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RECURRING ANGRY MEMORIES

anger memories1Angry memories of past conflicts can have important consequences as new conflicts arise.  When dealing with a new conflict, recalling a similar conflict that occurred in the past can help us to consider utilizing a strategy that we had tried that ended up producing a satisfactory resolution, or to consider avoiding a strategy that we had tried that ended up failing miserably.

bully14Sometimes we find that an angry memory keeps recurring even when we are not immediately facing a situation that is similar to what led to the original anger-arousing event.  This can potentially lead to something positive.  Each time we think over the memory in light of what we have learned since the event first occurred, we might think of some better ways to deal with the conflict.  Then, if a similar event does occur, we may find that we are better prepared than if we hadn’t repeatedly mulled it over.

Despite their helpfulness, there are times when again and again an angry memory keeps creeping ever so annoyingly into our consciousness so that finally we conclude it doesn’t seem to be doing us any good.  anger memories manFor the hundredth time Ralph suddenly finds
himself thinking, “Oh, if I only hadn’t struck that blow!”

For the nine-hundredth time Betty chastises herself, “Oh, if I only hadn’t cried out with the insulting word that I’ve been regretting ever since!”

anger memories woman

Ralph and Betty have gone through the disturbing event way too often, sifting through all the minutest details, and now they wish they were just through with it!

In two earlier posts (see “Anger, Ruminations, and Meditation” and “Dealing With Emotional Pain“), I discussed how learning to meditate, expressive journal writing and sensation-focus techniques can be very helpful for dealing with these types of situations.  Today we will look at an additional strategy.

Changing Rigid Thought Patterns

We now turn our attention to replacing habitual, destructive ways of thinking with a more peaceful, constructive approach.

Different ways of framing a stressful experience can have remarkably different consequences.

anger memories2.gifIn the above For Better or for Worse comic, Elly is nervous about her big exam.  When John frames the test in one way, Elly begins to smile.  When he frames “flunking out” as “no big deal,” Elly’s smile is gone and her eyes begin to bug out.

In the comic, it is John who is framing the stressful experience for Elly.  But if we could go back before John begins to do this, and then be able to read Elly’s mind, we probably would see that she has already framed her experience using some habitual phrase that she tells herself in this type of situation.  For example, she might have said, “If I fail this test, it will prove I’m the stupid jerk I always knew I was!”  According to cognitive psychologists, such a statement is far from ideal.

imprisonedDr. Aaron Beck, in his fine book, Prisoners of Hate:  The Cognitive Basis of Anger, Hostility, and Violence (1999), points out that mates in a distressed marriage are more prone to ascribe unpleasant behavior to the bad nature of the spouse, whereas non-distressed couples will ascribe the same incident to the nature of the situation.  Thus, mates in the distressed marriages are more likely to think that the unpleasant behavior demonstrates that their mate is malicious, manipulative, and deceptive.  Those in non-distressed marriages will be more likely to think that their spouse acted unpleasantly because she had a hard day at work, or something else happened that led to this behavior.

414N7K4QHRL._BO2,204,203,200_PIsitb-sticker-arrow-click,TopRight,35,-76_AA300_SH20_OU01_In Destructive Emotions:  How Can We Overcome Them?, a team of scientists has a dialogue with the Dalai Lama.  At one point the Dalai Lama argues that the antidote for angry thoughts is to view the person with whom you are angry as your loving mother.  “This is done to arouse a sense of affection and gratitude by focusing on the person who has shown you the greatest love and compassion.” If you do not see your mother as deeply loving you, when you carry out this technique you can replace the image of your mother with someone whom you do see as deeply loving you.

anatomy of peaceAnother book that teaches the art of changing angry thoughts to more constructive ones is The Anatomy of Peace: Resolving the Heart of Conflict (2006).  There, the authors make the case that during anger-arousing situations people often begin to think of the person on the other side of the conflict as objects that are obstacles to what we desire.  The authors call this pattern of thinking, “Heart at war.”

anger memories3.gifThe authors invite people to try out instead a pattern of thinking they call “Heart of Peace.”  This entails viewing the other as a person with hopes, needs, cares, and fears as real to you as your own.  The authors conclude that “when our hearts are at war, we can’t see situations clearly, we can’t consider others’ positions seriously enough to solve difficult problems, and we end up provoking hurtful behavior in others.”

anger memories4.gifAs an alternative, consider what happens in American courts of law after someone is found guilty of a crime.  Before deciding on what should occur to the convicted person, the judge has the jury hear once again from the defendant’s lawyer.  courtroom_1_lgThe lawyer now is to present the argument that there were extenuating circumstances that mitigate guilt.  A talented lawyer might touch upon the fact that the defendant was an orphan and later became a father trying to support his family when he suddenly lost his job.  With no means to feed his children, he succumbed to the temptations of crime.  The lawyer might be very likely to point out that the convicted has many of the attributes of the mothers or fathers or other loved ones of jury members.  “Before you is not an object, but a real live human being not unlike those close to you,” the lawyer might say.  This part of the court proceedings is designed to support the principle of fairness.  It is this principle of fairness that you are invited to try out as you deal with your recurring anger episodes.

freedAnd so, whenever you are angry at someone and you find you have been imprisoned by your hate, free yourself by taking the time to write out a defense for the person with whom you are angry.  If you will, look to see if the situation that gave rise to the incompatible act might have been more of the cause of what occurred than you originally allowed.  See what comes from considering the culprit as if she was your mother.  How does thinking about the source of your anger in terms of someone who is a person with hopes, needs, cares, and fears help to reduce the intensity of the conflict?  When carried out together with meditation, expressive journal writing and sensation-focus techniques, you are likely to find that this will lead to your recurring anger memories becoming distinctly less stressful.

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

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THE MOST MATURE LEVEL OF RESPONDING TO CRITICISM: ADVANCE LESSON

criticismAre there different levels of maturity for responding to criticism?  If so, what is the most mature level?

Over recent weeks we have been pursuing an answer to these questions (see for example, Responding to Criticism: Four Levels of Maturity and Responding to Criticism: The Most Mature Level).   During this pursuit, I put forth a tentative proposal for a most mature level because I think that’s a good way to get into these types of questions.  Not only have I described what I think is the most mature level, I have presented arguments against this most mature level and arguments for it.

When I have taught these types of lessons in a classroom setting, despite all that I have already said on this topic, many of my students continue to raise some additional questions.  And so, in this post I will try to clarify some points of confusion that have been brought to my attention by my students over the years.

Clarifying the Difference Between a Pawn and an Origin.

Responding to criticism at the most mature level requires that we seek to lead the criticizer to feel more like an origin than a pawn.

pawnMany of my students have asked me to talk more about this point.

When people feel like pawns, they feel pushed around, and they feel that they are like puppets with someone else pulling the strings.  Somewhere in our hearts and minds we realize that bossy people create a revolt against perceived illegitimate power.  Calvin’s father, in the following comic, begins to realize this.

Calvin and Hobbes steeringFeeling like a pawn may be contrasted with feeling like I have an influence over what I do—that I have played at least a part in originating my behavior.

When you respond to criticism at the most mature level, you seek to come across as “not being bossy.”  By trying to come up with some way to steer in the direction of the criticism,  you come across as showing that you can be influenced by the person who is criticizing you.

Providing More Examples of Steering

After explaining a little more about the difference between feeling like a pawn and feeling like an origin, many of my students ask me to provide some more examples of people using steering.

teacher3In the DeCharms study I discussed earlier (Pawns in The Classroom), teachers who had learned to steer put fifteen minutes aside once a week to ask students to criticize how things are going during the week.  The teachers in the study didn’t actually use the word “criticize.”  The students were asked to provide “suggestions.”  Suggestions, as we have discussed are, in a sense, criticism because people only make suggestions when they first make some sort of evaluation of what they perceive.  Based on the evaluation, they then declare what they think might be an improvement.

