1. Resilience Training for
BOLC-B/WOBC
Module Two
Lesson Plan PSB02022/1 Version: 15 January 2011

2. “Holding on to anger is like drinking poison and expecting the other person to die.”
-Buddha

3. Action: Identify master resilience training skills
Module Two ● Unit One
Action: Identify master resilience training skills
Condition: in classroom environment using scenarios
Standard: identify Master Resilience Training skills need for each scenario
MRT Trainer Instructions:
Ask a participant to read the mission statement.
Ask for questions regarding the purpose of this module.
Copyright  2010 by The Trustees of the University of Pennsylvania. All rights reserved.
Copyright  2010 by The Trustees of the University of Pennsylvania. All rights reserved.

4. greater concentration and focus on the task at hand.
Module Two ● Unit One
Module Two Skills
Real-time
Resilience:
Shut down
counterproductive
Thinking to enable
greater concentration and focus on the task at hand.
Put It In Perspective:
Stop catastrophic thinking, reduce anxiety, and improve problem solving by identifying the Worst, Best, and Most Likely outcomes of a situation.
Problem Solving:
Accurately identify what caused the problem and identify solution strategies.
MRT Trainer Instructions:
Review each of the seven skills.
Energy Management:
Regulate emotion and energy levels to enable critical thinking and optimal performance.
Detect Icebergs:
Identify deep beliefs and core values that fuel out-of-proportion emotion and evaluate the accuracy and usefulness of these beliefs.
Avoid Thinking Traps:
Identify and correct counterproductive patterns in thinking through the use of Critical Questions.
ATC:
Identify your Thoughts about an Activating Event and the Consequences of those Thoughts.
Copyright  2010 by The Trustees of the University of Pennsylvania. All rights reserved.

5. Module Two, Unit One: ATC
Block Five
Module Two, Unit One: ATC
MRT Trainer Instructions:
Introduce Module Two, Unit One.
Copyright  2011 by The Trustees of the University of Pennsylvania. All rights reserved.
MRT Version Copyright © 2011 by The Trustees of the University of Pennsylvania. All rights reserved.

6. Module Two Skills Block Five MRT Trainer Instructions:
Read the description of ATC.
Explain that ATC is at the bottom of the pyramid because it is the foundational skill. All of the other skills in this module are built on it.
ATC:
Identify your Thoughts about an Activating Event and the Consequences of those Thoughts.
MRT Version Copyright © 2011 by The Trustees of the University of Pennsylvania. All rights reserved.

7. ATC Model Based on work by Albert Ellis
Block Five
ATC Model Based on work by Albert Ellis
Activating Event The trigger: a challenge, adversity, or positive event
Thoughts Your interpretations of the Activating Event; what you say to yourself in the heat of the moment
MRT Trainer Instructions:
Review the ATC model (note that the slide builds). After reviewing each part, ask for examples to check that participants understand the concept.
Activating Event: Describe how an Activating Event is the who, what, when, and where. Underscore that it can be a large adversity (death of someone you care about) or a minor issue (parking ticket). Indicate that Activating Events can also be positive (getting a promotion or having a baby).
Thoughts: Underscore that these are our heat-of-the-moment Thoughts, or what we say to ourselves immediately following an Activating Event. Emphasize that Thoughts drive immediate Reactions and can be productive or counterproductive.
Consequences: Cs are Emotions and Reactions: what we feel and do in reaction to our Thoughts about an Activating Event. Underscore that Emotions are feelings and Reactions are behaviors. Emphasize that Reactions can be what you do and what you don’t do (e.g., avoiding a person or situation).
Key Points:
Although it often feels that our reactions (Cs: feelings and behaviors) are driven by the situation itself (the Activating Event), in fact, our Cs are driven by what we say to ourselves about the Activating Event (T).
We can build our Self-awareness and ultimately Self-regulation by slowing the process down and separating what happened (Activating Event), from what we said to ourselves about it (T), from our feelings and behaviors (C).
Consequences: ER
E: Emotions
R: Reactions
Copyright  2011 by The Trustees of the University of Pennsylvania. All rights reserved.
MRT Version Copyright © 2011 by The Trustees of the University of Pennsylvania. All rights reserved.

