No Stats Today But I'm Still OK! :)

I've been slack! Well not slack entirely as I've been on holiday for the past eight weeks but I haven't posted a post since my last post which was posted a while ago! Hence page views are down. Way on down!

So this is just a shortish item to revive this blog from its comatose torpor.

Mental health is the main topic of conversation of REBTOZ with a focus particularly on Rational Emotive Behaviour Education.

REBE attempts to inform educators about counselling therapy theory as it can apply to the teaching context. Why do we act as we do and feel as we do when things happen? It's useful to have a theory to attach our practise to and REBE helps children to understand how their strength of emotion is linked to their own constructed 'thinking rules,' their personal philosophies.

So children are philosophers whether they know it or not and in the main they don't know! How would they if no one has taught them that they are? And where do these habits of thinking come from? Can they be changed if needed? How?

One thing to attend to would be the language we use when feeding back to students behaviour. We can unintentionally reinforce ideas that are unrealistic which can become embedded beliefs if we are not careful. Terms like naughty, good, bad (boy/girl) are unhelpful messages.

It is useful for students at all year levels to be able to differentiate between the the ideas of 'good person' and 'good deed'. Point out that if someone does something useful the action is what we are focusing on. Talk about what this means and that this in no way is an assessment of the person; the who is not the what!

Tell kids they can do good but that does make them good. Tell them they can do bad but that doesn't make them bad. We are human beings not human doings! This essential learning will allow students to assess what they hear as either person specific or behaviour specific. They can decide that if the information they receive is rational (evidence based) or irrational; helpful or unhelpful? E.g you say I am naughty. That means I am a naughty person who always does naughty things. That is not true because I have and do make OK choices. I accept what I did was naughty but that does not make me naughty.

This kind of reflection can be revisited and reinforced on a daily basis in simple ways. Here are some examples:

• Doing and being are different; do you know the difference?
• 'Can't do' now is a temporary condition unless you decide to make it permanent.
• A persons opinion of you is just that; an opinion. It is someones idea about you. You don't have to accept it!
• Remind yourself you are worthwhile no what I or others think of you. We don't give you your worth so we can't take it away from you unless you let us!

These ideas need to be kicked around each day at every opportunity so it is part of the culture of teaching and learning. It is a scientific approach to decision making about what makes a 'self' worthwhile or otherwise. It invites the learner to consider the evidence at hand.

Hope this useful to you!

Psychological Immunization - Albert Ellis, Jonas Salk and Martin Seligman

‘You can’t teach young students the ABC Theory of Emotional Disturbance and it should only be used by a trained psychologist in the counselling setting.’ Albert Ellis railed against this kind of misinformation put forth to preserve the status of the psychologist as ‘expert.’ Ellis of course wanted his ABC Theory of Emotional Disturbance to be accessible to all, especially to teachers and students. Far better that young children learn why they feel and act as they do and to develop insights and skills preventatively and educatively in the school setting.

Jonas Salk who created the polio vaccine hypothesised that if we could ‘psychologically immunise’ students they would be less prone to mental health issues and would probably be physically better off too.

Dr Jonas Salk

Batfink, the cartoon character said to his enemies ‘your bullets cannot harm me, my wings are like shields of steel?’ He would wrap his wings around himself deflecting any harmful bullets from hitting him, thwarting those who would have him undone.  

Teaching students how to deflect psychological harm as part of daily curricula activities would be a useful thing. Rational Emotive Behaviour Education does just that by using some basic but essential counselling tools and ideas. To those who may think ‘I am not a psychologist and I have enough to teach’ consider the following and reap the benefits.

1.     Kids actions are determined largely by their constructed views (beliefs) about themselves, others and the world (as indeed our own are).

2.     These beliefs can be mostly helpful (rational) or unhelpful (irrational).

3.     Strength of emotion is also linked to these constructed views – ‘I want something and I must have it and I didn’t get it.’= anger. ‘I want something and I prefer to have it but I can wait.’ = disappointment.

4.     Thinking, feeling and behaving are connected – ‘Nothing is good or bad but thinking makes it so!’ Hamlet.

Strategies

1.     Teach how broccoli is only good or bad depending on what you think about it (replace broccoli with ‘maths’ ‘chores’ etc)

2.     Teach the Emotional Thermometer – words for varying strength of feeling.

3.     Teach the Catastrophe Scale – how to put the severity of problems into reasonable perspective (is a sore toe as bad as your favourite pet gerbil being eaten by a cat)

4.     Provide behaviour specific feedback to students not person specific (you did that well/badly not you are a lazy klutz!)

