Resiliency Factor Summary

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Positive Psychology: The Resilience Factor

By Rick Olson, PeakEffectiveness.comMarch 27, 2007

This is basically a very condensed smmary of Reivich ! "hatte#s book The Resilience Factor:Seven Essential Skills for Overcoming Lifes Inevitable Obstacles$200%&.

A. Introduction

Resilience is a crcial in'redient(()erha)s the crcial in'redient((to a ha))y, healthy life. More

than anythin' else, it*s +hat determines ho+ hi'h +e rise above +hat threatens to +ear s do+n,

from battlin' an illness, to bolsterin' a marria'e, to carryin' on after a national crisis. Everyone

needs resilience.

resilient vie+ is characteri-ed by accurate andflexible thinkin', and consists of creative

)roblem solvin', the ca)acity to see other )oints of vie+ and to challen'e one#s o+n vie+s, and

the ability to move on +ith daily life des)ite obstacles. Most im)ortantly, resilience is not st anability that +e*re born +ith and need to srvive, bt a skill that anyone can learn and im)rove in

order to thrive.

The Resilience Factorbilds on "eli'man#sLearned Otimismby describin' )roven techni/es

for enhancin' or ca)acity to +eather even the crelest setbacks, sch that readers of the book

+ill florish, thanks to their enhanced ability to overcome obstacles of any kind. The Resilience

Factor+ill teach readers to

1ast off harsh self(criticisms and ne'ative self(ima'es

avi'ate thro'h the fallot of any kind of crisis

1o)e +ith 'rief and an3iety

Overcome obstacles in relationshi)s, )arentin', or on the ob

chieve 'reater )hysical health

Bolster o)timism, take chances, and embrace life 4n li'ht of the n)recedented challen'es

+e*ve recently faced, there*s never been a 'reater need to boost or resilience

5or research driven )illars that )rovide the fondation for the skills of resilience

6. ife chan'e is )ossible.2. Thinkin' is the key in boostin' resiliency. The +ay +e think abot daily stress and

challen'es directly affects or resilience. 8e can become more resilient by chan'in' ho+ +ethink abot challen'es and adversity.

%. ccrate thinkin' is the key. resilient )ers)ective is based on accurate andflexiblethinkin'.

9. Refocs on the hman stren'ths.

B. What is Resilience?

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Resilience is 'enerally defined as the ability to :co)e +ell +ith adversity; and :)ersevere andada)t +hen thin's 'o a+ry.; Resilience is the ability to

Overcome the obstacles of childhood

"teer thro'h the everyday adversities the befall s

Bonce back from setbacks that occr

Reach ot to achieve all yo are ca)able of.

Research tells s that resilient )eo)le

are healthier and live lon'er

are more sccessfl in school and obs

are ha))ier in relationshi)s

are less )rone to de)ression

Resilience hel)s )eo)le

deal +ith stress and adversity

overcome childhood disadvanta'e

reach ot to ne+ o))ortnities

Or res)onses to stress involve biolo'ical, environmental, and )sycholo'ical factors. There is+ide variability in the )attern and intensity of )eo)le#s )hysiolo'ical res)onses to stress.Becase of individal biolo'ical differences in the fnctionin' of the atonomic, endocrine, andimmne systems, some )eo)le are very vlnerable to stress and others mch less so. "imilarly,)eo)le#s environments differ in the nmber and natre of stressfl events they enconter, theavailability of s))ortive friends and relatives, and the cltral norms that teach s ho+ tores)ond to adverse events.

ltho'h e3ercise and rela3ation techni/es can stren'then or biolo'ical res)onse to stress, andcommnity action can hel) make the )laces +e live less stressfl and more s))ortive, thestron'est inflences on or res)onse to stress are )sycholo'ical factors, namely, the +ay +ethink.

C. Central to resilience are our beliefs. What beliefs are involved in resilient

thining?Or beliefs abot the ftre $o)timism verss )essimism&, orselves $self(efficacy versshel)lessness&, and or )erce)tions of control, commitment, and challen'e $hardiness& are allrelated to the resilience +ith +hich +e ada)t to stress and adversity.

!o" is o#ti$is$ related to resilience?

Or beliefs abot the +ay thin's +ill trn ot have a si'nificant inflence on the +ays in+hich +e res)ond to stress and adversity. O)timistic )eo)le e3)ect that in the end thin's+ill trn ot +ell, des)ite the difficlties they may face in the )resent. Pessimists, on theother hand, tend to vie+ the ftre as ncertain at best and, at +orst, filled +ith contineddifficlties and insrmontable str''les. O)timists vie+ themselves as less hel)less inthe face of stress than )essimists do, they adst better to ne'ative events, and they have a

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lo+er risk of an3iety and de)ression. O)timism also a))ears to affect or )hysical +ell(bein'. stdy of +omen bein' treated for breast cancer revealed that o)timists livedlon'er drin' the five years of the stdy, even +hen the )hysical severity of the disease+as the same at the otset of the stdy.

!o" is self%efficacy related to resilience?

Or vie+s abot the ftre are very mch related to or vie+s abot orselves and or

ability to co)e +ith the demands of a stressfl sitation. The conviction that +e have theresorces to deal +ith an adverse event )redicts a better adstment than the belief that+e are inca)able $Bandra, 6


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"tdies of hardiness, self(efficacy, and o)timism have all fond that or res)onses tostress are to a lar'e e3tent determined by or tho'hts and beliefs. The +ay +e thinkabot stress and adversity, or beliefs abot or abilities, and or attitdes to+ard theftre have )o+erfl effects on ho+ +e co)e. Peo)le +ho fnction +ell in the face of)sycholo'ical and )hysical stress share these three beliefs that distin'ish them from)eo)le +ho do not.