8. Thought-Consequence Connections
Block Five
Thought-Consequence Connections
Thought Themes
Emotions/Reactions
Loss:
Sadness/Withdrawal
Danger:
Anxiety/Agitation
Trespass:
Anger/Aggression
Inflicting harm:
Guilt/Apologizing
Negative comparison:
Embarrassment/Hiding
Positive contribution:
Pride/Sharing, planning future achievements
Appreciating what you have received:
Gratitude/Giving back, paying forward
Positive future:
Hope/Energizing, taking action
I have lost something that I value or care about.
Something bad might happen; there is a threat.
I have been harmed.
I have caused inappropriate, unnecessary or unintentional harm.
I don’t measure up to others or standards.
I have contributed in a positive way.
MRT Trainer Instructions:
Describe the distinction between a Thought and a Thought Theme. Thoughts are what you say to yourself in the heat of the moment. Thought Themes are more general categories that summarize the meaning or category of the specific Thought.
Review the chart, moving horizontally.
Tell participants to write in the meaning or definition of each Thought Theme in their participant guides (note that the slide builds). As you go through each Thought Theme, tell participants the other ways to describe each one:
Loss: Something that I value is gone.
Danger: There is something unknown or unclear.
Trespass: I have been slighted, or someone has violated my rights.
Inflicting Harm: I have hurt someone, I am at fault, or I have let someone down.
Negative Comparison: I’m not good enough or I’m unworthy.
Positive Contribution: I have added value.
Appreciating what you have received: I have been given something important.
Positive future: Things will improve or there is a light at the end of the tunnel.
Point out that there are common patterns in Thoughts and the Consequences that follow from those Thoughts.
Acknowledge that this chart isn’t meant to suggest that these connections always hold true, but they do most of the time.
Highlight the uses of the chart as an empathy tool and for understanding one’s own patterns.
Key Points:
There are common patterns between our Thoughts and the Consequences they generate.
If you believe that you over-experience a certain emotion, you can identify the pattern in your Thoughts that is driving that Consequence.
I have received something that I value; I have been helped by others.
Things can change for the better.
Copyright  2011 by The Trustees of the University of Pennsylvania. All rights reserved.
MRT Version Copyright © 2011 by The Trustees of the University of Pennsylvania. All rights reserved.

9. Thought-Consequence Connections Example AE: First Deployment
Block Five
Thought-Consequence Connections Example AE: First Deployment
Thought Themes: Thought
Emotions/Reactions
Loss:
I’m not going to be able to spend time with my family. I will miss them.
Sadness/Tearing up
Danger:
I am going to die
Anxiety/Pacing
Trespass:
They didn’t train me enough for this. I shouldn’t have to go yet.
Anger/Throw my cell phone
Inflicting harm:
I’m leaving my family all alone. I will miss my son’s graduation and other important events in his life.
Guilt/Apologize to son
Negative comparison:
I’m not going to do as well as the other Soldiers. They are all more prepared.
Embarrassment/Don’t interact much with other guys in my unit
Positive contribution:
I will be there for my battle buddies.
Pride/Discuss with chain of command where to start to get ready to go
Appreciating what you have received:
I have received the best training to prepare for deployment.
Gratitude/Helping other Soldiers get ready for deployment
Positive future:
When I get home I will reconnect with my family and will enjoy making up for lost time.
Hope/Training to the best of my ability
MRT Trainer Instructions:
Review the example in the chart, moving horizontally.
Highlight the specific thoughts in the example and the emotions and reactions they would generate.
Use the example to emphasize how the different Thoughts a person has about the AE may explain how they can have multiple feelings and reactions to the same AE.
Point out that in this example the person used his own words. Emphasize that when participants identify their own Thoughts, they should use their own words and not the general Thought Themes/statements on this chart (e.g., a trespass Thought might be “How dare she cut me off!” or “That person just disrespected me!”).
Explain how this chart may also help us understand how different people can experience similar AE’s (like getting news of a first deployment) and have very different emotions and reactions. Their different emotions and reactions are driven by their different Thoughts.
Key Points:
This example shows how there can be a variety of emotions and reactions to the same AE, which shows that it is our Thoughts that drive our Consequences.
Copyright  2011 by The Trustees of the University of Pennsylvania. All rights reserved.
MRT Version Copyright © 2011 by The Trustees of the University of Pennsylvania. All rights reserved.

10. Thought-Consequence Connections
Block Five
Thought-Consequence Connections
Some people find that there is a pattern in their Thoughts/that they relate to a certain theme.
Noticing patterns in your Thoughts can help you understand why you react in a set way across a range of events.
MRT Trainer Instructions:
Review the points on the slide.
Ask participants to think about whether they over-experience a certain Emotion or Reaction and to reflect on whether there is a pattern in their Thoughts that is driving that Emotion or Reaction.
Ask participants for examples of patterns they notice in themselves or others (without using the individual’s name).
Ask how wearing “glasses” might undercut resilience.
Key Points:
Overly rigid patterns in thinking can undercut resilience because they might prevent us from seeing a situation accurately.
Copyright  2011 by The Trustees of the University of Pennsylvania. All rights reserved.
MRT Version Copyright © 2011 by The Trustees of the University of Pennsylvania. All rights reserved.

