harper slowly steps out of the batter’s box and then heads to the dugout where he runs into a very angry teammate, Jonathan Papelbon.

Papelbon-chokeAccording to several sports reporters, Mr. Papelbon, an incredibly talented pitcher, began to criticize Mr. Harper about his lack of hustle, and after a very brief exchange, he charged into Mr. Harper, putting his hands on his throat and shoving him into the back wall of the Washington dugout. Fortunately, Mr. Harper was still wearing his batting helmet because his head smacked hard into the wall, and his helmet came flying off. Several Nationals players and coaches responded immediately and physically separated the two.

How Mature was Mr. Papelbon’s Style of Providing Negative Criticism in this Situation?

Regular readers of this blog know that when it comes to providing negative criticism, we are encouraged to consider a tentative model that describes five levels of maturity. Level one is viewed as the most immature, and each higher level is viewed as a little more mature. Let’s take a quick look at these levels, and as we do so, let’s see if we can figure out which of the five levels best describes Mr. Papelbon’s approach.

PROVIDING NEGATIVE CRITICISM:  FIVE LEVELS OF MATURITY

1. The criticizer displays one or more of the following behaviors:

  • Cries without stating what the crying is about
  • Physically attacks the person being criticized
  • Damages property

 

 

 

 

 

    2.  Those who are at this level display one or both of the following behaviors:

  • The criticizer does not explain what the offending behavior is, but instead expresses displeasure with glares, insults, shouting, silence, or threats that do not involve bodily harm. (For example, someone might be making too much noise and the criticizer might turn to the noise maker and glare, or cry out, “Jerk!”)
  • Threatens bodily harm regardless of what else is said.

      

 

3. Those who are at this level clearly state the criticism with enough detail so the criticized person, if he or she wills, can improve the behavior, idea, or appearance, but couple it with glares, insults, shouts, or threats that are not about bodily harm.

         

 

 

 

 

 

 

 

4.  Those who are at this level state 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, these criticizers empathize without returning glares, insults, threats, or shouts.

         

       

 

 

5.  Those who are at this level provide criticism in a manner very similar to a level four style of criticism but beforehand, they consider the person who is the target of the criticism, and the situation that he or she is in.  As a result of such considerations, they may decide to alter the criticism. 

 

 

 

 

According to the Above Model, What Level of Maturity Best Describes Mr. Papelbon’s Form of Negative Criticism?

While criticizing Mr. Harper’s lack of hustle to first base, Mr. Papelbon physically attacked him. Of the five levels described in the above model, level one, the most immature level, best describes what he had done.

Why is such a style considered immature? Well, one reason is that when people respond at the more mature levels, it demonstrates that they can consider the consequences of their actions before they choose what actions to take. In this case, the consequences for Mr. Papelbon has been a suspension for the rest of the season, a fine of thousands of dollars, and he has been displayed on national news in a negative light, thus tarnishing his reputation. A little forethought would have led to avoiding these clearly negative consequences.

sprintNow, it is important to note that the specific negative criticism that Mr. Papelbon wanted to deliver to Mr. Hudson, was, according to my own value system, correct. Mr. Hudson does owe it to his teammates to hustle down to first base in these situations. However, I disagree with how Mr. Papelbon provided the criticism.

Mr. Papelbon, center, after lunging at Mr. Harper.
Mr. Papelbon, center, after lunging at Mr. Harper.

What would have been a more mature response? A little forethought would have led to realizing that Mr. Harper was very frustrated with his own pop out in the game. Thus, to wait until the next day would give both parties time to calm down.

Moreover, providing negative criticism to someone in front of lots of other people is often a huge mistake. Face-saving actions tend to increase defensiveness for both parties. Asking to discuss such matters in private is often a kinder, wiser approach.

Finally, Mr. Papelbon would have been wise to first consider if he was the best person to present the criticism. Usually managers of a team are the ones who are considered to have the legitimate authority to bring these types of issues up to a player. If Mr. Papelbon felt he had a particularly close relationship with Mr. Harper, or an established mentor relationship, there could be some exceptions to this general rule. Otherwise, Mr. Papelbon might have been wise to privately discuss his displeasure about his teammate’s lack of hustle with his manager and urge him to take firm action.

Sports Illustrated Article on “Abusive Coaches”

In big time sports, Mr. Papelbon is in no way the only one who provides negative criticism in a manner that matches the most immature levels of our model. In a special report of the September 28, 2015 issue of Sports Illustrated, Alexander Wolff (with reporting by Lauren Shute) writes:,

Coaches yelling“Why do college coaches continue to yell, demean and demoralize? That’s yesterday’s tactic. Today’s athletes can’t-and won’t-take it. What’s more, it doesn’t work: Study after study shows the benefits of a more positive approach.” (p. 51)

What are the negative consequences of providing negative criticism in these low maturity level styles? The Sports Illustrated writer tells us about excellent players leaving their teams, and in rare cases, committing suicide.

Many coaches have lost their jobs after an athletic director’s investigation. Over the past 28 months at least seven Division I schools have had an investigation, and then parted ways with coaches following player complaints of mistreatment.

Moreover, some colleges end up getting sued. In one case, seven former players have filed a $10 million civil suit that charges the school and coaches were fostering a racially hostile environment.

