Categories
anger conflict resolution free social intelligence and emotional intelligence curriculum psychological maturity wisdom

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.

———————

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

Categories
anger Bullied conflict management conflict resolution insults interpersonal conflicts narratives social intelligence teasing The Cool Steve Stories wisdom

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!

——————————-

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 anger Branch Rickey Bullied coalitions conflict resolution criticism emotional intelligence free social intelligence and emotional intelligence curriculum insults interpersonal conflicts Jackie Robinson Name calling Pee Wee Reese psychological maturity threats wisdom

DEALING WITH INSULTS: LESSONS FROM THE JACKIE ROBINSON STORY

Welcome to From Insults to Respect.

Today, to get us to think more deeply about dealing with insults, let’s discuss for few minutes what Jackie Robinson went through when he became the first black major leaguer.

Jackie Robinson and Branch Rickey
Jackie Robinson and Branch Rickey

Just before Mr. Robinson began to play in the majors for the Brooklyn Dodgers, the Dodgers’ general manager, Branch Rickey, made it clear to him that he would face criticism in the form of the most vile insults. If he was to play, Robinson had to show the courage to not return insults with insults or to lose his temper and jeopardize the chances of all the blacks who would follow him if he could help break down the race barriers.

If Mr. Robinson couldn’t return the insults, could nothing be done?  On one particular day when fans were being particularly insulting to Mr. Robinson, the smallest ballplayer on his team, Pee Wee Reese, stepped out of the dugout. Mr. Reese was a beloved player with the fans for his hustling play.  He stepped over to Mr. Robinson,  put his arm around him and stood by his side.

This gesture was discussed around the country, and even today.  And a monument honoring this moment stands tall and strong in Brooklyn.

disabled6

If you go by it some day and watch for a while, from time to time you’ll see a grandfather describing to his grandson how the statue symbolizes what can be done even by two men who responded to insults without returning insults.  I must admit that I’m no kid anymore, and yet, whenever I walk by that statue, I get all misty inside.

disabled7

A few years ago, the movie, “42” came out.

'42'

The film beautifully develops the relationship between Reese and Robinson.  At first, most of Robinson’s teammates reject him.  “I’m not playing with any niggers!” cries one teammate.  “If we let him play, pretty soon the team owners will be bringing up more of them, and they’ll be all taking our jobs!”

“But,” says Pee Wee Reese, “we always knew that if the owners could find someone who could do our jobs better than us then we’d be sent down to the minors.  We always accepted that as fair when it was white guys who might take our jobs.  Why is it any different just because of the color of a guy’s skin?”

“It just is,” came the reply, but with a voice a little less self-assured.

In time, Robinson’s approach to dealing with insults on the field acquired for him more and more sympathy. Of course there were times when the insults began to get to Robinson, but he would seek to deal with his anguish either in private, with Branch Rickey, or  with his lovely wife.  On the field he was all about showing what he could do, and it was sometimes disappointing and sometimes magnificent.  There are always heroes in baseball, and Robinson glistened in that role on more than a few occasions.

Perhaps the finest moments in the movie come about just after we meet a father and son sitting in the seats of a Brooklyn Dodger game.  When Pee Wee Reese is announced as the captain of the Dodgers, the fans in the seats, including this father and son duo, begin to cheer.  The boy, a bit of a pee wee himself, tells his father that Reese is his favorite, all-time greatest player ever!

Then Jackie Robinson’s name is called, and he jogs on to the field with some supportive cries, but many, many insulting cries as well.

robinson being attacked by fans

We then see a close-up of the father and son. The father cries out, “Get off the field you lousy nigger.”  Others in the crowd cry out similar sentiments.  And before long, the father’s son begins to shout, “Get off the field you lousy nigger!”

But it is at this moment, Reese, who was fielding ground balls at shortstop, pauses, then trots over to Robinson at first base.  “How’s it going?” Reese says to Robinson, with a friendly smile.

We see the young boy in the stands, watching on, looking confused, as Reese continues to shoot the breeze in a friendly exchange with Robinson.  When a wave of insults for Robinson comes from a portion of the stands, Reese puts his arm around Robinson, and continues to chat with him, smiling, patting him on the shoulder.

robinson pee wee

Then the umpire calls out to Reese, “This isn’t a social club, let’s play ball.” Reese again pats Robinson on his back, and then trots back to his position at shortstop.

Once again, we see the young boy, and he has now stopped calling Robinson insulting names.

And we see that soon afterwards most of his teammates begin to change their minds and to treat Robinson like a fellow human being.

Jackie robinson dugout

In my recent blog posts, I’ve been discussing the ABCs of Power (see for example, (The ABCs of Power: The Letter “A”).  In the movie, “42”, we don’t see how Robinson worked to employ the very first source of power on The ABCs of Power list–Advancing skill.  But there is no doubt that Robinson worked for years on becoming the star athlete that he became.

42 on field

His skill at projecting the highest levels of maturity when criticized enormously increased the respect that he garnered during his day to day performance.  History teaches us that it was Robinson’s use of these skills that secured for him the source of power known as Coalition, as he united with Branch Rickey, Pee Wee Reese, and ultimately, with his many fans, that turned a dream into a magnificent achievement.

——————————-

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 Bullied conflict resolution criticism emotional intelligence free social intelligence and emotional intelligence curriculum insults interpersonal conflicts levity Name calling negative criticism social intelligence types of criticism wisdom

DIRECT AND IMPLIED NEGATIVE CRITICISM

One major situation in which people end up feeling insulted is when someone provides negative criticism.

peanuts opium

dilbert criticism 1

Rather than to feel insulted, it is possible to learn to welcome criticism in a warm, friendly and helpful manner.

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
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.

female-criticsm

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.  Today’s lesson will help all of us learn to recognize very quickly when some of the more subtle forms of criticism occur.

WHAT IS CRITICISM?