11. ATC is Complex Fight with someone you care about
Block Five
ATC is Complex
Fight with someone you care about
She’s always getting on my case. E: R:
MRT Trainer Instructions:
Use the slide to guide the participants in working through an ATC example to show how each part of the model influences all of the other parts of the model.
Ask participants to generate the Emotions and Reactions that will follow from the Thought.
Ask participants to name how those Cs will affect the individual’s thinking and the Activating Event.
Acknowledge that there are different points of entry into the system. This program’s focus is on the Thoughts. They will learn other points of entry in the Sustainment program.
Key Points:
The ATC system is dynamic.
Underscore that Thoughts drive Consequences (ER), which can affect future Thoughts and create new Activating Events.
Our Thoughts lead to Consequences which can then reinforce the Thoughts.
Copyright  2011 by The Trustees of the University of Pennsylvania. All rights reserved.
MRT Version Copyright © 2011 by The Trustees of the University of Pennsylvania. All rights reserved.

12. Block Five
ATC: What’s the goal?
To separate the Activating Event, our Thoughts about it, and the Consequences
To identify patterns in our thinking that make us weaker or decrease performance
“Anyone can get angry–that is easy–but to get angry with the right person, to the right extent, at the right time, for the right reason, and in the right way is no longer something easy that anyone can do.”
–Aristotle
MRT Trainer Instructions:
Review the points on the slide.
Emphasize that ATC is not a problem-solving skill, but rather a skill to build Self-awareness.
Key Points:
You can increase the MRT competency of Self-awareness by using the ATC model.
Copyright  2011 by The Trustees of the University of Pennsylvania. All rights reserved.
MRT Version Copyright © 2011 by The Trustees of the University of Pennsylvania. All rights reserved.

13. ATC Father/Son Practice
Block Five
ATC Father/Son Practice
MRT Trainer Instructions:
Tell participants you are going to show a video and then work through an ATC example worksheet as a group.
Tell participants that they will focus on one Activating Event in the video from the father’s perspective.
Tell participants that after the video they will review the father's Thoughts and Consequences (Emotion and Reactions) and check that the father labeled the Thought Theme correctly. They will also review how he would answer the question: Are my emotions and reactions helping or harming?
Show the Father/son video. You can download the video from the following website, under the Post Deployment section:
Copyright  2011 by The Trustees of the University of Pennsylvania. All rights reserved.
MRT Version Copyright © 2011 by The Trustees of the University of Pennsylvania. All rights reserved.

14. ATC Father/Son Practice Worksheet page 24
Block Five
ATC Father/Son Practice Worksheet page 24
Dad AE (who, what, when, where):
Thoughts:
What you said to yourself in the heat of the moment
Consequences:
ER: Emotions, Reactions
Are my emotions and reactions helping or harming?
I asked my son to play basketball after returning from deployment. He said no and continued to play video games.
Thought: My son doesn’t love me anymore.
E: Sadness
R: Left room and started drinking
Thought Theme: Loss
Thought: He’s an ungrateful brat.
E: Anger
R: Yelled at son and told him to get out
MRT Trainer Instructions:
After watching the video, review the ATC Father/Son practice worksheet as a group and make sure participants know how to properly complete the ATC practice worksheets.
Point out that even though the participants saw a number of possible Activating Events in the clip, we will only focus on one moment in time. In real life, there are often multiple Activating Events in a given situation, and part of the skill of ATC is being able to “freeze-frame” one moment in time to catch our Thoughts and Consequences. 
Emphasize that it is important for the Activating Event to be “just the facts” and that there are no Thoughts or Consequences in the AE box.
Point out that the Thoughts are heat-of-the-moment Thoughts and uncensored. Also emphasize that there are no Emotions in the Thought boxes.
Use the chart to demonstrate how participants will fill in their own ATC worksheets (note the slide builds).
Use the chart to demonstrate how participants will sometimes need to work backwards from the consequences to figure out the theme of the Thought. For example, the father may have only been aware of his anger and yelling, but not aware of his heat-of-the-moment thoughts. So, the father can fill in the Reaction, “Yelled at son” first, and then work backwards to figure out what Thought led to the Emotion of anger and the Reaction of yelling.
Point out that the Thought Themes reflect the meaning of the heat-of-the-moment Thought and that they explain the Consequences (the Emotions and Reactions).
Thought Theme: Trespass
My emotions and reactions are harming me in this situation. I’m not effectively dealing with my anger or sadness by yelling at my son and leaving the room. And, my emotions and reactions are getting in my way of having time with my son, which is exactly what I want!
Copyright  2011 by The Trustees of the University of Pennsylvania. All rights reserved.
MRT Version Copyright © 2011 by The Trustees of the University of Pennsylvania. All rights reserved.