There is some relatively good news in the Sports Illustrated article. Apparently, most players are not being treated in a demeaning manner judging from one recent NCAA survey. Of Division I players, 31% of men’s basketball players and 22% of football players reported that a coach “puts me down in front of others.” Although this indicates that there is still plenty of room for improvement, it can nevertheless be viewed as a hopeful sign that most coaches are finding more positive ways to bring out quality performances in their players.

Why Do Many Coaches Continue to Use Abusive Tactics?

As reported in the Sports Illustrated article, according to Ramogi Huma, executive director to the National College Players Association, which often hears from abused athletes:

“I believe this is a cultural problem. A lot of coaches, they were hollered at and abused when they were players.” (p. 52)

coach yelling 2There is also undoubtedly a great deal of pressure on the coaches. If they don’t win, they are very likely to be replaced.

But perhaps the major reason is that coaches are not provided enough inspiring stories about how successful coaches find ways to win by fostering bonding, loyalty, and commitment to a team in a positive manner. Dramatic enthusiasm when explaining to players what specifically they can do to improve, rather than belittling them about what they did wrong, is one such positive approach. Celebrating each step toward improvement is another.

Conclusion

Thinking about what happens when immature styles of criticism occur in the world of big time sports can provide us an important lesson with regards to how we provide criticism to others in non-athletic situations. The five levels of maturity provides guidance not only to big time athletic teammates and their coaches, but also to the rest of us.

Real change from lower levels of maturity to higher levels rarely occurs from reading a single article. More typically, it requires bringing examples of people utilizing the higher level skills before one’s consciousness at least weekly for several months, and, on each of these occasions, an effort must be put forth to consider how these skills can be specifically applied to one’s own life. Following this blog is a no cost way to help make this happen.

I hope you join us again real soon.

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.

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conflict resolution Donald Trump insults intergroup conflicts interpersonal conflicts intrapersonal conflicts Name calling politicians

The Insults of Donald Trump

Republican presidential candidate Donald Trump gestures and declares "You're fired!" at a rally in Manchester, New Hampshire, June 17, 2015. REUTERS/Dominick Reuter TPX IMAGES OF THE DAY - RTX1GZCO

When it comes to insulting people, Mr. Donald Trump is New Jersey Governor Chris Christie on steroids.

The Paradox

trump2Among Mr. Trump’s insults are calling some people “fat pigs” and “disgusting animals.” During his first presidential campaign, 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 that sought to suspend refugee flows.

Chris ChristieIn an earlier post about Gov. Chris Christie’s use of insults, I described the following apparent paradox. On the one hand, there is a considerable amount of evidence that people who are very insulting tend to be less liked and respected. On the other hand, Former Gov. Chris Christie is well known to be very insulting, and despite this, he was twice elected governor of New Jersey, and at one point he was viewed as a front runner for the next U.S. presidential election. Here is a man that many people came to admire.

Now we see that Gov. Chris Christie has fallen in the respect others had had for him, while Mr. Trump has taken his place as a big time insulter who, despite his insulting ways, has gained respect from some and in 2016 received enough votes to get him elected US president. As I did when Gov. Christie was the king of insults, in today’s post I want to take this opportunity to explain this apparent paradox.

Explaining the Paradox

interpersonalintrapersonalFirst of all, the negative effects of being insulting is strongest in interpersonal and intrapersonal relationships.  As I define these terms, your interpersonal relationships are your interactions with people with whom you have direct, face to face interactions on an ongoing basis; your intrapersonal relationships involve interactions that you have with yourself.

intergroupThe relationship that politicians have with voters is best viewed as an intergroup relationship, rather than either an interpersonal or intrapersonal relationship. The intergroup relationship I’m discussing today regarding politicians involves the group of people who might potentially vote for them, the group of people who have a vested interest in getting the politician elected, and the groups of people who are working to get someone else elected.  Although insulting people is relevant to intergroup relationships, other issues often become more important.
interpersonal-conflict-violenceIn an interpersonal relationship, if you attempt to insult the person with whom you are personally interacting, that person might insult you back and the interaction can escalate into violence. In fact, the most common reason people turn to violence is because they felt someone treated them disrespectfully.

When we see politicians seeking to insult someone, they are modeling for others this type of violence producing behavior. But what makes this type of behavior very different for politicians is that they almost always have a group of supporters standing behind them and a team of armed security personnel well trained to intervene if an insulted party makes any moves at all that can be viewed as violent.  Under this set of circumstances, it is far safer to play the part of a tough guy who doesn’t take any crap. Meanwhile, as politicians like Mr. Trump model this behavior for people without the protections afforded to politicians, it can potentially increase levels of violence for non-politicians.

interpersonal conflict comicHere’s another difference between what typically happens during your interpersonal relationships and the intergroup interactions that involve politicians.  When someone directly seeks to insult you, unless you are well trained in handling this in a peaceful manner, you are likely to take the insult personally. The emotions that arise in this situation are more likely to be stronger than typically experienced when groups of people see on TV or in a large arena a politician throwing insults at someone they don’t personally know.

election-vote-ballot-boxPoliticians, moreover, are not seeking to develop a sound interpersonal relationship with you. They are, instead, seeking your vote. They know very well that not everyone is going to vote for them. If they anger the voters who aren’t likely to vote for them anyway, and end up getting 51 percent of the vote, this, to them, is success.