The teachers were taught to listen to the student suggestions in a manner very similar to the description of level four on the five levels rating system. However, when teachers who use steering feel a suggestion does not make sense they do not merely attempt to disagree without being disagreeable.  Instead, they try to use some aspect of the suggestion so the student feels the suggestion has been taken seriously.

teacher2For example, let’s say a student suggests that if the class works hard all day, the last hour should be free time.  Suppose the teacher, let’s call her Mrs. Jones, feels that a daily hour of free time would waste too much learning time.  Mrs. Jones can still steer in the direction of the suggestion.  That is, she can explain her concern about wasting too much time; then she can propose that if by the end of the week the students had done a spectacular job all week long, the last hour on Fridays they will be given the freedom to choose either to get a head start on homework, write in their journal, or read a library book; then, after proposing this, Mrs. Jones asks the class if they want to give this a try.  Notice that she is using the student’s suggestion of free time to influence where she steers the activities for the week.

Steering frequently ends up with the criticized person offering some type of choice to the criticizer.  But there is a difference between providing a choice using a steering model and offering a choice in general.  teacher4Consider a teacher who offers a choice to a student by saying, “Either you do the assignment or fail the course.  Those are your choices.”   This is not an example of steering.  Nor is this—a teacher says, “I’m giving you a choice between playing ‘Math Blaster’ or ‘Race to the Moon.’  Hurry up and pick one, I don’t have all day!”

A teacher who is using steering would be more likely to say something like, “Here are two games that teach some math skills.  Which one do you think would be best for you?”  Notice the difference in attitude between the approaches.  In the first two examples, the choice may not be perceived as a genuine choice but more of a demand to pick either one or the other.  In the Peanuts comic below, we get a sense of how strong a reaction can occur when a child comes to believe the choice he or she is given is not really genuine.

Peanuts AUGH!Steering by teachers demonstrates a degree of respect in that the teacher is genuinely interested in the student’s opinion and is willing to have that opinion count in deciding what will be done.

Here’s an example involving a father and his son.

For Better, steeringIn the For better or for Worse comic, Michael criticizes his father’s decision that it’s time to go to bed.  The father, no doubt, disagrees with his son’s criticism.  Yet, rather than just saying his son is wrong, he seeks instead to come up with a way that utilizes some aspect of his son’s criticism to come up with a new alternative.

I think that the father, by asking his son to ask EVERY kid in town about bedtimes was unreasonable, but I trust that you get the point I’m trying to make in this example.

In the Luann comic below, Knute’s effort to work out what to do on his upcoming date with Crystal is evident.

Luann steeringKnute’s effort to find something to do that they will both like probably will be far more helpful in establishing a relationship with Crystal than if he insists on taking her to a monster truck rally.

Now, some people confuse steering with compromise.  Steering can involve a compromise, but oftentimes it leads to something better than a compromise.  The classic example of a compromise occurs when someone wants to buy something, let’s say a used car.  The car dealership wants ten thousand dollars for the car, but the buyer wants to pay only five thousand dollars for it.  In the end, they settle on $7,500.  Both parties don’t end up getting quite what they had hoped, but they settle so they can close the deal.  Both parties may walk away a little disappointed.

Oftentimes, when steering occurs, neither party is disappointed.

Steering envisions that the person criticized makes an effort to see if there is some way out of the conflict, a way where two opposing views can be reframed into an original and larger context that provides new values to both parties.  This may be difficult and at times not always possible or desirable, but as we move along, I hope to show that it is possible far more often than commonly believed.

Rudyard Kipling’s Poem, If

kipling

Back in 1897, Rudyard Kipling wrote one of his most famous poems—If.  Relevant to our discussion is the part that says:

If you can keep your head when all about you
Are losing theirs and blaming it on you,
If you can trust yourself when all men doubt you
But make allowance for their doubting too,
If you can wait and not be tired by waiting,
Or being lied about, don’t deal in lies,
Or being hated, don’t give way to hating,
And yet don’t look too good, nor talk too wise…

Yours is the Earth and everything that’s in it,
And—which is more—you’ll be a Man, my son!

When someone is blaming, doubting, hating, or lying about you, they very likely are criticizing you and in a rather unflattering manner.  How would it be best to respond to this?

Among the things Mr. Kipling encourages you to do is to keep your head even when others are losing theirs—admittedly, not always an easy thing to do.  He urges you to trust yourself when all doubt you and make allowance for their doubting too.  I’m not sure I completely agree with this, for spending some time in doubt seems to prod me, at times, to consider some important alternatives—but I think I have some sense of what he was trying to get at here.

Although I’m tempted to analyze Kipling’s poetry with a fine tooth comb, the thing about poetry is that the poet seeks to capture more than what can be analyzed.  With just the right mixture of words and phrasing, Kipling strove to capture a certain subtle emotion and attitude.

I present the poem for your consideration in hopes that you will see that there is something in it that captures the emotion and attitude of the two highest levels of the five levels rating system.  If you read the poem a couple of times and then the description of the two highest levels, you may find, when taken together, that they share a truth beyond words.

Well, that’s today’s lesson.  I hope you enjoyed it.

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

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RESPONDING TO CRITICISM: DEFENDING THE MOST MATURE LEVEL

Welcome to From Insults to Respect. 

Most people would agree that some people are less skillful at handling criticism than others.

dilbert suggestion

Those following this blog well know that I have been encouraging readers to be able to recognize five levels of maturity for responding to criticism.  As I began my efforts, first I provided a lesson about the first four levels of maturity (see Responding to Criticism: Four Levels of Maturity).

In that post, I described level 4 as follows:

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

After describing all four levels, I explained why the ordering of the four levels makes some sense. For example, I explained how I had made a lot of TV shows with a variety of actors.

In each show the actors respond to criticism in different ways.  Then I asked others to watch the shows.  Together, we discussed their reactions to the way the people in the video recordings handle the criticism.

I soon became very familiar with what people like and respect when it comes to responding to criticism.  This helped me to come up with four different ways to handle criticism.  I put them in order from the least respected to the most respected.  Level one is the least liked.  Each higher level is viewed as more mature, likable, and respected by those who watched the video recordings.

Unlike the first four levels of maturity, it is not as easy to make video recordings of people displaying a level 5 response because quite a bit of this level’s response occurs up in the head of the responder.  To understand this better, let’s briefly review the level 5 response (For a complete description of level 5 see Responding to Criticism: The Most Mature Level).

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

Here’s a quick example of someone responding to criticism at level 5.  My wife, Andrea, and I are getting dressed to go to a party.  When Andrea sees what shirt I put on, she criticizes my choice, saying, “That’s not quite right for this occasion.”As I prepare my response in my mind, I realize that I disagree with her.  But before I begin to disagree with her, while at the same time trying not to be disagreeable or defensive, I silently ask myself, “Is there someway I can steer in the direction of Andrea’s criticism?”

I quickly realize that I have two other shirts that I would enjoy wearing to this party as much as the one I initially picked out.  And so, I pulled them out of my closet and said to Andrea, “Well, if you don’t like the one I picked out for this evening, how about either of these two?”

“Oh,” she says, “the one on the left would be perfect.  Thanks dear.”

And so, from this example, you can readily see that a good part of my response occurs in my head as I tried in my mind to come up with an option that both Andrea and I would end up feeling comfortable.  Said a little differently, I searched my mind to see if I could find a win-win response to her criticism.

To illustrate my using a level 5 response, I could use some type of a gimmick such as having me strike a classic pose of someone thinking and then my head would appear above me, and it would start to speak the words I’m supposedly thinking.  This has been done effectively in the movies, but it’s just not as clean an approach as the one I used to demonstrate the validity of the first four levels, and I’m not sure how to go about creating the special effect of the extra head gimmick.  And so I’m going to defend level 5 in another manner.

Originally, I had formulated the current five levels system as a four levels system, but when I heard Professor Richard deCharms speak at a conference back in 1977, he convinced me to add the fifth level.  He spoke about how most teachers treat their students like pawns, rather than origins.

pawn

When people feel like pawns, they feel pushed around, and they feel that they are like puppets with someone else pulling the strings.

Feeling like a pawn may be contrasted with feeling like I have an influence over what I do—that I have played at least a part in originating my behavior.  Such a feeling, Professor deCharms told the audience, is what he called, “feeling like an origin.”

