Tag: conflict management

THE MOST MATURE LEVEL OF PROVIDING POSITIVE CRITICISM: TWO EXAMPLES

Post author By Dr. Jeffrey Rubin
Post date January 6, 2014
2 Comments on THE MOST MATURE LEVEL OF PROVIDING POSITIVE CRITICISM: TWO EXAMPLES

Last week I provided readers a post on positive criticism—that is, criticism that points out what we like about someone’s actions, possessions, or appearance. There, I explained that I think that just as there are immature and mature ways to provide negative criticism (see PROVIDING NEGATIVE CRITICISM: FIVE LEVELS OF MATURITY), there are immature and mature ways to provide positive criticism. When it comes to providing positive criticism, getting familiar with just three levels of maturity is usually enough to help us to design helpful feedback for people. I described the three levels as follows:

Level 1, the most immature form of positive criticism, is described as either:

a. too much positive criticism for something that is just too minor to warrant positive criticism

b. vague flattery.

Level 2, the more mature way to provide positive criticism involves providing enough detail so that the person being criticized ends up knowing what is viewed favorably, and it avoids giving too much positive criticism for minor efforts.

Level 3 individuals seek to provide positive criticism in a manner similar to the level 2 individuals but first consider the situation, the person who is the target of the positive criticism and others who are likely to hear about it.

Although in my earlier post I gave an example of individuals using each of the three levels, one of my readers asked for more level 3 examples. That’s a reasonable request.

A Linus and Lucy Example

Here we see Linus as he begins to write a letter designed to provide positive criticism to his grandparents. He is very specific about what action that they did that he likes–sending him a dollar for Christmas.

In thinking about what rating that Linus deserves, in addition to noting that his positive criticism was very specific rather than vague flattery, I also considered the following:

I’ve been reading the Peanuts comic strip for years, and I’ve never gotten the impression that Linus gives out too much positive criticism for minor efforts. This, along with how specific his positive criticism was to his grandparents, led me to think Linus deserves at least a level 2 rating.

In this example, as Linus begins to provide his positive criticism to his grandparents, he begins to consider his situation, noticing that his sister is becoming angry with what he is doing. He could just ignore her. Instead, he wisely decides on adjusting his letter in a manner that provides the positive criticism to his grandparents, and at the same time, eliminates Lucy’s anger. Nice!

For all of the reasons mentioned above, I’m giving him a level 3 rating.

Another quick example

Recently the New York Times publicly provided some positive criticism to Edward Snowden. Referring to him as a heroic whistle-blower who exposed wrongdoing by U.S. government spy agencies, the Times went on to say,

“When someone reveals that government officials have routinely and deliberately broken the law, that person should not face life in prison at the hands of the same government. President Obama should tell his aides to begin finding a way to end Mr. Snowden’s vilification and give him an incentive to return home.”

The Times declared that Snowden’s disclosures — the largest unauthorized publication of national security secrets in U.S. history — had proven that the NSA has “exceeded its mandate and abused its authority.”

In considering what level the Times deserves, I noted that it does frequently publish too much positive criticism for minor accomplishments, but only for the products and services that occur in advertisements. Readers can distinguish pretty well what is being said by the newspaper’s advertisements and what is being written as news and editorials. And so, leaving this advertisement issue aside, the positive criticism of Snowden is, in my opinion, specific enough and major enough so that the Times deserves at least a level 2 rating.

I really don’t know what went on behind the doors of the Times editorial staff as they thought about publishing their Snowden editorial, but for educational purposes, let’s pretend that I do and this is what took place.

“Before we publish this,” said the chief editor, “let’s consider the situation. Many of our readers will become angry, and some of them might cancel their subscription.”

“We might lose some but gain some new readers,” said one of the chief’s staff members.

“Perhaps,” said another staff member. “What if we also include in the same edition that we publish our editorial, a piece that presents the other side of this issue, something that brings out all of the arguments that Snowden should be treated like a traitor? That way, we come across to our readers as a newspaper that provides them with a full and balanced overall position so we enable them to make up their own minds on the issue.”

“I like that,” said the chief. “New York Congressman Peter King has been calling for the harshest penalties to be leveled against Snowden. Let’s include an article featuring King’s position in the same edition as our editorial.”

If this type of conversation indeed occurred at the Times, then the paper deserves a Level 3 rating.

Conclusion

In both the Linus and Times examples, those who plan to provide positive criticism don’t only avoid giving too much criticism for minor accomplishments, they provide very specific positive criticism. Additionally, they take into account the situation and people involved, and are open to adjusting how they go about providing the criticism so it better achieves their desires.

Becoming a master at providing both negative and positive criticism requires the consideration of many, many examples of people using the highest levels of maturity. In future posts, I’ll be, from time to time, writing posts to provide these types of examples. In the meantime, I want to encourage readers to provide their own examples in the “Leave a Reply” box that appears below each post.

Have a great week!