A Dictionary’s Definition of Criticism

My handy Webster’s Ninth Collegiate Dictionary tells us that “criticize” means, “1: to consider the merits and demerits of and judge accordingly : EVALUATE  2: to find fault with : point out the faults of.”

My Definition of Criticism

You may have noticed that in Webster’s definition of “criticize,” the word “EVALUATE” is in capital letters.  This is the main idea regarding this concept.  Therefore, for the purposes of this blog, if someone evaluates something as positive, negative, neutral, or any point in between, the evaluator has made a criticism.

lUANN CRITICISM 1

Because “criticism” is so often associated with an unfavorable evaluation, to avoid confusion, let’s distinguish between the various types of criticism by using the word negative criticism for unfavorable evaluations, neutral criticism for evaluations that leave the evaluator feeling neither positive nor negative about what has been evaluated, and positive criticism for favorable evaluations.  Today’s blog post will focus on negative criticism.  

Direct and Implied Forms of Negative Criticism

Some forms of negative criticism are fairly obvious.

dilbert 2

When individuals indicate that they don’t like something, they are clearly providing a negative evaluative statement. These types of evaluative statements are forms of direct negative criticism.

When the word “dislike” is used describing one’s reaction to something, it clearly indicates to us that a direct form of negative criticism has occurred.  There are several other words that are so clearly associated with “disliking” that they also signal a direct, obvious form of negative criticism has occurred.  The words “bad,” “ugly,” “nasty,” “rotten,” “ridiculous,” “stupid, ”or any other adjective that is generally understood to be not liked, indicate direct, obvious, negative criticism has occurred.

dilbert A

In the above Dilbert comic, none of the characters actually use any form of the word “dislike,” but in the last frame, it’s pretty clear that referring to Alice’s plan as “lame” is a form of negative criticism.

Some forms of criticism are not quite as obvious as the direct kind.

dilbert indirect

In the above comic’s last panel, Dilbert provides positive criticism to Wally while, at the same time, provides indirect or implied criticism to the woman.  In the first panel of the comic, Dilbert hadn’t realized he had provided any negative criticism to the woman and only discovers this clearly by the second frame.  This comic illustrates that sometimes we provide indirect negative criticism without realizing it.  Under some sets of circumstances, this can lead to unintended problems.  It is therefore wise to learn to better recognize negative criticism in all of its guises.  Three forms of indirect criticism that often go unrecognized as negative criticism are making a request, making a suggestion, and providing levity.

Making a Request

A request is a type of criticism that is not always recognized as criticism.  If I request that you change your shirt before we go out, I’m implying that I think that there is something wrong with it.  Thus, it implies negative criticism.  If I request that you join me for dinner and a show, it implies that I would like to spend an evening with you.  Thus, it implies positive criticism.

To get a better sense of this type of implied criticism, consider a scenario in which a dad, mom, and son are preparing for supper.  The son’s dinner job is to set the table.  Noticing the butter container is almost empty, he decides to take out a new container and place it on the table alongside the almost empty one.

butter 1butter 2

 

 

 

 

After everyone sits down to have a pleasant meal, the dad, while buttering his bread, finishes the old container.  Not noticing the new container is easily within his reach, he says to his son, “Do you mind getting a fresh container out from the refrigerator?  I just finished this one.”

Now let’s say that his son responds in a matter-of-fact tone, “A fresh container is right here, Dad.”  The dad glances at the new container of butter, nods his head at his son, thus indicating he recognizes his son is correct, and the family then continues on with the conversation.

butter 3

Most people will not see the dad’s request containing any criticism of his son.  The dad is criticizing the table’s condition; that is, he evaluated the condition of the table, and found that it was missing a sufficient amount of butter.  Under this set of circumstance, if the dad did not view this as an example of criticism, in all likelihood it’d be no big deal.

But consider a slightly different scenario.  This time the dad, in requesting that his son get out a fresh container, although using the exact same words as the first scenario, now has a slight tone of annoyance in his voice?  His son interprets this as meaning that his dad thinks he should have anticipated that the almost empty butter container would not be enough for tonight’s dinner, and therefore he should have taken out, along with the old container, a new container.  The son, therefore experiences his dad’s slight tone of annoyance as criticism, not just of the table’s lack of butter, but of something he has done.  The son replies using the exact same words as he used in the first scenario.  However, when he says,—“A fresh container is right here, Dad,”— draws out the word “Dad”butter 4 to, “D-a-a-d.”  And, instead of a matter-of-fact tone, we notice just a hint of straining in his vocal cords.  With these two slight changes, the son more clearly indicates that he is becoming defensive and is now criticizing his dad for not noticing the new butter container.  At this point, the dad shouts, “Don’t you dare talk to me in that tone of voice!”  All of a sudden, the table blows up in an argument.

As I noted earlier, we would do well to learn to recognize all forms of criticism because there are a variety of effective techniques to draw upon, all specifically designed to address conflicts that involve criticism.  It is for this reason that the skill to identify indirect, less obvious, forms of criticism can be helpful.  To that end, let’s take a look at another type of criticism that often goes unrecognized as criticism.

Suggestions

As with requests, often when someone offers a suggestion, a criticism is lurking within the suggestion.

Betty has invited Katrina over for some tea in her back yard.  The sun is shining and the birds are singing a pleasant song.  As the two friends chat, Katrina glances over at Betty’s tomato plants.

Illustration by Lois Hubertz
Illustration by Lois Hubertz

 

 “Betty,” says Katrina, “let me make a suggestion.  Perhaps it would be better if you moved your plants to that sunny patch over there a few yards from your hedge.  They’ll get lots of sun there.”

“Listen, Katrina, I don’t care for you coming over here criticizing my gardening skills?”

“Criticize!” exclaims Katrina.  “I didn’t criticize anything!  All I did was offer a suggestion!”