An idea that is similar to the one Professor deCharms describes has been referred to as the powerless versus empowerment spectrum.  People who perceive themselves powerless often experience alienation or reactance against those perceived as the bosses.

Dilbert boss

In the business world, leaders attempt to get their subordinates to “buy into a plan” by asking for their feedback and trying to use their suggestions as best as they can to strengthen the plan.  This strategy doesn’t always work, but leaders know that it has the potential to improve the process of implementing the plan.

To see what happens when teachers act in ways that are designed to lead students to feel like origins, Professor deCharms and his colleagues designed a project that provided a unique training program to inner-city teachers.  His findings are dramatic.[1]

  • Academic achievement as measured by standardized tests was significantly better in the classrooms after the teachers received the training.  In fifth grade, the children in this inner-city district were typically more than one-half year behind national norms in grade equivalent scores.  This downward trend continued in the children who had teachers who did not receive the training so that by eighth grade they were a year behind national norms.  The trend was reversed for the children who had the trained teachers to the point that they gained, on average, more than a full year between the end of sixth grade and the end of seventh grade and maintained their advantage through eighth grade.
  • School attendance and punctuality were positively affected in the classes with trained teachers.

More recent studies[2] provide further evidence that students are more likely to act in accordance with group decisions or school rules if they have participated in forming them.

Steering not only improves learning and behavior but health outcomes as well.  In a remarkable series of studies at a nursing home,[3] elderly residents were each given a choice of houseplants to care for and were asked to make a number of small decisions about their daily routines.  Nurses were taught to steer in the directions the residents requested.  For example, residents requested a movie be provided each evening in the community room.  Although there was inadequate funds for this, the nurses did increase the number of movies that were shown from occasionally, to once per week.  A year and a half later, not only were the residents who had nurses that learned to steer more cheerful, active, and alert than a similar group in the same institution who were not given these choices and responsibilities, but many more of them were still alive.  In fact, less than half as many of the decision-making, plant-minding residents had died as had those in the other group.

Some people, when they first hear about steering, express concern because it seems to them that it requires that they give up on holding fast to their treasured ideals.  “It is just designed to promote conformity!” claimed a student.  “If a teacher criticizes the length of my hair, if I don’t cut it a little shorter, does that make me immature?”

“I’m against war,” said another student.  “With steering does that mean that to be mature I must come to a position that holds that a little killing is okay?  Steering means that the only proper ideal is to be middle of the road, a position that I despise.”

My response to these examples is to explain that I am not proposing that every time you are criticized you must make some change.  Steering envisions that the person criticized makes an effort to see if there is some way out of the conflict, a way where two opposing views can be reframed into an original and larger context that provides new values to both parties.  This may be difficult and at times not always possible or desirable, but as we move along, I hope to show that it is possible far more often than commonly believed.


[1] Richard deCharms, Enhancing Motivation: Change In the Classroom, New York: Irvington Publishers, 1976.

[2] N. Way, & M. G. Robinson, 2003, “Effects of Perceived Family, Friends, and School Experiences on Change in Self-Esteem among Urban, Low-SES Adolescents,” Journal of Adolescent Research, 18, 324-346.  M. Wang, 2009,

“School Climate Support for Behavioral and Psychological Adjustment:  Testing the Mediating Effect of Social Competence,” School Psychology Quarterly, 24, 240-251.

[3]E. J. Langer and J. Rodin, 1976, The Effects of Choice and Enhanced Personal Responsibility for the Aged: A Field Experiment in an Institutional Setting, Journal of Personality and Social Psychology, 34(2), 191-198; J. Rodin and E. J. Langer Rodin, 1977, Long-Term Effects of a Control-Relevant Intervention with the Institutionalized Aged, Journal of Personality and Social Psychology, 35(12), 897-902.

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

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ANGER, STRESS AND UTILIZING THE CHRONIC STRESSORS SCALE

Illustration by Deanna Martinez
Illustration by Deanna Martinez

Last week I began to answer the following question from one of my students:

“I have been finding many of my new conflict resolution skills very helpful.  However, to my dismay, sometimes I’m feeling stressed out and then if I become angry I find my skills fly right out the window.  Why do you think that this occurs, and is there anything I can do about this?”

I began to answer this question by first explaining how  mounting stress can lower the threshold for triggering an emotion blow-up.

I then explained that when we notice that we are at the edge of exploding, we would be wise to use THE SIGNALING TO BACK-OFF TECHNIQUE.  We now begin to look at another approach that can help people who find themselves dealing with overwhelming stress.

UTILIZING THE CHRONIC

STRESSORS SCALE

stress3Some forms of stress may be so minor that they don’t give us much reason to think that they can have a serious negative effect on our functioning.  In the stress literature, these minor stressful events are called hassles.  If several are occurring during a relatively short period of time and are occurring day after day, minor hassles can become major stressors.  And even major stressful experiences, when they begin to occur regularly, begin to seem “normal.”  In time we may not connect the stress that has begun to feel “normal” with our irritability.  Rather, we may come to believe we have a hostile temperament.

Here’s a strategy to help you find out if chronic stressors are a problem for you.  Just below this paragraph is a scale that  provides a list of chronic stressors and a space for you to rate on a 0 to 5 scale how stressful you find each, with 5 indicating the highest level of stress.  You may notice that I have not included on the list stressors that are transitory, such as the death of a loved one or moving to a new home.  Transitory stressors can be quite severe but time and warm friendly support throughout these rough periods will typically put them to rest.

CHRONIC STRESSORS SCALE

 

  Stressor                                                                                      Zero to 5

  1.  Stressful commuting
  2.  Lack of quality sleep
  3.  Lack of regular exercise
  4.  Noisy environment                                                          
  5.  Stressful eating pattern
  6.  Lack of supportive relationships
  7.  Being provided too much negative criticism
  8.  Boring job
  9.  Chronic health condition
  10.  Feeling worthless
  11.  Worries about financial problems
  12.  Use of alcohol
  13.  Use of cigarettes                                                                
  14.  Use of other drugs
  15.  Recurring angry memories
  16.  Other stressors                                          

a. ________________                                                        b._________________                                                                                                                                                 c. _________________                                                                    

stress2Once you fill out the Chronic Stressors Rating Scale, you may notice that you can eliminate one or more of the stressors rather easily.  But for many of us, this is too difficult at first.  As an alternative approach, get your total Chronic Stressors score by adding up all of the ratings that you made on the right side of the scale.  Then have a problem solving session, perhaps with a friend you trust.  Your goal might be to find a set of strategies that lead to a lower total score of just 5 points.

Completely eliminating a stressor or two is only one approach to reducing your total score.  Another approach is to find a way to just reduce the intensity of a few of the stressors.   exerciseFor example, say that you rated “Lack of regular exercise” a five because you get practically no exercise and you are really feeling very, very stressed about that.  Perhaps you will be unable to figure out right away how to get all of the exercise you need.  Nevertheless, you may still think of a way to begin to get a little more exercise each day so that you can reduce your rating for this stressor from a five to a three.  This will lower your total score by two points.  Now you only have to find a way to reduce two or three other stressors a point or two in order to lower your total score by five points.

Here’s a parable that will better illustrate someone utilizing the Chronic Stressors Scale.

The Parable of Jenny

 

Illustration by Deanna Martinez
Illustration by Deanna Martinez

While Jenny is having a sandwich in the lunchroom working on her Chronic Stressors Rating Scale, her friend, Trish, comes over.

“Jenny, what are you up to?” she asks.

“I’m trying to figure out how I can reduce the amount of stress in my life so I won’t get so angry all the time.”

“Well, let’s see here,” says Trish looking over at Jenny’s ratings.  I see you gave yourself a five for stressful commuting, a four for lack of quality sleep, a five for lack of exercise, a four for a noisy environment, and a five for worries about financial problems.  Oh, look, I see under other stressors you wrote in ‘feelings of loneliness.’  You gave yourself a four on that one.  Then you wrote in, ‘price at the gas station going up.’  You gave yourself a five for that one.”