interpersonal conflict zNow, when it comes to interpersonal relationships, if you act in a manner that leads to even a minority not liking you, this can lead to far more direct problems for you than if a minority of people don’t vote for some politician. If those who personally know you don’t like you, they can begin to say things behind your back to people who actually personally interact with you. Some of what gets said can be untrue and very unfair, but you may never hear about this. This behind your back treatment may result in people that you like no longer inviting you to parties.  When you used to be invited to go bowling, now someone else is getting invited. In a work setting, you may be passed up for promotion. These types of consequences can have direct effects on your personal life. For Mr. Trump, the personal effects that may occur if he angers a minority of people who would have been unlikely to vote for him, would be far less important to him than getting elected.

issuesAlso, note that when people decide on who to vote for, they consider many issues, not just whether or not the candidate insults anyone.  When Mr. Trump insults someone, many voters are apt to say to themselves, he isn’t doing anything much different than all the other politicians. These voters then choose a candidate based on other issues.  If some voters recognize that Mr. Trump insults others a bit more than other candidates, they may feel that his stand on immigration is a far more important issue for them.

Others will actually like the insulting because the insults are aimed not at them, but at people whom they have come to dislike. If you have become angry because you like to use the “N-word” and people have criticized you about it, you may have become angry about what strpolitical correctikes you as political correctness. When Carl Tomanelli, a 68-year old retired New York City police officer was asked by a New York Times reporter why he is supporting Mr. Trump, he answered, “People are starting to see, I believe, that all this political correctness is garbage. I think he’s echoing what a lot of people feel and say.”

problemsOther voters are very angry at the lack of progress being made by current career politicians on solving immigration, economic, and other problems. Many of these voters’ own personal style for dealing with this anger is to throw insults at these politicians. When Mr. Trump does the same thing, these voters see him as one of them. These same individuals are apparently unable to see that if he was throwing the same types of insults at them, they would not like this. To them, it’s perfectly okay to insult people they have come to not like. If someone insults them, however, their blood would boil. It seems to me that because it is wrong for people to insult them when someone disagrees with them, it is equally wrong for them to insult others when they disagree with others.

Many like to characterize Mr. Trump’s use of insults as his way of being a tough no-nonsense kind of guy. But in my view a person can surely be a tough no-nonsense kind of guy without seeking to insult people.

dailynewstrumpWhen asked why he uses insults, Mr. Trump at times says that those whom he insults, insulted him first. It is true that he does often get insulted. Recently I’ve seen him called a “feckless blowhard,” a “jackass,” “reprehensible,” “vile,” “absurd,” “pathological lier,” a narcissist, and “shameful.” But those who insult him often say they do it because he insulted either them, or someone they personally know. And so many who are either leaders of our nation, or hope to be so, are choosing to engage in this “You Started it First” name-calling game.

It is simply not true that if someone throws an insult at you the only intelligent way to respond is to seek to insult them back. In my view, within the political arena, one way to respond in a manner that I would respect is to state firmly, “I’m not here to get into this name-calling game. I’m here to let the public know what my positions are on the problems of this nation, and how I, if elected, plan to go about fixing them.”

Yes, initially politicians can get a great deal of attention for being extra insulting. This increases name recognition, and a subgroup of people will initially admire the politician for it. But is it a lasting valuable asset? Trump yAlthough Mr. Trump won the most electoral votes in 2016, polls regularly indicated he was the most disliked candidate in history. Moreover, Mr. Trump had millions of dollars of contracts cancelled when he made a comment that many immigrants found offensive. And he lost the following election. So, perhaps his insulting behavior is not such a winning tactic as some may think.

I hope this post will help you to think twice if you think that the type of insulting behavior Mr. Trump uses is effective in your own interpersonal and intrapersonal relationships.

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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

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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.

 

 

Categories
Brooklyn bullying conflict resolution insults interpersonal conflicts intrapersonal conflicts levity playful teasing

On Brooklyn Wisdom for Responding to Insults

lunchroomWhen his father lost his job because of a serious illness, John qualified for a free lunch pass at school.  The first time John showed the cashier at the school’s lunch line his pass, Fred, a husky boy standing behind John, started to laugh and cry out to others, “Hey guys, get a load of this! John has a free lunch pass. What’s the matter, John, your parents can’t afford to buy you lunch.”

lunchroom2“That will be enough of that, Fred!” scolded the cashier. At that same moment, John turned to Fred and hollered, “Shut your big mouth, you fat pig!” Both boys started swinging at each other, and it took three school officials to pull them apart. 

Insults and The Wisdom Of My Youth

Brooklyn 1When I was growing up in Brooklyn, I, along with everyone I knew, had to deal with insults, and this was not always an easy task. The entire body of wisdom that I received on how to handle these types of experiences basically amounted to a mere three sentences:

1. “If people throw an insult at you, throw an insult right back at them.”

2. “If throwing insults back at the insulter doesn’t shut them up, slug them right in the kisser, that’ll teach them to keep their big mouth shut!”

3. “You should just ignore insults.”

brooklyn 2Despite these words of advice, I found that when those that I knew and I had insults thrown at us, often a great deal of strong emotions would arise, and the way we handled these situations often left behind an uncomfortable, often bitter, state of affairs.

Difficulty Dealing With Insults Extends Far Beyond Brooklyn’s Borders

As years went by, I found that difficulty dealing with insults was not just something that occurred in Brooklyn; it was actually a problem area for many throughout the world.