15. Block Five
ATC Key Principles
Separate A, T, C: Separate the A from the T from the C.
A: Just the facts–who, what, when, where
T: Your interpretation, what you say to yourself in the heat of the moment
C: Your Consequences (ER)
Detect patterns: Identify any patterns in your Ts that undercut your performance and mental toughness.
Self-awareness: Self-awareness is a primary target of ATC.
MRT Trainer Instructions:
Review the key principles.
Ask for questions or comments.
Clarify any misconceptions.
Ask participants if there are any other key principles they would add to the list.
Key Points:
ATC helps to build the MRT competency of Self-awareness.
The more you practice the ATC model, the more you will become aware of patterns in your thinking and reactions that are counterproductive.
Be skeptical. Just because you thought it doesn’t make it true.
Copyright  2011 by The Trustees of the University of Pennsylvania. All rights reserved.
MRT Version Copyright © 2011 by The Trustees of the University of Pennsylvania. All rights reserved.

16. Avoid Thinking Traps .
Copyright  2010 by The Trustees of the University of Pennsylvania. All rights reserved.

17. “We don't see things as they are, we see things as we are.”
−Anais Nin

18. Avoid Thinking Traps Avoid Thinking Traps:
Identify and correct counterproductive patterns in thinking through the use of Critical Questions
ATC:
Identify your Thoughts about an Activating Event and the Consequences of those Thoughts
Copyright  2010 by The Trustees of the University of Pennsylvania. All rights reserved.
Copyright  2010 by The Trustees of the University of Pennsylvania. All rights reserved.

19. Avoid Thinking Traps: B.L.U.F.
Avoiding Thinking Traps helps to build Mental Agility
Identify the Thinking Traps you tend to fall into so you can correct your thinking in the moment and avoid them in the future
Effective leadership requires you to avoid Thinking Traps
Copyright  2010 by The Trustees of the University of Pennsylvania. All rights reserved.
Copyright  2010 by The Trustees of the University of Pennsylvania. All rights reserved.

20. Thinking Traps
Thinking Traps are overly rigid patterns in thinking that can cause us to miss critical information about a situation or individual
You can avoid Thinking Traps by identifying the pattern you fall into and asking Critical Questions to identify important information you missed
Copyright  2010 by The Trustees of the University of Pennsylvania. All rights reserved.
Copyright  2010 by The Trustees of the University of Pennsylvania. All rights reserved.

21. ATC Model and Thinking Traps
Activating Event The trigger: a challenge, adversity, or positive event
Thoughts Your interpretations of the Activating Event; what you say to yourself
Jumping to Conclusions
Mind Reading
Me, Me, Me
Them, Them, Them
Always, Always, Always
Everything, Everything, Everything
Consequences: ER
Emotions
Reactions
Copyright  2010 by The Trustees of the University of Pennsylvania. All rights reserved.
Copyright  2010 by The Trustees of the University of Pennsylvania. All rights reserved.

22. Jumping to Conclusions:
Common Thinking Traps
You’ve called home several times during BOLC and haven’t been able to reach your significant other. You think to yourself, “She’s/he’s out running around on me!”
Jumping to Conclusions:
Believing one is certain about a situation despite having little or no evidence to support it
Action: Slow down
Critical Question: What is the evidence for and against my thoughts?
Copyright  2010 by The Trustees of the University of Pennsylvania. All rights reserved.
Copyright  2010 by The Trustees of the University of Pennsylvania. All rights reserved.

23. Critical Question: Did I express myself? Did I ask for information?
Common Thinking Traps
You walk into your Company Commander’s office and the CO doesn’t acknowledge you. You think, “The CO doesn’t like me.”
Mind Reading:
Assuming that you know what another person is thinking, or expecting another person to know what you are thinking
Action: Speak up
Critical Question: Did I express myself? Did I ask for information?
Copyright  2010 by The Trustees of the University of Pennsylvania. All rights reserved.
Copyright  2010 by The Trustees of the University of Pennsylvania. All rights reserved.

24. Believing that you are the sole cause of every problem you encounter
Common Thinking Traps
There are two seconds left in regulation. Your team is down by two and you’re on the foul line. You make one of two free throws, and your team loses the game. You think to yourself, “It’s all my fault. This was a big game and I lost it for us.”
Me, Me, Me:
Believing that you are the sole cause of every problem you encounter
Action: Look outward
Critical Question: How did others and/or circumstances contribute?
Copyright  2010 by The Trustees of the University of Pennsylvania. All rights reserved.
Copyright  2010 by The Trustees of the University of Pennsylvania. All rights reserved.