Apparently Katrina has a different definition of a suggestion than I do.  Given that we have defined “criticism” as evaluating, Katrina, as she provided her suggestion, also provided criticism.  She looked over to the plants, evaluated where they were and what shape they were in, and then presented her judgment to Betty.

On this blog, when I use the word “suggestion” in a description of some scenario, it always indicates that the person to whom the suggestion is made is being criticized.

Levity

Tom Greening writes charmingly provocative poems (see for example his wonderful book titled, Words Against the Void).  Recently there was an exchange on the internet among a group of folks who are interested in promoting peace in the world.  At one point, Tom sent out the following email:

To Milt,
I’m sorry, but I have sold out.
The money and prestige were too hard to resist.
=======================
KILL

A really cool way to have fun
is solving problems with a gun.
Our government has shown the way
and slaughters bad guys ev’ry day.
It’s patriotic, brave and easy,
so don’t be cowardly or queasy.
There is no reason you should wait
to kill the enemies you hate.
A lot of evil folks must die—
don’t waste your time by asking why.

Tom Greening

Now, at one point there was a discussion about whether this was a type of criticism, or was it levity.  Sandra Rafman’s comment on this issue eloquently captured my own view.  She wrote:

Intrinsic to its humour, Tom Greening’s poetry is implicitly and/or explicitly critical and gives us a critical perspective on important contemporary issues. He also gently invites us to be self-critical. He reminds me to not take myself too seriously but not to not take important issues seriously, Thanks Tom.
Sandra Rafman, Ph.D.
Professeure honoraire
Université du Québec à Montréal
Senior Psychologist
McGill University Health Centre-Montreal Children’s Hospital

male criticismOkay!  This concludes the introduction to the notion of direct and implied forms of criticism.  Whenever requests, suggestions, and providing levity come up in intrapersonal and interpersonal situations, I am suggesting here that you learn to flash a red light in your mind signaling you to stop and to start considering some of the options we have been discussing in this blog.

——————————-

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 Bullied child discipline comic strip conflict resolution criticism dig for the conflict emotional intelligence free social intelligence and emotional intelligence curriculum insults interpersonal conflicts negative criticism Negotiations parenting social intelligence stress threats types of criticism wisdom

DEALING WITH CRITICISM: LESSONS FROM DENNIS THE MENACE

In a recent post (Dealing with Criticism by Digging Deeper) I discussed some difficult situations that may occur when we deal with criticism.  There, I mentioned that in these types of situations, it can be helpful to do our best to describe what the criticizer’s most obvious desire is for providing the criticism and then to look to see if there are any other desires that might be involved.  To help us to dig a little deeper to find any of the other important desires in a difficult situation, I provided readers with two types of tools to dig, two types of shovels to dig, if you will.

a. look for the desire to be liked or loved.

b. look for the desire to be free to make one’s own decision.

Today, we begin to get some practice utilizing these two shovels.

PRACTICE

Consider the following Dennis the Menace comic:

dennis1

In this comic, obviously, Dennis’s mother desires that he straighten up his room. What other desires are important to consider?  It appears to me that Dennis’s mother is glaring at him.  Hmmm?  

When a boy hears his mom criticizing him in this way, there’s a chance his desire to be liked will feel threatened. Is there also a chance that there is another important desire in this challenging situation?

As criticism is being provided to us, we often begin to think something like, “I’m not going to let this person push me into doing something I don’t want to do. I’ll do whatever I want, and I don’t need anyone pushing me around.” This stance is part of what we call defensiveness.

EASING THE LIKING PROBLEM

When the desire to be liked and loved raises its mischievous head, we can let the person who has been criticized know that he is liked. This is what Dennis’s friend, Gina, does to lower the intensity of Dennis’s anger in the comic.

When Gina tells Dennis that his mom will cry if he leaves, Dennis is reminded that his mom really does love him.

dennis 2

Then Gina explains to Dennis that not only will his mom miss him, so too will his dad and dog. dennis3Dennis ends up deciding to resolve his conflict and go back home. Gina helped to resolve the conflict by focusing on easing the “liking” problem in this conflict.

Now let’s consider what we can do to help to resolve the problems in this situation by focusing on easing the “freedom” problem.

EASING THE FREEDOM PROBLEM

In the Dennis the Menace comic, while criticizing him, his mom could have offered Dennis the freedom to choose between two times to pick up his room. More specifically, she could have said something like this: “Dennis, I sure love you. It’s so much fun to have you around. It’s getting about that time to clean up your room. Do you want to do it now, or in an hour from now?” By giving a child a choice, a parent can come off as less bossy.

To male criticismhelp to come up with these types of ideas, the one thing I tend to do before providing criticism is to pause. Recognizing that I am about to provide criticism, and knowing that people tend to get defensive about not being liked and having their freedom threatened, I think about how to ease any perceived threat to these two desires.

SUMMARY

  • Many people associate criticism with not being liked.
  • Many people associate criticism with an attempt to reduce their freedom to make their own decisions.

Once we learn to be skillful at recognizing these types of conflicts, we are in a better position to come up with plans to either resolve them or to lower their intensity.  Therefore, in future posts I will be frequently providing examples that allows the reader to practice this skill.

——————————-

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 Bullied Bus stop ignorance conflict resolution criticism free social intelligence and emotional intelligence curriculum insults Name calling negative criticism playful teasing types of criticism wisdom

INSULTS: LESSONS FROM THE CASE OF THE MAN SENTENCE TO JAIL FOR MOCKING DISABLED GIRL

A while back I saw a YouTube video dealing with insults that made someone cry went viral.  It is called, Bus Stop Ignorance.

In the video we see 43-year-old William Bailey taunting Hope Knight, a ten-year old girl with cerebral palsy.  Hope uses crutches and Mr. Bailey, in the video, mocks the way she walks.  He also gets his son to join him in the taunting.