UniversityAs I began to study psychology at the University of Minnesota, I found that many individuals who seek mental health services because of concerns around feelings of depression often are spending a great amount of time insulting themselves. A major reason that they do this is that they know people who are treating them disrespectfully, or when they were younger, someone had treated them in a very disrespectful manner. I also found that violent offenders typically become violent because they perceive that someone had insulted them, the situation escalated and eventually someone was seriously hurt. Now the community was paying millions of dollars to deal with the aftermath.

A Brooklyn Boy Tries to Improve On the Wisdom Of His Youth

rochesterAs I began my professional career in Rochester, New York, immediately I received referrals from teachers who wanted me to help students who were having difficulty handling insults. I quickly learned that the same three wisdom sentences that I had learned to respond to criticism when I was growing up in Brooklyn were already well known to these students, and despite this, things weren’t going at all well. And so it fell upon me to try to come up with some better ways to deal with these types of problems.

I soon found some approaches that worked rather well. Of course, I always began by making a personal connection with the student by asking what they liked to do. Usually some things that they liked were things I liked as well. Rock music, some of the talented athletes of the day, a TV program or two, would come up, and once our enthusiasm for a few topics were shared, we would get on with working on some new ways to deal with insults. Throughout this process, they would criticize me from time to time, and I sought to model the patterns of behavior I hoped these students would learn.

Illustration by Lois Hubertz
Illustration by Lois Hubertz

Before long, I would point out that everyone experiences name calling, insults, and teasing, even the greatest presidents, the most talented athletes, and rock stars.  If someone insults you, it does NOT mean that you are a bad person.

I then tell them the story of John and how Fred laughs at him on the lunch line when he uses, for the first time, his free lunch pass. Afterwards, I ask:

“Why do you think Fred laughs at John?”

The typical response is, “It’s because Fred is mean.” 

pratfalls“It may seem that way,” I reply, but think about this for a moment. Comedians have learned that if they pretend to accidentally trip and fall down, people laugh. Why do you think they laugh?”

Typical answer: “It’s just funny.”

Me: “Did you ever laugh when you saw somebody trip and fall?”

Typical answer: “Yeah.”

Me: “Because you’re mean?”

Typical answer: “No.”

Me: Well then, how come?

Typical answer: “It’s just funny.”

Me: “Sometimes it does seem to be funny. But you know why I think people laugh?”

Typical answer: “Why?”

A young man in a gray cardigan shows facepalm

Me: “I think that when people see someone trip and fall, it reminds them of when they, themselves, tripped and fell or messed up in some other embarrassing way. They remember how embarrassing it was, and it is a relief to them to see that they aren’t the only ones who sometimes mess up. It is that relief that they feel that leads to their laugh.

“In that story that I told you about John and Fred, when Fred laughs at John on the lunch line, I think it’s not because he’s being mean. It’s because he recalled that there were times when something embarrassing happened to him. Seeing John use his free lunch pass was a relief to Fred.

embarrassed2“One reason I think this is true is that people who have had the most embarrassing things happen to them are, from my experience, usually the quickest to start to laugh when something embarrassing happens to someone else.  They also laugh the loudest, and they are the quickest to tell others of the embarrassing thing that happened to someone else. Do you understand what I mean?”

With this type of discussion, students referred to me very soon get to understand that when someone laughs at you, often it isn’t really because they are being mean to you. Rather, they see that you are similar to them in that you have had to deal with some embarrassing problems, just like them.

Helping students to learn this idea, which takes several reminders in the form of several Cool Steve Stories over several counseling sessions, changes their belief that “people who laugh at me are just being mean.” As they replace that belief with this new idea, their anger is reduced. Thus, it becomes easier to teach them other skills that go way beyond the three-sentence words of wisdom that most people are being taught–skills like how to recognize when laughing at someone begins to go beyond the typical emotional relief that many of us experience when we see someone else do something embarrassing and turns into bullying; and skills like the five levels of maturity for responding to negative criticism (see here and here).

During my professional career I was getting paid to provide advice on these types of interpersonal and intrapersonal problems. Now that I’m comfortably retired, I have a calling to give back something to our communities. So, through my blog, “From Insults to Respect,” I offer, for free, the same advice I used to get paid for. It’s a labor of love.

Conclusion

lunchroomLet’s conclude today’s post by returning to a situation very similar to the one with which we began. This time, however, thirteen-year old John, had had quite a bit of practice on handling this type of situation with a wise teacher before he met Fred. Now, faced with Fred’s laughter and comment, John chooses to respond on the lunchroom line in a manner that is very different than my Brooklyn upbringing suggested was wise. Let’s take a look at how this might get played out:

Fred, a husky boy standing behind John, starts to laugh and cries out to others, “Hey guys, get a load of this! John has a free lunch pass. What’s the matter, John, your parents can’t afford to buy you lunch?”

John turns to Fred, looks squarely into Fred’s eyes, and says firmly, “You’re right, Fred, right now my parents can’t afford to buy me lunch.”

A couple of the guys laugh. John says to himself, “They’re laughing because embarrassing things happened to them. They’re feeling inside a sense of relief now that they’re seeing something embarrassing happening to someone else.”