“Yeah, each time the price for gas goes up a few cents more it really ticks me off.  I already have financial problems and, man, when I fill up and see what it’s now going to cost me every week, it really gets to me and I see myself getting angry all day long for the stupidest stuff!”

“So, what have you come up with to lower your stress levels?”

“I just began to think about it, Trish.  I’ve been thinking about maybe buying some earplugs.  baby cryingI have a wonderful family living next door to me, but there’s a newborn baby in the family that starts to wail quite a bit.  He’s darling, but I have to admit that it sometimes starts to get to me.  And there’s a two-year old there that can scream to high-heaven quite a bit also.  Still, putting earplugs in my ears, I’m not sure I’m comfortable with doing that.  Do you have any ideas of what I can do?  I’m feeling a little stuck.”

“Hmmm, I see the first item that you gave yourself a five on is ‘stressful commuting.’  Tell me about that, Jenny.”

traffic jam“Oh, it’s driving me crazy!  It takes me usually an hour to drive to work, but I have to figure on an hour and fifteen minutes in case the traffic gets really backed up.  Even then I end up being late a couple of times a month, which ends up putting me in a bad way with the boss.  When that happens, I end up really, really, in a bad mood.  During the commute there are people cutting me off, people honking, and a couple of months ago I got into an accident.  With my $500 deductible insurance policy, wow, I got backed-up on my credit card payments.  I’m scared to death that if I get into another accident I’ll be really unable to pay my bills!”

apartment building“I see,” says Trish sympathetically.  “The commute sure is causing you a whole pile of stress.  You know, I drive by Elm Street every morning, and I notice that the apartment buildings over there regularly have some rentals available.  It’s less than a mile from work.  You could walk through the park to get here in twenty minutes less than the drive.  Then you can get your exercise in every day and save some money on gas.”

“I don’t know,” Jenny replies, “I’d come into work all sweaty.”

walking“A lot of people in our offices somehow make it work.  They drive bikes or walk, carry a backpack, and change when they get in.  Or, if you want, I can pick you up on my way in to work, and you can walk home.  That way, you could sleep an hour later every morning and come to work more rested.”

“Aren’t those apartments off of Elm awfully expensive, Trish?”

“It would cost you an extra one fifty a month, but you pay for gas and upkeep on the car more than that.  If you live by Elm, you could give up your car altogether for a year and really save some money.  In fact, if you really wanted to save quite a bit of money for a year we could…”  Trish suddenly pauses here.

“What were you going to say, Trish?” asks Jenny.

“Well, I’m also having some financial problems and I was thinking of finding someone to share an apartment with me.  I looked at a two-bedroom place over by Elm.  If we went in together, each of us would save a couple of hundred dollars a month and we’d still have our own rooms.  Still, I sure like living alone.  On the other hand, I’m really struggling to pay the bills.”

“Sharing an apartment,” says Jenny softly to herself.  “I don’t know.  But it would just be a one-year commitment.  credit cardsIf it turns out awful, I would have made the sacrifice just so I can pay off all of those credit card bills.   I might even end up liking it.  I’d have someone to eat supper with…”

In the end, Jenny and Trish did get an apartment together.  It turned out to be much quieter than Jenny’s last one.  She is less lonely, her commute to work permits her to sleep an extra hour a day, and her commute home—a walk mostly through a park—is one of her favorite parts of her day. 

high gas prices2On her walk home, Jenny passes a gas station and she always notices when the price at the pump goes up.  At such times, instead of ruining her day, she finds herself smiling. 

Jenny feels physically better since beginning her daily walks and sleeps more soundly.   Her anger is far less likely to interfere with her conflict resolution skills.

 

This parable illustrates that with a little problem solving it may be possible to figure out ways to reduce your overall stress level which may then reduce your difficulty with anger.  We’ll be practicing using the Chronic Stressors Rating Scale from time to time in the near future.

Well, that’s our lesson for today.  I hope you all have a great week.

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

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CRITICIZING YOURSELF MATURELY: A LESSON FROM BLONDIE

Over the course of the last few weeks I presented some lessons that aim to get you to think about immature and mature ways to provide negative criticism to yourself (see CRITICIZING YOURSELF: FIVE LEVELS OF MATURITY and CRITICIZING YOURSELF MATURELY: A COMIC STRIP LOVER’S GUIDE). As I’ve pointed out on many occasions, becoming a master at utilizing the higher levels of maturity takes more than just thinking about them on a single day.  It requires some practice utilizing the concepts over several occasions.  And so, from time to time, I insert a little practice session to remind you of the previously presented ideas and to give you a little practice utilizing them.  Today, we will take a look at a Blondie comic example.  There, you will find that after Dagwood gives Blondie a statue she sees as ugly, she criticizes herself.  Please take a look at her response to her self-criticism, and see if you think she handled it maturely.

blondie intra 1blondie intra 2blondie intra 3blondie intra 4blondie intra 5blondie intra 6blondie intra 7 blondie intra 8blondie intra 9

As you think about how maturely Blondie criticizes herself in this comic, perhaps it would be of help to look at the five levels of providing criticism that we discussed earlier:

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

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

  • They do not explain what the offending behavior is, but instead express displeasure with glares, insults, shouting, silence, or threats that do not involve bodily harm. (For example, calling themselves a jerk”)
  • Threatens bodily harm regardless of what else is said.    

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

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

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

Now that you refreshed your memory of the five levels, does any one of them seem to match how Blondie criticized herself?  Think about this, if you will, and then you can have some fun comparing your thoughts with mine.

My answer:  Obviously, what we see is not meant to display Blondie’s whole response, but there is enough here to hazard a guess for our educational goal of familiarizing readers with the maturity rating system.

blondie intra 6Blondie frames her feeling as “terrible.”  It would be a sign of higher maturity if she conceptualized her experience instead as “sad” and “a valuable emotion that will lead to her thinking more deeply about something very important to her—her relationship with her husband.”

We know from what we see here and from observing her behavior over the years that Blondie is a very caring person.  So, perhaps she is the type to be compassionate toward her own limitations.  She doesn’t hit herself, so she may not be at level 1.  In the last box, she may be crying and this would indicate her response deserves a level 1 rating unless she also displays some set of responses that deserves a higher rating.

When Blondie calls herself insensitive, it comes pretty close to matching level 2.   Admittedly, this is a tricky call.  One reason for the difficulty is that she might not be really insulting herself at this point.  Instead, she might be displaying the process of thinking through the best course of action for herself.   That is, she might be laying out for her consideration the value of being considerate.

If she had obviously put herself down by calling herself a rat for example, this response would be easier to rate as a level 2.  But the descriptor, “insensitive,” is very relevant to what concerns her about her actions.  I like her concern for her husband.  I view empathy as a sign of higher levels of maturity.

blondie intra 9In the last frame, she is taking some time to deal with her challenging experience.  Maybe she is actually using the “sensory focus” technique we recently discussed (see DEALING WITH EMOTIONAL PAIN).  “Sensory focus” involves turning your attention to the physical qualities of the pain and observing the sensations you are experiencing.  This can convert challenging feelings into a search that leads to ever higher levels of truth.

I think this is where we leave Blondie in the comic we are analyzing.  Without being able to discuss this episode with her or to observe further how the events continue to unfold, I’m going to just take a very tentative guess that she is indeed trying to figure out how to respond in a sensitive way toward Dagwood, and that she will not really insult herself.  In time, she probably would have displayed a response very close to a level 4 or 5.

Thanks for visiting today.  I hope to see you soon.

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

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comic strip conflict management conflict resolution criticism emotional intelligence free social intelligence and emotional intelligence curriculum insults intrapersonal conflicts negative criticism types of criticism William James wisdom

CRITICIZING YOURSELF MATURELY: A COMIC STRIP LOVER’S GUIDE

Welcome to From Insults to Respect. Recently I presented a post that aims to get you to think about immature and mature ways to provide negative criticism to yourself (see Criticizing Yourself: Five Levels of Maturity). In that post there is a fun practice section to help people to get familiar with the different levels. Becoming a master at utilizing the higher levels of maturity takes more than just thinking about them on a single day. It requires some practice utilizing the concepts over several occasions. So today, I’ll once again describe the five levels of maturity, and then let’s practice some more with the help of some of our favorite friends.