Jeff

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

Tags conflict management, criticism, Edward Snowden, free social intelligence and emotional intelligence curriculum, Linus, New York Times, Peanuts comics, positive criticism, positive criticism rating system, wisdom

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PROVIDING POSITIVE CRITICISM: THREE LEVELS OF MATURITY

Post author By Dr. Jeffrey Rubin
Post date December 29, 2013
2 Comments on PROVIDING POSITIVE CRITICISM: THREE LEVELS OF MATURITY

Earlier on this blog, I provided a post that describes what I view as the five levels of maturity for providing negative criticism. Now let’s turn our attention toward providing positive criticism.

With positive criticism—that is, criticism that points out what we like about someone’s actions, possessions, or appearance—our task of distinguishing mature responses from immature ones is considerably easier than when it comes to doing likewise for providing negative criticism. That’s because people are far less likely to become defensive when you inform them that you like something related to them. I think just three levels of maturity are sufficient.

Level 1, the most immature form of positive criticism, is described as either:

A. too much positive criticism for something that is just too minor to warrant positive criticism

B. vague flattery.

In the above Sally Forth comic, the coach is giving so much positive criticism about good hustling for the girls’ slightest efforts that they are becoming sick and tired of hearing it. Thus, this is an example of positive criticism that best matches level 1.

If, instead, the coach just cried out, “Great job” to one of the players without saying anything more specific about what she had done that was great, his positive criticism would also match the level 1 description.

Now oftentimes it is so obvious why someone is saying “Great job” that there is no necessity to explain the reason for the compliment. For example, if one of the girls just hit a home run and the coach then says, “Great job,” everyone is quite clear why he is saying it. In such cases, the positive criticism would be rated higher than level 1 even though he didn’t explain his reason for his comment.

Level 2, the more mature way to provide positive criticism, involves providing enough detail so that the person being criticized ends up knowing what is viewed favorably and it avoids giving too much positive criticism for minor efforts.

To say to an actor, “Your performance was divine!” might be pleasant to the actor, or it might be viewed as shallow—something said to flatter, and nothing more. It is simply too vague to be really helpful. Better to say something like, “During your performance, when you are supposed to be upset, the way you wring your hands and the way you twist the muscles in your face, they really dramatically capture your anxiety; well done!”

Level 3 individuals seek to provide positive criticism in a manner similar to the level 2 individuals but first consider the situation, the person who is the target of the positive criticism and others who are likely to hear about the criticism.

Consider this Big Nate comic:

What does Nate mean by a Q score?

When Nate provides Teddy with a Q score of 96 and Francis a score of 93, these are pretty positive ratings. But because Nate provides a higher score to Teddy in front of Francis, a conflict begins to erupt.

In the future, Nate might decide that it would be wiser to provide his Q score only in situations in which he has privacy. He also might want to consider that within his school situation, even if he shares his Q ratings in private only to fellow students who promise to keep their score a secret, some will probably reveal the secret. Once this happens, he may find himself in heaps of conflicts.

As I pointed out above, in addition to considering the situation in which positive criticism is provided, it is also important to consider the person whom you wish to provide positive criticism before deciding on how to provide the criticism.

Nate attempts to provide Mrs. Godfrey positive criticism by letting her know that he is pleased to see her. His style of doing this is to provide her a friendly greeting that includes a chuckle. It turns out that Mrs. Godfrey is very sensitive about being laughed at. Now that Nate has learned this, in the future, whenever Nate wants to provide positive criticism to Mrs. Godfrey, he would be wise to take her sensitivity about being laughed at into consideration and avoid any sounds that might come across as a laugh.

Let’s take a little time to practice using this three-point providing positive criticism rating system.

PRACTICE

Consider the following Blondie comic.

What rating do you think Blondie’s comment to Dagwood deserves?

If you gave Blondie a rating of 1, you matched my own rating.

Here’s a Luann comic that has Mrs. Horner offering Luann some positive criticism. Do you think Mrs. Horner’s comment in the first box matches the level 1, or the level 2 description?

I think Mrs. Horner’s comment best matches the level 2 description. If she had just said, “Luann, you are so sweet,” I’m pretty sure a young lady like Luann would experience the comment as pleasant, and most likely she would know why the white-haired woman was saying she was sweet. Nevertheless, when Mrs. Horner makes it clear that she thinks Luann is sweet for “taking her to the store” this type of communication, as a general rule, is less likely to lead to confusion and doubts.

Here’s a little tricky one. In the last panel of the below comic, Quill provides Luann some positive criticism. Would you say it is at level 1, 2, or 3?

If I didn’t know what happened before the last panel, I would think Quill deserves a 1. After all, he just says while providing the positive criticism, “And now you sound it, too,” implying she now sounds pretty. But, by knowing what came before his statement that provides the positive criticism, I think he deserves a mature rating of 2. That is, at first he provides Luann some negative criticism. He does so by giving her very specific criticism. She has been singing to her toes, which has led her to sing through her nose. He then provides some specific advice about what she can do to correct the problem. When Quill ends up giving her positive criticism—indicating Luann now sings pretty—she is perfectly capable of putting together what he had just said moments before during his negative criticism with the positive criticism. She therefore no doubt understands that Quill thinks she sounds pretty because she now plants her shoulders back, chin up a bit, while singing. Given the context of his positive criticism, I think Quill deserves a mature rating. Quill doesn’t show us any clear signs that he has considered any situation or person variables before providing his positive criticism, so I’m going to stick to a 2 rating.