Throughout this process, John does experience within himself some embarrassment at what is taking place. As he notices this, from time to time he says to himself, “My feelings are natural and helpful. They will help me to remember this experience, and lead me to try to figure out how I can work toward improving my current situation.

This time there is no bloody, violent fight that has to be broken up by three school personnel. And although John is not happy with his current situation, he is far more comfortable with it knowing that if he is teased about it, he has a set of skills that has the potential to enhance his reputation.

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

Categories
anger conflict management conflict resolution criticism insults interpersonal conflicts negative criticism respect Responding to Criticism Uninvited criticism Unsolicited criticism

A Conversation About Unsolicited Criticism

A while back, I published on this blog a post titled, “Unsolicited Criticism: Good or Bad?” Regular readers may recall that it begins as follows:

Illustration by Aviva Maltin
Illustration by Aviva Maltin

“Judy, it’s so nice to see you,” I say as she comes into my office and sits down on my couch.

“I’ve been reading your blog again, Dr Rubin.  It’s filled with a bunch of hogwash.”

“Hmmm, it sounds like there are some ideas in it that you don’t care for.”

“I read last night two of your blog posts–Is Criticism Bad and Criticism and Wisdom.  What a bunch of nonsense!”

“I’m very interested in your point of view, Judy.  Please tell me more specifically about what you disagree with in those posts.”

John Stewart Mill
John Stewart Mill

“Well, you talk about this John Stuart Mill.  According to him, if people criticize us, even for holding an opinion we are very sure of, we should thank them for it, open our minds to listen to them, and rejoice.  That’s ridiculous!  If you don’t have something nice to say to somebody you should keep your stupid mouth shut!  And, as far as I’m concerned, unless I give someone permission to criticize me, that person has no right to inflict it upon me!”

brilliant2The rest of that post provides my response to Judy. As brilliant as that response is, it is my considered opinion that my readers and I benefit from hearing a variety of views on these types of issues. And so, with that in mind, I went about seeking these views by introducing the post to the Facebook groups that I belong to. Thus, I wrote for each group the following:

Some say that unless you are invited to provide criticism, you should keep your mouth shut. How wise is that?

Then I provided the link to my post.  It led to quite a few excellent insightful discussions. My favorite happened to appear on the wonderful group, The Brain Cafe. To our good fortune, several of its participants graciously granted permission to use their comments for the current post. These permissions do not mean they are providing a blanket endorsement of this blog or its writers. And, with that, let’s take a look at the discussion that had taken place.

The Brain Cafe Discussion

brian cafe image

Brad Esau, prior to reading my blog post wrote: Uninvited “advice” makes me go thermo nuclear. Uninvited criticism is courting death. Perhaps I should read this.

I, Jeffrey Rubin, replied: Please do read it, Brad Esau, and then let me know what you think.

academicBarry Kort: I suppose the context matters. As a retired academic, I hang out in Internet venues where my fellow academics schmooze with each other and with interested lay people who are arm-chair aficionados of the subjects on the table. In academia, we have a scholarly culture such that we routinely peer-review each other’s work in a collegial and congenial manner. I view this culture as being characterized by an informal tacit social contract that defines a scholarly culture.

There is, on the other hand, the unscientific (or non-scientific) political culture which has its own inscrutable ground rules which admit of some rather dicey and sleazy practices.

What is the lay person to do in these Social Networks? Clearly we find a mix of behavior that spans the spectrum.

I don’t mind conscientious scholarly criticism of the sort one would expect in academia. I’m not fond of the kind of snarky or mean-spirited dismissals that one finds in our ofttimes toxic political culture….

CanadaBrad Esau: This seems to be a cultural thing. I’ve noticed Americans (I’m Canadian) seem to have this notion that they have the “right” to speak out about anything at any time. This is much different than most cultures.

I happen to believe a) I – or anyone – absolutely has the right to deny anyone’s “right” to offer “criticism” or “input” and b) through much, much, much hard won experience, I learned that most people’s “criticism” was largely invalid and of poor construct. In other words, they had no idea what they were talking about.

I am very, very open to critique – if it’s from someone whose expertise or experience I trust and they’ve *earned* my trust. Otherwise, I have no time to waste on most people’s hot air.

So while I think your approach is valid for within American culture, it should be limited to that.

E. C.: Well said Brad! (also a “fellow” Canadian). Love your courage for taking this on Jeffrey. And Brad, you make me THINK

Brad Esau: Thanks, E. C. After growing up in polite Canada and spending a decade and a half around Asians (Japanese, Taiwanese and Chinese) where this kind of “right” to openly criticize is unthinkable, I still find this jarring. Most of my online exchanges are with our friends south of the 49th. Just could never get used to their unrestrained forwardness.

And thank you for the compliment.

criticism1Barry Kort: What stood out for me in that vignette was that Judy was enacting a practice that she abhorred when the roles were reversed. About the only scenario where that’s kosher is in scripted psychodrama as a theatrical performance.

Brad Esau: Thinking on this further, I think unsolicited criticism is warranted in cases where intervention is needed. Somebody is clearly going about things in ways that will harm their future or… their chances at their goals, and then I think it’s quite correct to voice some well founded constructive criticism….

The thing with most people, they’re not nearly as “smart” or “wise” or “expert” as they believe themselves to be and most of their “criticism” or “advice” is nothing more than egotistical bluster and hot air.

criticism5After some time had passed, Brad added: I now just sort of have this iron clad rule for when anyone – and I mean anyone – offers “advice” or “criticism” I ask for or dig into their credentials and poke into what their motivation might be. 98% of people don’t pass those simple tests.

