Category: social intelligence

DEALING WITH CRITICISM BY DIGGING DEEPER

Post author By Dr. Jeffrey Rubin
Post date January 12, 2013
2 Comments on DEALING WITH CRITICISM BY DIGGING DEEPER

“I’ve been reading your blog posts, Dr. Rubin,” Judy says sounding annoyed. “You are making everything sound way too complicated.”

“I’m pleased that you’ve been checking it out,” I reply. “I’d love to hear more about your reactions.”

“Well, yesterday I went over to pick up my friend, Sue, to go to a party. She was wearing an outfit that was almost identical to mine. So I told Sue I didn’t like what she was going to wear. If we went to the party in the same outfits we’d look like the Bobbsey twins. We’d look ridiculous. Sue quickly saw that I was right and changed her clothes. Then we decided that in the future, whenever we plan to go to a party together, we’ll check with each other before we pick out what we’ll wear. So, you see, without going through all of your stupid ‘DIG,’ desire, interference, guilt, nonsense, I provided negative criticism to Sue, and we worked it out just fine.”

“I like the way you dealt with it, Judy, especially how you made plans to prevent the same problem from recurring. Checking with each other before choosing your outfits makes a good deal of sense. Well done!”

A glorious smile graces Judy’s face.

“Judy, I also agree with you to a large extent about using the DIG Conflict Model to deal with criticism. In many situations, perhaps even most situations, there is no good reason to go through the steps I’ve been describing in my blog posts. As long as the issues are simple enough to understand easily and if whatever approach you are in the habit of using leads you to a comfortable resolution, then, by all means, you don’t have to bother using the DIG Conflict Model.”

“There are times that I do get defensive or confused,” Judy allows. “I know there are times I get defensive, and I’ve said some things even recently that I now regret.”

“I want to hear about those regrets, Judy. At the same time, it takes a special kind of learning to handle defensive feelings. I think it would be helpful if we first rehearsed a plan that can increase the respect you will feel for yourself. It has to be well rehearsed because when people get defensive, they oftentimes have trouble thinking as clearly as when they calm down and have some time to think things over. It’s also helpful to learn to get comfortable with this new way of thinking by discussing someone else’s conflicts, rather than discussing events that directly happened to you. This will allow you to look at this new approach more objectively. Once you get the ideas down so that you can smoothly work with them, then it will be far easier to apply them to events that are occurring in your own life. So, if it’s okay with you, Judy, let’s return to my Charlie Brown comic that I used in my last blog post.”

“Well, I do want to get you back on my recent regret, but I love the Peanuts characters, especially Lucy. Go ahead, Dr. Rubin, let’s hear one of your lessons.”

FIRST, LET’S REVIEW THE OLD LESSONS

“Okay! First, please read again the Peanuts comic we looked at in our last lesson:

Judy, after reading it, smiles, and says, “Okay, now what?”

“Let’s review some key points, Judy. From the ideas we have been discussing over the last few months, what do you think Charlie Brown can do in this type of situation that will be helpful?”

“He can tell himself that it is good that he has begun to criticize himself in this situation. Criticism, if handled skillfully, is the path toward wisdom.” (see blog post titled, Is Criticism Bad?)

“Excellent! What else might be helpful for him to do?”

“Think about how he is likely to criticize himself, and rate that style using the skills in my post Providing Negative Criticism: Five Levels of Maturity. If Charlie Brown already started to criticize himself before he did this, it would help him to look at the style he has begun to use, and then rate that. After rating the style, it would help him to see if he could come up with a more mature style that would match either a 4 or 5 level. To help him do this, he might work a little on summarizing his problem using the word, “DIG.” That will help him to dig for his desire, what is interfering with his desire, and what he feels guilty about.” (see Dig For The Conflict)

“Very impressive, Judy. You’re a fine student. If Charlie Brown asked you to summarize his conflict, what would you say?”

“Charlie Brown, you seem to desire that you not yell at your baby sister, but the fact that you did has led you to perceive that, interfering with your desire, you are likely to continue yelling at her. You appear to feel guilty for your actions by saying you hate yourself.”

NOW, THE NEW MATERIAL

“Well, Judy, I can see that you’re now ready to move on to some new material. After you get skilled at summarizing the most obvious conflict in a difficult situation, it’s then helpful to use the word “DIG” to remind you to dig a little deeper to find other desires that may be important to consider. What other desire do you think Charlie Brown might have that is important to consider in this situation?”

After some thought, Judy replies, “He desires to play with his puzzle, but his sister interfered by messing it up.”

“Yes, Judy, very good. Do you think Charlie Brown thinks his sister is guilty of doing something wrong for messing up the puzzle?”

