1. Resilience Training for Basic Officer Leaders Course - B
Lesson 1

2. Comprehensive Soldier Fitness Trains the Force by ….
Resilience Training
Comprehensive Soldier Fitness Trains the Force by ….
Teaching resilience fundamentals
Providing leader education & deployment cycle training
Teaching personal & professional skills that maximize individual performance

3. Four Pillars of the CSF Program
Global Assessment Tool (GAT)
Online survey-based self assessment tool
Takes approximately 13 minutes to complete
Individual scores are confidential, not reported to command or leadership
Mandatory for Soldiers, voluntary for Family members and DA civilians
Comprehensive Resilience (Self Development) Modules
Online training linked to performance on the GAT
Training tailored to performance levels
Institutional Military Resilience Training
Taught in TRADOC schools; progressive and sequential
Develops both personal and leader resilience skills
Master Resilience Trainers
Teach resilience skills to unit personnel and their Families
Taught at civilian institution short-term; TRADOC (Ft. Jackson) long-term
MRTs at the Unit (Battalion and Brigade) and Installation level
Modeled after the Army's approach to physical fitness, it is a four pillar approach:
1- Assessment, using the "Global Assessment Tool" (GAT) and reassessment. Begins at accession, follows Soldier throughout entire career.
2- Individualized training- based on performance on the GAT. The online modules teach skills that increase individual resilience.
3- “School house” Resilience training- beginning at initial entry (both officer and enlisted) . Provides progressive training on techniques to improve resilience in self and subordinates.
4- "Master Resilience Trainers" (MRTs) will be trained on mental and physical skills important in building and maintaining resilience.

4. Throughout Your Career
Institutional Resilience Training: Officers
AWC/WOSSC
PCC
ILE/WOSC
CCC/WOAC
BOLC B/WOBC
BOLC A
ROTC and WOCC:
Introduces fundamental resilience skills goal setting & combat stress
BOLC B and WOBC:
Reinforces fundamental resilience skills
Mid-Grade Leaders:
Trains leader skills for mitigating the impact of operations on unit resilience
Senior Leaders:
Provides CSF overview, strategies for building resilient organizations
Pre-Command:
Reviews Comprehensive Soldier Fitness and using MRTs
Strategic Leaders:
Reviews Comprehensive Soldier Fitness and resilience training programs
Key Points:
Soldiers will learn resilience concepts and skills throughout their career.
Instruction is sequential and progressive from pre-commissioning in ROTC to senior leaders at the Army War College.
Enlisted Soldiers have a similar progressive sequence of resilience training – from Basic Combat Training to the Sergeant Major Course.
Progressive
Evidence Based
Throughout Your Career

5. Resilience
U.S. Army Sgt. Whitney Houston sits in a Stryker armored vehicle decorated with a hint of patriotism, en route to a controlled fire mission, Tarmiyah, Iraq, Aug. 26, Houston is assigned to the 25th Infantry Division's Public Affairs Office. U.S. Army photo by Spc. Daniel Herrera.

6. What Will You Get Out Of This Training?
This training will provide you skills that can enhance your personal resilience and also increase your effectiveness as a Leader
You can teach these skills to your Soldiers and build their resilience
Trainer Instructions:
Review the statements.
Ask for questions/comments.
Key Points:
You can enhance your resilience and effectiveness as a Soldier and a leader. This training does not imply that any of the students are not resilient -- or that they are deficient in any way. This is about enhancing our effectiveness.

7. What is Resilience?
In your small groups, right down three words that capture what resilience means.
Resilience Training Activity Instructions:
Students write three words that describe resilience.
Students discuss words as a group and list them.
Trainer Instructions:
Tell students to write down three words that explain or define resilience.
After three minutes, review the words and discuss.
Record the words on a large flip chart.
If any words conflict with the focus on resilience skills/competencies (e.g., complete autonomy, never expressing emotion, etc.), write them in a different color or circle them. Mention that you will discuss these later as you further explore the meaning of resilience.
Add words to the list that are central in resilience but not mentioned (e.g., strong relationships) and mention that you will discuss these later as you explore the meaning of resilience.
Refer back to the words listed during subsequent lessons.
See Understanding Resilience in the Student Guide

8. What is Resilience?
Resilience is the ability to grow and thrive in the face of challenges and bounce back from adversity.
It is built through a set of core competencies that enable mental toughness, optimal performance, strong leadership, and goal achievement.
Trainer Instructions:
Note that the first bullet on this slide is consistent with literature from CSF.
Explain that resilience doesn’t result from a lucky scramble of genes. It is not just the lucky few who can be resilient; these are skills that anyone can learn.
Point out that even the most resilient Soldiers have non-resilient moments and that everyone can increase their resilience.
Key Points:
Everyone can enhance his or her resilience.
Copyright  2010 by The Trustees of the University of Pennsylvania. All rights reserved.