According to ABC news, Mr. Bailey was caught on an iPod camera by Hope’s grandmother, Marie Prince, while she was picking up Hope at the school bus stop.

William Bailey “was dragging his leg and patting his arm across his chest to pick his son Joseph up,” said Hope’s dad. “I asked him to please stop doing this. ‘My daughter can see you.’ He then told his son to walk like the R-word.”

On Nov. 27, Judge John A. Poulos of the Canton Municipal Court sentenced Mr. Bailey to 29 days in jail.

Here, sitting in front of her mother,  we see  Hope covering her eyes to hide her tearful reaction as the taunting is discussed.

disabled2

Hope was born 29 weeks premature after the Knights were involved in a head-on auto collision. When Hope was born, she weighed only two pounds, 12 ounces, which caused several medical problems resulting in two brain surgeries. She fought for her life the first two years.  And now, to have to face this….

Here’s Mr. Bailey and his son being interviewed about this incident.

disabled3

Mr. Bailey at first denied mocking Hope.  But then he said he was reacting to name-calling directed at his son. Mr. Bailey entered a plea of ‘no contest’ to a menacing charge and to disorderly conduct.

Through his lawyer, Mr. Bailey has provided an apology.  “To Hope and her family, please accept my apology for my inappropriate behavior. I know that my actions were immature and lacked the respect you deserve. I didn’t realize the impact this incident would have upon both of our families and I truly regret it.”

So, there you have it.  According to Mr. Bailey, he insulted the girl as a reaction to someone, presumably from the Knight family, calling his son names.  He doesn’t say who started it, but most people would agree that even if someone from the Knight family started the name calling first, Mr. Bailey’s reaction was still wrong.

It is interesting that many people who responded to the video and felt Mr. Bailey’s actions were wrong included in their criticism of him, insults and advocated that someone needed to beat him up.  For example, one person wrote, “I’d be worried about this idiot and his idiotic son retaliating when he’s released. Anyone with that cruel type of mentality is not to be trusted.”  Another wrote, “Would love to beat the living crap out of this turd.”

According to the DIG Conflict Model we have been discussing on this blog, providing criticism with physical attacks is the lowest level of psychological maturity on a five-level scale (see HERE).  Calling a person names or insulting the person in other ways is a level 2 response, the second lowest level of maturity.  Both physical attacks and insults increase the probability of an escalation until someone gets killed.  The last thing that is in the best interest of ten-year old Hope is for her father to end up dead.

Rather then to think of Mr. Bailey as an idiot, the DIG Conflict Model teaches us to view him at some very specific level of psychological maturity.  It also provides us some very specific information about what he has to learn to reach a higher level.

I know that many people feel that for most situations the five levels of criticism make sense but when someone acts as Mr. Bailey did, it’s time to put the five levels aside.  Moreover, they feel that it is perfectly correct to call him every name in the book!

Well, let me see if I can encourage those individuals to change their minds without calling them any names.

First of all, one reason that I view styles of providing criticism in a developmental framework is it fits my own personal experience.

When I was very young, I remember distinctly some kids in my elementary school insulting someone that was a little different than the rest of us.  I laughed along, finding the situation genuinely funny.

As I matured, at one point, some students called a kid that was also a little different than us some names, and I laughed, but as I did, I remember feeling that it wasn’t quite right.  Later that day, as we went down the stairwell at school, I told the kid I was sorry.

Then, one day I had a party and many of my friends brought dates.  At one point during the party, a couple of my friends started teasing another friend about bringing a girl to the party who wasn’t very smart.  They teased him in front of the girl, and I noticed her face turning very red.  I found that I did not laugh at all.  I thought the girl’s reaction would be enough to get my friends to stop insulting her, but a couple of minutes later they said something about her that was even more insulting.  I asked to speak to them, and we went into another room for some privacy.

“You know I love you guys,” I began, “but the things you’re saying about that girl, I’d like you to cut it out.”

“Hey,” said one of my friends, “can I help it if that girl has the intelligence of a kumquat!”

I must admit that I did let out a little involuntary laugh at this–something about the kumquat comparison struck me funny.  But I very quickly recovered and said, “The girl is really feeling bad about this teasing.”

“Listen,” said my friend, “we all tease each other and have some fun with it.  If she can’t take a little teasing, it’s her own damn fault!”

“I don’t think continuing to humiliate her is the best way to get her to be more mature,” I replied.  “Please, give her a break.”

They waved their hands at me, complaining I was turning into a political correctness police officer, but in the end, they let her alone.

Notice that as I criticized them, I didn’t use any name calling and it was certainly not my intention to throw any insults at them.  Also notice that from my experience, I changed in a particular direction as I matured.

Now, there are a great deal of additional arguments that I can make about the value of a developmental perspective, but allow me just one more for today’s post.

The story involves the first black major league baseball player, Jackie Robinson and his team mate, Pee Wee Reese.

disabled5

Just before Mr. Robinson began to play in the majors for the Brooklyn Dodgers, the Dodgers’ general manager, Branch Rickey, made it clear to him that he would face criticism in the form of the most vile insults. If he was to play, Robinson had to show the courage to not return insults with insults or to lose his temper and jeopardize the chances of all the blacks who would follow him if he could help break down the race barriers.

Jackie Robinson and Branch Rickey
Jackie Robinson and Branch Rickey

If Mr. Robinson couldn’t return the insults, could nothing be done?  On one particular day when fans were being particularly insulting to Mr. Robinson, the smallest ballplayer on his team, Pee Wee Reese, stepped out of the dugout.  Mr. Reese was a beloved player with the fans for his hard, hustling play.  He stepped over to Mr. Robinson,  put his arm around him and stood by his side.