5.     You can do dumb but not be dumb, a very important distinction (you ARE NOT what you DO. You ARE NOT what others THINK of you). You can fail at something but never can you BE a failure (unless you believe you are – irrational)

Use the idea of Batfink deflecting harmful bullets and encourage students to consider information and evidence to draw their own conclusions about their self worth and rejecting (deflecting) errant incoming data. Can a person be bad? No. A person can act badly which does not cancel out the positive qualities that remain.  Failure also doesn’t define a person nor does rejection i.e. we are worthwhile because we are here! (Albert Ellis – Unconditional Self-Acceptance).

Batfink

Teachers at Para Hills P-7 work hard to impart the Batfink philosophy to all students. Mindfulness!

Martin Seligman - Positive Psychology

The Call to Teach REBT/CBT in Schools - not a new idea!

Para Hills School P-7 in Adelaide South Australia is an anti depression school. It engages an arsenal of principles and practices designed to psychologically immunise students against the ravages of depression, anxiety and anger. As the great BatFink said 'Your bullets cannot harm me for my wings are like a shield of steel which deflect the harm that others may wish to inflict on me.' 

Educators help children develop psychological 'wings of steel' to ward off the potential harm of failure and rejection. This article CBT in schools advocates for CBT (cognitive behaviour therapy) to be taught in schools. Para Hills P-7 has been doing this for several years through Rational Emotive Behaviour Education which is based on REBT (Rational Emotive Behaviour Therapy).

Para Hills School P-7, South Australia

REBT is the creation of Dr Albert Ellis who supported this work in schools in South Australia up to his death in 2007 and continues to support us through The REBT Network

Dr Bill Knaus renowned REBT expert and advocate for Rational Emotive Behaviour Education provides his highly acclaimed school resource here Free REE Resource download for educators and counsellors in schools.

The call for REBT/CBT in schools is not a new one but perhaps now the time is right to capture the imagination of educational leaders everywhere!

Nice and Too Nice - what's the difference?

What is nice? One person’s nice is not necessarily another person’s nice. How do we know we are nice is another consideration. People might comment on how obliging so and so is, that they are always available and seem so selfless and caring. This feedback either directly or via others might be comforting or assuring; it may also be affirming. Is this healthy? 

Niceness can be healthy if there is no sense of unreasonable obligation to general others attached to it. That is, one has a healthy dedication to one’s own needs and wants. She knows what these are and tends to them without fear or favour. She is not addicted to the needs, demands and appraisals of others. She intuitively understands that her worth is not dependent on others (unless allowed!). As Eleanor Roosevelt said:

If we worry about how others view us and we learn to need the affirmation of others we put ourselves at risk. What happens when we don’t get the acknowledgement we seek? What happens when our niceness isn’t rewarded? What happens when we don’t get what we have learnt we must have, the affirmation of our niceness; of us? Michelle Martin would say that we would be living in the realm of the overly nice; where we are too nice. 

Self-esteem is a concept that is used in many contexts when discussing mental health and well being. It is used to describe how a person views oneself. She makes estimations of her worth and usefulness; she makes assessments of her deeds and accomplishments and may ascribe a grade to her total efforts.

Some like Dr Albert Ellis who created Rational Emotive Behaviour Therapy regards self-esteem to be detrimental to our mental health because it is conditional. How one esteems oneself is variable and can wax and wane depending on circumstances. This is self-defeating according to Ellis who asserts:

Ellis’ REBT talks about unconditional self-acceptance, the belief that our worth is not negotiable and can’t be attached to others assessment of us or how well or badly we may perform at tasks. This idea is taught to students in many schools and of course in the counselling context to help people develop a kind of ‘psychological muscle' or immunity to help deal with failure and rejection. Jonas Salk (creator of the polio vaccine) to Martin Seligman said:

"If I were a young scientist today, I would still do immunisation. But instead of immunising kids physically, I'd do it your way. I'd immunise them psychologically."

So are you a 'self esteemer' or a 'self-accepter' and how do these relate to niceness? Is there a healthy nice and an unhealthy nice?

Self esteemers may get caught up with pleasing others and ascribing self-worth to personal achievement. One may seek the approval of others and in doing so will ignore personal wants, needs and aspirations. This may in turn cause anger, anxiety, resentment and depression so strong is the need to please.

Self-accepters will not feel so obliged to others. They will consider their own needs and desires which reflect a healthy and unconditional sense of self-worth. They will not need (though they may desire/prefer) the approval of others nor will they always have to succeed at tasks (though they may want to) because they understand that their worth is inviolable and will remain intact even when things don’t go so well.

Are you a nice 'self accepter' or a too nice 'self esteemer?'