25. Critical Question: How did I contribute?
Common Thinking Traps
Your platoon screws up a training exercise. You think to yourself, “I’m stuck with a bunch of losers. These guys are bringing the whole platoon down.”
Them, Them, Them:
Believing that other people or circumstances are the cause of every problem you encounter
Action: Look inward
Critical Question: How did I contribute?
Copyright  2010 by The Trustees of the University of Pennsylvania. All rights reserved.
Copyright  2010 by The Trustees of the University of Pennsylvania. All rights reserved.

26. Critical Question: What’s changeable? What can I control?
Common Thinking Traps
You just received a negative counseling statement by your Company Commander. You think to yourself, “I’ll never become a senior officer. My career is over.”
Always, Always, Always:
Believing that negative events are unchangeable and that you have little or no control over them
Action: Grab control
Critical Question: What’s changeable? What can I control?
Copyright  2010 by The Trustees of the University of Pennsylvania. All rights reserved.
Copyright  2010 by The Trustees of the University of Pennsylvania. All rights reserved.

27. Everything, Everything, Everything:
Common Thinking Traps
A Soldier in your platoon needs a haircut. You think to yourself, “He’s ‘soup sandwich’ and lacks the motivation to excel as a Soldier.”
Everything, Everything, Everything:
Believing that you can judge a person’s or your own worth, motivation or ability on the basis of a single situation (character assassination)
Action: Look at behavior
Critical Question: What is the specific behavior that explains the situation?
Copyright  2010 by The Trustees of the University of Pennsylvania. All rights reserved.
Copyright  2010 by The Trustees of the University of Pennsylvania. All rights reserved.

28. Which Thinking Traps did the judges fall into?
Thinking Trap Example
Which Thinking Traps did the judges fall into?
Jumping to Conclusions
Mind Reading
Me, Me, Me
Them, Them, Them
Always, Always, Always
Everything, Everything, Everything
Copyright  2010 by The Trustees of the University of Pennsylvania. All rights reserved.

29. Avoid Thinking Traps: Key Principles
They’re common: It’s common to fall into a Thinking Trap, particularly when stressed
They narrow our field of vision: Thinking Traps often lead to missing important information
Notice patterns: Which Thinking Traps do you commonly fall into?
Use Critical Questions: Be on the lookout for your common traps, and use the Critical Questions to help broaden your awareness of important information
Mental Agility: Avoid Thinking Traps builds all of the competencies - Mental Agility is a primary target
Copyright  2010 by The Trustees of the University of Pennsylvania. All rights reserved.
Copyright  2010 by The Trustees of the University of Pennsylvania. All rights reserved.

30. Practical Exercise #2: Avoid Thinking Traps
AE (who, what, when, where):
SFC Smith/TAC NCO yells at me after I placed my weapon on the ground to perform a detainee search at the STX lane
Use the appropriate Critical Questions to gather information you missed because of the Thinking Trap; record important new information in the student handout
Thoughts:
What you said to yourself in the heat of the moment
Consequences:
ER: Emotions; Reactions
Copyright  2010 by The Trustees of the University of Pennsylvania. All rights reserved.
Copyright  2010 by The Trustees of the University of Pennsylvania. All rights reserved.

31. Practical Exercise #2: (cont’d): Avoid Thinking Traps
AE (who, what, when, where):
SFC Smith/TAC NCO yells at me after I placed my weapon on the ground to perform a detainee search at the STX lane
Use the appropriate Critical Questions to gather information you missed because of the Thinking Trap; record important new information in the student handout
Thoughts:
What you said to yourself in the heat of the moment
Consequences:
ER: Emotions; Reactions
SFC Smith is just a jerk!
I’ll never get this right!
SFC Smith thinks I’m a screw-up.
I’m going to be recycled.
It’s all my fault. I should know better.
Anger; Act disrespectfully
Helpless; Give up
Anxiety; Unable to concentrate
Sadness; Withdraw from others
Guilt; Criticize yourself
Jumping to Conclusions
Mind Reading
Me, Me, Me
Them, Them, Them
Always, Always, Always
Everything, Everything, Everything
Copyright  2010 by The Trustees of the University of Pennsylvania. All rights reserved.
Copyright  2010 by The Trustees of the University of Pennsylvania. All rights reserved.