This gesture was discussed around the country, and even today.  And a monument honoring this moment stands tall and strong in Brooklyn.

disabled6

If you go by it some day and watch for a while, from time to time you’ll see a grandfather describing to his grandson how the statue symbolizes what can be done even by two men who responded to insults without returning insults.  I must admit that I’m no kid anymore, and yet, whenever I walk by that statue, I get all misty inside.

disabled7

——————————-

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 conflict resolution dig for the conflict emotional intelligence happiness Hope negative criticism threats wisdom

ANGER AS AN EMOTION

Recently I provided a post titled, ANGER: A COMIC STRIP LOVER’S GUIDE.  There we chiefly focused on the variety of anger expressions.

Anger, in addition to being viewed as something that we express, is also viewed as an emotion.  To deeply understand the nature of anger we must understand what emotions are.

The Four Basic Emotions

There are four basic emotions.  Two of them, hope and happiness, are positive emotions.

Illustration by Deanna Martinez

The other two, threat and grieving, are negative emotions.

Illustration by Deanna Martinez

Although threat and grieving are referred to as negative emotions, they are not necessarily bad emotions. They actually can be very helpful in some situations.  And although hope and happiness are referred to as positive emotions, they are not necessarily good emotions.  Although they can be very helpful in some situations, they can make a mess of things as well.

Each of the emotions gives us a shot of energy to deal with some important moments in our lives.  The positive emotions can help us to deal with positive moments and negative emotions can help us to deal with negative moments.  To understand this a little better, let’s take a look at a quick story.

The Story of Alexandra

 Alexandra is seventeen and an excellent swimmer. 

Illustration by Eric Sailer

She is fully confident that she has the skills necessary to use her legs and arms in a coordinated way that will enable her to reach the surface of the water in time to avoid drowning.

Because of her confidence about her swimming skills, Alexandra doesn’t experience any emotion about her swimming.  There is a mild, pleasant feeling that she has when she swims, but this is different than what I will mean when I refer to an emotional experience.   For sure, there are some feelings that we have during an emotional experience, but they are stronger than other feelings. 

Because Alexandra is so confident that her swimming skills can deal with anything she will have to deal with while swimming, Alexandra can carry out her skills without much thought.  This permits Alexandra to free her attention from staying completely focused on her swimming.  Her thoughts begin to drift away from her swimming to events that happened in her past. 

“That boy I met yesterday at the ice cream store was real cute!” she recalls.  She then begins to think about what she has in store for her when she returns to school after the weekend.

Some of these thoughts that are drifting around in her head do lead to some emotional reactions.  “Mrs. Smothers might yell at me in front of the whole class because I didn’t do well on my science test!” her thoughts cry out.  This threatens her desire to be treated with respect.  Her heart begins to pound as she begins to focus more intensely on this, and she is now experiencing the emotion of threat.

Suddenly Alexandra finds her foot has become entangled in sea plants. 

This is a dramatic change in what she had expected to occur while she went about her swim.  Recognizing a threat, Alexandra’s attention shifts rapidly away from the images of what might happen at school to what is going on in her present physical world where she is swimming.  At the same time, she begins to experience an emotion about what is currently happening to her.

Alexandra’s emotion is serving the function of giving her an extra burst of energy, and she uses it to begin to carry out the fight-or-flight response.  This is serving the function of trying to keep her alive.  First, she says to herself, “If I don’t get free, this could turn out bad!”  While saying this she tries to take flight from the grip of the plants and experiences the emotion of fear.  Her effort fails.  She then turns angry as her thoughts cry out, “Let go of me you stupid plants!”  And with that, her legs fight against the grip of the plants by giving a violent yank, thus tearing her free.

She now feels hopeful that she can reach the surface and breathe safely, but her hopeful emotion keeps her extra focused on what is happening in case there are any more problems that may spring up.

When Alexandra reaches the surface, happiness wells up in her as she takes her first breath in beautiful safety. 

 

 

Story Interpretation

In this story we get an introduction to what people do when they are NOT experiencing an emotion about something that is currently happening to them.  Here’s the idea in a nutshell:  Oftentimes we go on automatic pilot.  That is, when we develop enough confidence that the desires we hope to achieve in the near future can be achieved by a set of skills that are already well practiced, we may set them in motion, freeing our attention for other matters.

Alexandra, at the beginning of our story, has a desire to safely get some exercise and to achieve this she goes for a swim.  She has done this often enough in this area that she is confident enough that nothing will go wrong.  Thus, early on during her swim, she does not experience any emotion regarding her swim.

The story makes a distinction between emotion and feeling.  The touch of the water can be pleasant to some, and to others, unpleasant.  Emotions, as I define them, do have feelings that accompany them.  Emotions involve a distinctly stronger charge of energy than feelings in general.  This stronger charge of energy is most easily observed by the quickened pace of our heartbeat.  The extra energy permits us to stay focused on the situation that triggers the emotion and to carry out far more work than the more gentle states that tend to produce a rather quick smile or frown.

With the energy that is freed up when Alexandra utilizes her automatized swimming skills, she begins to think of other desires besides getting her exercise in for the day.  What she thinks about while exploring her memories and anticipations of future events in her imagination may lead to an emotion just as much as what she meets in the present physical world.

Another aspect of automatized skills that this story introduces is the idea that as we use them, we are still appraising the environment in case we notice an important change in what we are expecting.  Appraising means evaluating or assessing.  We are not always aware that this appraisal is going on, but we realize its existence each time we suddenly notice something unexpected and find our attention drawn to it.

In the story, Alexandra suddenly notices her foot is caught in the plants and she is not expecting this to happen.  This is a change in what she is expecting to happen as she goes about her swim.  She evaluates this change as threatening her desire for safety. Alexandra uses her burst of energy to carry out some skills that set her free.

One set of skills that she uses is to cry out in her mind, “Let go of me you stupid plants!” At this point, Alexandra is experiencing anger.  Because Alexandra is under water, she cannot scream these words out loud, but under normal conditions, she probably would.