In this Big Nate comic, the principal provides Nate with some positive criticism. Do you think the principal’s comment best matches the level 1, 2, or 3 description?

In this context, the principal’s comments best match the level 2 description. Nate had just mentioned some very specific thing that he did, and when the principal says, “wonderful,” he is obviously referring to that specific thing. The principal, moreover, goes beyond Nate’s own description and adds some details about what he likes—initiative and leadership. This is quite clearly a level 2 style of providing positive criticism.

Let’s try another Big Nate example. The bald man with chin whiskers is Nate’s dad. He provides Nate some positive criticism. Does the criticism match the level 1, 2, or 3 description?

I think the father’s positive criticism is specific enough for me to say it matches the level 2 description. If he had just said, “I’m very proud of you,” a boy like Nate probably would experience these words as pleasant, and he probably would know what specific behavior of his that they relate to. Nevertheless, I contend that it is a good habit to get into the practice of being specific because it decreases the likelihood of confusion.

Nate’s dad adds to his positive criticism the statement about a celebration. Positive criticism is often designed to encourage someone to continue to do something. Did Nate’s dad add to his positive criticism the celebration after considering what works best to encourage his son? If so, Nate’s dad would deserve a rating of 3.

Okay! There you have it–some of my thoughts on positive criticism. Any thoughts? I’d love to hear from you.

Have a great week and a wonderful new year.

Jeff

Tags conflict management, criticism, dispute management, feedback, free social intelligence and emotional intelligence curriculum, positive criticism, positive criticism rating system, psychological maturity, wisdom

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DEALING WITH SUBTLE FORMS OF CRITICISM

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

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

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

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

Illustration by Lois Hubertz

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

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

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

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

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

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

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

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

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

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

More Examples of Subtle Forms of Negative Criticism

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

FIRST EXAMPLE

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

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

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

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

SECOND EXAMPLE

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

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

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

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

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

These Examples are Designed to Encourage Deeper Thought

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

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

With Warmest Regards,

Jeff

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

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THE ART OF PLAYFUL TEASING

Post author By Dr. Jeffrey Rubin
Post date December 19, 2013
5 Comments on THE ART OF PLAYFUL TEASING

Young group of men who are bullying one of them.

Teasing is a game sometimes known as bantering, joshing, crackin’, rankin’, playing the dozens, and trash talk. You are judged in part 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.

MATURE VERSUS IMMATURE TEASING

Mature people are distinguished from immature people in this game by their lack of desire to hurt somebody in this game. Their empathy helps them to 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.

Less mature people, partly because of their lower levels of empathy, may think that the more awful they can make someone feel during this game, the better they are at it. When the criticizers have themselves been humiliated by other immature people, they may come to be even more motivated to humiliate others as a way to take out their own pain on others.

IS PLAYFUL TEASING REALLY WHAT IS GOING ON?

If you find that you are being criticized and it doesn’t seem to be motivated by a desire to get you to improve, and you’re not sure what else may be the reason, my advice is to first theorize that it’s just some playful teasing. If the criticism is provided with a smile, or by someone you know who likes to tease in a friendly way, you can be pretty sure that it is just for fun. Then, if you reply with a smile and a comment such as, “That’s a good one,” it shows that you can take a little teasing without getting defensive. If you want to take the game a little further, you can throw a friendly insult right back, like “Same to you, fellow.” When you’ve had enough of the game, smiling and giving the other player a pat on the back can be a good way to draw the game to an end.

Sometimes you are not sure if playful teasing is the name of the game. Then you have to be careful about throwing insults back at the insulter. If it turns out that the criticizer’s comments are not meant to be playful teasing, throwing back insults might make the situation worse. Here are some ideas that permit you to play along while providing you time to figure out what’s really going on.

After the first insult, consider responding in a kidding around way by crying, “OH YEAH!?” As you do this, pretend, in an obviously joking around way, that you have become defensive at the insulter’s comment. But then follow up your fake outrage with a broad smile. This shows that you can play along with the insult while, at the same time, you can take a joke.

If the insulter again insults you in a manner that still leaves you uncertain if the person is just teasing, consider saying the following. “It looks like you have some more missiles to send my way. Okay, hit me with your best shots. I already know that you think my nose is too big and my mother is a fool, so there’s no need to bother with those. Go ahead. I can take it.”

Then, if the insults continue, cry out, “Look out! Incoming torpedoes! Mayday! Mayday! I’m going down! I’m sinking! I’m sinking!” Then fall to your knees, and cover up your ears.

All of this allows you to continue to play along without throwing insults back at a criticizer who may not be playing the teasing game. By the time you fall to your knees, if you still aren’t clear about what is going on, get back up and try saying in a concerned, caring way, “Listen, at first I thought you were joking around. Now I’m not so sure. Is everything okay?”

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 the list of other desires that motivate criticism (see HERE).

If you find that the person, or the group of people teasing you are playing the game of teasing in the immature manner—that is, just trying to make you feel as awful as possible—what can you do? I suggest that you just give a quick nod at the comment and then get as far away as possible. Then do your best to stay away from such people.