Of course the trick then is to learn to check one’s own premises and to see if whatever criticism or feedback they might have had to offer was warranted.

There are so many variables at work here!

I could fill a city with people crippled by the criticism they received all their lives from their mothers. Hell, maybe a whole continent. I’d have to say raising motherly criticism is invalid.

Judges are different – you purposely go there to be judged. The topic here is *unsolicited* criticism and how to deal with it.

Dilbert on constructive criticismE. C.: No one wants or needs to hear “bad things” about themselves. That is not constructive criticism. What is helpful is solicited advice on how I can improve on something. That is entirely different, and it requires the “advice giver” to have to actively listen to what it is I am asking and what information I am giving as far as what I need advice or help with.

cultureLyra Alves: I agree that it is highly determined by our cultural background, but we surely can work our way out of having it as “taboo” and adapt to it. I find criticism, from whatever source it comes, from people who know me or not, who have something interesting to say or not, an incredible gift for my personal growth. I trust much more people who are straight forward than those who are over-polite. I also tend to feel that often those who resist to criticism or those who only accept it if it comes from certain “certified” sources may have self-confidence issues, some hidden insecurities to be sorted out. Every chance we receive some criticism is a chance we have to review various concepts we have about ourselves, about what is the best or not. I think it is always a valuable chance to expand our view on the world and increase our ability to empathize.

Susan Clemens: I have a Facebook rule: Your wall; your opinion.
Other than that, constructive criticism can be offered if you have a relationship with the person, if the person is otherwise at risk of injury, or if you are approaching a business from the customer perspective.
“Pat them-poke them-pat them” works best. I have a few friends who welcome criticism and others who can’t stand it. I try to respect them and vice versa.

criticism4Brad Esau <irony>

I’ve recently posted a piece critical of America and Americans along with my own well founded views.

Going by the universal angry responses and denial I’ve gotten so far, it seems like the people who enjoy criticizing the most and defend their “right” to do so, are most uncomfortable with criticism of themselves.

</irony>

Jeffrey Rubin: Brad Esau, I’ve noticed the same thing–that many people who hate to be criticized are among the quickest to criticize, and often are the ones who are the nastiest criticizers as well.

criticism6E. C.: I wonder, am I the only one who kind of “bristles” at the word “Criticism?” I am all for constructive feedback but for some reason framing it as “criticism” feels far less helpful and like others have said does become more about the person giving it than about the person needing it. Jeffrey Rubin – do you see a difference? If so, why or why not?

Jeffrey Rubin: Hi E. C. I see the difference that you are trying to make, and it is an important and worthwhile distinction to make. I don’t see that that difference has to be made by using the word “feedback” for one and “criticism” for the other. However, if I am in a conversation just with you, I wouldn’t object to an understanding that we would use the words to mean whatever you would like.

That said, people have a variety of conceptions of these two words (criticism and feedback) and therefore typically it is a good idea to use more than just those words to explain what we mean. Defining our terms beforehand is a good strategy.

bad moodFor future reference, to me and Daniel Webster, criticism is an evaluation. If you have evaluated something, then you have formulated a criticism of it; and if you tell someone your evaluation, you are providing the person criticism or a critique of something. It can be done in a way so that it is designed to be helpful to someone. Sometimes it is expressed in a manner that is designed to punish someone, or to just hurt someone for a variety of reasons, e.g., because of jealousy or because the person is stressed and irritable.

Concluding Comment

criticsm2Well, I hope you enjoyed this discussion as much as I did. I hate to end it here, for there is so much more to say, but rest assured that there will be more on this emotionally packed conversation in coming weeks.  Until then, here’s hoping that kindness accompanies all of the criticisms that come our way.

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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.

 

 

 

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Albert Einstein conflict resolution desire dig for the conflict happiness interpersonal conflicts psychiatry respect wisdom

The Desire for Happiness

Dealing with the frustration that goes along with challenging conflicts has some similarities to sailors dealing with stormy seas—it is best to utilize a well-rehearsed plan.

For dealing with conflicts, one such plan begins with thinking of the word “DIG.”  With a little practice, we can use this word to remind us of a simple way to summarize the conflict even in the midst of swirling frustration.conflict triangle 2

The letters of the word “DIG” aids us to remember the words, “Desire,” “Interference,” and “Guilt.” Once we recall these words, we use them in a particular way.

First, we state what our desire is in the conflict, then, what is interfering, then, why we believe the other party in the conflict is guilty of doing something wrong.  After doing this from our perspective, we then go through the same process from the perspective of the other party.

digIf we are thoroughly practiced in using this skill, the word “DIG“ not only helps us to create this concise description of the conflict even while in the midst of rising anger, it also helps us remember to dig a little to consider not just the most obvious desire that is involved in the conflict, but also what might be other desires that are involved.

Of course, in simple, low frustration conflicts none of this is necessary.  There are times, however, that you will find that when all of those around you are beginning to get lost in a storm, your even-tempered, systematic guidance will calm the waters and lead to inviting harbors.

Conflicts in Which Happiness is the Desire     

Now, sometimes when we describe a conflict it takes the following form:

happiness“I desire to be happy, but the other party is interfering.  The other party is guilty of making my life miserable.”