“Probably not. He seems to recognize that she is only a baby, so he’s not blaming her for what she did.”

“I think you are right, Judy. Now, when we are using the DIG Conflict Model, to have a full conflict we must have all three conditions of a conflict, the desire, the interference, and the guilt. In the problem you just described, we only have the desire and the interference, but no guilt. Even though this is not a full conflict, it may still be very important to consider in this situation. We will be calling this type of problem a DESIRE-INTERFERENCE PROBLEM. And so, when we think about all of the possible problems that might be involved in a difficult situation, we write down a summary of all of the possible conflicts and all of the possible DESIRE-INTERFERENCE PROBLEMS.

“To help us to dig a little deeper to find any of the other important problems in a difficult situation, today I am giving you two types of tools to dig, two types of shovels to dig, if you will. The first shovel is look for the desire to be liked or loved. The other tool is look for the desire to be free to make one’s own decision. I discussed both of these tools (looking for the desire to be loved and looking for the desire to avoid interference with freedom) more thoroughly in my blog post titled, Why is Criticism So Hard To Bear?

“Oh, now I remember that one,” says Judy, as if a light suddenly went on in her head. “You talked about how people, when criticized, might feel that people won’t like them, and why it’s important to consider this when we try to come up with a long term solution to problems.”

“Yes. I also mentioned that when we are criticized we often think that the criticizer wants us to make some change. This criticism might be provided not simply as a suggestion, but the criticizer soon begins to put pressure on us to change even against our will. We may, therefore, become defensive as we begin to desire to make our own life decisions without outside pressure. When we dig deeply into a difficult situation we would be wise if we look at how the “desire to be liked and loved” is involved in the situation and how the desire to “remain free to make our own decisions” is involved in the situation. It helps to write down a summary sentence or two for each of the conflicts that you can see in the difficult situation, each of the desire-interference problems, and then dig deeper using the two shovels, that is, the liking/loving shovel and the protecting freedom shovel. In this way, you will get a list of the problems that all have to be addressed if you wish to create wise and lasting ways to deal with difficult situations.

“Sometimes, when we look at a difficult situation, it all seems to be so complicated, that we just get lost on how to move forward in a helpful way. By using the approach I just described, the big difficult situation is broken down into easier-to-understand problems. Oftentimes, working on making some improvements to deal with each of these easier-to-understand problems, one by one, the larger difficult situation begins to improve.

“In coming weeks, I’ll present examples of how this approach can be very helpful. As we go through them, you’ll become so familiar with this approach that you will find that you can use it even in the most trying situations.”

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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.

Tags anger, conflict, conflict management, criticism, dig for the conflict, emotional intelligence, emotions, frustration, insults, maturity, maturity levels, name calling, negative criticism, psychological maturity, respect, stress, types of criticism, wisdom

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INTRAPERSONAL CONFLICTS AND CHARLIE BROWN: ADVANCE LESSON

Post author By Dr. Jeffrey Rubin
Post date January 1, 2013
4 Comments on INTRAPERSONAL CONFLICTS AND CHARLIE BROWN: ADVANCE LESSON

A few weeks ago I published a post titled CONFLICTS WITH OURSELVES: LESSONS FROM CHARLIE BROWN. Today, let’s quickly review the ideas presented there, and then move on to discuss a few more.

Review

When one person has a conflict with another person, we call this an interpersonal conflict. An intrapersonal conflict occurs when a person has a conflict with himself or herself.

When we describe a conflict using the DIG Conflict Model, the letters of the word, “DIG,” helps to remind us to first dig to find the DESIRE, then something that INTERFERES with the desire, and finally, the GUILT. Earlier, we looked at the following example of an intrapersonal conflict:

When we looked earlier at this example, I provided the following tentative description of Charlie Brown’s intrapersonal conflict:

Charlie Brown seems to desire that he not yell at his baby sister, but the fact that he did has led him to perceive that, interfering with his desire, he is likely to continue his yelling at his sister. He appears to feel guilty for his actions by saying he feels terrible and hates himself.

It would be simpler to describe this conflict by saying:

Charlie Brown desired that he not yell at his baby sister, but he interfered with his desire by yelling at her. He felt guilty about it.

In this simpler description, we still have all of the three conditions for a conflict–that is, the desire, the interfering act and the guilt. But they all took place in the past. To become an expert at dealing with conflicts, we must learn to describe an existing conflict as something relevant to the future. This skill will help us to prevent similar conflicts from recurring over and over again.

Okay, so there’s our summary in what was presented the last time we discussed intrapersonal conflicts. Let’s now move on to some more advanced ideas.