PROVIDING NEGATIVE CRITICISM:  FIVE LEVELS OF MATURITY

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

    1.This level requires displaying one or more of the following:

  • Cries without stating what the crying is about.
  • Physically harms you,
  • Damages property.

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

  • You do not explain what the offending behavior is, but instead express displeasure with glares, insults, shouting, silence, or threats that do not involve bodily harm. 
  • Threatens bodily harm regardless of what else is said.     

    3.  You clearly state the criticism with enough detail so you can improve the behavior, idea, or appearance, but couple it with glares, insults, shouts, or threats that are not about bodily harm.         

    4.  You state the criticism without bodily attacks, damaging property, glares, insults, threats, or shouts, and with enough details so that you can improve the behavior, idea, or appearance.  

   5.  When you provide criticism, you do so in a manner very similar to a level four response, but beforehand, you consider the situation that you are in.  As a result of such considerations, you may decide to alter the criticism.

A PEANUTS EXAMPLE

Below, in the Peanuts comic, Lucy provides negative criticism to herself while Charlie Brown listens.  Take a shot, if you will, at rating how mature you think her criticism is on a scale of 1 to 5, with 5 being the most mature.  Think about why you gave her your rating, and then compare your answer to mine.

Self-criticism 3.pngMy answer:  I think Lucy’s actions best match the level 3 description— You clearly state the criticism with enough detail so you can, if you so choose, improve the behavior, idea, or appearance, but couple it with glares, insults, shouts, or threats that are not about bodily harm.  The main reason I have for this is that she is shouting at herself. Lucy’s actions indicate to me that she knows what her negative criticism is about; instead of becoming discouraged, she wants her life to move from one “up” to an “upper-up,” without any “downs.”  I believe her actions should be reduced by .5 because she doesn’t make it clear to herself what she should do about her expressed concern. I would have felt she at least tried to come up with a plan of action if she had said something to herself like the following:  “For the next few weeks, each time I feel discouraged, I’m going to write in a journal how I feel, what led up to how I feel, and then see if I can come up with something that leads to my feeling better.” In the end, I gave Lucy a 2.5 rating.

ANOTHER PEANUTS EXAMPLE

In this next one, Lucy again provides negative criticism to herself, and again we get the sense that she knows what the criticism is about, but she doesn’t come up with some plan to address her concern.  What rating do you think she deserves?  Also, see if you can come up with a statement that Lucy can make to herself that would indicate she has come up with a plan to address her concern.

Self-criticism 4.png

My answer:  This time Lucy doesn’t shout at herself.  She does shout at Linus about the negative criticism he provides, but our job here is not to rate that, but rather her negative criticism of her own actions.  That occurs in the last box where she says to herself, “How humiliating!”

I don’t view her comment as an insult, although in real life she would have to decide that for herself.  It seems to me that people, when they are dissatisfied with “a failure to accomplish a task,” can feel a sense of humiliation, not as an insult, but as a humbling experience that has the potential to motivate them to seek to make some improvement.  As far as I am concerned, a person can feel humiliated and still respond at level 1, 2, 3, 4, or 5.  If Lucy had insulted herself or shouted at herself, I would have felt that level three was the best match for what she does.  I’m giving Lucy, instead, a question mark because sometimes criticism is provided that is clear about what is not liked but useful information about improving is not provided.  If this is done in a supportive manner that does not use any insults, shouts, or threats, a question mark can be used instead of a rating.  This indicates that sometimes mature people will provide this type of feedback to gently encourage themselves to come up with a solution to the problem of how to improve. The criticizer is in essence merely asking the question, “Can I come up with a way to make some improvement in this area?”  Because asking such a question using a supportive tone of voice is not necessarily a sign of immaturity, no rating is immediately assigned, but as time goes on, some rating may become earned.

A FUNKY WINKERBEAN EXAMPLE

Let’s try rating Les in this Funky Winkerbean comic.  Below, we see that Les, the guy with the glasses, has been invited to his thirtieth high school reunion.  When he looks in the mirror he begins to evaluate how he now looks and recalls how he looked thirty years ago.  As he does so, apparently he is providing some negative criticism to himself.  Please rate how mature you think his response is.

Self-criticism 5.png.gif

My answer:  The thought of going to his thirtieth high school reunion has put Les in a deep funk.  He is saddened to see how he has aged.  He doesn’t seem to be insulting himself in any way or threatening to harm himself.  He’s also not hitting himself.  Hmmm.

Some who view themselves as “healthy-minded” say that by letting himself feel sad about something he can’t do anything about, Les is actually acting in an unhealthy manner.  These so called “healthy-minded” folks argue that Les would be far wiser to avert his attention from what is bothering him and live in the light of what is good in his life.

Admittedly, this method does seem to work for many people, and if it works for you, feel free to continue with it for as long as you like.  I promise that I won’t send the mental health police after you.

There are those of us, however, who have tried this “healthy-minded” approach and find that, when melancholy comes, the whole system quickly breaks down.  If that is your experience, perhaps the words of the brilliant psychologist, William James, might be more to your liking.  “[T]here is no doubt that healthy-mindedness is inadequate as a philosophical doctrine, because the evil facts which it refuses positively to account for are a genuine portion of reality; and may after all be the best key to life’s significance, and possibly the only openers of our eyes to the deepest levels of truth.”

Clearly, people confront events that create feelings of sadness, horror, and dread.  To James, the feelings that accompany such events can lead toward truth.  Many of the most creative people have come to believe that periods of melancholy are an essential part of their creative process.

sally forth intrapersonal

My readings of the research and my own personal experiences have led me to several tentative conclusions.  First of all, if you can learn to avoid insulting and threatening yourself during these periods of melancholy, that’s a good thing.  Some special types of insults can be especially harmful.  “I’ll never be happy again,” is one of these.  “I’ll always be a terrible person,” is another.  “All is hopeless,” may be the worst .

Practice saying at such times, “Melancholy is part of the creative process; it is a tool that most creative people have experienced, and this mood can spur me to come to a useful understanding of my life.”   “Creative” in this context means more than artistic creativity.  It encompasses all aspects of a person’s work, and interpersonal and intrapersonal relationships.

The melancholy that Les is experiencing will not be his whole response to his dissatisfaction with his current appearance.  He will perhaps come to realize that he has some time to still live and the years he has already lived have given him a unique perspective that can enrich the time he has left to fulfill the desires that only come about from our deepest searching.  For Les, I am going to put off any rating.  As far as I’m concerned, he has just begun to provide to himself negative criticism and some more time will be necessary to evaluate what his rating should be.

Okay, that’s our lesson for this week.  I would love to get some comments about the ideas I’ve presented.  Do you think that there are more mature ways to respond to criticism than the ideas that I’ve put forth?  Has there ever been a time when you criticize yourself in a manner that you would like to discuss?

My Best, Jeff

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

Categories
anger confiict management conflict resolution criticism free social intelligence and emotional intelligence curriculum insults intrapersonal conflicts Name calling negative criticism threats wisdom

CRITICIZING YOURSELF: FIVE LEVELS OF MATURITY

Earlier, I wrote a post titled “Providing Negative Criticism: Five Levels of Maturity.”  When I gave examples of people using the five levels, they typically involved someone providing criticism to someone else.  And yet, if you think about it, you probably criticize yourself at least as much as you criticize others.

Charlie13

So, it is time that we begin to take a good hard look to see if the five levels of maturity apply equally well when we think about providing negative criticism to ourselves? To do so, please take another look at the five levels that have now been rewritten so they can be used to rate the way you criticize yourself.. As you do, imagine a recent time that you criticized yourself and see which of the levels best matches your style of criticizing yourself.

PROVIDING NEGATIVE CRITICISM TO YOURSELF: FIVE LEVELS OF MATURITY

Below you will find preliminary descriptions of how people at five developmental levels of maturity provide negative criticism to themselves.  Level one is the most immature and uses observations of babies as its starting point.  Each successive level is more mature.     

   1.This level requires displaying one or more of the following:

  • Cries without stating what the crying is about.
  • Physically harms you,
  • Damages property.