The desire to be happy has a special place in the life of many of us. Nevertheless, today I would like to advocate that you think twice whenever you, or the other party in a conflict, describes the desire part of the conflict as “to be happy.”

What’s wrong with Happiness as a Desire?

Describing a desire in a conflict as “to be happy” is too vague. With a little effort you can usually dig a little deeper and find a more specific description.  Dithers reportTypically, it is better for a boss to say something like, “I desire that you come to work by 9 A.M. at least 95% of the time than, “I desire that you make me happy.”

respectAnother reason to avoid happiness in your descriptions of your desire has to do with earning respect.  If you are like so many of us, you probably want to avoid coming off as shallow or having superficial desires.  To explain a little more of what I mean by this, I’m going to discuss a little of what Albert Einstein said on this topic and then present a little parable.

Albert Einstein on Happiness

In a book titled, Living Philosophies: A Series of Intimate Credos, the first chapter is by Albert Einstein.  There he states:

einsteinThe ideals which have always shone before me and filled me with the joy of living are goodness, beauty, and truth.  To make a goal of comfort or happiness has never appealed to me; a system of ethics built on this basis would be sufficient for a herd of cattle. (p. 4)

When I read the rest of Einstein’s chapter, I came away with the following image.  He kind of viewed happiness as one-half of an oscillation process, with sadness and happiness going back and forth, thrusting his ship forward, and where he chose to steer his ship was in the direction that led to goodness, beauty, and truth.

This is a deeper way to view the nature of happiness, and for those of us who want to be respected for being deep, in contrast to shallow, I think that there may be some value in meditating on this.

To further challenge you to think more deeply about the nature of happiness, please consider the following parable.

The Parable of Probliss

planetOnce upon a green-blue planet, a scientist invented Probliss, a super powerful happiness pill.  It made people as happy as anyone ever dreamed of.  In fact Probliss was so effective in improving the happiness in people’s lives that a group of psychiatrists developed a plan that would have all of the people on the planet lie down on gurneys in sanitized rooms and then be hooked up intravenously so nourishment and Probliss could be directly delivered into the veins of everyone.  If at any point people felt a little less than perfectly happy, all they had to do was press down with a fingertip and wonderful Probliss would soar into their lives creating pure, pure happiness.

Some didn’t like this plan. “What, no music, no love, no friends?  Man, that sounds bleak!”

“True, none of that,” said the psychiatrists, “but far more happiness.”

And it came to pass that studies were done.  The results proved indisputable–those on these gurneys who were attached to these machines that provided nourishment and Probliss developed far fewer diseases.  They lived over ten years longer, and they were less of a danger to themselves or others when compared to those who lived their lives going out in the world without Probliss.  Those who chose to live their lives in the old way, were much more likely to die in car crashes, accidental falls, and homicides. People on Probliss never died from these types of causes because all they did was lie on the gurney in a completely sterile, happy, and healthy state.

Once these results came in, the psychiatrists decided that everyone, from now on, would be tied down to gurneys, even if it was against their will.  “It was for their own good,” the psychiatrists explained.

Now some men and women did manage to escape into a deep, green forest, experiencing anguish and tears, love and creativity, but not perfect happiness.

The End

Conclusion

And so, whenever you think you want to seek happiness, consider the value that goes along with identifying a more specific desire.  You’re still likely to experience some happiness while seeking this newly identified desire, and some sadness too as setbacks tend to occur.  These alterations of happiness and sadness are part of the process that keeps our lives moving forward.  Choose wisely in what direction you truly wish to head.  And learn to appreciate that there are deeper values in life than happiness.

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

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conflict management conflict resolution criticism emotional intelligence feedback free social intelligence and emotional intelligence curriculum interpersonal conflicts providing criticism providing negative criticism psychological maturity

Providing Negative Criticism: The Newest Guidelines

spigetti 1Readers of this blog well know that I often discuss immature and mature ways to provide negative criticism. Originally, I presented a post titled PROVIDING NEGATIVE CRITICISM: FIVE LEVELS OF MATURITY.  There, in addition to providing an outline of what I believed was a good starting point to think about this topic, I asked readers for suggestions on how the outline could be improved. Many readers were not at all shy.  While this was going on, I continued my own reading, and from time to time, I shared what I had learned. And now, just this week on the internet, I came upon an article that provided a new set of guidelines.  I kind of like them, and therefore, decided to see what kind of reaction they might lead to.  But first let’s quickly review what we already covered.

THE ORIGINAL FIVE LEVELS OF MATURITY FOR PROVIDING NEGATIVE CRITICISM

Below you will find preliminary descriptions of how people at five developmental levels of maturity provide negative criticism, that is, criticism that points out what we don’t like about someone’s actions, beliefs, or appearance.  Level one is the most immature and uses observations of babies as its starting point.  Each successive level is more mature:

  1. This level requires displaying one or more of the following:
  • Cries without stating what the crying is about
  • Physically attacks the person being criticized
  • Damages property

Although these three descriptors may not sound like providing criticism, in some situations we can see that it is the very beginning of the development of this skill.  Let’s say Jill takes baby Bob’s crayon away believing he is done with it.  Bob begins to cry and takes a swipe at Jill.  She manages, by moving away, to avoid Bob’s swipe. Bob now looks even angrier and crumbles up a piece of paper and flings it on the floor.  An observer to this may conclude that Bob, in a sense, is criticizing Jill for taking the crayon.         