Advanced Lesson

Whenever we have a conflict with ourselves, we oftentimes present to ourselves some negative criticism. In the above three panels of the Charlie Brown comic, Charlie Brown indicates he has evaluated how he treated his sister and he makes it clear that he doesn’t like what he did. When we evaluate something and state we don’t like what we evaluated, we have provided negative criticism.

In an earlier blog, we looked at providing negative criticism during interpersonal conflicts. We saw that according to the DIG Conflict Model, there are five levels of maturity when it comes to providing negative criticism (see blog post titled, PROVIDING NEGATIVE CRITICISM: FIVE LEVELS OF MATURITY). Level 1 is viewed as the most immature level, and level 2 is viewed as a bit more mature, and so on. Readers of this blog were encouraged to familiarize themselves with the five levels, and then to use them in the following way:

First, they learn to recognize that they are getting ready to provide somebody criticism.

Then they pause to think about how they are likely to provide the criticism.

Then, before they provide the negative criticism, they decide what level of maturity the criticism they are likely to give is at. If it is below level 4, they try to change the criticism so that it matches level 4, or even level 5.

In this example, the man is the employer of the woman who wrote a report. After looking it over, he sees he is likely to provide criticism in a style that would best match level 2, which states:

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.
Threatens bodily harm regardless of what else is said.

Now, I understand that some of you might feel that the employer deserves a higher rating because he does explain what the offending behavior is when he says the report is stupid. But this just indicates in some vague way that he doesn’t like the report using the insulting word, “stupid.” In my opinion, his comment is not an adequate description of what he doesn’t like about the report to warrant a more mature rating.

Seeing that this type of criticism is a bit immature, the man’s job in this example would then be to try to come up with a form of criticism that matches one of the more mature levels. One of the more mature levels is level 4:

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.

In this example, by pausing and thinking about level 4, the man asks himself to describe his criticism in a clearer, more precise way than shouting “The report is stupid!” To help him to clarify his thoughts, he uses the word “DIG.” Thus, he says to himself that “I desire that in the future this woman who wrote this report will follow the directions that I give her and interfering with this desire is the fact that in this report she did not do so. I think she is guilty of ignoring my directions.”

Having slowed down so he can think about this, the man now decides that the best way to provide the criticism to the woman is to wait until he has managed to calm himself down enough so he can speak to her using a respectful tone of voice and without any insulting words. Then he will go over the first direction he had given to her and ask her to describe how she might have written the report so that he would have seen that the report writer is following his direction. If she is not sure how to respond, he could then explain more thoroughly what he wants when she attempts to follow this direction. After clarifying the first direction, he could go over in a similar way his second direction, and so forth.

Now, I don’t mean to suggest that this is the only resolution to this employer’s conflict. For example, he could instead assign the best report writer in his company to mentor this employer. The mentor would review each of her reports before she hands them in, show her copies of high quality reports, and so on. The point is that this employer can improve the quality of his criticism by pausing before providing the criticism, thinking about how he is preparing to provide the criticism, comparing it to the five levels of providing negative criticism, and then seeking a way to change the criticism to something that matches a more mature level.

With intrapersonal conflicts we carry out a similar plan as we do with interpersonal conflicts.

Let’s return to our Charlie Brown example:

Here we see that even before first recognizing he is about to provide himself negative criticism, he has already done so. That’s not the end of the world. Many old habits are not easy to change quickly, and if you find yourself slipping into past styles of dealing with conflicts, you need not beat yourself up over this. There are better ways to helpfully carry on.

In our Charlie Brown example, even after having already provided negative criticism, he can still go through the steps we discussed for dealing with interpersonal conflicts. That is, he can first look at how he did criticize himself and then compare it to the five levels of providing criticism. Then, he can pick out which of the five levels best matches his response.

In my judgement, Charlie Brown’s response falls somewhere between level 2 and level 3.

Level 2 states:

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.
Threatens bodily harm regardless of what else is said.

Charlie Brown, in this example does state what the offending behavior is. That is, he says, “I shouldn’t have yelled at her, she is only a baby.” But to match level 3 his response would have to look like this:

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.

Charlie Brown’s criticism of himself, in my opinion, is not quite clear enough to fully match level three. The fact that he repeatedly says he hates himself seems to be an example of insulting himself so that part of his criticism matches both level 2 and 3.

Once Charlie Brown figures out about what level his response had been, he could then see if he could come up with a response that better matches a more mature response, perhaps level 4, or even level 5.