(. 'even Critical Factors That Co$#rise Resilience

Resilience as a conce)t is some+hat difficlt to define and measre. "even critical factors, orinner stren'ths, that com)rise resilience have been isolated

)$otion Regulation> The ability to stay calm nder )ressre. Resilient )eo)le can control

their emotions, es)ecially in the face of a challen'e or adversity, in order to stay 'oalfocsed. This factor is im)ortant for scceedin' at +ork, formin' intimate relationshi)s andmaintainin' )hysical health. $"kills to increase inclde 6, 2, %, ? and 7, described belo+&

I$#ulse Control> The ability to rein in yor behavior nder )ressre. $1losely links toEmotional Re'lation& $"kills to increase inclde 6, 2, 9, ? and 7&

Causal Analysis> The ability to com)rehensively > and accrately > identify the cases of

)roblems, +hich hel)s yo to avoid the same mistakes over and over. 1asal nalysis isdriven by yor E3)lanatory "tyle > the +ay yo e3)lain to yorself +hy a )roblem hasoccrred. @or E3)lanatory "tyle can hel) or hinder yor )roblem solvin' ability. Aood)roblem solvin' is the cornerstone of resilience, and yo can learn to fle3 arond yor styleto become more resilient. $"kills to increase inclde 6, 2, 9 and 7& $ote this bilds on"eli'man#sLearned Otimism.&

'elf%)fficacy> Or sense of com)etence and mastery in the +orld. This resiliency factorre)resents or belief that +e can solve )roblems +e may e3)erience and or faith in orability to scceed. $"kills to increase inclde 6, 9, and 7&

Realistic *#ti$is$> belief that thin's can chan'e for the better, that there is ho)e for the

ftre and that yo can control the direction of yor life. 4n the trly resilient )erson, thesebeliefs are tem)ered by a healthy sense of reality > nlike nbridled or nrealistic o)timism,+hich may lead to )oor risk assessment and bad decisions. $"kills to increase inclde 6, 9and 7&

)$#athy> Co+ +ell yo are able to read other )eo)le#s ces to their )sycholo'ical and

emotional states. 4f yo score hi'h on Em)athy, yo have e3cellent )eo)le skills, +hichmake yo a more effective leader, team member, friend, s)ose and )arent. $"kills toincrease inclde 6, % and 7&

Reaching *ut> The ability to seek ot ne+ o))ortnities challen'es and relationshi)s > to

:)sh the envelo)e; in all areas of yor life for 'reater satisfaction, sccess and resilience.$"kills to increase inclde 6, %, and 7&

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). The 'even 'ills of Resilience % What can I do to be $ore resilient?

There are many thin's +e can do to increase or resilience. 4n addition to takin' 'ood care oforselves )hysically by 'ettin' eno'h slee), eatin' ntritios food, and e3ercisin' re'larly, +ecan learn ho+ to increase the accracy and fle3ibility of or thinkin'. The Resilience 5actordescribes the seven skills belo+, +hich +ill 'ive yo o))ortnities to

increase yor a+areness of the relationshi) bet+een yor tho'hts and yor emotions.

'ain insi'ht into yor beliefs +hen thin's 'o +ron'.

look for alternative beliefs +hen yo are e3)eriencin' debilitatin' emotions.

+no" Thyself 'ills:

6. ABC ,Adversity- Beliefs- Conseuences/@o are +hat yo think. 4t is not the events thatha))en to s that case or feelin's and behaviors > it is or tho'hts or beliefs abot theevents that drive ho+ +e feel and +hat +e do. There are :+hy; beliefs and :+hat ne3t;beliefs. $"ee 1o'nitive Behavioral Thera)y, ))endi3 6. ote ho+ "eli'man inLearnedOtimismbilt on co'nitive behavioral thera)y, and no+ The Resilience Factore3tends itfrther.&

8e kno+ from or everyday e3)eriences that +hat +e think and ho+ +e feel are very mchrelated. 8hen yo are feelin' ha))y and a friend doesn#t retrn a )hone call, yo st thinkshe#s too bsy or has for'otten. Becase of the +ay yo inter)ret her behavior, yo sim)ly'ive her another call. Bt +hen yo are an3ios and de)ressed, yo may see her failre toretrn that call as a comment abot yor +orth to her. @or inter)retation of her behaviormakes yo feel increasin'ly bad abot yorself and yor friendshi), and so it is mch lesslikely that yo +ill 'ive her another call.

1o'nition and emotion are intricately bond to'ether. The centers in the brain res)onsible foreach are in constant commnication +ith each other. That or emotions and moods affect or

thinkin' is readily a))arent in or everyday e3)erience. ltho'h it is less obvios ho+ ortho'hts affect or emotions and moods, +e do kno+ that co'nition and emotion have areci)rocal relationshi)D that is, the inflence rns both +ays.

5or the most )art +e res)ond to the events in or lives in reasonable and )rodctive +aysthat allo+ s to carry on +ith or lives. 8e sally deal +ith or emotions in +ays thatenhance or health and +ell(bein', bt there are times +hen +e e3)erience debilitatin'emotions that don#t hel) s to solve or )roblems and don#t motivate s to en'a'e inconstrctive actions. Many of s brood continosly abot the si'nificance of adverse events,and +e feel the corres)ondin' emotions over and over a'ain bt to no advanta'e.