2.  This level requires displaying one or both of the following:

  • The criticizer does not explain what the offending behavior is, but instead expresses displeasure with glares, insults, shouting, silence, or threats that do not involve bodily harm. (For example, someone might be making too much noise and the criticizer might turn to the noise maker and glare, or cry out, “Jerk!”)
  • Threatens bodily harm regardless of what else is said.

3.  The criticizer clearly states the criticism with enough detail so the criticized person, if he or she wills, can improve the behavior, idea, or appearance, but couples it with glares, insults, shouts, or threats that are not about bodily harm.         

4.   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.                 

5.  When the criticizer provides criticism, he or she does so in a manner very similar to a level four response, but beforehand, the criticizer considers the person who is the target of the criticism and the situation that he or she is in.  As a result of such considerations, the criticizer may decide to alter the criticism.

IDEAS THAT FOLLOWED

After proposing the five levels of maturity, several additional ideas came my way. One person suggested:

listeningHey there. One thing that potentially could be even better than a level 5 way to provide criticism would be to ask the person permission to offer them a criticism. You could say like, “hey, would it be alright if I make an observation about the way you handled that situation” or “do you mind if I offer you a couple constructive criticisms about your song” or whatever. Then, if the person says yes, they won’t feel like they are being attacked because they’ve given consent. Or they’ll have the opportunity to say “you know what? I’m really sort of feeling on edge so maybe another time would be better for us to talk.” That way, instead of gauging for yourself whether or not the person is in a state to tolerate the criticism, you can let them decide for themselves. What do you think about this idea?

I responded:

Time for FeedbackI like your idea. It goes along with considering person variables. For me, personally, I’m almost always up to hearing criticism, even if it may sting. Therefore, always asking me for permission would eventually become tiresome. But until you know someone well, starting off the relationship as you suggest, makes sense. And if, in time, you learn the person is very sensitive about criticism, continuing asking for permission would be the wise course of action.

Others argued that unless you are invited to provide criticism, you should keep your mouth shut.  And others argued that even if you are invited to provide criticism, if you don’t have anything nice to say, don’t say anything at all.  I address these issues in a post titled, UNSOLICITED CRITICISM: GOOD OR BAD?  Very briefly, I agreed that these ideas were worthwhile to consider before providing criticism, but after this consideration there were times when providing uninvited criticism makes sense.

Thomas Jefferson
Thomas Jefferson

In a post titled “PROVIDING NEGATIVE CRITICISM: A LESSON FROM THOMAS JEFFERSON” I explained that recently I had been reading an excellent biography of Jefferson by Jon Meacham.  There, I learned that early in a relationship Jefferson typically avoided mentioning any fault in his new companion.  He felt that later, once the relationship was well developed, was a better time to discuss differences of opinion.  As Meacham describes Jefferson’s style, “people often talk too much and listen too little, which can be self-defeating, for in many instances the surer route to winning a friend is not to convince them that you are right but that you care what they think. Everyone wants to believe that what they have to say is fascinating, illuminating, and possibly even epochal.” In that line of thinking, Jefferson advised a daughter:  “Much better…if our companion views a thing in a light different from what we do, to leave him in quiet possession of his view.  What is the use of rectifying him if the thing be unimportant; and if important let it pass for the present, and wait a softer moment and more conciliatory occasion of revising the subject together.” Now Jefferson clearly recognized there was exceptions to this general rule, but nevertheless it makes a great deal of sense that whenever we are tempted to provide negative criticism careful consideration of this idea makes sense.

Another set of comments came from a few parents who argued that although the five levels of maturity made sense when adults were interacting with other adults, when parents provided negative criticism to their children, yelling, and even hitting were perfectly permissible.  I responded to this in a post titled, PROVIDING NEGATIVE CRITICISM: DEFENDING THE FIVE LEVELS.  The issues this raises are simply too complicated to summarize here, so I’ll just refer interested readers to that post.

Finally, someone on Facebook presented the idea that it is helpful to use the sandwich approach to providing negative criticism.  Here you begin with a slice of some positive comment, then you put on top of that the negative criticism, and then, on top of that, you provide another slice of positive criticism.

OK! So, basically, in a very abbreviated manner, those are some ideas we have already discussed.  Now, to a new set of guidelines.

Philosopher Daniel Dennett’s Approach to Providing Negative Criticism

Daniel Dennett
Daniel Dennett

Recently on the internet I came upon a post by Maria Popova titled, “How to Criticize with Kindness: Philosopher Daniel Dennett on the Four Steps to Arguing Intelligently.”  There I learned that Mr. Dennett has provided the following guidelines for composing a successful critical commentary:

  1. You should attempt to re-express your target’s position so clearly, vividly, and fairly that your target says, “Thanks, I wish I’d thought of putting it that way.
  2. You should list any points of agreement (especially if they are not matters of general or widespread agreement).
  3. You should mention anything you have learned from your target.
  4. Only then are you permitted to say so much as a word of rebuttal or criticism.

I kind of like this.  Whereas it is not inconsistent with the original five levels of providing negative criticism, it provides some additional ideas to consider.

Over the course of a week or two I’ll come up with some specific examples that demonstrate Dennett’s approach. Until then, my best wishes to you all,

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.