Showing posts with label success. Show all posts
Showing posts with label success. Show all posts

Sunday, 26 February 2017

When You Have the World at Your Feet - REBT and feeling OK

Delilah Types shares some thoughts about depression. It was prompted by recent media reports about swim Olympian Grant Hackett and his ongoing struggle with his mental health. 'Delilah' has had her own challenges which she has shared with us in her blog.

Some reports seem to express surprise that someone so talented and gifted and who presumably has substantial material wealth could possibly fall victim to depression. Others will say that depression will strike anyone any time no matter what their personal circumstances, material or otherwise. When the world is (seemingly) at their feet!

Dr. Albert Ellis (creator of Rational Emotive Behaviour Therapy) said that as constructivists we actively create our own habits of thinking. He maintains that our personal beliefs (knowledge) about ourselves, others and life (our personal philosophies) in general will affect how we respond emotionally and behaviourally to challenging events.


If we accept this theory then we can argue that any 2 people who have e.g. performed badly at a job interview, will experience the situation differently.

Event:

Poor interview performance

Thinking reaction:

Person 1: That was a shit interview. I'm a hopeless twat. What's the point!
Person 2: That didn't go so well. I may have to lift my game. Back to the drawing board.

Feelings/behaviour reaction:

Person 1: Depressed, angry and ashamed - excessive drinking, self harming
Person 2: Disappointed, annoyed - life as usual, review past performance and refine, fine tune

The same event is experienced differently by these two people. Why? Because they have constructed different 'belief rules,'  i.e. personal philosophies that are linked to how they feel and how they behave in response to life's happenings.

I don't know Grant Hackett but I can suggest an explanation as to why he may be feeling depressed and angry according to REBT.

He has been conditioned from an early age to hone and develop his athletic capacities to an elite level. He has learnt that his worth is linked to his and others high expectations of him. He has learnt to expect nothing less than his best times and performances and he believes that people rely on his prowess and achievements to feel good about themselves. He doesn't want to let them down. Their view of him becomes his main motivation for his drive to be consistently excellent. He doesn't just desire others approval he needs it. He will as a fallible human being fall short of his own high expectations and it is how he responds to these disappointments which is key to his well being.


Unconditional self acceptance is the antidote to self downing and feelings associated with low self worth. The hallmark of the perfectionist is to put all her self worth eggs in the same self worth basket which puts her on track to be the proverbial basket case! (I must do well. People should always think well of me). 

Developing and cultivating unconditional self acceptance is the goal. It can be a long road to wellness but it can be achieved by working hard at it.


In a sense we are the architects of our own depression; no one or nothing makes us feel as low as we get. It is how we estimate our worth as human beings that determines how we respond to failure. Can we be good? Can we be bad? Are not being and doing different? What's the difference between I am bad and I've done badly? If I am not what I do how can I be a failure for not doing well at that interview? Or If I am what I do then failing at an interview will mean I am a failure (I am what I have done ie a failure)!


These are the philosophical questions that we can choose to engage with because only in doing this will we be able the challenge and change those unrealistic and irrational ideas about ourselves and consequently we will feel better and act more self helpfully.



Monday, 26 September 2016

REBT, Growth Mindset and Rational Emotive Behaviour Education

REBT holds that our response to happenings/events, are linked to the habits of thinking or thinking rules that we have constructed over time. We can as a result of our social learning conclude certain things about our nature and capabilities. These can indeed be fixed and Albert Ellis talked about the debilitating effects of rigid, inflexible and immutable thinking habits that cause severe emotional suffering like anxiety, depression anger and shame. When gripped by such extreme emotional disturbance/turmoil the individual is in a sense unable (incapable) of acting in what we may consider constructive and progress/goal orientated ways. Fixed mindset predicts fixed outcomes. As these fixed thinking rules remain and continue to be practiced their truth is unchallenged; they are absolute. Can they be changed? Yes they can but with a lot of work!

According to Dweck: 'In a fixed mindset students believe their basic abilities, their intelligence, their talents, are just fixed traits. They have a certain amount and that’s that ... In a growth mindset students understand that their talents and abilities can be developed ...They don’t necessarily think everyone’s the same ... they believe everyone can get smarter if they work at it.' (Morehead 2012).

Ellis' ABC Theory explains how irrational beliefs (B) can be challenged at (D) - Disputation of Irrational Beliefs (DiBs). The first task of the educator/mentor/counselor is to alert the student/client to the relationship of B to C where B = beliefs, C = emotional behavioural consequences of A = the activating event). Refer here Thinking Feeling Doing (The ABC Theory of Emotional Disturbance) for more on this.

Growth Mindset Continuum ©Giulio Bortolozzo
The above diagram is my take on Growth Mindset as it is promoted and developed by Albert Ellis' ABC Theory of Emotional Disturbance. This model is delivered to teachers students and parents via the successful Rational Emotive Behaviour Education program adopted by several schools in South Australia. The aim is to alert students to the notion:
  • that THINKING FEELING and BEHAVING are linked (Intellectual Insight)
  • that Fixed Mindset Thinking (Irrational) is self defeating
  • of actively and persistently challenging Fixed Mindset Thinking to change it to Growth Mindset Thinking (Emotional Insight)
Learning and success is linked to how we view (believe about) ourselves, others and life in general. The irrational beliefs of  'I am dumb/incapable' can be said to be fixed i.e. this is 'me', my 'nature' my 'lot in life'. The belief that 'I need the approval of others' to be happy and successful can also be regarded as a fixed idea about self in relation to others. And the belief that when things get tough one automatically defaults to the idea that it is not worth trying because of the 'fixed' construct that 'I am incapable/can't' (learned helplessness) anyway!

Ellis would say, I believe, that a fixed mindset is one which is comprised of irrational (stops us from pursuing our goals) thinking rules. The headset as outlined above will render the individual anxious (I don't want to risk failure) and/or depressed (people will think I'm dumb) and ashamed (I shouldn't be so dumb. I'm a loser!) What chance then for this person to progress and grow?

'Fixed mindset people dread failure, feeling that it reflects badly upon themselves as individuals, while growth mindset people instead embrace failure as an opportunity to learn and improve their abilities.' http://www.edutopia.org 

Help students become aware of their destructive fixed mindset (irrational) thinking rules. Challenge the veracity of such dogmatically held beliefs with a view to deconstructing them and replacing them with more rational (self/other helpful) thinking rules i.e. a growth mindset that will help thrive even through the adversity of failure, rejection and change. This is being successfully done in South Australian schools through the Rational Emotive Behaviour Education program!

Growth Mindset, Happier Kids!

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