Now, I certainly realize it is not always easy to avoid a person or a group. Students or bus monitors who ride the school bus are pretty much forced to be confined with a certain set of students for a period of time a couple of times each day. Or the group you want to avoid might be in your classes. As you leave the class you might be stuck walking down the hall with the criticizers. In such cases, when you feel that you have reached your limit of dealing with the put downs, sometimes the following approach is worth a try.

To begin, this approach only requires that you learn to say two words—Please, enough. That’s the easy part. For some, learning how to say these words is the hard part of this strategy.

To use this technique, after two or three insults, say, in a very serious way, rather softly, but loud enough to be clearly heard, “Please.” Then pause for about three seconds while looking firmly into the eyes of each person who has been teasing you. Than say, “e” using the long “e” sound. Then, after another second, say, “nough!” When you look into the eyes of each of the name callers, you are NOT to glare at them in a threatening manner, with your eyebrows pressed to the middle of your forehead. Rather, you are seeking to be firm and very, very, serious.

If immediately after you finish saying this, somebody begins to insult you again, repeat the same words in a similar manner, but this time say it distinctly louder, though just short of shouting. At this point you are seeking to communicate that dire consequences are at hand. You must be firm and look squarely into the eyes of each insulter once again. Then you are to remain very serious while staring either out the school bus’s window or straight ahead where you are walking, but not at any one of the criticizers. You are to remain silent, without talking to anyone, for the remainder of the period you are stuck together, looking the whole time like you are through fooling around and enough is enough!

When the end of the time period that you are stuck together comes, immediately take your stuff and hurry away from the group continuing to look like you are very much annoyed.

The next time you see them, again, turn very serious and silent. If the group members don’t bother you, after a few minutes you can slowly begin to reduce the tension you have created. If the group members again insult you at any time, be silent and serious while again staring out the window or, if you are walking, straight ahead.

The game of immature name calling is kind of like a tennis game. In tennis, if someone hits the ball over the net to you and you refuse to hit it back, people will stop playing with you. Similarly, if someone insults you and you remain silent, often the insulter will find the game too boring to continue.

Although the style I want you to consider comes fairly easy to some, others must learn it with someone who can model the right tone and expression. Some people I worked with over the years found it hard not to put a smirk on their face after they said, “Please, enough!” Some came off as embarrassed while they carried out the technique. If you are not sure how you look while carrying out each step, observe yourself in a mirror. Also run through a role play with a couple of friends or family members and ask them if it looks right to them. Better yet, find out who directs plays at your school. Find out the director’s office hours, and go and explain what you want to learn.

I encourage you to avoid becoming discouraged if you end up botching the performance the first few times you try this during practice sessions. I’ve worked with students that at first kept cracking up throughout the process. Every one of them eventually learned to effectively utilize this technique. Five sessions, each lasting about fifteen minutes, can usually get a shy guy to put together an academy award winning performance.

There are times when those who are doing the teasing are being so cruel and relentless, that the wisest course of action is to inform authorities such as a school principal and the police. This may take courage, but keep in mind that if you remain silent, not only will you continue to be cruelly treated, but so too will others.

Tags anger, bullied, bullies, bully, bullying, conflict management, conflict resolution, criticism, dispute management, disrespectful, emotional intelligence, free social intelligence and emotional intelligence curriculum, playful teasing, respect, threats, types of criticism

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BLONDIE, DAGWOOD AND THE NATURE OF PERSONAL POWER

Post author By Dr. Jeffrey Rubin
Post date December 15, 2013
No Comments on BLONDIE, DAGWOOD AND THE NATURE OF PERSONAL POWER

We find a charming illustration of Dagwood utilizing a simple source of personal power below:

These three frames are just the beginning of a very early Blondie comic from 1932 that I found in The Smithsonian Collection of Newspaper Comics. At that time Blondie was depicted as coming from the lower classes who had recently married the wealthy Dagwood Bumstead. Many from his social circle believed Blondie married for money.

I have discussed sources of power quite a bit on this blog. The simple source of power that Dagwood used to get Blondie invited to the party is often referred to as offering a fair exchange. That is, Dagwood offered to give his mother something that she wanted, but only if she gave him what he wanted. She wanted Dagwood to come to her party, he made it clear that he would come, but only if Blondie would also come.

As we will soon see, there are six more panels to this Blondie-Dagwood comic strip. But before we get to them, let’s use the DIG Conflict Model to quickly conceptualize the events that are taking place in the first panels of the comic.

Using “DIG” to Briefly Describe a Conflict

Those who have been following this blog know that when we seek to briefly describe a conflict, the letters in the word DIG help to remind us to look for the three conditions of a conflict–DESIRE, INTERFERENCE and GUILT.

During the first frame, Dagwood clearly desires that Blondie join him at his mother’s party, but interfering with this, his mother indicates she is refusing to invite her. To be a conflict according to the DIG Conflict Model, in addition to a desire and an interfering condition, there has to also be a guilt condition as well.

In the second frame of the comic, Dagwood says to his mother, “Remember, after all she is your daughter-in law.” This suggests that Dagwood believes that his mother is guilty of being wrong for not inviting Blondie.