8e lie a+ake at ni'ht thinkin' abot the events, and +e become irritable. Rather than bein'hel)fl, or emotions have become debilitative. They add to or distress from the ori'inalevent and )revent s from carryin' on +ith or lives, solvin' )roblems, and boncin' back.Each of s is )articlarly sensitive to certain kinds of adversity or events, +hich are morelikely than others to illicit these debilitatin' emotions. These lon'(lastin', sally intenseemotions s)rin' from or +ay of thinkin'. 4f +e +ere to describe these beliefs to other)eo)le $or even to orselves&, they +old )robably a))ear hi'hly inaccrate and illo'ical.

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Reivich and "hatt ar'e that the first ste) in becomin' more resilient is to 'ain self(a+areness, s)ecifically, to listen to or inter)retations of adverse events. 8hat do +e say toorselves +hen +e are )setF 8hat is or interior monolo'e +hen thin's 'o +ron'F 4t is)articlarly im)ortant to ask orselves those /estions +hen +e are nder stress and notco)in' +ell, that is, +hen +e are feelin' debilitatin', non)rodctive emotions sch as theones described above. These emotions are intense and lon'(lastin', and they don#t hel) s tosolve the )roblem or take constrctive action for the ftre. Reivich and "hatt s''est that

each of s has or o+n ni/e reactions to )articlar sitations that :)sh or bttons.; 8ecan se the B1 model to 'ain insi'ht into the tho'hts +e have, and +e can evalate+hether or not they are accrate. The first ste), ho+ever, is st to become a+are of orinterior monolo'e. 4n other +ords, +e need to nderstand +hat tho'hts, e3)lanations, andinter)retations +e have +hen thin's 'o +ron'.

Reivich and "hatt )rovided the table attached as ))endi3 %, entitled :8hich dversitiesPsh @or Bttons; to hel) yo identify adversities that may be +orth investi'atin'. Theyalso s''est +e observe or tho'hts drin' adverse events, )articlarly those that seem todistress s mch more than seems reasonable. They describe a :bee)er; e3ercise thatinvolves settin' a timer or )ro'rammable +atch to bee) thro'hot the day and thenrecordin' or tho'hts each time the bee)er sonds. less intrsive method +old be tokee) a diary or ornal that incldes yor tho'hts and beliefs drin' times of stress andadversity. lso attached as ))endi3 9 +ith a list of :4neffectives; +hich may also besefl. 4t is im)ortant to se +hatever method hel)s yo to become more a+are of thebeliefs yo have that connect the adverse events in yor life +ith yor emotional reactionsand yor behavior.

5or many )eo)le, it is easy to identify the adverse event $& and their feelin's and behavior$1&. Bt is mch more difficlt to fi're ot +hat beliefs $the B )art& led them to feel andreact that +ay. Reivich and "hatt describe a series of beliefs that are connected to s)ecificfeelin's and kinds of behavior. The chart belo+ otlines the links bet+een s)ecific beliefsand emotions that are )redictable and niversal. The athors have charted only the :ne'ative;emotions, since they are commonly the ones +e e3)erience in times of adversity.

Belief 0 Conseuences Cou#letsthat Reivich and "hatte say al+ays 'o to'ether

Belief 1onse/enceGEmotion Ty)eHiolation of yor ri'hts n'er 8hy

Real +orld loss or loss of self(+orth "adness, de)ression 8hy

Hiolation of another#s ri'hts Ailt 8hy

e'ative com)arison to others Embarrassment 8hy

5tre threat n3iety, fear 8hat ne3t

These co)lets can be sed to

a. disentan'le the mi3tre of emotions yo e3)erience +hen faced the a btton()sh

adversity and

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b. identify the beliefs that are casin' yo to 'et :stck; in a )articlar emotion, 'ain

nderstandin' of +hy yo reacted as yo did, and learn to kee) yor bearin's in even

the most stressfl of circmstances.

Ths the B1 model consists of identifyin' the adversities that )sh yor btton $sin' a

checklist andGor kee)in' an :emotion lo';&, then sin' the dversity and the

1onse/enceGEmotion to fi're ot the :Ticker Ta)e Beliefs; that cased theconse/ence. 8ith a series of sch events, mi'ht be'in to identify a )attern. The beliefs

identified in this ste) shold be cross(checked +ith the 1o)lets table, and if the Ticker

Ta)e Belief does not match the emotion felt, then frther )eelin' of the onion is needed

to 'et to nderlyin' beliefs.

Reco'ni-in' yor beliefs +ill hel) yo to nderstand better +hy certain adverse eventscase yo to feel stron', lon'(lastin', and debilitatin' emotions. @or beliefs +ill 'iveyo insi'ht into +hat kinds of adversity :)sh yor bttons;D and once yo haveidentified these beliefs, yo can e3amine them for accracy. 4t is im)ortant to )ay

)articlar attention to beliefs that seem irrational or inaccrate. 4s there another +ay tovie+ the sitationF re there other beliefs that +old more accrately e3)lain +hat hasha))ened and +hat yo need to do abot itF

Once yo have identified yor beliefs, yo can be'in to challen'e them. 4t is hel)fl tothink abot )lasible, alternative beliefs. 5or e3am)le, ima'ine yo find ot that severalfriends have or'ani-ed a )arty bt have not invited yo. @o find yorself feelin' /itean'ry, and yo have been thinkin' abot ho+ rde and inconsiderate it +as for them toleave yo ot. @o find yorself avoidin' these friends and bein' aloof +hen yo are iththem. The B1#s of this adverse event mi'ht look like this

I ot bein' invited to the )arty.B I These friends have treated me badlyD they have e3clded me. :Co+ rde to leave meot. 4 tho'ht 4 these )eo)le +ere my friends, bt they are mean.;1 I 5eelin' an'ry and actin' in a hostile and aloof manner +ith these friends.