32. Debrief: Avoid Thinking Traps
What did you learn from this practical exercise?
Which Thinking Traps do you tend to fall into?
How do these Thinking Traps affect you? .
Copyright  2010 by The Trustees of the University of Pennsylvania. All rights reserved.
Copyright  2009 by The Trustees of the University of Pennsylvania. All rights reserved.

33. Avoid Thinking Traps: Check on Learning
What is the skill?
Thinking Traps are common patterns in thinking that prevent a person from seeing a situation accurately; Avoiding Thinking Traps is a skill for identifying and correcting counterproductive thinking
When do I use it?
Avoid Thinking Traps when your perspective on a situation is biased by such Thinking Traps
How do I use it?
Check for Thinking Traps and use the appropriate Critical Questions s to help you identify important information
How can Avoid Thinking Traps improve your effectiveness as a leader?
Copyright  2010 by The Trustees of the University of Pennsylvania. All rights reserved.
Copyright  2010 by The Trustees of the University of Pennsylvania. All rights reserved.

34. Detect Icebergs
Copyright  2010 by The Trustees of the University of Pennsylvania. All rights reserved.

35. Detect Icebergs Detect Icebergs:
Identify deep beliefs and core values that fuel out-of-proportion emotion and evaluate the accuracy and usefulness of these beliefs
Avoid Thinking Traps:
Identify and correct counterproductive patterns in thinking through the use of Critical Questions
ATC:
Identify your Thoughts about an Activating Event and the Consequences of those Thoughts
Copyright  2010 by The Trustees of the University of Pennsylvania. All rights reserved.
Copyright  2010 by The Trustees of the University of Pennsylvania. All rights reserved.

36. Detect Icebergs helps to build Self- Awareness
Detect Icebergs: B.L.U.F.
Detect Icebergs helps to build Self- Awareness
Knowing that they’ve been activated gives us control over our emotions and reactions
Effective Soldiers stay in control and don’t overreact under tough circumstances
Copyright  2010 by The Trustees of the University of Pennsylvania. All rights reserved.
Copyright  2010 by The Trustees of the University of Pennsylvania. All rights reserved.

37. Indicators that Detect Icebergs Would Be Helpful
Your emotions are out-of-proportion to what you’re thinking in the heat of the moment
The intensity of your reaction surprises or confuses you
You notice strong Thinking Trap patterns
Copyright  2010 by The Trustees of the University of Pennsylvania. All rights reserved.
Copyright  2010 by The Trustees of the University of Pennsylvania. All rights reserved.

38. Surface Thoughts vs. Iceberg Beliefs
Surface Thoughts: are on the surface of our awareness – we can easily “tune in” to them
Iceberg Beliefs: are deeper rules for how the world “should” operate, assumptions about ourselves and others, core values
Copyright  2010 by The Trustees of the University of Pennsylvania. All rights reserved.
Copyright  2010 by The Trustees of the University of Pennsylvania. All rights reserved.

39. Examples of Iceberg Beliefs
I am strong
People can’t be trusted
The world is a dangerous place
People should be treated with dignity and respect
Asking for help is a sign of weakness
Going to a counselor means you’re not a real Soldier
Civilians don’t understand the Soldier/Army
Can you think of any others?
Copyright  2010 by The Trustees of the University of Pennsylvania. All rights reserved.
Copyright  2010 by The Trustees of the University of Pennsylvania. All rights reserved.

40. Use “What” not “Why” questions Ask the questions in any order
To Detect Icebergs
Use “What” not “Why” questions
Ask the questions in any order
Repeat back the belief that came before
You may have to help your Soldiers understand their out of proportion response to events.
What is the most upsetting part of that for me?
What does that mean to me?
What is the worst part of that for me?
Assuming that is true, what about that is so upsetting to me?
Copyright  2010 by The Trustees of the University of Pennsylvania. All rights reserved.
Copyright  2010 by The Trustees of the University of Pennsylvania. All rights reserved.

41. Once you’ve identified your Iceberg, ask yourself:
Is this Iceberg helping or harming me in this situation?
Is this Iceberg something I still believe/value?
Is this Iceberg accurate in this situation?
Copyright  2010 by The Trustees of the University of Pennsylvania. All rights reserved.
Copyright  2010 by The Trustees of the University of Pennsylvania. All rights reserved.

42. Activity #4: Detect Icebergs
1LT Smith returned from deployment six weeks ago. As he’s sitting down to watch Sunday afternoon football with his son, Smith remembers the sink is leaking. Smith thinks to himself, “It’s just a small leak. I’ll fix it later.” After the game starts his wife asks him to fix the sink. Smith becomes enraged, stands up, gets in his wife’s face, and yells at her to back off!
Copyright  2010 by The Trustees of the University of Pennsylvania. All rights reserved.
Copyright  2010 by The Trustees of the University of Pennsylvania. All rights reserved.