There are several ways in which this apparent conflict can be resolved. To illustrate some essential points, let’s first look at a couple of examples that do not actually occur in the comic. As we look at these examples, please keep in mind that when we describe resolutions using the DIG Conflict Model, we are instructed to consider not only the short term quality of the resolution, but the long term quality as well.

First Example

Here is a different outcome to Dagwood’s conflict with his mother than what we will be seeing in the actual Blondie comic strip. Take special note that this different outcome leads to a couple of post-resolution regrets.

Dagwood talks to his mother and she convinces him that because of the way she was brought up, and because of the way the other party guests might react, she is not wrong in wanting to keep Blondie from attending her party. Dagwood ends up agreeing with his mother and he does not bring Blondie to the party.

From Dagwood’s perspective his conflict with his mother was resolved at the point when he came to believe his mother is not guilty of doing anything wrong when she insists Blondie is not to come to the party. The plan that was used to resolve the conflict was his mother persuading Dagwood that she is right.

Now, let’s look at the quality of this resolution. By resolving the conflict in this way, Dagwood ends up not having his desire to have Blondie join him at the party fulfilled. Because Dagwood wants to do things more with Blondie than his parents, he begins to see them less and less. When he looks for job opportunities he feels little desire to remain close to his parents. One day he sees an opening with the Dithers Company several thousand miles from his parents. He applies and lands the job. When Dagwood and Blondie start having children, his mother begins to wish she had been more accepting of Blondie early in their relationship for Blondie has turned out to be a wonderful wife to her son.

Oh, how Dagwood’s mother regrets antagonizing Blondie during their early marriage. And that’s not all. Dagwood’s mother is often heard wandering around her luxurious home moaning. From time to time she can be heard crying out, “If only I could be closer to my grandchildren! How this would give so much meaning to my life!”

Dagwood also feels that raising children with their grandparents close by would have been a good thing, but he reluctantly feels that, with his mother so rejecting of Blondie, it wouldn’t be a good thing for the children to be exposed to such rejection of their mother on a regular basis. And Dagwood really cares about his mother who has become increasingly depressed over the years. Both he and his mother have some post-resolution regrets about how things have turned out.

Second Example

Here’s another scenario that according to the DIG Conflict Model would lead to this conflict being resolved, and this one also leads to some post- resolution regret.

Dagwood decides that there is nothing he can do about bringing Blondie to the party, and so he just doesn’t show up. The party comes and goes without his desire being fulfilled. But in time, he forgets about it. When he forgets about it, the conflict has been resolved. As for the quality of this resolution, Dagwood finds that, since the party, he frequently has waves of anger overtaking him. When he is with his mother, he treats her with little respect. This leads to angry outbursts between them. Their quality of life has thus been diminished.

Now let’s look at what actually happens in the 1932 comic.

Dagwood resolves the conflict as follows. In an effort to achieve his desire, he tells his mother that he refuses to come unless Blondie is invited, too. His mother offers a compromise; he can bring Blondie if he promises to keep her in the background. Dagwood doesn’t explicitly say that he agrees with the compromise, but by thanking his mother it appears he has tacitly agreed to her stated terms. The conflict Dagwood was having with his mother is resolved at the point Dagwood realizes his mother will no longer interfere with his desire to bring Blondie to the party.

How about the quality of this resolution? In the short run things look pretty good. Although Blondie expresses some concerns about going to the party because Dagwood’s mother is so against her, Dagwood expresses optimism when he says to Blondie, “Now, don’t worry Darling — in time she’ll learn to love you just as I do!” The comic strip goes on from here to provide us some additional information. When they arrive at the party…

In this scenario Dagwood has used some skill that leads to his specific desire being fulfilled—Blondie gets to go to his mother’s party. He has a related desire as well—that his mother will learn to love Blondie. As things worked out, this desire takes a beating.

**Contrasting the Blondie Example with the Pygmalion Example**

People who are powerful at achieving their desires tend not only to develop a plan to achieve some obvious desire of a conflict, but they pause to consider how each plan that they consider would impact the achieving of other desires that are associated with the obvious desire. Consider the story of George Bernard Shaw’s great play, Pygmalion, which was later turned into the magnificent musical, My Fair Lady.

There are some similarities to My Fair Lady and the Blondie story we just discussed. One of the chief characters is Liza Doolittle, who is about Blondie’s age. She too is from the lower classes.

Professor Higgins desires to bring her to a party where the upper classes will be in attendance—the royal ball. But the good professor realizes that getting Liza invited is a relatively small problem for him. What he wants additionally is that she is a success at the ball. He and his friend, Colonel Pickering, pause to consider what being a success is.

They decide that to be successful, Liza will have to improve her speech, be able to move gracefully around the ballroom, and to learn to dance as the other ladies do. Once they understand this, both gentlemen devise a rigorous plan involving training for six months before they take Liza to the ball. Although their plan doesn’t come off entirely without hitches, the viewers of the play clearly come away understanding that the thoroughness of the planning and the practicing of the skills were enormously helpful.