4ma'ine that after e3aminin' yor beliefs in this sitation, yo reali-e that they may notbe entirely accrate, or at least yo ss)ect that there mi'ht be other beliefs that +olde3)lain yor classmates# behavior. fter all, they are still friendly and they#re ha))y tosee yo. They are not actin' as tho'h they dislike yo, and they have done nothin' elsethat yo +old inter)ret as mean. Perha)s they for'ot to invite yo or tho'ht yo had to+ork that evenin'. @o can )robably 'enerate many other )ossible e3)lanations for theirbehavior that +old lead yo to have very different feelin's and en'a'e in si'nificantlydifferent behavior. Cere is an e3am)le

I ot bein' invited to the )arty.B I :These )eo)le sally inclde me in their )lans. They are friendly and other+iseseem to enoy my com)any. There mst be some reason 4 am not invited. 4 +onder +hatit is.;

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1 I 5eelin' )--led, and confsed and askin' them abot their )lans and +hether 4 coldoin them.

"ince it can be difficlt to search for )lasible, alternative beliefs, there are times +hentalkin' to someone else is hel)fl. nother hel)fl method for 'eneratin' alternativebeliefs is to )t yorself in the other )erson#s )osition. 4n this case it +old be to vie+not bein' invited to the )arty from yor friends# )ers)ective.

4ncreasin' or self(a+areness by articlatin' or beliefs and observin' their connectionto or emotions and behavior is a vital first ste) in increasin' the accracy and fle3ibilityor thinkin'. =oin' or B1#s is the first ste) in increasin' or resilience.

"ome of the difficlties and the benefits of sin' the B1 model and develo)in'

alternative beliefs are as follo+s

"ome common difficlties identified inclde the follo+in'

They may not be able to se)arate their beliefs from their emotional reactions.

4t can be hard to take another )ers)ective +hen they are an'ry. 4t is time(consmin' to try to identify their beliefs.

4t is hard to 'ive ) one#s beliefs and entertain the )ossibility that there is another

+ay to vie+ the sitation."ome common benefits inclde the follo+in'

4t )rovides insi'ht into one#s reactions.

4t hel)s )romote )roblem solvin'.

4t hel)s to redce distress by enablin' the )erson to consider other )ossible

beliefs.

4t hel)s to )reserve relationshi)s by develo)in' em)athy.

2. Avoiding Thining Tra#s$1heck for J thinkin' errors&

a. Km)in' to conclsions

b. Tnnel vision

c. Ma'nifyin' and minimi-in'

d. Personali-in'

e. E3ternali-in'

f. Over'enerali-in'

'. Mind readin'

h. Emotional reasonin'

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Many of these are :lea)s of abstraction; ) the :ladder of inference; $that Peter "en'e talked

abot in :The 5ifth =isci)line; and the follo+in' 5ieldbooks& +hich often lead to erroneos

conclsions based on incorrect beliefs or assm)tions )on +hich the conclsions +ere

based. To be resilient does not mean yo cannot )ersonali-e or 'enerali-e, bt that the beliefs

be based on reality. This im)lies that yor assm)tions and beliefs $and 'eneral :rles; abot

ho+ the +orld +orks based on indctive reasonin'& need to be checked a'ainst other

)eo)le#s realities $or thro'h reflection and in/iry& to 'et a better sense of +hat is real. $5or

more e3am)les of e'ative Thinkin', see ))endi3 2.&

%. (etecting Iceberg Beliefs

ook for nderlyin' beliefs abot ho+ the +orld o'ht to o)erate and ho+ yo feel yo

o'ht to o)erate +ithin that +orld.

Many )eo)le have iceber' beliefs that fall into one of three 'eneral cate'ories or themes

a. achievement $or its com)anion, )erfection&,

b. acce)tance and

c. control.

sk, :8hat is this belief costin' meF Co+ is it hel)in' meF 4s it the best choice in this sitation

to ma3imi-e the benefitGcost ratioF;

ssimilation bias and confirmation bias make the nderlyin' beliefs hard to e3orcise.

"te)s to detect iceber' beliefs

a. 1heck +hether yor 1s are ot of )ro)ortion to yor Bs.

b. 1heck +hether the /ality of yor 1 is mismatched +ith the cate'ory of yor Bs.

c. 1heck +hether yo are str''lin' to make a seemin'ly sim)le decision.

Cel)fl /estions inclde

8hat does that mean to meF

8hat is the most )settin' )art of that to meF

8hat is the +orst )art of that to meF

8hat does that say to meF

8hat is so bad abot thatF

1han'e "kills

1. Challenging Beliefs ,the 2(3 or 2(is#utation3 in (r. 'elig$an4s $odel/

d. B1 an adversity

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e. Pie chart the cases

f. 4dentify yor e3)lanatory style $Me, l+ays, Everythin' $i.e.. )ersonal,

)ermanent, )ervasive&F

'. Bein' fle3ible > are there other )ossible alternative casesF

h. Bein' accrate > +hat evidence is there for and a'ainst believed casesF

i. e+ )ie chart

. 1reate soltion based on the most likely.