43. Activity #4 Detect Icebergs (cont’d)
AE (who, what, when, where)
Ask yourself: Is my reaction helping or harming?
Thoughts:
What he said to himself in the heat of the moment
Consequences:
ER: Emotions; Reactions
Copyright  2010 by The Trustees of the University of Pennsylvania. All rights reserved.
Copyright  2010 by The Trustees of the University of Pennsylvania. All rights reserved.

44. 1LT Smith calls his “Bad Friend”
Smith: Hey, I almost didn’t get a chance to watch the game. Things got pretty ugly over here. My wife started harping on me about fixing the sink. Do you believe her? What’s her problem?
Friend: Yeah, no kidding. She knows that Sunday is your football day.
Friend: It’s just one day a week. She should really let up. Don’t you have a long “honey-do” list besides that?
Friend: Why didn’t she get your son to do it? Is she babying him?
Copyright  2010 by The Trustees of the University of Pennsylvania. All rights reserved.
Copyright  2010 by The Trustees of the University of Pennsylvania. All rights reserved.

45. 1LT Smith calls his “Good Friend”
Smith: Hey, I almost didn’t get a chance to watch the game. Things got pretty ugly over here. My wife started harping on me about fixing the sink. Do you believe her? What’s her problem?
Friend: Man, that’s rough.
Friend: What was the worst part about that whole situation for you?
Friend: Assuming that’s true (that she knows Sundays are your football day), what’s so upsetting to you about that?
Copyright  2010 by The Trustees of the University of Pennsylvania. All rights reserved.
Copyright  2010 by The Trustees of the University of Pennsylvania. All rights reserved.

46. 1LT Smith calls his “Good Friend” (cont’d)
Friend: Assuming she harps on the one thing you haven’t done, what does that mean to you?
Friend: What’s the worst part about her not appreciating you?
Friend: Assuming it’s true that she doesn’t respect who you are as a husband and father, what does that mean to you?
Copyright  2010 by The Trustees of the University of Pennsylvania. All rights reserved.
Copyright  2010 by The Trustees of the University of Pennsylvania. All rights reserved.

47. Detect Icebergs: Key Principles
An internal skill: Use it to understand and control your own Emotions and Reactions
Allows you to prevent yourself from overreacting to something that is a personal hot-button issue (it isn’t about the sink or TV)
Choose the depth: It’s your choice about how deep you go; stop when it feels right to
Thinking Traps vs. Icebergs: Thinking Traps are narrow; Icebergs are deep
Sometimes Icebergs drive our Thinking Traps
What not ask Why: “What” questions lead to depth; “Why” questions lead to defensiveness
Self-Awareness: Detect Icebergs builds all of the resilience competencies – Self-Awareness is a primary target
Copyright  2010 by The Trustees of the University of Pennsylvania. All rights reserved.
Copyright  2010 by The Trustees of the University of Pennsylvania. All rights reserved.

48. Detect Icebergs: Check on Learning
What is the skill?
Detect Icebergs is used to identify and evaluate deep beliefs or values that are driving our Emotions and Reactions
When do I use it?
Use Detect Icebergs when your Reaction seems out-of-proportion and is undermining your performance or effectiveness
How do I use it?
Ask yourself the series of “What” questions to identify the Iceberg Belief; once the Iceberg Belief is identified, ask yourself questions regarding the usefulness, accuracy and flexibility of the belief
How can your Icebergs impact your effectiveness as a leader?
Copyright  2010 by The Trustees of the University of Pennsylvania. All rights reserved.
Copyright  2010 by The Trustees of the University of Pennsylvania. All rights reserved.

49. Energy Management
Copyright  2010 by The Trustees of the University of Pennsylvania. All rights reserved.

50. Energy Management Energy Management:
Regulate emotion and energy levels to enable critical thinking and optimal performance
Detect Icebergs:
Identify deep beliefs and core values that fuel out-of-proportion emotion and evaluate the accuracy and usefulness of these beliefs
Avoid Thinking Traps:
Identify and correct counterproductive patterns in thinking through the use of Critical Questions
ATC:
Identify your Thoughts about an Activating Event and the Consequences of those Thoughts
Copyright  2010 by The Trustees of the University of Pennsylvania. All rights reserved.
Copyright  2010 by The Trustees of the University of Pennsylvania. All rights reserved.