Attempting to describe interpersonal conflicts using the letters in the word “DIG” can be helpful for coming up with a more mature response. Similarly, attempting to describe intrapersonal conflicts using the letters in the word “DIG” can be helpful for coming up with a more mature response. What would that look like? Here’s one way Charlie Brown can do this:

He tells himself,

I desire that I not yell at my baby sister, but the fact that I did has led me to guess that, interfering with my desire, I’m likely to continue yelling at her. I feel guilty for my actions.

Notice that there are no insults in this statement. This statement is an important step toward coming up with negative criticism that matches a level 4 or 5 response. Charlie Brown still must go on from here to come up with a plan that can help him to become less likely to yell at his baby sister. Next week we will begin to look at some plans to help him do just that.

Practice

For those of you who truly want to become a master at dealing with intrapersonal conflicts, I recommend that you now take the time to either print out the five levels of providing negative criticism (see PROVIDING NEGATIVE CRITICISM: FIVE LEVELS OF MATURITY) or if you don’t have a printer, write them out in any way you can. Then, tape them to your refrigerator door. This week, each time you see them, try to recall some time that you provided negative criticism to yourself. Try to recall just what you said to yourself. Then, try to see what level best matched what you said to yourself, and if it is less than a 4 or 5 level, try to create a response that would match a higher level response. With this type of practice, you will soon see some real progress in your skills to deal effectively with intrapersonal conflicts.

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Tags anger, bullies, bully, bullying, challenge, conflict, conflict management, criticism, dig for the conflict, emotional intelligence, emotions, frustration, negative criticism, psychological maturity, threats, types of criticism

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CONFLICTS WITH OURSELVES: LESSONS FROM CHARLIE BROWN

Post author By Dr. Jeffrey Rubin
Post date December 8, 2012
8 Comments on CONFLICTS WITH OURSELVES: LESSONS FROM CHARLIE BROWN

Lately, we have been focusing largely on conflicts that deal with one person having a conflict with another person. We call these interpersonal conflicts.

Today we begin to turn our attention to intrapersonal conflicts. This type of conflict occurs when a person has a conflict with himself or herself.

We can see both of these types of conflicts occurring in the following Peanuts comic. If you will, see if you can identify them.

USING THE LETTERS IN THE WORD “DIG” TO DESCRIBE A CONFLICT

The intrapersonal conflict is within Charlie Brown. We can describe his conflict using the DIG Conflict Model that we have been discussing in earlier posts.

The letters of the word, “DIG,” helps to remind us that when we want to describe a conflict in some situation, it is helpful to first dig to find the DESIRE, then something that INTERFERES with the desire, and, finally, the GUILT. Using this approach, we can describe Charlie Brown’s intrapersonal conflict as follows:

Charlie Brown seems to desire that he not yell at his baby sister, but the fact that he did has led him to perceive that, interfering with his desire, he is likely to continue his yelling at his sister in the future. He appears to feel guilty for his actions by saying he feels terrible and hates himself.

In addition to the intrapersonal conflict in the above comic, there appears to be also a fairly clear example of an interpersonal conflict in the above comic. It involves Lucy and Linus.

Lucy seems to have a desire that Linus leave her things alone but the fact that he was reading her comic book suggests to her that, interfering with her desire, he will continue to use her things. The fact that Lucy is yelling at Linus and threatening to chase him out of the country suggests that she sees him as guilty of doing something wrong.

As a first step to enact a plan to wisely deal with interpersonal conflicts, on this blog we have spent some time learning to describe them in a familiar manner, using the word “DIG” as a reminder to look for the desire, then the interfering act, and then the guilt. As we can see in the above example, we can use the word “DIG” in a similar way for intrapersonal conflicts.

In this next comic, again Charlie Brown has an intrapersonal conflict. See if you can describe it in terms of his desire, something interfering with his desire, and his guilt of doing something wrong.

There are several good ways to describe Charlie Brown’s intrapersonal conflict. Here’s one–Charlie Brown seems to desire to go home and do his school work, but interfering with this, he is going to the movies. He appears to be feeling guilty about going to the movies.

Let’s try one more. Again, see if you can describe Charlie Brown’s intrapersonal conflict with the help of the letters in the word “DIG.”

This is a tricky one because it is not clear if Charlie Brown feels guilty. One reasonable description of Charlie Brown’s intrapersonal situation follows.

Charlie Brown seems to have a desire to become a big-league player, but interfering with his desire is his observation of how he has been playing. It is clear he feels terrible about how he has been playing but, as I said, it’s not clear if he feels guilty about how he has been playing. In this situation, using the DIG Conflict model we say Charlie Brown has a desire interference problem.