. Putting it in Pers#ectiveThe skill of :decatastro)hi-in'; or :)ttin' it in )ers)ective; enables yo to e3amine yorbeliefs abot the ftre and to 'enerate alternative beliefs in mch the same +ay that theB1 model sho+ed yo ho+ to reco'ni-e and challen'e yor beliefs abot the cases ofne'ative events and their emotional connections. Revich ! "hatt s''est first describin' the

best )ossible otcome of the ne'ative event, the +orst )ossible otcome, and the most likelyotcome. e3t they )ro)ose d'in' the likelihood that each +ill ha))en. This is follo+ed )+ith 'eneratin' )ossible soltions to deal +ith the most likely otcome. 4n order to do thiskind of thinkin', "eli'man and his collea'es formlated si3 /estions +e can ask orselves

a. 8hat is the +orst thin' that can ha))enFb. 8hat is one thin' 4 can do to hel) sto) the +orst thin' from ha))enin'Fc. 8hat is the best thin' that can ha))enFd. 8hat is one thin' 4 can do to make the best thin' ha))enFe. 8hat is the most likely thin' that +ill ha))enFf. 8hat can 4 do to handle the most likely thin' if it ha))ensF

By askin' orselves these /estions +e can increase the accracy of or beliefs abot theftre and hel) orselves to re'late or emotions, )articlarly an3iety and des)air. Aainin'a+areness of or )atterns of thinkin' and makin' an effort to challen'e or beliefs abot thecases and ftre threats of ne'ative events in or lives are )roven +ays to be'in to increaseor resilience.

The last ste) in this activity is to se )roblem(solvin' strate'ies to 'enerate a corse of actionfor dealin' +ith the most likely otcome of a difficlt sitation. "eli'man and his collea'ess''est the follo+in' techni/e

a. "lo+ do+n > sto) and think.b. Take the other )erson#s )oint of vie+.c. 1hoose a 'oal and make a list of )ossible )aths for reachin' it.d. 4dentify the )lses and minses of each )ath.e. Evalate the soltion > if it didn#t +ork try another.

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?. Cal$ing and Focusing

"to) Tho'hts +ith controlled breathin', or )ro'ressive mscle rela3ation

"et TimeG8rite > "carlett :4#ll think abot this tomorro+.;

Mental Aames > l)habet 'ame, cate'ories, son' lyrics, etc.

Lse )ositive ima'ery, e.'., /iet )lace or sccessflly meetin' the challen'e ahead

7. Real Ti$e Resiliency

lternatives more accrate +hat of seein' this is

Evidence That#s not tre becase.

4m)lications more likely otcome is and 4 can to deal +ith it. $Pttin' it into

Pers)ective&

F. Additional Resources

ResiliencyOnline Trainin' Pro'ramhtt)GG+++.reflectiveha))iness.comGbotLsGResilienceOnline.as)3F"orceICo+4t8orksN6


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Appendix 1. Cognitive Behavioral Theory

The behavioral )sycholo'ists dominated the field for decades. Their belief can be smmari-ed bythe follo+in' formla

Behavior I $f& Ceredity Environment

5rom this formla it is sho+n that behaviorists ackno+led'e the inflence of both heredity ande3)erience or environment on behavior, +ithot re'ard to ho+ the mind may affect the e/ation.

The co'nitive theorists* came alon' and develo)ed an alternative model +hich reco'ni-es theroles of heredity and environment in hman behavior, bt adds a third, critical conce)t, hmana'ency. Cman a'ency is a distinctly hman characteristic +hich enables s to 'overn or casebehavior thro'h or o+n tho'ht )rocesses.

Behavior I $f& Ceredity Environment Cman 'ency.

The fore'oin' brief e3)lanations, +hich incldes t+o formlas, demonstrate the main differencebet+een behavior and co'nitive theory. 8hile necessarily sim)listic, it does hi'hli'ht theessential difference bet+een these t+o theories in their a))roach to nderstandin' hmanbehavior.

The ca)acity to e3ercise control over one*s o+n tho'ht )rocesses, motivation and action is adistinctively hman characteristic, says =r. lbert Bandra, a leadin' co'nitive theory)sycholo'ist and researcher at "tanford Lniversity. Becase d'ment and actions are )artlyself(determined, )eo)le can affect chan'e in themselves and their sitations thro'h their o+nefforts.

Many of the theoretical develo)ments in the field of co'nitive )sycholo'y have come from theresearch of aron Beck and lbert Ellis. s the name im)lies, co'nitive )sycholo'y focses onthe +ay +e think and feel in the )resent. 1onse/ently, the cognitive and cognitive-behavioralpsychotherapiesseek to change unhealthy behavior by changing the way we think about events. Further, cognitive-behavioral therapy was developed after the recognition by Aaron Beck that changes in thoughts do not necessarily result inchanges in behavior. This therapy aims to change dysfunctional thoughts anddysfunctional behavior

The for basic assm)tions nderlyin' co'nitive(behavior thera)y

6. Patients res)ond to their inter)retation of events, not the reality.2. Tho'hts, behavior, and feelin's are interrelated and therefore inflence each other.

%. "ccessfl thera)y de)ends on chan'in' the +ay )atients think abot themselves and the+orld.

9. 4t is im)ortant to chan'e both behavior and thinkin'.

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5nderlying Theory of Cognitive Thera#y

1o'nitive )sycholo'y tends to boil do+n to one basic conce)t +hen an emotion$e.'., fear&

follo+s an event $e.'., enconterin' trblent air in an air)lane&, the event itself isn#t the fll

case of the emotional reaction. That is, a belief or tho'ht comes bet+een the event and the

emotion. 5or e3am)le, +hen yo first e3)erience trblencein an air)lane, yo mi'ht say to

yorself, :Oh, noQ o+ +e#re 'oin' to crashQ; nd so yo feel afraid.