51. Energy Management: B.L.U.F.
Energy Management helps to build Self-Regulation
These strategies lower the intensity of emotions so you can think and respond more clearly and with greater control
They have been used effectively in a variety of settings including sports, the workplace and clinical settings with chronically ill patients
Copyright  2010 by The Trustees of the University of Pennsylvania. All rights reserved.
Copyright  2010 by The Trustees of the University of Pennsylvania. All rights reserved.

52. How do you manage your energy and rejuvenate?
Copyright  2010 by The Trustees of the University of Pennsylvania. All rights reserved.
Copyright  2010 by The Trustees of the University of Pennsylvania. All rights reserved.

53. Energy Management Techniques
Mental Games
Controlled Breathing / Mindful Breathing
Meditation
Positive Imagery
Progressive Muscle Relaxation
Copyright  2010 by The Trustees of the University of Pennsylvania. All rights reserved.
Copyright  2010 by The Trustees of the University of Pennsylvania. All rights reserved.

54. Principles for designing mental games:
Purpose is to remain calm, and disengage when appropriate; take a step back and regroup
Principles for designing mental games:
They require your full attention
They should be difficult and fun
They must be games you can do within a few minutes
Copyright  2010 by The Trustees of the University of Pennsylvania. All rights reserved.
Copyright  2010 by The Trustees of the University of Pennsylvania. All rights reserved.

55. Activity #5: Mental Games
Math games: count back from 100 by 7s
Alphabet games: work your way through the alphabet, naming someone for each pair of initials
Categories games: name all the sports figures, war heroes, etc. you can in two minutes
Army alphabet: repeat it backwards
Lyrics: recite upbeat song lyrics
Copyright  2010 by The Trustees of the University of Pennsylvania. All rights reserved.
Copyright  2010 by The Trustees of the University of Pennsylvania. All rights reserved.

56. Activity #6: Mindful Breathing
Practice deep breathing
Take a normal breath, hold and count to 5
Breathe out and focus on relaxation
Breathe in and out slowly in 10-second cycles
(or whatever is comfortable for you)
Focus attention
Keep bringing attention back to breathing
Practice builds attention capacity
Copyright  2010 by The Trustees of the University of Pennsylvania. All rights reserved.
Copyright  2010 by The Trustees of the University of Pennsylvania. All rights reserved.

57. Can be secular or religious/spiritual
Meditation
Can be secular or religious/spiritual
Two broad categories of meditation
Concentrative: seeks to restrict awareness by focusing the attention on a single object, like the breath, a mantra or a word
Mindfulness: attempts to attend non- judgmentally to all internal or external stimuli without ruminating on anyone/anything in particular
Some practices combine elements of both

58. Activity #7: Progressive Muscle Relaxation
Perform controlled breathing for two minutes
As you breathe in, make fists and tense your hands and lower arms
Keep your muscles tight for the count of fifteen
As you exhale, relax your muscles quickly and concentrate on the feeling of relaxation
Perform this exercise twice, take a minute break and then move on to the next muscle group  
For each group, tense the muscles for fifteen seconds, then relax them for thirty seconds
After each muscle group, take a minute break before continuing to the next muscle group
Copyright  2010 by The Trustees of the University of Pennsylvania. All rights reserved.
Copyright  2009 by The Trustees of the University of Pennsylvania. All rights reserved.

59. Energy Management: Key Principles
Practice: These techniques require practice in order to derive full benefit
Double Up: Energy Management can be used in conjunction with other skills in the program
Self-Regulation: Energy Management builds all of the competencies – Self Regulation is a primary target
Copyright  2010 by The Trustees of the University of Pennsylvania. All rights reserved.
Copyright  2010 by The Trustees of the University of Pennsylvania. All rights reserved.

60. Energy Management: Check on Learning
What is the skill? Energy Management strategies are used to regulate emotion and energy levels to enable critical thinking and optimal performance.
When do I use it? Use Energy Management strategies whenever you want to regulate the intensity of your emotions and energy so that you can effectively cope with a situation and enhance your performance.
How do I use it? Use Controlled Breathing, Progressive Muscle Relaxation, or Meditation to relax. Use the mental games to refocus your thinking on the task at hand.
Energy Management strategies are used to regulate emotion and energy levels to enable critical thinking and optimal performance
Use Energy Management strategies whenever you want to regulate the intensity of your emotions and energy so that you can effectively cope with a situation and enhance your performance
Use Progressive Muscle Relaxation or Mindful Breathing to relax; use the mental games to refocus your thinking on the task at hand
How can Energy Management help you be most effective as a leader?
Copyright  2010 by The Trustees of the University of Pennsylvania. All rights reserved.
Copyright  2010 by The Trustees of the University of Pennsylvania. All rights reserved.

61. Questions regarding Module Two?