Thanks for playing along. By now, you have had some practice using the first step to enact a plan to wisely deal with intrapersonal conflicts and desire interference problems, that is, to describe certain situations using the letters in the word “DIG” as an aid to remind you to dig for the desire, the interfering act and the perceived guilt.

A CONFLICT, TO EXIST, MUST REFER TO AN EVENT THAT WILL OCCUR IN THE FUTURE

When we use the DIG Conflict Model to describe a conflict, it is advantageous to phrase the conflicts as something relevant to the future. Consider the first intrapersonal conflict we discussed today:

Let’s take another look at how I described it:

Charlie Brown seems to desire that he not yell at his baby sister, but the fact that he did has led him to perceive that, interfering with his desire, he is likely to continue his yelling at his sister in the future. My guess is that he feel guilty for his actions by saying he feels terrible and hates himself.

Now one simpler way to say this might be:

Charlie Brown desired that he not yell at his baby sister, but he interfered with his desire by yelling at her. He felt guilty about it.

In this description, we still have all of the three conditions for a conflict–that is, the desire, the interfering act and the guilt. But they all took place in the past. To become an expert at dealing with conflicts, we must learn to describe an existing conflict as something relevant to the future.

Try not to misunderstand me here. People oftentimes think about and discuss conflicts that occurred in the past.

According to the DIG Conflict model, a conflict, if it currently exists, must have, in part, the following two conditions:

A person has a desire that an act will occur.
A person must perceive that someone is likely to act in a manner that is incompatible with the desire.

Framing a conflict as connected in some way to the future is forward looking. It helps us to focus in on what we can do to make a change that can alter the future for the better.

If we could ask Charlie Brown some questions about what led him to feel so blue, we would discover that he does probably perceive that what happened is connected to something relevant to his future. For example, imagine how Charlie would respond if I asked him, “Why are you sad that you made your sister cry? That happened already and there is nothing you can do about it now.”

He might answer, “Maybe feeling sad will prod me into figuring out what to do in the future so it won’t happen again.” Or, he might say, “I don’t know, I just am.” If he answers in the first way, he will be thinking more like a person with a mature idea of what it means to have a conflict. It is this level of maturity that I am trying to encourage. It will take some time for many of you to come to fully understand the value of this, but if you stick with this blog, you are likely to find it can become a very comfortable way to think about this stuff and very helpful.

Consider the case in which Charlie Brown, instead of insulting himself or attempting to ignore and forget the whole episode, says, “I understand why I feel uncomfortable with what I did—it was wrong. I like myself for feeling uncomfortable when I treat my sister wrong. This feeling is a tool that prods me to come up with a better way to treat my sister in the future.”

After some more thought and perhaps discussing the problem with some people he respects, let’s say that he reaches a point at which he says to himself,

“Next time my baby sister messes up a puzzle I’m working on, I’ll walk away, take some deep breaths, and remind myself that she is just a baby. And maybe I can do some things to prevent this situation from ever coming about. Hmm, let me see here. Oh, I know what I can do. Whenever I work on a puzzle, instead of doing it on the floor, I could do it high up in a place that my sister can’t reach.”

This would be a better point to arrive at. As Charlie Brown reaches for this level of understanding, he will be more hopeful that he will be able to work out his conflict, and therefore be less depressed. If you continue to follow this blog, you will learn to master the set of skills necessary for resolving conflicts in this mature way.

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Tags anger, conflict, conflict management, criticism, emotional intelligence, insults, interpersonal conflicts, intrapersonal conflicts, maturity, name calling, psychological maturity, respect, types of criticism, wisdom

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CONFLICTS: LESSONS FROM ROMEO AND JULIET

Post author By Dr. Jeffrey Rubin
Post date November 17, 2012
2 Comments on CONFLICTS: LESSONS FROM ROMEO AND JULIET

If you have been following this blog, you will have noticed that for the past few weeks I have relied heavily on humor to teach some of the main principles of conflicts (see for examples, ANGER: A COMIC STRIP LOVER’S GUIDE and INSULTS: A COMIC STRIP LOVER’S GUIDE.

But a blog such as this, if it is to be a source of wisdom, must keep the reader aware that although there is much humor in conflicts, there is tragedy as well. Comics typically emphasize the humor. To avoid completely losing our balance, we must, from time to time, directly take on serious themes. At such times, in the words from Shakespeare’s Henry the VIII’s prologue—

“I come no more to make you laugh; things now,

That bear a weighty and serious brow,

Sad, high, and working, full of state and woe…”

In the deepest heart of all of us there is a corner in which life just happens to work sadly. Any discussion of conflict cannot completely ignore this. Nevertheless, I will attempt to keep our forays into the profounder bass-notes of life fairly brief, and use humor as our main educational tool.