9. Resilient people bounce, not break.
You Not You
Trainer Instructions:
The tennis balls can serve as a visual cue for resilience throughout the course.
Refer to the visual of the tennis ball throughout the course when you talk about resilience. 9
Copyright © 2009 by The Trustees of the University of Pennsylvania. All rights reserved.
Copyright  2009 by The Trustees of the University of Pennsylvania. All rights reserved.

10. Example of Resilience Eli Manning Super Bowl pass.
Set the stage for the students before playing the video. This is from 2008 Super Bowl. The Giants are down by 4 with 1:15 left in the game. It’s 3rd and 5. (link is
After the video, ask:
How does this tie in with resilience?
How many players are on the field?
How many players did it take to make this play successful?

11. Issues Raised by Example
What is the role of emotion regulation in resilience?
What are the roles of self-reliance and strong relationships (teamwork) in resilience?
How can this relate to your role as a Leader?
Trainer Instructions:
Ask students if there are times when expressing emotions facilitates resilience. Discuss examples.
Ask students to generate examples of when it’s important to rely on themselves and when it’s important to rely on their relationships with others.
Key Points:
The goal is not to suppress or deny emotions, but to be aware of how they are affecting you and to express them when appropriate and in appropriate ways.
Expression and regulation of emotion depends on context: What works in battle may not work at home.
Self-reliance and strong relationships are important but it’s not either/or. Both matter.
Copyright  2010 by The Trustees of the University of Pennsylvania. All rights reserved.

12. Resilience Myths and Facts
Resilience Fact
Never show emotion
Regulate emotion
About the individual
About individuals and relationships
Must handle everything on your own
Asking for help is a resilient strategy
Always act fast
Know when to slow down
Accomplish superhuman feats
Bounce back
Always fully composed
Not always pretty
Have it or you don’t
Everyone can develop it
It’s a destination
It’s a process
Trainer Instructions:
Review the resilience myths and the facts:
Resilience is not about suppressing emotions; it’s about regulating/expressing them appropriately.
Resilience is not about the individual in isolation; it’s about relying on yourself and relying on others.
Resilience is not about handling everything on your own; asking for help is a resilient strategy.
Resilience is not about acting quickly in every situation; sometimes slowing down is necessary.
Resilience isn’t just about big accomplishments; it’s also about bouncing back from challenges.
Resilience is not about always being composed or graceful; sometimes it’s muddling through.
Resilience is not pre-determined at birth; it can be developed.
Resilience is not a final destination that once you have reached you are done; it’s a continuous process that you can work on.
Ask them to think of people they can turn to for help (e.g., peers, family, leaders, mental health professionals).
Emphasize that seeking help from mental health professionals is a resilient strategy. Changing the culture around seeking help is one goal of this instruction.
Great question – what if someone falters – does that mean they are not resilient??
Key Points:
We should debunk myths about resilience.
Resilience is obtainable by all.
Stress asking for help is a strategy – most important bullet on slide.
Copyright  2010 by The Trustees of the University of Pennsylvania. All rights reserved.

13. Resilience Competencies
Self-awareness
Self-regulation
Optimism
Mental Agility
Strengths of Character
Connection
Trainer Instructions:
Review the key points of the competency.
Refer back to these resilience competencies throughout the program.
Relate these competencies to the words students mentioned when they were first asked to list words that capture resilience (slide 7).
Copyright  2010 by The Trustees of the University of Pennsylvania. All rights reserved.