Now, what have we learned from these scenarios? First of all, when you try out a plan that has promise to fulfill your desire, you are attempting to increase your power. If your plan is well designed and skillfully carried out, it may succeed in fulfilling your specific desire. However, short term success of a plan to achieve a specific desire might be offset because it ends up interfering with the likelihood that other desires will be fulfilled. Dagwood fulfilled his short term desire of getting Blondie to the party, but by putting her in a situation where she had a large chance of embarrassing his mother, he may have hurt his long-term goal of getting his mother to like Blondie. If you want the quality of your resolution to be high, increasing your power requires that you become skillful at fulfilling desires in the short and long term.

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

Tags ABCs of Power, Blondie, Blondie Comic Strip, conflict, conflict management, conflict resolution, Dagwood and Blondie, dispute management, free social intelligence and emotional intelligence curriculum, personal power, psychological maturity, respect, sources of power, wisdom

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GIVING SOMEONE THE COLD SHOULDER: WISE OR FOOLISH?

Post author By Dr. Jeffrey Rubin
Post date December 1, 2013
11 Comments on GIVING SOMEONE THE COLD SHOULDER: WISE OR FOOLISH?

Welcome to From Insults to Respect. Today we begin with a Blondie comic:

In the above scenario, as Dagwood gets into bed, rather than greet him with warm, open arms, Blondie has turned her back to him. Because she has become angry with him, all that Dagwood is going to get from Blondie on this night is Blondie’s cold shoulder.

What Does it Mean to Give Someone the Cold Shoulder?

When we are in a relationship, if someone does something that results in arousing our anger, we often seek to punish the person whom we believe to be the source of our anger. One way to do this is to act in a manner that is typically referred to as “giving him the cold shoulder.” Of course it is not just women who give guys the cold shoulder; guys do it to their spouse perhaps just as much as women.

Although when I think of someone giving the cold shoulder to someone, the image that typically comes to my mind is two people in a marriage relationship, but the fact is that a friend can do it to a friend as well.

According to Wikipedia, “the phrase “cold shoulder” has been used as a description of aloofness and disdain,^[1] a contemptuous look over one’s shoulder,^[4] and even in the context of a woman attempting to decline the advances of an aggressive man.^[6] Overall, it remains widely popular as a phrase for describing the act of ignoring someone or something, or giving an unfriendly response.^{[5] “}

Is the “Cold Shoulder” Technique Good or Bad?

I have had discussions with people who use this type of punishment and many of them are just fine with it. They report that whenever they use this approach, almost always, after awhile, the argument somehow gets worked out and their relationship, overall, has been wonderful. And they say that they know people who have had a valued relationship lasting a lifetime despite one or both parties in the relationship using the cold shoulder from time to time.

Although I agree that there are certainly worse ways to deal with disagreements than giving the person you are angry with the cold shoulder, nevertheless, I believe there is a much better alternative.

Notice that in the above comic when Dagwood becomes angry with Blondie, instead of giving her the cold shoulder, he lovingly says, “Please, Honey, I need a moment…”

Regular readers of this blog know that I have long advocated that when you see yourself becoming angry, it is wise to provide the other person in your relationship a time out signal that you have worked out when both of you were in a pleasant mood (see ANGER, STRESS AND THE SIGNALING TO BACK OFF TECHNIQUE). This postpones any deep problem solving until you give yourself some time to calm down.

In the Blondie comic that we just looked at, Dagwood’s signal is “Please, Honey, I need a moment…” Notice that he includes in his signal a sweet nickname for her. This can be very helpful. By learning to express your signal in a loving way, it decreases the likelihood that the problem will turn into a more heated problem that will be harder to solve in the future.

Also notice that Dagwood, in this example, says he needs a moment. Sometimes we need more than a moment. There is nothing wrong with taking even a week to calm down and to figure out how to best handle the problem you are experiencing. However, if you do think that it will take you more than 24 hours, I agree with the position that Thich Nhat Hanh takes in his beautiful book, Anger: Wisdom for Cooling the Flames. Before the 24 hours are up, do your best to tell the other person why you think you are angry in a loving manner if it is a family member, or a friendly manner with others. Hanh writes, “Try your best to say it peacefully. There may be some sadness in your voice, that’s fine. Just don’t say something to punish or to blame.”

At the beginning of this post I presented a comic in which Blondie makes it clear to Dagwood that she has no intention of telling him why she is angry. I think that keeping it a secret about why you are angry is simply not fair. And when you do something that strikes the other party as unfair, you now have created an extra reason to fuel the anger in the relationship.

If you agree with me that within 24 hours it is only fair to share in a loving or friendly way a little description of what you are experiencing, at the point that you provide your description there is no need to try to solve the problem. But Hanh and I both agree that you owe it to the person who is in a relationship with you to at least give him or her some explanation for what is going on within you. If you find that you don’t think you can say the words of this communication using a loving or friendly tone, at least try to write a brief note indicating a little of what you have been experiencing.

To help you to make the best use of the time that you are seeking to calm down and to problem solve, I hope you will read the two of the posts in which I discuss this process–Being a Wise Friend to Your Angry Self, Part 1 and Being a Wise Friend to Your Angry Self, Part 2.