Assisting People to Deal with Conflicts

From time to time you will be asked to assist people with conflicts. A situation involving friends may erupt. Problems at school or work will naturally pop up on regular occasions.

You will find that as you begin to engage the parties involved in the conflict, some in the midst of it will angrily start to tell you what has been happening by going on and on until it begins to strain the patience of everyone listening. Others will speak of the conflict in such vague generalities that listeners are left scratching their heads.

In this blog post you will practice using a model to assist you in coming up with a description of a conflict in a few sentences that not only will prove helpful, but will also enhance your reputation.

Consider the following three pictures created by Lois Hubertz:

They say a picture is worth a thousand words. In the tragic comic above there are three pictures. Need I provide three thousand words to verbally describe them? What if I wanted to describe briefly the conflict they portray? To do so, I would be wise to first discuss with each of the parties what they view as causing the strife, and then after hearing them out, combine what I had learned with what I observe in the pictures.

Suppose that in my discussions I find out that the story of the two lovers in the first box and the two lovers in Shakespeare’s magnificent play, Romeo and Juliet are similar. As in the Shakespeare play, the lovers in the tragic comic are called Romeo and Juliet, and their families are terribly bitter with one another because of angry memories of previous conflicts.

After my information gathering, what if I attempted to briefly describe the conflict from Juliet’s point of view as follows:

Juliet desires to marry Romeo, but interfering with this, her father has made it clear to her that he does not want to give her the legally required permission. Although she recognizes that her father, if he were to consent, would be in hot water with the rest of their family, Juliet feels that he is guilty of being wrong because for her sake he should have the guts to stand up to them.

Are these sentences sufficient?

Obviously, compared to a Shakespeare play, my two-sentence summary, just like any two-sentence summary, must ignore the subtleties and related conflicts that are revealed by a fully crafted play. But there are many times when we can sufficiently grasp a situation without using a style of language that many find hard to grasp or by sitting down for hours to study an insightful narrative. Using an easy to learn pattern of constructing two sentences from each party’s perspective may very well serve to set the stage for the creation of a plan that will resolve the conflict at hand to the satisfaction of all the involved parties.

A Definition of Conflict

When we attempt to come up with a brief description of a conflict, it helps to have a good definition of the word “conflict” at hand. On this blog we will be using a definition derived from what I refer to as the DIG Conflict Model.

A conflict exists whenever the following three conditions exist:

Party A desires an act will occur.
Party A perceives that another party is likely to act in a manner that interferes with the desire.
Party A perceives that the other party would be guilty of doing something wrong if he or she carries out the interfering act.

Notice that each of the three conditions has a key word italicized—desire for the first condition, interference for the second, and guilt for the third. If we take the first letter of each of these key words and put them together, they spell DIG; hence the DIG Conflict Model’s name.

Party A, in the above definition, indicates the individual who is theoretically engaged in a conflict and from whose perspective the conflict will first be described.

The Pattern for Describing Conflicts

In earlier blog posts, I’ve described how to use the word DIG to help craft a brief summary of a conflict and we have practiced this method a few times as well (see, for example, DIG FOR THE CONFLICT). To get to be an expert at this method, it helps to review some of the ideas from time to time.

The conflict statement I used to describe the conflict Juliet is having with her father is in a form that doesn’t assure that a conflict exists; rather, it provides us a standard pattern that allows us to briefly describe the situation as best we can with each of the three conditions of a conflict in a familiar place–first the desire, then the interfering act, and then the guilt.

When there are only two parties involved in a conflict, the pattern can be described as follows:

First select an individual who appears to be one of the parties to the conflict and make him or her Party A. Then create a sentence that identifies who Party A is, Party A’s desire, the other party involved, and the act that is interfering with the desire. Then fashion a sentence that puts forth the theory that Party A perceives that the other party would be guilty of doing something wrong if he or she carries out the interfering act.

The first two sentences are composed, as best you can, from Party A’s point of view.

Why do we Bother to Break up the Concept of a Conflict?

So far, we have seen that the DIG Conflict Model breaks up the concept of a conflict into its three conflict conditions (desire, interference and guilt). In future blog posts we will find this helpful because some conflicts are confusing to understand all at once.

Very simple conflicts can be looked at as a single unit with little difficulty. However, more complicated conflicts will leave us scratching our heads. The skill to break up the conflict into its three conditions allows us to familiarize ourselves with smaller, more easily understandable parts. Then, when we join the parts together, the whole becomes easier to grasp.