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

  • You do not explain what the offending behavior is, but instead express displeasure with glares, insults, shouting, silence, or threats that do not involve bodily harm. 
  • Threatens bodily harm regardless of what else is said.     

    3.  You clearly state the criticism with enough detail so you can improve the behavior, idea, or appearance, but couple it with glares, insults, shouts, or threats that are not about bodily harm.         

    4.  You state the criticism without bodily attacks, damaging property, glares, insults, threats, or shouts, and with enough details so that you can improve the behavior, idea, or appearance.  

   5.  When you provide criticism, you do so in a manner very similar to a level four response, but beforehand, you consider the situation that you are in.  As a result of such considerations, you may decide to alter the criticism.

APPLYING THE FIVE LEVELS TO SELF-CRITICISM

One of the last times I criticized myself, I was playing golf, and when I swung at the ball, I missed it.

Golf insult 2

I found myself crying out, “Man, that was stupid!” As I saw myself doing this, I quickly realized that such a response was not very helpful.  I moved away from any more insults and just took a moment to experience the frustration within me.  After about five seconds of this, I then realized that I was with other golfers, and they had just seen me calling myself stupid.  I looked each of them in their eyes and smiled. Then, I reviewed in my mind what a perfect swing in that situation is suppose to look like.  Finally, I stepped into position and took another swing.

How Did I Do?

Well, at least I didn’t break my club slamming it to the ground, as I had done a few times when I first began to learn the game. A couple of times when I did slam the clubs down, I broke the club and had to go buy a new one–thus, it was a costly mistake.  If I had acted that way–that is, by breaking my club–I would have acted at level 2. It has been years since the last time I slammed a club down, a clear sign that I matured in this domain.

The way I acted the last time was a little more mature than a level two.

You might have noticed as I was describing my recent incident of self-criticism that my criticism and my response to the criticism seems to have merged together, and it is not easy to tell at what point “providing criticism” and “responding to criticism” is actually taking place.  Therefore, it is a good idea, as we think about these issues to spend some time reviewing the lesson I presented earlier about responding to criticism (see HERE).

As I recall what happened the last time I was out on the golf course, I’m going to say that I initially responded at level 3, but then quickly recovered and then responded at level 5.

Another Example

Our next example of self-criticism is from the comic strip of Calvin and Hobbes by the brilliant Bill Watterson.  Calvin’s stuffed tiger, Hobbes, is criticizing Calvin’s remark about his summer vacation coming to an end.  We understand, of course, that what Hobbes says to Calvin is, in actuality, what Calvin is saying to himself.  After Hobbes criticizes Calvin’s remark (“Oh come on, you spent half the summer complaining how bored you were.”) Calvin responds.  Please study his response, and then see if you can rate what level of maturity it is at.           

Calvin intrapersonal
My answer: Hobbes has criticized Calvin for exaggerating about how awful life will be now that summer vacation is over since he often complained of being bored.  “I did?” he responds.  It seems to me that Calvin is really asking this of himself.  He then curls his pointer finger and puts it on his lip.  This is a classic pose indicating deep thought.  While he is doing this, he says to himself, “How strange.  I must have been delirious from having so much fun.”  In the next scene, we see Calvin imagining the type of fun he had had over the summer.  It depicts Calvin and Hobbes watching TV with the sound blasting, eating Sugar Bombs, with Calvin’s eyes in a delirious, hypnotized stare.

I’m leaning toward giving Calvin a level 4 rating because he is showing me that he is giving some real thought to the criticism, and I like his apparent sense of humor as he imagines in an almost burlesque type of way his wasting all of his time over the summer.

Now, I understand that some might look at this image of Calvin wasting his summer in front of a TV and think he is mocking his choice of summer activities, thus insulting himself.  When people use humor while responding to criticism, it can be taken as an insult, or as a good-natured way to smooth over some rough parts of the processing that goes along with criticism.  Only Calvin, in this scenario, would be able to say if he felt it as an insult, or as something comical.

Let’s Try Another One

Here’s a young teenager who provides self-criticism at a pretty obvious level 2.

basketball player 1Here, the young lady kinda tells herself what her criticism is about–She recalls missing an important basketball shot and she declares that she let her team down.  But she doesn’t say how she can begin to improve the situation.  Instead, she begins to insult herself.

What if she had handled the situation a little differently:

basketball player 2Notice I blackened out what level I think this self-criticism is at.  That’s because I would like you to decide if this is a more mature level or not.

There’s Some Controversy About this Example

Some of my students argue that the example in which the girl insults herself should be given a higher rating then the second example.  Here’s their reason. If you insult yourself, they claim, it will more likely prod you into doing something constructive than if you ignore it.  Therefore it should be viewed as at least as high a level as the example in which the girl decides to take some time to calm down before deciding what next steps she might take.

Here are two quick explanations for why insulting yourself deserves a lower rating than the taking some time to calm down approach.  First, just because someone takes some time out to calm down doesn’t mean they will forget what happened. It is possible that their efforts to take some time to calm down will lead to calming down sooner than throwing insults at themselves, and within that calmness a more reasoned approach may come about.

Second, theoretically those people who get into the habit of insulting themselves when they criticize themselves are at an increased risk of insulting someone else who criticizes them.  This is oftentimes not a good thing because when people are insulted it increases the likelihood they will do something that is harmful to the insulter.  It is, therefore, a good idea to practice not insulting yourself when you criticize yourself because that practice will make it easier to avoid criticizing others when they criticize you.

Well, there’s your lesson for today.  It was designed to begin the process of thinking about the most mature way to criticize yourself.  I will have a lot more to say about this in future posts.

For those of you who seek to become masters at dealing with name calling, insults and teasing, here’s an important exercise to do over the next week.  Put aside three five-minute periods to do the following:

Think about the last time you criticized yourself.  Recall what led to the criticism and how you felt.  Spend a full minute just observing the feelings that come up as you recall the incident.  Then write down what you said to yourself as you provided the criticism.  Finally, write down what you think would have been a maturer way to handle that situation.

Thanks for visiting this week, and I hope you come back  soon.

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

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THE CREATION OF THE COOL STEVE STORIES

Coney Island HospitalIt was way back in 1972 on a pleasant autumn day.  As I stepped out of the sparkling sunshine into the shadowy confines of the Coney Island Child Psychiatric Clinic, I was greeted by three people who could have been movie actors.  One was a beautiful social worker in her late twenties, with flowing brunette hair; another, a tall, handsome psychologist in his early thirties; and the third, a psychiatrist who looked like he was trying out for a part as Sigmund Freud, with his long, graying beard and pipe.   Initially they were warm and friendly but, within a few minutes, switched to more earnest expressions.  The psychiatrist took charge at this point, informing me that I would be working with eight very troubled male teenagers—two individually, and six in a group.  My first job teaching conflict resolution under the auspices of a real life professional organization had begun.

It was a period of time before the current practice of converting the psychological concerns of all children brought to a psychiatric clinic into a language of illness believed to be due to chemical imbalances.  The prescribing of pills as the main—oftentimes only—action offered was something I had never dreamed of.  Instead, a staff of professionals and several advanced psychology students from Brooklyn College sought to provide empathic emotional support, understand the conflicts the children were experiencing, and guide them toward more mature coping.  I was one of the Brooklyn College students.

Achieving the first two goals proved to be a breeze.  The kids’ hunger for attention made it easy to develop genuinely enjoyable relationships.  And the way the boys spoke and interacted readily revealed volumes on the topic of conflicts with which they struggled on a daily basis.  Guiding the boys toward more mature coping, however, tripped me up.

Counseling boy 1I remember one of my first attempts.  A burly thirteen-year old boy with wild, unkempt hair began to express his anger about a kid at school who had called him a jerk.

“Called you a jerk!?” I replied. “Yikes!  What did you do about it?”

“I shoved him.”

“How’d that work out?”

“I got sent to the principal.”

“Do you like to get sent to the principal?”

“NO!”

“Hmm, if you don’t like it, maybe we can figure out how to respond to a name caller in a better way.”

“If someone puts me down, I ain’t gonna let him get away with it.”