Bt consider +hat +old ha))en if yor immediate tho'ht +as, :8o+Q This is fnQ; @o

+old feel a com)letely different emotion than fear, +oldn#t yoF 8ell, that#s the idea behind

co'nitive )sycholo'y. 1han'e the thinkin' and yo chan'e the emotional otcome.

ctally, the )remise of lbert Ellis# Rational Emotive Behavior Thera)y $REBT& is that

:tho'hts case emotions,; bt the nerochemistry of emotion can be very com)le3, and thin's

may not be as sim)le and direct as Ellis makes it sond.

5or e3am)le, if a car cts sddenly in front of yo on the hi'h+ay, yor initial reaction +ill be

some sort of )hysiolo'ical arosal in res)onse to a )erceived threat. This initial reaction ha))ens

almost instantaneosly and by)asses the rational )arts of the brain. 4n a mind nconsciosly

'eared to hostility and reven'e, that initial sr)rise and ncertainty +ill likely escalate to

a))rehension, fear, and an'er. Bt, if inflenced by a different nderlyin' tho'ht )rocess, mi'ht

not the sr)rise and ncertainty lead to kindness, acce)tance, and for'ivenessand )eace of

mindF Ths the tho'ht )rocess sha)es the conse/ences of the initial )hysiolo'ical reaction, bt

does not case the reaction itself.

Technically, then, tho'hts may be mediators of emotionsmore than material cases of

emotions. Bt for all )ractical )r)oses, chan'in' yor tho'hts can have a )rofond effect on

yor ltimate emotional reactions to life.

The central insi'ht of co'nitive thera)y as ori'inally formlated over three decades a'o is thattho'hts mediate bet+een stimli, sch as e3ternal events, and emotions. s in the fi're above, a

stimls elicits a tho'ht +hich mi'ht be an evalative d'ment of some kind +hich in trn

'ives rise to an emotion. 4n other +ords, it is not the stimls itself +hich someho+ elicits an

emotional res)onse directly, bt or evalation of or tho'ht abot that stimls. T+o ancillary

assm)tions nder)in the a))roach of the co'nitive thera)ist 6& the client is ca)able of becomin'

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Stimulus Emotion

Stimulus Thought Emotion
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a+are of his or her o+n tho'hts and of chan'in' them, and 2& sometimes the tho'hts elicited by

stimli distort or other+ise fail to reflect reality accrately.

common *everyday e3am)le; of alternative tho'hts or beliefs abot the same e3)erience and

their resltin' emotions mi'ht be the case of an individal bein' trned do+n for a ob. "he mi'ht

believe that she +as )assed over for the ob becase she +as fndamentally incom)etent. 4n that

case, she mi'ht +ell become de)ressed, and she mi'ht be less likely to a))ly for similar obs in the

ftre. 4f, on the other hand, she believed that she +as )assed over becase the field of candidates+as e3ce)tionally stron', she mi'ht feel disa))ointed bt not de)ressed, and the e3)erience )robably

+oldn*t dissade her from a))lyin' for other similar obs.

1o'nitive thera)y s''ests that )sycholo'ical distress is cased by distorted tho'hts abot stimli

'ivin' rise to distressed emotions. The theory is )articlarly +ell develo)ed $and em)irically

s))orted& in the case of de)ression, +here clients fre/ently e3)erience ndly ne'ative tho'hts

+hich arise atomatically even in res)onse to stimli +hich mi'ht other+ise be e3)erienced as

)ositive. 5or instance, a de)ressed client hearin' )lease sto) talkin' in class mi'ht think

everythin' 4 do is +ron'D there is no )oint in even tryin'. The same client mi'ht hear yo*ve

received to) marks on yor essay and think that +as a flkeD 4 +on*t ever 'et a mark like thata'ain, or he mi'ht hear yo*ve really im)roved over the last term and think 4 +as really abysmal

at the start of term. ny of these tho'hts cold lead to feelin's of ho)elessness or redced self

esteem, maintainin' or +orsenin' the individal*s de)ression.

Lsally co'nitive thera)etic +ork is informed by an a+areness of the role of the client*s behavior as

+ell $ths the term *co'nitive behavioral thera)y*, or 1BT&. The task of co'nitive thera)y or 1BT is

)artly to nderstand ho+ the three com)onents of emotions, behaviors and tho'hts interrelate, and

ho+ they may be inflenced by e3ternal stimli (( incldin' events +hich may have occrred early

in the client*s life.

1o'nitive thera)y aims to hel) the client to become a+are of tho'ht distortions +hich are casin'

)sycholo'ical distress, and of behavioral )atterns +hich are reinforcin' it, and to correct them. The

obective is not to correct every distortion in a client*s entire otlook S and after all, virtally

everyone distorts reality in many +ays st those +hich may be at the root of distress. The

thera)ist +ill make every effort to nderstand e3)eriences from the client*s )oint of vie+, and the

client and thera)ist +ill +ork collaboratively +ith an em)irical s)irit, like scientists, e3)lorin' the

client*s tho'hts, assm)tions and inferences. The thera)ist hel)s the client learn to test these by

checkin' them a'ainst reality and a'ainst other assm)tions.

=r. Bandra and other )rominent co'nitive theorists have condcted e3tensive research sho+in'that hmans can dramatically im)act their sense of +ell bein' and o)timism, career o)tions andconfidence levels.