REBT and Growth Mindset

Nothing is new under the sun! Epictetus said it. Marcus Aurelius said it. And Buddha said it! Even Shakespeare proffered similar sentiments when in Hamlet, Hamlet said 'nothing is good or bad but thinking makes it so!' This kind of thinking common to all of the above is incorporated in Albert Ellis' REBT - Rational Emotive Behaviour Therapy. Ellis took the wisdom of these great thinkers and developed the ABC Theory of Emotional Disturbance. Here Ellis provides a model which teachers and counsellors and carers can use to help others understand why they act and feel as they do.

The second workshop (of a series of 10 scheduled for 2017) examined the links between growth mindset theory and REBT. A large contingent  of counsellors, educators and preservice teachers met at the newly opened Centre4Rational Emotive Behaviour Education.

We considered how each complemented the other and decided that Rational Emotive Behaviour Education is 'on the mental health education/promotion money' when addressing whole school positive cultural change.

REBE is a student, teacher and parent friendly approach to behaviour education and mental health development and is well received by the teaching and counselling communities.

In workshop 3 we explore Franklin the Turtles situation when his best friend moves away. Does he 'get' sad and angry or does he 'make' himself sadder and angrier than he need be? Is he sad or depressed? These and other issues will be examined through the ABC Theory of Emotional Disturbance. Looking forward to it!

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.

It's My Privilege To Be a Teacher

It's been been a while since the last post and life continues to unfold often as planned and anticipated and at other times in a tangential manner. We seem to have a trajectory in mind, a vision how things might pan out, a virtual template to guide us on our way. Things don't (why should they?) always go as imagined but ain't that the spice of life? The odd happenstance from left field (where did that come from?) will issue forth a challenge to meet and negotiate, an invitation perhaps to reach beyond yourself. Or indeed it may be an unanticipated delight that stops you in your tracks and lays a subtle smile across your hitherto sullen (feels that way) countenance.  The odd curve ball that's hard to lay a bat on and strikes you out before making a play! The tee off goes awry and your 4th golf ball goes off into the rough never to be seen again and it's only hole 2 of 18! Shut up already with your sporting analogies I can hear some say. OK I hear you!

So you've decided to feel miserable and resent that today is a day where you don't want to go to work but you have to! You know the joke where the mother is trying to get her child to get out of bed? You know where she says you have to go to school because 'You're the teacher!' That kind of day.

Then you arrive at school and automatically you start to do the intuitive things that have made up your routine forever it seems. And you are soon in the groove and you control what you can and your only expectation is to expect anything. Ain't that the way of schools? Of teaching? Of learning? Of life? Of course it is and why should it be otherwise I ask? To do so might suggest a view that perhaps all should or indeed can go the way I want it to go i.e. My Way! Now that rings a bell ...

But it is folly to assume that all will be fine. I recall my dad telling me of the ass you and me become when we make assumptions about how things should be.

Then you begin to take in the sights and sounds and feel of the place as you stroll along the corridors and poke your head into the classrooms and engage with colleagues and students and slowly you are reminded why it is you get out of bed in the morning.

You see:

• Students skipping to greet their school mates in the yard as they discard their school bag somewhere approximate to where they line up
• The teachers in a shared unit with other helpers and volunteers preparing breakfast for all children, especially for those that have had none
• The parent/carer who has to rise in the wee hours to get her child who has special needs ready for school and who offers a big smile as she drops her off at school and hurries on to work
• The students who spontaneously hug their teachers in a genuine gesture of affection and respect
• The smiles exchanged between students and their peers and between teachers and their students
• The teachers who meet to talk about the day, to share ideas - readying themselves for teaching and learning
• The teachers who treat the child who seems not to be able to shake off those persistent nits in her hair or who showers and dresses the child who has slept in the same clothes for several nights
• The teachers who put a food hamper together every week for struggling families and who will deliver it after hours if need be
• The teacher who has spent 3 hours after school has ended on the phone to authorities to get support for a child who is at risk going home
• The student through silent tears who trusts you enough to tell you of the heartbreak and pain of missing his dad who suicided only two years ago and how he has resolved to be the best he can be
• The child who starts crying because she is reminded she won't see her dad for a while because he is in jail and how her mum will go into the bathroom and sobs on the bathroom floor (and she cries again) whilst big sister makes tea
• The teacher who says 'I'm getting through to this child at last. She's beginning to smile again!'
• The child who as a five year old would bang his head on the floor to articulate the pain of abuse and who two years later smiles more often than not
• The child who begins to understand that he isn't bad for doing bad but is always worthwhile

As the day unfolds we engage with students in many ways in different situations and as it ends we are reminded why it is we get out of bed in the morning. Because what teachers do matters to our young charges. We are challenged to respond to their needs at every level and in doing so they teach us more than we can ever teach them. It is a privilege to be a teacher and to be accepted into their young lives.

This is a note I received today from a student and teachers get many such gifts in the course of their teaching careers. These words in a note of appreciation from this young person is one major reason why I get out of bed in the morning and it prompted me to write this.