Hanh aptly summarizes this process when he wrote:

When we are angry, we have to go back to ourselves and take good care of our anger. We cannot say, “Go away anger, you have to go away. I don’t want you.” When you have a stomachache, you don’t say, “I don’t want you, stomach, go away.” No, you take care of it. In the same way, we have to embrace and take good care of our anger. We recognize it as it is, embrace it, and smile…

Our practice is based on the insight of non-duality. Both our negative feelings and positive feelings are organic and belong to the same reality. So there is no need to fight; we only need to embrace and take care…. You may think that you have to combat evil and chase it out of your heart and mind. But this is wrong. The practice is to transform yourself. If you don’t have garbage, you have nothing to use in order to make compost. And if you don’t have compost, you have nothing to nourish the flower in you. You need the suffering, the affliction in you. Since they are organic, you know that you can transform them and make good use of them.

Well, that’s my post for today. I hope you find within it some food for thought. And please feel free to provide comments or ask questions by typing in the Leave a Reply box at the very bottom of this page.

Have a wonderful week!

Jeff

Tags anger, arguments, Blondie, cold shoulder, conflict, conflict management, conflict resolution, disagreement, dispute management, disrespectful, emotional intelligence, free social intelligence and emotional intelligence curriculum, insults, negative criticism, psychological maturity, respect, silent treatment, wisdom

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RESPONDING TO INSULTS BY IGNORING

Post author By Dr. Jeffrey Rubin
Post date November 24, 2013
5 Comments on RESPONDING TO INSULTS BY IGNORING

If you have been following this blog, you know that I have often discussed different ways to respond to insults.

For example, some people respond to negative criticism that is designed to be constructive as if it was an insult. They then become angry, defensive and end up storming away. In a post titled CRITICISM AND WISDOM, I encouraged people who respond in this way to this type of criticism to learn to change their attitude. I explained that this type of criticism does not have to be viewed as an insult, but rather, as something potentially helpful and something that can lead toward wisdom. Rather than becoming defensive, we can learn to welcome this type of criticism and even encourage the criticizer to feel free to provide additional criticism in the future. This takes practice, but it can be achieved.

Sometimes people begin to throw insults at you because they are angry about a conflict they have with you. In this type of situation, rather than to respond to the insults by becoming defensive and returning the insults, I advocated in an earlier post learning a plan to DIG FOR THE CONFLICT in a friendly, assertive manner.

More recently, I mentioned that in certain types of situations RESPONDING TO INSULTS WITH QUIET SADNESS can be helpful. This type of response is most helpful when the insults are being provided because the insulter is in a stressed-out mood about something that has nothing to do with you, or because the insulter is jealous of you.

When I engage in discussions about the above types of responses, people sometimes ask me what I think about just ignoring an insult.

In the above Luann comic strip, Delta tries to get Luann to consider ignoring Tiffany. I wonder if it would be better to ignore her insult but not ignore Tiffany.

This ignoring insults strategy has been with us for a long time. I remember a principal many years ago advocating that kids should learn to ignore insults because tossing insults at someone is a lot like a game of tennis. That is, in tennis, if Ron serves a ball to you, if you refuse to hit the ball back, Ron will quickly become bored and find someone else to play with. Similarly, if Ron throws an insult at you, if you ignore it, rather than throw the insult back, Ron will soon become bored and leave you alone.

There are times when I have used the ignoring approach fairly successfully. I remember a time when I was about 12-years old. I was passing three guys who were hanging out on a street corner. They appeared to be around 18. When they started insulting me, I ignored it and just kept walking. They let me pass with just one more insult. It was all over in a matter of seconds and no physical harm had occurred to me. And so, the ignoring strategy worked pretty well.

However, when I got home, my imagination took flight. I wondered if my sense of being a “true” man had gotten roughed up just a bit. Maybe, I thought, if I really had guts, I should have told those guys a thing or two even at the risk of being beaten to a bloody pulp. Then I imagined being Superman, and I used my super powers to beat all three of them up.

But now that I’m quite a bit older and I have a far more secure sense of my manhood, I think that under the circumstances that I found myself as a 12-year old, my actions were indeed reasonable. I’ve learned over the years that nothing I could have done differently would have been really likely to have had any real positive impact on those three guys.

To create real change with boys like that requires an intervention that a typical 12-year old could hardly be expected to create. It would have to involve, for example, someone the older boys genuinely respect, or creating a coalition of citizens working together to take the type of nonviolent actions that was used to put a stop to the disrespectful treatment of blacks during the civil rights demonstrations of the 1960s.

For young children and those individuals who have trouble learning words, the great benefit of the ignoring approach is that it is perhaps the easiest strategy to learn. Not even a single word is required, and it indeed can often produce better results then returning insults with insults.

Close cousins to the ignoring approach, is to learn to use a particular word or phrase in response to the first insult followed by ignoring any following insults. The most popular of course is “Sticks and stones will break my bones but words will never harm me.” Others are:

“So.”

“Good one.”

“Nice try.”

“I’m not going there.”

This “word or phrase approach” can give the person using it the experience of doing something to stick up for oneself. The word or phrase is meant to convey to the insulter that you recognize the game that the insulter is trying to play, and you are smart enough to know how to refuse to play it if that’s what you wish to do. There is a sense of empowerment that comes with being involved in a choice and taking some outward action to exercise your choice. Ignoring, or covering your ears to pretend to ignore, without saying anything may seem “weaker” to you than at least saying something on your behalf in a pleasant, self-assured manner.