If it was an animal or a person who had hold of her leg, Alexandra’s screams might have scared away the attacker.  Or her screams might have been heard by friends who could have come to her rescue.  And so, under some sets of circumstances, the angry screams could have helped to save her life, but not under water.  Instead, Alexandra’s skill to violently yank her foot away from the grip of the plant saves her.

In this blog, whenever people are experiencing the basic emotion of threat and then they either give off a signal that a fight might occur at any second, or they actually begin to fight, they experience anger.  In last week’s blog post when we saw our comic strip friends displaying such actions as glaring, waving their fingers, shouting, insulting, or baring their teeth, they were giving off signals that a fight might soon occur.

A threat to any desire can lead to the basic emotion of threat.  Examples are a desire to be liked, to be treated with respect and to be free to make our own choices.

In the story of Alexandra, when she becomes angry her actions end up saving her life.  As helpful as anger can be in certain types of situations, it can often make a situation worse.  Moreover, even when helpful, anger still may not be the best response choice.  To become wise, you must learn to recognize when to use anger, when to replace it with something better, and how to prepare yourself so that you can skillfully carry out more optimal plans even under highly threatening conditions.  By following this blog, you will learn these very skills.

——————————-

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

Categories
anger conflict resolution criticism dig for the conflict stress wisdom

ANGER: A COMIC STRIP LOVER’S GUIDE

If you have been following this blog you know that I have discussed anger on several occasions (See, for example, BEING A WISE FRIEND TO YOUR ANGRY SELF, PART 1 and BEING A WISE FRIEND TO YOUR ANGRY SELF, PART 2).  During these discussions, I mentioned that how you handle anger has a big influence on how much people like and respect you.  Today we delve into the nature of anger a little more with the help of some of our favorite comic strip buddies.

Getting Familiar with Anger

 

Most of us have a pretty good idea about what it means to be angry.  In the above comic, when Charlie Brown is shouting at Lucy and wildly waving his hands above his head, we’re pretty sure he is in the midst of an angry fit.

Although you already know, in some general way, what it means to be angry, if I was to ask you to quickly create a list of the various expressions and experiences that go along with anger, you might have to pause for a few seconds and your list might end up leaving out several important ones.  Moreover, some readers might have a somewhat different idea of what anger means than I do.  This might lead them to become confused about some of my statements.  And so, because we will be discussing situations that involve anger, it will be a valuable use of our time to take a quick look at anger as revealed in comics and for me to make some comments along the way.

Shouting and Glares

Consider this Luann comic.

Here, we see blond-haired Tiffany planning to put on a beauty pageant contest that she desires to win.  Suddenly, Tiffany experiences a conflict with Crystal.  What I mean by this is, Tiffany seems to desire to enjoy her thoughts about the glory of winning her pageant.  Interfering with this, Crystal throws out statements suggesting Tiffany might not win.  Judging from Tiffany’s angry reaction, I’m guessing she thinks Crystal is guilty of doing something wrong.  I’m hoping that you notice that the first letter of “desire,”  “interfering”,  and “guilt” spell out the word DIG.  It can remind you how to summarize a conflict. (To learn more about what it means to have a conflict, see my post, DIG for the Conflict).

In a sense, Tiffany set sail on the great Sea of Conflict just about when Crystal asks, “And if they don’t pick you?”

When Tiffany begins to glare at Crystal and shout, she has probably sailed into a region of conflict known as anger.  Assuming that someone isn’t pretending to be angry, the actions of glaring and shouting are pretty clear signs that indicate someone is angry.

Quiet Anger

Even when someone is not shouting, anger may be present.

In the above exchange between Luann and Tiffany, when they are whispering it is obvious that they are angry with each other.  The glaring and insult darts that they are throwing at each other provide us adequate signs that they are angry at each other.

Other Expressions of Anger

During conflicts, besides glaring, insults, and shouting there are a few other signs that indicate we are in the region of anger.  Consider the following Blondie comic.

Here, we see not only shouting, insults and glaring as signs of anger, but also pointing while waving a finger, insults and name calling.  I notice in the last panel that Blondie is giving Dagwood a little love.  I wonder if that will ease his anger.

See if you can see some additional anger signs in the following Retail comic.

Val, the woman with black hair, begins her expression of anger by placing her hands on her hips and widening her eyes.  She then crosses her arms in front of her, lowers her eyebrows, and threatens Courtney.

Below, we see Marcie express her anger a little differently.

In addition to shouting, Marcie throws up her hands and then begins to throw objects at Peppermint Patty.

Can you describe the turtle’s expression of anger in this next one?

As I see it, in this Sherman’s Lagoon comic when the turtle yells “THAT’S THE DUMBEST THING I’VE EVER HEARD!” he expresses his anger by insulting Sherman.  He also expresses his anger by banging his fist on the table.

In the comic below, how does the woman in orange express her anger?

The woman is shouting while leaning forward in a threatening manner and baring her teeth.

Next, we have a Piranha Club comic.

Notice that the woman goes beyond threats to express her anger, using direct physical violence.

In our next example, again someone goes beyond a threat to express anger.

Lucy expresses her anger by waving her fist, and then she ends up throwing a snowball at poor ol’ Charlie Brown.

Next, Helga doesn’t display any of the signs we already mentioned, and yet we and her husband still recognize that she is angry.

As this comic illustrates, withdrawing love may be a sign of anger.

Overt and Covert Anger

Overt anger refers to anger that is expressed in ways that we can clearly see, hear, or—as in the example of the woman slugging a guy—feel.

Other overt cues that may be interpreted as anger are frowning, blushing in the face or neck, not smiling, agitated rigid movements, apparent tension in the body, heavy walking, grinding one’s teeth, and a protruding neck vein.

In addition to overt anger, sometimes people attempt to hide their anger.