Moreover, sometimes we can come up with an idea to make a change in just one of the easier to understand parts that then leads to the rest of the conflict becoming easier to manage. That is, one strategy to resolve a conflict we are struggling with is the following:

1. Look at each easier to understand part, either just the desire, or the interfering act or the guilt.

2. Think about making some change that will affect just that part.

3. Then think about how that change will impact the whole conflict.

By doing this, we frequently find a resolution that we would have otherwise missed if we kept wrestling with the entire conflict as one huge unit. In future blog posts we will see many examples of this.

Using the DIG Conflict Model in Real Conflicts

In a real conflict, after you do your best to summarize the conflict, it is important to check with the different people involved to see if they agree with you. As you discuss this with them, you will find that this often leads to those who are involved clarifying what the issues are. As you assist them in going through this process, there is an excellent chance that they will find this helpful. In time, people will come to respect you for this.

I know some of these ideas are new and you may feel confused about some of the issues I have been discussing. If you keep following this blog, you will get more and more comfortable with these ideas. In time, you’ll see more clearly how helpful they can be.

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Tags anger, conflict, conflict management, criticism, disrespectful, emotional intelligence, insults, maturity, psychological maturity, threats, wisdom

anger Bullied comic strip conflict resolution criticism dig for the conflict emotional intelligence insults jealousy Name calling negative criticism playful teasing psychological maturity social intelligence teasing types of criticism wisdom

INSULTS: A COMIC STRIP LOVER’S GUIDE

Post author By Dr. Jeffrey Rubin
Post date November 10, 2012
11 Comments on INSULTS: A COMIC STRIP LOVER’S GUIDE

Teasing is a game sometimes known as bantering, joshing, crackin’, rankin’, playing the dozens, trash talk, and infighting. You are judged on the quality of your insults and also how well you keep your cool on being insulted.

Even the most mature people may like to play the teasing game, for they enjoy the duel of wits and the occasional humorous comeback.

Consider the following Calvin and Hobbes comic.

Our two friends are getting pretty silly in this exchange. I guess being silly is part of the fun.

Mature people are distinguished from immature people in this game, not by how silly the interactions are, but by their lack of desire to hurt somebody in this game. They realize that the smiles and the lighthearted tone they try to set throughout the game sometimes mask real tensions. Thus, they keep their senses tuned to the subtleties of the repartee, and know when to back off when things begin to get too serious.

Immature people can come across as mean when they tease.

In the above Peanuts comic, Lucy ends up smiling even though Violet ends up feeling upset. I would have liked Lucy to show some concern about how Violet ends up feeling.

It is certainly understandable why Violet ends up feeling upset. We all have a strong desire to be liked. The fact that there are other people watching while Lucy teases Violet can make dealing with the teasing even harder. But what if Violet, instead of going away looking upset, ended up responding to Lucy in the following way?

“Good one, Lucy!” says Violet with a smile. “I guess you won this round. Well done!” Then Violet gives Lucy a respectful nod of her head before going on her way.

If Violet would have acted this way, it would have shown the other kids that she can take a little teasing without getting upset. This seems to many people a sign of maturity. We can’t expect everyone to have this level of maturity.

Apparently, in the comic below, Calvin went a little too far in his teasing.

I think a conflict has sprung up.

When I think about a conflict I think about the word DIG. That reminds me to dig to find in the situation the desire, what is interfering with the desire, and someone who feels someone is guilty of doing something wrong.

DIG=Desire, Interfering, and Guilt

In the above comic, Calvin desires to create a situation that would lead to some fun but perceives his actions have led to a situation that is interfering with fun. He feels he is guilty of doing something wrong.

Troubled by how Susie has reacted, Calvin becomes sad, and then he turns a bit angry. It seems to me that his genuine concern for Susie’s feelings is a sign of emerging maturity.

In our next comic strip, we see Susie’s reaction to Calvin’s teasing.

The sadness that Susie feels is coupled with her recognition that, without Calvin, she would feel even lonelier than she does.

How might Calvin handle this situation?

Apologizing, for Calvin, is not an easy thing to do. I wonder why?

In the next comic, we see that Susie is still trying to deal with Calvin’s insults.

Susie realizes that although words don’t hurt your body like sticks and stones, they still can hurt quite a bit.

When Calvin goes over to Susie to make up, he finds that it’s a struggle.

Sometimes when we try to fix a problem it doesn’t work. That doesn’t mean we have to give up. We can try again.

Sometimes someone who enjoys teasing does so in a manner that looks to someone watching on as not fun.

At other times, people who tease don’t realize that they really have created a very uncomfortable situation.