14. Self-Awareness Identify thoughts, emotions, and behaviors
Identify patterns in thinking and behavior, particularly counterproductive patterns
Be open and curious
Trainer Instructions:
Review the key points of the competency.
Relate this competency to the words students mentioned when they were first asked to list words that capture resilience in their Student Guides.
What are two ways in which self-awareness helps you as an individual and as an Army Leader?
Key Points:
Self-awareness is essential for resilience.
You can be a more effective Soldier by being aware of your thoughts, feelings, and reactions because some thoughts, feelings, and reactions hinder effectiveness and others enhance effectiveness.
Knowing what steers you off course will help you avoid potential mistakes.
Handout Instructions:
Refer students to Resilience Training Competencies in the Student Guide. Have them answer the question: What are two ways in which Self-awareness helps you as an individual and as an Army Leader? Students may write down their answers in the space provided.
Review answers to the question.
Make sure students understand how Self-awareness helps them as Leaders, friends, and family members: You can be a more effective Leader by being aware of your thoughts, feelings, and reactions because some thoughts, feelings, and reactions hinder effectiveness and others enhance effectiveness. For example, it is critical to be aware that certain situations trigger strong emotions that are hard for you to control, or that certain behaviors—like being aggressive—are productive in some situations but counterproductive in others.
Copyright  2010 by The Trustees of the University of Pennsylvania. All rights reserved.

15. Self-Regulation
Regulate impulses, emotions, and behaviors to achieve goals
Express emotions appropriately
Trainer Instructions:
Review the key points of the competency.
Relate this competency to the words students mentioned when they were first asked to list words that capture resilience in their Student Guides.
Emphasize that Self-regulation is the ability to put on the brakes.
Point out that it is important to regulate habits of thinking that can lead to helplessness.
What are two ways in which Self-regulation helps you as an individual and as an Army Leader?
Key Points:
Self-regulation is essential for resilience.
You can be a more effective Soldier by regulating your impulses, emotions, and behaviors because being in control is critical both in the Army and in your personal life. It helps you be effective as a leader and as a follower.
Handout Instructions:
Refer students to the handout.
Review answers to the question: What are two ways in which Self-regulation helps you as an individual and as an Army Leader? Students may write down their answers in the space provided.
Make sure students understand how Self-regulation helps them as Leaders, friends, and family members: You can be a more effective Soldier by regulating your impulses, emotions, and behaviors because being in control is critical both in the Army and in your personal life. For example, it is critical to be able to control your emotions and reactions so that you are functioning in the most adaptive way possible for a given situation.
Copyright  2010 by The Trustees of the University of Pennsylvania. All rights reserved.

16. Optimism Remain realistic Hunt for what is good
Identify what is controllable
Maintain hope
Have confidence in self and team
Trainer Instructions:
Video is Lending Tree commercial of unbridled optimism. The goal is realistic optimism.
Review the key points of the competency.
Relate this competency to the words students mentioned when they were first asked to list words that capture resilience in their Student Guides.
Emphasize that Optimism is the engine of resilience.
Point out that Soldiers need to hunt what for is good because the bad will find them.
Point out that an optimistic attitude keeps us in “fighting” mode
Key Points:
Optimism is essential for resilience.
You can be a more effective Leader by maintaining hope and identifying the areas where you have control because Optimism and hope keep us motivated and willing to work hard under tough circumstances.
Optimism is contagious – it gives you an opportunity to succeed.
A pessimistic thinking style puts you at risk for depression.
Handout Instructions:
Refer students to the handout.
Review answers to the question. What are two ways in which Optimism helps you as an individual and as an Army Leader? Students may write down their answers in the space provided.
Make sure students understand how Optimism helps them as Leaders, friends, and family members: You can be a more effective Leader by maintaining hope and identifying the areas where you have control because Optimism and hope keep us motivated and willing to work hard under tough circumstances. For example, Optimism is critical in maintaining energy and motivation during chronic adversity and challenges. An optimistic thinking style facilitates resilience and enables an individual to look for where he or she has control.
Copyright  2010 by The Trustees of the University of Pennsylvania. All rights reserved.

17. Mental Agility Think flexibly and accurately Take other perspectives
Identify and understand problems
Be willing to try new strategies
Trainer Instructions:
Review the key points of the competency.
Relate this competency to the words students mentioned when they were first asked to list words that capture resilience in their Student Guides.
Emphasize that Mental Agility is the ability to look at situations from multiple angles.
Key Points:
Mental Agility is essential for resilience.
You can be a more effective Leader by thinking flexibly and accurately and being willing to try new strategies because in a complex world where situations are in constant flux, being flexible and accurate in your perceptions enhances the likelihood of success.
Handout Instructions:
Refer students to the handout.
Review answers to the question. What are two ways in which Mental Agility helps you as an individual and as an Army Leader? Students may write down their answers in the space provided.
Make sure students understand how Mental Agility helps them as Leaders, friends, and family members: You can be a more effective Leader by thinking flexibly and accurately and being willing to try new strategies because in a complex world where situations are in constant flux, being flexible and accurate in your perceptions enhances the likelihood of success. For example, if you are inaccurate about your perceptions of a fellow Soldier or family member, you might unfairly communicate a lack of confidence in that individual, and if you are not accurate about the causes of a problem, you will be less likely to solve the problem.
Copyright  2010 by The Trustees of the University of Pennsylvania. All rights reserved.