When people are angry inside but don’t show us outwardly that they are angry, we may say that they are experiencing covert anger.

When we attempt to determine if someone is angry, we may only be partially successful.  Because of the subtlety and variety of the clues that may suggest someone is covertly angry, we will at times guess wrongly.

In an effort to avoid offending some of their readers, there are several overt expressions of anger that we don’t observe in newspaper comics.  Crying out, “Jesus Christ!” and “God almighty!” are examples of religious-themed anger responses.  Shouting out curses are very popular in some circles.  Sometimes people, knowing these expressions of anger will get them in trouble, find themselves saying these words silently to themselves.

Often people show some aspects of their anger overtly while experiencing a commotion of other aspects of their anger inside of themselves that they do not wish to share with others.  They may find themselves silently cursing while imagining attacking the perceived cause of their anger.  They may feel hot, nervous, a tightness in their forehead, or a pounding in their blood vessels and heart.  Covert anger refers to all of the thoughts and body reactions of anger that others can’t observe.  Both overt and covert anger go along with the entire experience of anger.

Not All Expressions of Anger are Real Anger

On occasion, people will act angry when they are not.  This may be done, for example, because they think such actions will scare someone into fulfilling their desires.  At other times, they may desire to appear manly and believe displaying anger is manly.  And sometimes their friends are acting angry about something and in an effort to support their friends they may pretend that they are also angry.

Not All Conflicts Contain Anger

When we are in a conflict with someone, we are not always angry at the person whom we believe is guilty of doing something wrong.

In this Garfield comic, Jon may very well have a conflict with Liz that can be described as follows—Jon desires that Liz develop a better sense of humor and that she not twitch her nose when she is angry, but interfering with this, her actions have been suggesting to him that she will not be changing these attributes in the foreseeable future.  If asked, Jon might admit that Liz is guilty of being less than a perfect companion.  Nevertheless, Jon appears so in love with Liz that if we were to ask him if he is angry with her it’s not hard to imagine him saying, “Are you kidding!?  I’m not angry at her, I’m crazy about her!”

When we are engaged in a conflict, instead of feeling angry, we may feel fear, hope, loving kindness, sadness, humorous, and a sense of challenge.

Sometimes a Conflict begins in Anger and then it Fades Away Into the Distance

Oftentimes, when a conflict first begins, a person initially becomes angry.  As time goes by, people often find that they can sail away from anger to other less hostile regions on the great Sea of Conflict.

Illustration by Eric Sailer

Summary

This blog post was designed to introduce you to some basic ideas about anger.  We focused on the various expressions and experiences of anger.  In future blog posts, we will go over such topics as how anger is related to other emotions, what we mean by emotions, what are the functions of the various emotions, and how we can learn to use our emotions wisely.  Although these topics can be very serious, with the help of our comic strip buddies, we can have some fun along the way.

——————————-

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

Categories
anger Bullied conflict resolution criticism emotional intelligence Jerry Seinfeld Kramer psychological maturity wisdom

JERRY SEINFELD, KRAMER, INSULTS AND THE N-WORD

Over the past couple of months on this blog in weekly posts I have been discussing criticism.  This past week on the internet I came upon an episode of Jerry Seinfeld’s internet show “Comedians in Car Getting Coffee.”  There, Jerry and his fellow comedian, Michael Richards, discuss a very unfortunate incident that dramatically illustrates some of the ideas I’ve been trying to convey to my readers.

As most of you know, one of the most popular TV comedy series in history is “Seinfeld.”

And one of the funniest characters on the show is Kramer, played by Michael Richards.

After the cast stopped making new episodes, Michael began to perform as a standup comedian.  One night, about seven years ago, a black man interrupted Michael’s  act and criticized him, saying, “You’re not funny.”  Michael, according to his own words that he expressed during a nationally televised apology, went into a rage and used the N-Word to insult the black man.

Now, in posts on this blog I have made the argument that when responding to criticism there are five levels of maturity (see RESPONDING TO CRITICISM: FOUR LEVELS OF MATURITY and RESPONDING TO CRITICISM: THE MOST MATURE LEVEL).  I am now going to describe the five levels, and as you look them over, see if you can identify which level best describes how Michael handled the criticism he received during his act.

RESPONDING TO CRITICISM: FIVE LEVELS OF MATURITY

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

  • Weeps or sobs with tears or pouts
  • Physically attacks the criticizer
  • Damages property

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

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

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

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

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

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

YOUR ANSWER, PLEASE

After looking over the description of the five levels, which best matches the response that Michael used to respond to the criticism he received at the comedy club?  After you decide, you get to compare your answer to mine.

MY ANSWER

Level 2 strikes me as describing best Michael’s response.  Referring to a black person with the N-Word strikes me as seeking to insult the person.  His response is viewed as one of the lowest levels of maturity for a variety of reasons already discussed on this blog.  In this particular case, we readily see what kind of harm can occur when we respond in this way.  Michael, on Seinfeld’s internet show, describes how he has been unable to work for seven years after the event took place.  “I busted up after that event.  It broke me down.  It was a selfish response.  I took it too personally, and I should have said, ‘You’re absolutely right.  I’m not funny.  I think I’ll go home tonight and work on my material.'”

If Micheal had responded as he said he should have, what level would that have been?  I think level 4 is a pretty good match.  If Michael did respond at level 4, the past seven years would have been dramatically better for him.

Now, I’m not attempting to suggest that every time someone responds to criticism as Michael did such awful things occur.  In most cases that you might respond in an immature way, people just become  angry and lose a little respect for you.  But sometimes even worse things happen to someone who responds to criticism with insults, as the Michael Richards’ case illustrates.  And sometimes even worse things happen then what happened in the Michael Richards’ case.  There are cases when the insults led to an escalation of a conflict until people turned violent and were murdered.