Sometimes when people call you names or insult you in some other way, you may not be sure why they are doing this. One thing to try is to say, “I’m not sure why you are trying to put me down. Is everything okay? Are you mad at me about something?”

This often leads to the insulter revealing what is actually motivating this behavior. But if the insulter walks away, and then begins to insult you on another occasion, it’s time to go down a list of other desires that motivate insults. By becoming familiar with these other desires, confusion can oftentimes be quickly brought under control and a plan generated to address the concerns of all involved parties.

Eight Different Reasons Why People Use Name Calling, Insults and Teasing

If you follow this blog you will become familiar with eight different desires that can motivate name calling and teasing. This will help you to spot them even when you are beginning to feel defensive. When you learn to see the real desire motivating the criticism, you will find it much easier to act wisely.

Below is the list of the eight desires. It might be wise to print out this list and place it in a convenient place. Then, whenever you are called names or teased, you can get it out. By going down the list you might more quickly figure out what is going on.

The Eight Reasons for Insults List

The desires that oftentimes motivate name calling, insults and teasing are:

1. The desire to encourage or discourage some action.

2. The desire to release stress because the criticizer is in a bad mood.

3. The desire to take out on you what someone else did to the insulter.

4. The desire to be left alone for some quiet time.

5. The desire to form a bond with a group by putting down non-group members.

6. The desire to test someone to determine worthiness to be admitted into a group.

7. Jealousy.

8. Playful teasing.

Well, there you have it, the eight desires that lead to name calling, insults and teasing. You can already find some suggestions for dealing with most of the various types of desires from checking out some earlier posts.

Criticism designed to encourage you to improve (see RESPONDING TO CRITICISM: FOUR LEVELS OF MATURITY and RESPONDING TO CRITICISM: THE MOST MATURE LEVEL)
Playful teasing (see MAKING THE BUS MONITOR CRY: RATING HER RESPONSE)
The desire to form a bond with a group by putting down non-group members (see MAKING THE BUS MONITOR CRY: WHY THE BOYS DID IT)
Jealousy (see BEING CRITICIZED BECAUSE OF JEALOUSY)
The criticizer is in a bad mood (see RESPONDING TO CRITICISM WHEN IT IS BEING PROVIDED BECAUSE THE CRITICIZER IS IN A BAD MOOD)

In future blog posts we’ll explore all of these issues more thoroughly.

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Tags anger, bullies, bully, bullying, conflict, criticism, disrespectful, encouraging caring, insults, name calling, negative criticism, playful teasing, psychological maturity, respect, types of criticism

conflict resolution emotional intelligence free social intelligence and emotional intelligence curriculum free stress management curriculum social intelligence

Introducing a Free Psychological/Social Intelligence Curriculum

Post author By Dr. Jeffrey Rubin
Post date March 7, 2012
21 Comments on Introducing a Free Psychological/Social Intelligence Curriculum

As we interact with others, sometimes we find someone treating us disrespectfully. For example, someone might shout at us words like, “You’re a jerk!” or “You’re a piece of trash!”

It’s no secret that when we are treated disrespectfully, we may have feelings of anguish and be moved to tears. Or we may explode in anger. To deal with these rough feelings it often helps to keep the following in mind:

We have all experienced name calling, insults and teasing, even the greatest presidents, the most talented athletes, and every member of your favorite band. If someone insults you, calls you names, or teases you, it does NOT mean that you are a bad person.

Although being treated disrespectfully does not mean that you are a bad person, skillful handling of these types of situations can have an enormous influence on how much you are liked and respected by others, and how you regard yourself as a person. This blog, From Insults to Respect, is designed to help you to learn to handle these challenges, along with other challenging situations. And it provides, through comments and replies, an opportunity for me to learn from all of you.

To use this blog as a free psychological/social intelligence curriculum, after reading this introduction lesson, whenever you are ready to move on to the next lesson, all you have to do is scroll down past the last paragraph of the post and on the right you will see the title of the next post and then double arrows pointing to the right. If you click on the double arrows, it will take you to the very next post, which is the next lesson. After that lesson, you can again go to the very next lesson in the curriculum by clicking on the double arrows which appears in a similar place at the bottom right of each lesson, and so on. In this way, you can go systematically through each lesson at your own pace.

As you go through each lesson, there is a comment box at the bottom of each lesson, and there you can ask questions, or join others in making comments. Although I can’t promise to respond to every question or comment, I will do my very best.

So, please give at least the first few lessons a chance to see if they can help you to develop some enormously helpful skills,

My Best,
Dr. Jeffrey Rubin

Tags anger, bullies, bully, bullying, conflict, disrespectful, free social intelligence and emotional intelligence curriculum, free stress management curriculum, respect