This strategy works best when the word or phrase is uttered in a pleasant, friendly tone while looking squarely into the eyes of the insulter. If you instead say the word or phrase with a sneer or with any other action that tries to convey that you are somehow better or smarter than the insulter, the strategy is likely to make the situation worse. You don’t want to do anything that makes the insulter angrier than he or she may already be. That might lead to an escalation of any underlying conflict and violence. A sneer amounts to returning the insult, when that’s just what you want to avoid. Any action that comes off as returning the insult will most likely motivate the insulter to try harder to make you feel bad.

Now, although ignoring or using a quick word or phrase followed by ignoring is easy to learn and often much better than returning the insult, for most situations trying to first find out why the person is throwing out insults is a much better course of action (see INSULTS: A COMIC STRIP LOVER’S GUIDE). By asking the insulter in a concerned manner the reason for the insult can lead to a quick fix for some underlying problem. And of course, if this “asking in a concerned manner” approach doesn’t work, you can always use the ignoring approach or one of its cousins afterwards.

Well, that’s my post for this week. I’m hoping readers will take some time to post a comment about these ideas. What has worked for you? What has been your experience in trying any of these strategies? I’d love to hear from you.

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.

Tags anger, conflict management, conflict resolution, criticism, dig for the conflict, dispute management, disrespectful, free social intelligence and emotional intelligence curriculum, Ignoring, insulter, jr, Martin Luther King, psychological maturity, respect, violence, wisdom

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RESPONDING TO INSULTS WITH QUIET SADNESS

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

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

Suddenly I hear, “Hey, Jeff Star!”

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

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

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

Big deal! I’m ready to go at him.

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

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

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

Those dark, glimmering eyes of his….

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Consider the following Luann comic:

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

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

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

Have a great week!

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

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

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The NFL and Bullying: How to Change the Culture

Post author By Dr. Jeffrey Rubin
Post date November 10, 2013
No Comments on The NFL and Bullying: How to Change the Culture

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

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

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

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

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

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

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

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

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

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

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

Here’s what Reid had to say:

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Tags anger, bullying, conflict management, criticism, dispute management, disrespectful, free social intelligence and emotional intelligence curriculum, insults, Jonathan Martin, Miami Dolphins, N.F.L., NFL, respect, Richie Incognito, threats

Bullied bullying conflict management conflict resolution downward comparison theory fairness free social intelligence and emotional intelligence curriculum N.F.L. pranks respect taunting wisdom

N.F.L. Bullying: The Real Reason for it

Post author By Dr. Jeffrey Rubin
Post date November 6, 2013
5 Comments on N.F.L. Bullying: The Real Reason for it

Yesterday, my post discussed a New York Times article titled “In Bullying Case, Questions on N.F.L. Culture.” There we learned that what are being called pranks by some and humiliating behavior by others is ubiquitous in the N.F.L. What is the reason for it?

The Times article tried to throw some light on this when it stated that “Most incidents come with tacit, unsupervised approval of coaches and executives, who see the pranks as a rite of passage, a worthy bit of team building and character strengthening.” Hmmm. If the coaches and executives really believe this, what is the reason for their “tacit” approval. Why not openly encourage this type of behavior? I think it’s because they realize that there is something not quite right with this explanation. And if this explanation is not quite right, what is a better one?

We get a clue from the Times’s report when it indicates that the behavior designed to humiliate the rookies is viewed by the veterans as being done “in all good fun” is “entertaining” and leads to “a room full of laughing teammates.” What would account for the veterans enjoying humiliating the rookies so much?

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

It seems to me that there is an undercurrent of resentment that comes to most players in this type of situation. Couple this with the fact that there are always far fewer guys on the team who are rookies, thus making the youngest players a clear minority. With this combination, we end up with the very same motivation of why so many southerners persecuted blacks for so many years. Many southerners realized that if blacks were to be treated equally, they would end up competing for the limited jobs in their area. When blacks were humiliated, those who were doing the persecution found it funny.

In psychology, there is a theory called the “downward comparison theory.” It posits that persons experiencing negative affect can enhance their subjective well-being through comparison with a less fortunate other, the process occurring on either a passive or active basis. When it is on an active basis, people actively try to create the conditions for others to be less fortunate. This explains why people persecute others, and it is the real reason why the majority of players are persecuting the younger ones.

To claim, however tacitly, that the humiliating treatment of some in the N.F.L. is to help those being humiliated to develop their character is no different than if white racists claimed they were persecuting blacks out of the goodness of their hearts because they were really seeking to benefit blacks.

It is high time that all of us come to understand that to persecute anyone is wrong, period! Whether we are rookies, blacks, whites, Latinos, Asians, Jews, Christians, Muslims, Hindus, rich or poor, we can all be harmed by prejudice. It is only by standing strong together as true Americans, that we can transform irrational hatred to wise understanding.

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

Tags anger, bullied, bullying, conflict, conflict management, disrespectful, insults, jerry seinfeld, N.F.L., respect