“I can understand that.  Let’s discuss a few ways to deal with name calling that doesn’t let the other guy get away with anything and yet won’t get you sent to the principal’s office.”

“Na.  If that guy calls me a name again, I’m really gonna let him have it!  He better not start with me again!”

“I can see just thinking about this is really making you angry.”

“Yeah, it is!”

“Well, I have good news for you.  I think I can help you to come up with some ways that you can handle name calling that you would respect but won’t get you in trouble.  Wouldn’t that be a good thing?”

“Listen, I don’t wanna talk about this anymore!”

At this point, I realized that, for now, to pursue this any longer would be counterproductive.

Shortly after this, I noticed that the two black kids in the group I was working with were frequently being put down by the four white kids.

 Whites ganging up on blacks

Some words got thrown back and forth that could have made a Brooklyn boy blush.  Well, okay, maybe not a Brooklyn boy, but most people.  Anyway, my efforts to address this were, unfortunately, met with the boys shouting over me as their anger flamed into rage.

“You’re doing just fine,” my supervisor assured me.  “Working with kids requires great patience.”

I would have preferred specific suggestions on how to better teach.  Still, his comments at least temporarily took some pressure off of me.

But as time went on, my patience waned, and I began to have difficulty falling asleep.  In the wee hours of the morning my mind kept going over and over incidents in which my efforts to teach something to the kids ended without success.  And then, during one such night, amidst an experience of what felt like endless tossing and turning and excruciating frustration, suddenly I recalled an incident that happened to me in fifth grade.  Back then I had recently seen the movie, The Pride of the Yankees, with Gary Cooper starring as the New York Yankees’ great baseball player, Lou Gehrig.  Nicknamed “The Iron Horse,” Gehrig had his Hall-of-Fame career cut short at 36 years of age when he was stricken with a fatal disease.  As the film comes to an end, it reenacts Gehrig’s farewell address in front of a packed, tearful crowd at Yankee Stadium.  I’ll never forget his parting words.  “People all say that I’ve had a bad break.  But today…today I consider myself the luckiest man on the face of the earth.”

Shortly after seeing the film, I decided to read a Lou Gehrig biography and learned that his parents were from Germany.  Because I had grown up on war movies that depicted Germans as the vicious enemy, I had, at that time, come to hate Germans.  But, when I began to read Lou Gehrig’s biography, I found my hatred undergoing a dramatic change.  The story tells us that Lou’s parents were from Germany, spoke with a German accent, and this led the kids in his neighborhood to incessantly torment him.

Gehrig as boySomehow, my heart went out to Lou, and from that day on, I came to believe that it wasn’t right to judge a person by their nationality.

Lying in bed recalling having read that biography so many years ago, my mind, at one point, returned to thinking about teaching kids coping skills.   It seemed to me that there was something about that Lou Gehrig story that enabled me to reconsider attitudes that I had firmly held for so long.  Perhaps if I could tell the kids at the clinic stories about a hero who portrayed higher levels of maturity, they might identify with the hero.  I figured that kids like to try out the behaviors of their heroes.  I know I did.  Criticizing the actions of characters in the story would produce less defensiveness than when I had directly criticized the actions of the kids at the clinic.  If I told the stories when the clinic kids weren’t already in a defensive state, maybe they would be open to a real discussion.  Once they had thought the issues through, perhaps then they would be better able to integrate what they had learned into their own lives.

Soon afterwards, each time I saw the kids at the clinic dealing with a different conflict in a way that struck me as immature, a story dealing with the conflict in a more mature way just came to me in some strange, effortless manner.  The hero of the stories, Cool Steve, has many of the attributes that the clinic kids admired.

I made it a point to tell each story at some point in our session when things were relatively calm.  And it turned out that the kids loved them.  When I told the stories to the group of kids I worked with—kids well known for their rambunctiousness—they settled right down and you could hear a pin drop as the tale unfolded.  They discussed them, grappled with the issues, and oftentimes came to agree that Cool Steve had handled the conflict in a way they respected.

An interesting discovery that I made when I was teaching conflict management to graduate students at the University of Minnesota was that the adult students there enjoyed the stories every bit as much as teenagers. And so, with that encouragement, the stories grew and grew so that they now comprise a series of three novels collectively called The Cool Steve Stories that you can learn about HERE.

hero coverLove cover

Readers of this blog know that as I provide lessons on conflict management, I often illustrate the ideas with newspaper comic strips. Although these comics are very helpful for introducing basic ideas, to really learn the subtleties of applying the ideas of conflict management in actual situations it is hard to beat the longer narratives that novels provide.

The first novel in the trilogy is A Hero Grows in Brooklyn.  Most of the action occurs when the main characters are junior high school students.  If it was a movie, it would likely be rated “PG.”  Fights in the Streets, Tears in the Sand, the second novel in the trilogy, deals with some more mature themes.  The main characters are now beginning an urban high school and there is a modest amount of cursing, and some talk about sexual feelings and fantasies.  It would probably be rated “PG13” if it was a movie. Love, Sex and Respect, the final novel in the trilogy, takes the main characters through to their high school graduation. If the book was a movie, it might be rated “R.”

You can learn more about the novels at this blog’s NOVELS page toward the top of this page.  There you will find that the first novel in the series can be downloaded for free on any iPad, Nook, Kindle or computer, or you can order a paperback version HERE.

I encourage my students to check these books out because they provide memorable adventures that are not only fun and exciting, but teach some profound lessons as well.

Have a great week!

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

Categories
ABCs of Personal Power confiict management conflict resolution emotional intelligence fairness free social intelligence and emotional intelligence curriculum social intelligence wisdom

THE ABCs OF POWER: THE LETTER F

power girlpower guitaristOn this blog, for the past few weeks we have been discussing personal power.  We have noted that the reason why people use insults is to try to achieve their desires.  This strategy often backfires.  Therefore, we have been learning plans to increase our skill to achieve our desires without launching insults.

One valuable way to come up with plans to achieve our desires is to become familiar with various sources of power.  And so, I have begun to build an alphabetical list of sources of power.  So far, it looks like this:

THE ABCs OF POWER

A=Advancing Skill (see The ABCs of Power: The letter “A”)

B=Breaking Down a Conflict into its Three Conditions:  Desire, Interference and Guilt (see The ABCs of Power: The Letter “B”)

C=Coalitions (see The ABCs of Power: The Letter “C”).

D=Discussions or Debates (see The ABCs of Power: The letter “D”)

E=Encouraging Caring (see The ABCs of Power: The Letter “E”)

Today we add to our list a source of power that begins with the letter “F.”

F is for Fairness

Fairness is a fascinating subject.  Consider the following Blondie comic.

Fairness1

Here we get the sense that Dagwood believes his boss’s request is unfair.

Capuchin_Costa_RicaHuman beings and capuchin monkeys have what some biologists believe is a fairness instinct.  In one intriguing study, primatologists Sarah F. Brosnan and Frans B.M. de Waal trained capuchin monkeys to perform a certain task for which they received cucumber slices.  The monkeys performed the task just fine until they were permitted to see others being rewarded with grapes, a higher-value payment.  Suddenly many of the cucumber-receivers stopped performing the task, sometimes even throwing those measly, unfair cucumber payments out the cage.  Behavioral economists call this “inequity aversion”—the tendency to turn down a perfectly good offer if others are getting a better deal.

In studies with human beings, a similar tendency has been observed.  People insist on fairness, even at the apparent cost of their immediate best interest.

Fairness2.gif

In this comic, Dilbert, the guy with glasses, begins to shout at his boss even though staying on the good side of your boss is a pretty obvious principle of advancement in the business world.  But Dilbert’s sense of fairness has been violated, and he ends up losing his temper.  The comic ends by implying to the reader that if the boss would learn to act fairly the workers would get more done.

There is no question that the cry of “NO FAIR!” ranks as one of the most common complaints.

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The good news is that this sense of fairness can be used to increase your power.