"ome of the most noted controlled stdies s))ortin' the validity of co'nitive )sycholo'yinvolve the treatment of e)isodic or sitational $verss chemical& de)ression. ccordin' to aseries of stdies s)annin' nine years, =r. Martin "eli'man demonstrated that the avera'e

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de)ressed )atient treated +ith co'nitive thera)y methods )ro'ressed si'nificantly better than)atients receivin' other forms of )sychothera)y, behavior thera)y, or dr' treatment. $2&

=r. aron Beck and nmeros others leaders in )sychiatry and clinical )sycholo'y have treatedcertain behavior disorders $e.'. de)ression, )hobias, an3iety& by co'nitive thera)y +ithconsiderable sccess. 1o'nitive thera)y be'ins +ith the assm)tion that many behaviordisorders are lar'ely cased by ndly )essimistic, distorted tho'hts. The 'oal of treatment is to

chan'e tho'ht )atterns, thereby chan'in' the behavior and removin' the disorder. "eli'man,athor of Learned Optimismand What You Can Change and What You Can't, is a prominent University of ennsylvaniaresearcher in the field of cognitive psychology and has written e!tensively on the origin and treatment of depression.According to "eligman, cognitive therapy utili#es treatment tactics that first help individuals to recogni#e automatic, negativethoughts that pass through the mind during life$s most stressful moments. %ndividuals are then often taught how to challengenegative thoughts using data from their past e!perience that disputes these thoughts.

In Learned Otimism, "eligman describes counseling a woman who was depressed because she believed she was abad mother. Through cognitive therapy, she learned to challenge and change her internal belief that she was a bad motherby creating a more accurate internal dialogue that stressed the positive aspects of her parenting.

Be careful of your thoughts- for they "ill beco$e "ords.Be careful of your "ords- for they "ill beco$e actions.

Be careful of your actions- for they "ill beco$e habits.

Be careful of your habits- for they "ill beco$e character.

Be careful of your character- for it "ill beco$e your destiny.

6source unno"n

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Appendix 2:Patterns of &egative Thining

8hen or thinkin' )atterns case )roblems for s, this self(sabota'e is sally the reslt of ne'ative

thinkin'.

6. Bla$ing.Either yo make someone or somethin' else res)onsible for yor )roblemsin +hichcase yo )er)etate the idea that yo are a victimor yo )t all the res)onsibility on yorselfin +hich case yo can become de)ressedand nable to take any action to solve yor )roblems.

:4f Bob hadn#t been late 4 +oldn#t have 'otten a s)eedin' ticket. 4t#s all his falt.;:4#m sch a st)id )erson. 4 can#t do anythin' ri'ht.;

2. 'houlds- 7usts- and *ughts.@o im)ly that either yo or someone else has failed to live ) toan e3)ected standard.:4 sholdn#t be so bothered +hen the air)lane hits a little trblence.;

:My mother shold be more nderstandin' +hen 4 don#t +ant to fly across contry to see her.;

%. Polari8ed Thining.@o think of thin's as )olar o))osites, +ith no room in bet+een, so every

effort yo make is either sccess or total failre.

:4f 4 don#t 'et thro'h this fli'ht +ithot )anickin', that treatment )ro'ram +as st a +aste.;

:4f my back starts hrtin' 4#ll never 'et any better.;

9. Catastro#hi8ing.@o ima'ine the +orst )ossible otcome and then react as if it +ill come tre.:8hat if 4 try to 'et on the )lane bt can#tF 4#ll lose my ob and never be able to +ork a'ain.;:8hat if my back starts to hrtF 4t +ill be nbearable, and 4 +ill have to be in a'ony for hors.;

:My hsband says )sycholo'y is a lot of bnk, so 4 can#t )ractice rela3ation e3ercises.;

:There#s that back )ain a'ain. 4t#s ho)elessD 4#ll never 'et any better.;

. )$otional Reasoning.@o assme that +hat yo feel mst be tre.:4 feel scared. The )lane is 'oin' to crash, 4 st kno+ it.;

?. Ru$ination ,or Filtering/.@o focs only on the )roblem and nothin' else, filterin' ot any)ositive elements of yor e3)erience.

:4 can#t bear to look ot the +indo+ +hen there is any trblence.;:8hen my back is hrtin' like this 4 can#t be bothered +ith +hat the children +ant.;

7. )ntitle$ent.@o feel entitled to a life +ithot )roblems.:ook at them. They don#t have to +ork at bein' rela3ed. 4t#s not fair. 8hy do 4 have to +ork sohardF;

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Changing &egative Thining

The most difficlt as)ect of chan'in' ne'ative thinkin' is noticin' the thinkin' )attern in the first )lace.

Tho'hts that occr in res)onse to tri''erin' events sally ha))en so fast that +e aren#t even a+are of

them. That#s +hy it can seem as tho'h the event cases the emotion. Cere is a )rocess +hich +ill hel)

yo become more a+are of yor thinkin', also kno+n as :metaco'nition;

Take a fe+ days to listen to yor inner thinkin'.

8rite do+n as many internal statements as yo can.

1om)are them to the styles of ne'ative thinkin' otlined above.

Once yo have identified the sorts of thin's yo tend to tell yorself, yo can +ork on chan'in'or

dis)tin'the beliefs.

6. Bla$ing. 4f yo are blamin' others, remind yorself that yor actions are the reslt of yor o+nchoices.:@es, Bob +as late. Bt s)eedin' +as my o+n decision.;

5or self(blame, remind yorself that yo are doin' the best yo can and that )ro'ress takes time.:4 did the best 4 cold. 4#ll 'et better +ith )ractice.;

2. 'houlds- 7usts- and *ughts.earn to see thin's the +ay they are. Only then can yo find asoltion to the )roblem.:8ell, trblence does scare me. Bt after 4 have read abot it and nderstand +hat it#s all abot,it +on#t be so bad.;:4f my mother can#t nderstand my fear, that#s her )roblem. 4#ll overcome this )roblem +ithother s))ort.;