18. Strengths of Character
Knowledge of top strengths and how to use them to overcome challenges and meet goals
Faith in one’s strengths, talents, and abilities
Trainer Instructions:
Review the key points of the competency.
Relate this competency to the words students mentioned when they were first asked to list words that capture resilience in their Student Guides.
Emphasize that everyone has strengths and that you can use your strengths to overcome challenges.
Ask students to describe what it means to be “Army Strong.” Make sure to discuss that this means more than physical strength; it’s also strength of character.
Key Points:
Strengths of Character are essential for resilience.
You can be a more effective Leader by identifying your strengths and pulling from them to overcome challenges because knowing your strengths and the strengths of others adds value to knowledge of skills and talents.
Leverage the individual strengths of your Soldiers to build a stronger team and enhance the effectiveness of your unit.
Handout Instructions:
Refer students to the handout.
Review answers to the question: What are two ways in which Strengths of Character help you as an individual and as an Army Leader? Students may write down their answers in the space provided.
Make sure students understand how Strengths of Character help them as Soldiers, friends, and family members: You can be a more effective Soldier by identifying your strengths and pulling from them to overcome challenges because knowing your strengths and the strengths of others adds value to knowledge of skills and talents. For example, if you are confronted with a task or challenge that requires creativity, knowledge of who among your Soldiers is high on that strength will enable you to assign the task to that individual, enhancing the likelihood of success. Likewise, if you know your own top Character Strengths, you can actively engage them when you are confronted with a challenge.
Copyright  2010 by The Trustees of the University of Pennsylvania. All rights reserved.

19. Connection Strong relationships Positive and effective communication
Empathy
Willingness to ask for help
Supporting others
Trainer Instructions:
Review the key points of the competency.
Relate this competency to the words students mentioned when they were first asked to list words that capture resilience in their Student Guides.
Emphasize that building strong relationships and being willing to ask for help are critical for resilience.
Define empathy as being aware of, and understanding, another person’s feelings.
Acknowledge that asking for help can be difficult in the Army.
Key Points:
Connection is essential for resilience.
You can be a more effective Leader by building strong relationships and being willing to give and receive help because accomplishing a mission requires teamwork and deep trust of your Soldiers.
Connection builds loyalty and enhances cohesiveness of the unit.
Handout Instructions:
Refer students to the handout.
Review answers to the question: What are two ways in which Connection help you as an individual and as an Army Leader? Students may write down their answers in the space provided.
Make sure students understand how Connection helps them as Leaders, friends, and family members: You can be a more effective Leader by building strong relationships and being willing to give and receive help because accomplishing a mission requires teamwork and deep trust of your fellow Soldiers. For example, having empathy for what another Soldier or a family member is going through communicates that you care about that person and want to help them. Asking another person for help communicates that you trust the person and believe that you will benefit from their guidance and support.
Copyright  2010 by The Trustees of the University of Pennsylvania. All rights reserved.

20. Resiliency skills make you stronger, not softer.
They increase your ability to cope with stress.
They increase your ability to overcome setbacks.
They increase your ability to solve problems.
They increase your ability to remain task focused.
They increase your ability to perform under pressure.
They increase your confidence.
They decrease helplessness, depression, and anxiety.
Trainer Instructions:
Use the slide to describe the ways in which the resilience skills will make Soldiers stronger and better able to accomplish a mission.
Emphasize that this is based on research.
A meta-analysis of the Penn Resilience Project (predecessor to MRT) showed participants reported fewer depressive symptoms at postintervention and both follow-up assessments compared with youths receiving no intervention (Brunwasser, Gillham, & Kim. (2009) Journal of Consulting and Clinical Psychology.
Example of the effect of optimism on sports performance: Two university varsity swimming teams took the Attributional Style Questionnaire (ASQ) at the start of the season. Swimmers with a pessimistic explanatory style went on to show more unexpected poor performances during competition than optimistic swimmers. We then tested the purported mechanism of this effect by experimentally simulating defeat, giving each swimmer falsely negative times. Performance deteriorated for those swimmers with a pessimistic explanatory style for bad events on their next swim, whereas performance for those swimmers with an optimistic style did not. (Seligman, Nolen-Hoeksema, N. Thornton & K. Thornton, (1990) Psychological Science.
Copyright  2010 by The Trustees of the University of Pennsylvania. All rights reserved.