As a simple example, suppose that you want to play chess with your friend Alfred and you desire to always make the first move.  Alfred says he’ll only play if he gets to go first.  What can you do?  Well, you can say firmly, “You can go first for the first game, but the next game I get to go first.  After all, that’s only fair.”  Although you don’t get to go first on every occasion, with this resolution you at least get to go first half the time and you enhance your reputation as someone who is fair.

Another fairness strategy is to suggest flipping a coin to see who goes first.

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Although the flipping the coin strategy doesn’t work out too well for poor Hammie, it often can be very effective.

An even more powerful strategy to try when someone like Alfred tries to always go first is to say, “Alfred, I’m willing to let you pick between taking turns or flipping a coin to see who goes first.”  This gives Alfred a choice and helps to feed his need for power.

The following fairness strategies may be used when someone wants to do something that is incompatible with your desire:

  • People will do things for you if you give them something in return that they deem as a fair exchange and resist doing things that they deem as not a fair exchange.Fairness7.gif
  • People who always want to do something that is incompatible with your desire may be persuaded to do the incompatible act only half the time if you agree to use a game of chance, such as a flip of a coin, to decide if the incompatible act will or won’t occur.Fairness9.gif
  • Taking turns often strikes people as fair.
  • Splitting rewards or chores evenly is one way to settle a dispute. Fairnes11.gif
  • People may be persuaded not to do an incompatible act if both parties agree to an open discussion followed by a vote.  Consider the following comic.Fairnes12.gif

Here Luann and Quill are disagreeing over which of two names to call the album they are working on.  One simple way to decide would be to flip a coin, but let’s say they don’t want to decide the matter in that way.  Another approach they could use is to agree to come up with five different names that they like, and then get ten of their friends together to discuss which name they like best, and then they could all vote for their favorite one.

  • By pointing to a precedent, people may be persuaded to resolve the conflict in a similar manner.Fairnes13.gif

In the above cartoon, Charlie Brown’s use of this strategy doesn’t go too well.  A more successful use of this strategy is illustrated with the following example.   To decide who will go first in a chess game, you first seek out a precedent by finding out how neighborhood chess tournaments decide which players get to go first.  You discover that this is decided by one of the players hiding behind her back a pawn and then the other player attempting to guess which hand it’s in.  If the opponent guesses right, she gets to go first.  You then explain to your chess partner that because this is done at the tournament, you think it’s a fair way for you and your opponent to decide.  This strikes your opponent as a fair and fun way to decide.

  • judge1By pointing to a court decision that is similar to your own conflict, people may be persuaded to resolve the conflict in a similar manner.
  • Letting an unbiased person choose.  There are several variations of this procedure.  The parties can agree to submit a particular question to someone they agree is an expert for advice or a decision.  They can ask a mediator to help reach a decision.  Or they can submit the matter to an arbitrator for an authoritative and binding decision.Fairnes14.gif

In this Blondie example, the kids have a desire to play a new game using the equipment they have.  They could have argued for hours over the rules and never actually played.  By getting the neutral Dagwood Bumstead to quickly decide on a set of rules, they can more quickly get to playing.

These fairness procedures will not always produce an ideal outcome for you.Fairnes15.gif

You may always want to go first.  You may always want to choose something that is much better than what the other party will be left with.  Sometimes there is a difference in opinion about what is fair.

Fairnes16.gif

Nevertheless, a reputation for fair dealing can have long term payoffs.   And if the other party ends up concluding you are an untrustworthy lout, the cost to you may not be limited to just the deal you have managed today to work out.  Keep in mind that sometimes to lose is to win.

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

Categories
"Bully" the Movie Bullied conflict management conflict resolution emotional intelligence free social intelligence and emotional intelligence curriculum teasing threats wisdom

“BULLY” AND BEYOND

bully1

Although the deeply disturbing documentary, “Bully,” has been out for over a year, I just got to view it as a rental a few days ago.  It grabbed my guts and gave them a wrenching twist.

The documentary focuses on the struggles of five families.  Two students end up killing themselves, others seriously consider it, while one young lady attempts to discourage her persecutors from continuing their bullying by bringing a loaded gun on a school bus and screaming threats.

bullybus

Each of the family stories is brought vividly to life.  For example, Alex, a 14-year old, is teased, humiliated and assaulted daily.

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Here we see him getting abused on the school bus.

bullybus2

Trying to make sense of it all, at one point he sticks up for his tormentors, saying they are “just messing around” when they stab him with pencils and call him vile names.  At another point, he asks his deeply troubled mother, “If not for them, what friends do I have?”

bullyparents

It is not only boys who are humiliated regularly at school.

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Many are berated about their sexuality.bullygay

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Others, because of the color of their skin.

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It happens on school buses.

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In school hallways.

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And more and more, on the internet.

bullyinternet

Often groups of children band together to pick on others.

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bullyadults2The educators that we see in the film come across as needing some sound advice on handling bullying.  A. O. Scott, in his review of the movie for the New York Times, refers to them as well-meaning but clueless.  Particularly irksome to Scott is the scene in which an assistant principal tries to settle a conflict between two boys who apparently had been fighting at recess.

bully14“When she insists that they shake hands, one eagerly obliges, with a smile and an apology.  The other sullenly resists, and as she scolds him for his noncooperation (letting his antagonist go), it becomes clear that this boy is the victim, and that the assistant principal’s rushed attempt to be fair is in fact perpetuating a terrible and continuing injustice.”

At first, I was very disappointed that the movie offers very little constructive suggestions about what can be done to turn this dismal problem around.  But its emotional impact has been an important part of the emergence of a coalition working toward altering intolerable conditions too often regarded as “just kids being kids.”

bully4The movie has spawned The Bully Project, an online site where people can learn more about dealing with bullying.  There, kids who are bullied can learn that they are not alone.  And educators can learn about how to set up a viewing of the movie for their entire school and to follow up the viewing with classroom discussions.

In one video that we can access at the site, we see one entire school going to the movie and then getting the reactions from students.  One kid reports that there was not a dry eye in the auditorium.  Others admitted that they had bullied, but now realized it was wrong.

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Also available on line, as my regular readers know, is this blog, From Insults To Respect.  The blog can be used as a free curriculum that teaches the social skills to deal with these challenging experiences.

Illustration by Eric Sailer
Illustration by Eric Sailer

For those of you who are first getting familiar with this blog and want to help others to learn how to deal with problems involving insults, I recommend starting with my post titled:

INSULTS: A COMIC STRIP LOVER’S GUIDE

There, readers can learn about eight different reasons why people insult others and get some suggestions about how to deal with each of them.

If you are a parent or educator, in my post titled, TEACHING CHILDREN HOW TO DEAL WITH CRITICISM, I recommend a fun game that teaches kids how to respond to criticism in a manner that enhances their reputation.

Illustration by Eric Sailer
Illustration by Eric Sailer

One approach that I have used in a school setting to deal with these types of issues is to have kids create brief TV shows that illustrate each of the four levels of responding to criticism that I discuss regularly on my blog (see, for example, RESPONDING TO CRITICISM: FOUR LEVELS OF MATURITY).  The kids loved doing this.  When the kids were done acting out these video role-plays, I had the parents of the kids in my group come, and it created a dialogue about these issues that was very well received.

After the parents saw the TV shows, I made another set of these four-level role-play videos with the same group of kids, and again, the parents showed up.  By now, the kids had learned this set of skills like it was the back of their hands, and were using them in settings outside the group.

A particularly powerful way to teach skills that deal with bullying is through narratives that are designed to change the valuation of bullying to make it signify ineptitude rather than manliness. We can change the culture by telling stories in which kids, out of fear, act nice to a bully when face to face with them but speak negatively about them as soon as the bully’s back is turned. “Is that the type of respect you are after?” is a question to ask the students after each story is told.

hero coverI’ve published a trilogy of three novels that not only addresses this question, but presents a character who rejects bullying and yet learns to achieve respect.

In my view, it is vitally important that we raise the awareness that something that is viewed as “normal” is terribly wrong.  The film, “Bully,” does an excellent job of doing this.  But we must go beyond this crucial step.  We must also raise the awareness that there are very specific actions that people can take to alter the awful injustice we find in and around our schools, and to teach students, parents and educators alike what those actions are.

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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.