——————————-

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

Categories
anger Bullied child discipline conflict resolution criticism emotional intelligence negative criticism parenting types of criticism William James wisdom

TEACHING CHILDREN HOW TO DEAL WITH CRITICISM

For the past few weeks we have been discussing how to deal with criticism.  As I have noted, because criticism is often accompanied by name calling, insults, threats, and even violence, it can be very hard to handle.  Even when criticism is provided in a more supportive manner, threats to our desires to be liked and to be free to do whatever we want can arise, bringing with them feelings of frustration, defensiveness and anger (see post titled WHY IS CRITICISM SO HARD TO BEAR?).

Because these feeling can be so very strong, simply reading about mature ways to respond to criticism, although oftentimes helpful, is not enough to become a master at dealing with criticism.  I have therefore been encouraging exercises that lead us to practice the skills sufficiently so that they become so second-nature to us that even in the most stressful situations we can expertly carry them out.  One of the best ways to practice these skills is to teach them to children.

Teaching Children to Handle Criticism

You notice your five-year old is not making his “B” correctly.  “That’s not quite right,” you say.  “Here, watch me.”

As you begin to demonstrate, your child becomes defensive, crumbles up the paper, and shouts, “I hate you!  I hate you!  I hate you.”

“How dare you speak that way to me!” you respond.  And the conflict escalates from here.

A parent is often confronted with what William James liked to call the “balky will.”  Certain children, if they do not succeed immediately in doing something just right and are then criticized, flare up in anger and refuse to cooperate.  Such children are oftentimes treated as sinful and are punished; or else the parent pits his or her will against the child’s will.

John Wesley
John Wesley
William James
William James

Some have argued that children should be forced to do as they are told, even if one has to whip them ten times running.  “Break its will, in order that his soul may live!” exclaimed John Wesley, an eighteenth century theologian.  But William James disagreed.  “Such will breaking is always a scene with a great deal of nervous wear and tear on both sides, a bad state of feeling left behind it, and the victory not always with the would-be will breaker.”

When a situation of this kind occurs, and the child is all tense and excited, James believed that it is best to drop the subject for awhile.  Direct the child’s mind to something else, and then, a little later on, bring it up again.  As likely as not, the child will go over it now without any difficulty.

“It is in no other way that we overcome balkiness in a horse,” said James.  “We divert his attention, do something to his nose or ear, lead him around in a circle, and thus get him over a place where flogging would only have made him more invincible.”

Of course, nothing works perfectly all the time, and this technique is no exception.  I have found that I can greatly increase the success rate of James’s approach by playing a game with children called “Criticism.”  It can be played during car rides, walks in the neighborhood, and waiting for the food to come in a restaurant.  To teach your children the game you first have to go over the first four levels of responding to criticism.  Let’s take a look at these levels:

Four Levels of Responding to Criticism

Level 1 is viewed as the most immature, and each higher level is viewed as more mature (see HERE and HERE for an explanation of how this model was developed as well as the evidence that utilizing the higher levels lead to more respect by others.

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

  • Weeps or sobs with tears or pouts without also using level 4 responses
  • Physically attacks the criticizer
  • Damages property

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

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

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

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

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

Using This Model to Teach Children To Deal With Criticism

It’s important to tell the children first not to worry if they remember everything you are about to tell them because once you start to play, they will catch on before long.

To introduce this game, I like to use the Peanuts comic that has Charlie Brown criticizing Sally’s swirls and Sally getting defensive.

In this comic, when Sally hears Charlie Brown’s criticism of her swirls, it’s not long before Snoopy’s shades are sent flying.

Once you explain what criticism is and then go over the four levels of responding to criticism, you describe a situation in which Charlie criticizes Sally and Sally responds.  Then the child guesses what level Sally’s response was at.  So, in addition to the example depicted in the above comic, I could say, “Charlie says to Sally, ‘Those sneakers you’re wearing are ugly.’  Sally responds by saying, ‘Oh yeah?!  Well what do you know about sneakers?  You’re the worst dresser around here, you jerk!’  What level is Sally at?”

After you discuss the child’s answer, then role-play with the child the situation so that you provide the criticism and the child acts out a level four response.  If the child fails to do this correctly, reverse the roles by having the child criticize you and you provide the level four response.  Then let the child try to imitate your level four response.

I have found that kids, rather quickly, get a thorough understanding of the four levels by playing this game.  Once they do, during a typical day I catch them responding to criticism.  When I do, I ask them to rate the level of their response.  I also try to catch them using a level four response, and then I play up like it’s a big deal that such a young kid can be so mature.

One way to come up with fun descriptions of a character being criticized and another character responding, is to cut out newspaper comics that depict these kinds of scenarios.

Or you can go to the top of this page where it says “Free Book: Dealing with Insults, Teasing, and Criticism” and click on it. This will permit you to download a free PDF book that utilizes, to teach these skills, many of the comics kids of all ages love.

In addition to James’s approach of dropping the subject for awhile and my approach of playing the “Criticism” game, there is one more crucial point I shall make here about teaching children to handle criticism.  Children are very dependent on their parents.  There is a theory that in the back of the minds of children they are aware of their dependence.  They somehow realize that without their parent’s support they would be in big trouble and this is associated with anxiety and even terror.  Each time children are criticized by their parents, it brings this fear to the fore of their thoughts, and they can only take so much of it without attempting to banish this fear, either by running away, dreaming magical thoughts, or screaming to drown out the feeling of terror.  As a rule of thumb, parents would be wise to say at least ten supportive comments for every one negative critical comment that they make.  And if more than two or three negative criticisms have been made in a single day, perhaps it would be wise to put off the next one until the morrow.

Be patient then, and don’t be afraid to drop a subject until a more suitable time.  This will make you, not weaker, but a stronger parent.  During fun times, teach your children how you expect them to act when criticized.  Be on guard against too much negative criticism all at once.  And above all, let your children know you love them.
———————————
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.