%. Polari8ed Thining. Be )atient +ith yorself and acce)t )ro'ress at its o+n )ace.:4 closed my eyes and felt comfortable for a half hor. That#s a bi' im)rovement over last time.;:4f my back starts to hrt, 4#ll )ractice my rela3ation e3ercises. 4#ll 'et thro'h it.;

9. Catastro#hi8ing.ckno+led'e yor fear, and then challen'e it.:O. 4 +ill be afraid as 4#m boardin'. Bt have 4 ever rn a+ay from other )roblems beforeFo.;

:O. Maybe my back +ill start to hrt. Bt 4 do have thin's 4 can do to rela3. ll thin's +ill)ass.;

. Resignation ,or Being Controlled/.Aive yorself credit for yor o+n 'ood sense. Reali-e thattho'h yo may be valable, no one is indis)ensable.:8ell, maybe my hsband doesn#t nderstand )sycholo'y, bt 4 have seen ho+ it has benefittedother )eo)le, and it st mi'ht hel) me.;

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:4 need to take the time to let my healin' ha))en at its o+n )ace. Other )eo)le at +ork can fill inif 4 can#t be in the lead.;

?. )$otional Reasoning. cce)t the feelin' for +hat it is. Aive it credit for +hat it is tellin' yo.nd then make an informed decision.:O. 4 feel scared. o one enoys bein' bm)ed arond like this. Bt 4#ve read abot trblence,and it#s not all that dan'eros. 8e +ill 'et thro'h it.;

:O. 4#m feelin' some )ain. "o slo+ do+n. Be carefl. Rela3.

7. Ru$ination ,or Filtering/.E3)and yor a+areness beyond the n)leasant sitation and o)enyorself to )ositive as)ects of the e3)erience.:ook. 4t#s a nice vie+. "ittin' here )araly-ed +on#t make the )lane any safer.;:4 have the skills to 'et thro'h this. ook at ho+ mch fn the kids are havin'. 8hat a oy tohave them in my life.;

J. )ntitle$ent.8ell, life is not fair. Bt more than that, reali-e that every difficlty can dra+

stren'th, cora'e, and creativity ot of yo. @or trials can be a blessin', if yo acce)t them +ithfaith.:@es, many other )eo)le don#t seem to have to +ork at bein' rela3ed. Bt +ho kno+s +hat other)roblems they have to str''le +ith. t least 4#m discoverin' an inner )eace 4 never had before.;

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A##endi9 : Which Adversities Push ;our Buttons?

Rate the follo+in' sitations and emotions on a scale of 6 > re'ardin' yor difficlty in dealin' +iththem. 5or any sitation or emotion rated a 9 or a , try to remember a s)ecific e3am)le of a time +henyo felt nha))y +ith yor attem)t to res)ond to the sitation.

Scoring

1 - Not at all difficult

2 - Somewhat dif ficult

3 - Moderately difficult

4 - Very difficult

5 - !tremely dif ficult

"o#flict$ at wor% with collea&ue$ 1 2 3 4 5

"o#flict$ at with with authority 1 2 3 4 5

"o#flict$ with family mem'er$ 1 2 3 4 5

"o#flict$ with frie#d$ 1 2 3 4 5

(ecei)i#& *o$iti)e feed'ac% 1 2 3 4 5

(ecei)i#& #e&ati)e feed'ac% 1 2 3 4 5

Succe$$ 1 2 3 4 5+ailure 1 2 3 4 5

S*e#di#& time alo#e 1 2 3 4 5

Not ha)i#& e#ou&h time for your$elf 1 2 3 4 5

,a%i#& o# #ew re$*o#$i'ilitie$ at wor% 1 2 3 4 5

Ma#a&i#& a hectic $chedule 1 2 3 4 5

u&&li#& ma#y ta$%$ at o#ce 1 2 3 4 5

.da*ti#& to cha#&e 1 2 3 4 5

.tte#di#& $ocial fu#ctio#$ 1 2 3 4 5

/ala#ci#& your *er$o#al a#d *rofe$$io#al life 1 2 3 4 5

(e$*o#di#& to #e&ati)e emotio#$ i# other$ 1 2 3 4 5

(e$*o#di#& to *o$iti)e emotio#$ i# other$ 1 2 3 4 5

0eali#& with your ow#

.#&er 1 2 3 4 5

Sad#e$$ 1 2 3 4 5

.#!iety 1 2 3 4 5

m'arra$$me#t 1 2 3 4 5

uilt 1 2 3 4 5

/oredom 1 2 3 4 5

+ru$tratio# 1 2 3 4 5

Shame 1 2 3 4 5

Sa)ori#& ha**i#e$$ or co#te#tme#t 1 2 3 4 5

Each sitation that yo scored as a 9 or a is an adversity for yo. re there any )atternsF =o yo havemore adversities in one domain of yor life )ersonal or )rofessionalF re there any themes that are)articlarly troblesome to yoF =o yo feel stck in any certain emotionsF

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A##endi9 1: Ineffectives

Attitudes


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)$otional Res#onses Behaviors

Resentment Resistin' Martyrin'

5ear Bein' confsed Bein' a victim

"adness ot )artici)atin' Bein' ncommitted

Melancholy ot commnicatin' 8ithdra+in'Ghidin'Pensiveness ot listenin' Bein' sick

n'er =aydreamin' Aettin' reven'e

5rstration =eceivin' Bein' sbmissive

=e)ression Bein' shy 5antasi-in'

oneliness Bein' stbborn Bein' snobbish

Kealosy 4nvalidatin' myself and others "eekin' reco'nition

Ailt Bein' tired "eekin' a))roval

Bein' bored "eekin' acce)tance

Bein' indecisive "eekin' control

Vittin' Mani)latin'

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Resiliency Factor Summary

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