21. Two Take-Aways
Bounce, not break: Resilient people bounce, not break, when faced with an adversity or challenge.
Can be developed: Everyone can enhance his or her resilience by developing these competencies.
Trainer Instructions:
Review the key principles.
Emphasize that this is based on research
Ask for questions or comments.
Clarify any misconceptions.
Ask students if there are any other key principles they would add to the list.
Key Points:
Resilient people bounce back after an adversity or challenge.
Everyone can enhance his or her resilience.
Copyright  2010 by The Trustees of the University of Pennsylvania. All rights reserved.

22. The Negativity Bias
The tendency to pay more attention to bad events than positive events
You can counteract the negativity bias by optimistic thinking – “Hunting The Good Stuff”
Hunt the Good Stuff builds resilience competencies; Optimism is a primary target.
Trainer Instructions:
In the previous slides we noted that we can build resilience. We reviewed the competencies that increase resilience. Here we discuss something working against our resilience - the Negativity Bias. This discussion leads to something we can use to counter the Negativity Bias, namely “Hunt the Good Stuff” (next slide).
Review the points on the slide.
Explain that the negativity bias is the tendency to pay more attention to the bad than the good.
Ask for questions or comments.
Clarify any misconceptions.
Key Points:
Hunt the Good Stuff helps to build the competency of Optimism.
Use Hunt the Good Stuff to counteract the negativity bias.
Copyright  2010 by The Trustees of the University of Pennsylvania. All rights reserved.

23. Hunt the Good Stuff Based on work by Martin Seligman and colleagues
Builds positive emotion, optimism, gratitude
Leads to:
Better health, better sleep, feeling calm
Lower depression and greater life satisfaction
More optimal performance
Better relationships
Counteracts the negativity bias
Trainer Instructions:
Rationale: Dr. Seligman and colleagues developed an activity to help people notice positive experiences in order to enhance their gratitude and positivity. Thinking about why events go well, what the positive events mean, and how to create circumstances that enable more good things to occur encourages a consciousness of blessings and molds a style of thinking that promotes Optimism about the future.
Objective: Counter the negativity bias, create positive emotion, and notice and analyze what is good.
Target: Optimism is a primary target of Hunt the Good Stuff.
Review the points on the slide.
Explain that this activity has been studied by researchers and has been found to lead to a variety of positive outcomes, as described on the slide.
Stress that many may already be doing this (i.e. Hunt the Good Stuff, counting blessings, etc.).
People who apply this strategy bounce back stronger than those that don’t.
Key Points:
You can counteract the negativity bias through this simple exercise.
Noticing the good things in our lives has important bottom-line outcomes that will also increase resilience.
Copyright  2010 by The Trustees of the University of Pennsylvania. All rights reserved.

24. Hunt the Good Stuff Journal
Record three good things each day. Next to each positive event that you list, write a reflection (at least one sentence) about:
Why this good thing happened
What this good thing means to you
What you can do tomorrow to enable more of this good thing
What ways you or others contribute to this good thing
Trainer Instructions:
Make sure the students are clear on the instructions for Hunt the Good Stuff and know where to find the journal in their materials.
Ask students to give a few examples of “good stuff” they might record in their journals. They don’t have to be extravagant. Also ask the reflection questions on the slide.
In future units, ask three or four students to share what they recorded in their Hunt the Good Stuff Journal at the start of the session.
Tell them to share the good thing and the reflection they wrote about.
Copyright  2010 by The Trustees of the University of Pennsylvania. All rights reserved.

25. Hunt the Good Stuff: Check on Learning
What is the skill? Hunt the Good Stuff is used to notice positive experiences.
When do I use it? Hunt the Good Stuff on a regular basis in order to counteract the negativity bias.
How do I use it? Write down three positive experiences from each day.
How will this be useful to you as a Leader?
What is the skill?
When do I use it?
How do I use it?
Trainer Instructions:
Explain that these Checks on Learning are important because they help the participants evaluate what they understand and what they need more information about and practice with.
Ask each question. (Note that the slide builds.)
Check to make sure the participants are giving accurate answers.
Clarify misconceptions as necessary.
Refer students to the “One Sentence” page in the Student Guide. Have them write one sentence that captures the main point of the skill and will serve as a reminder of how to use the skill effectively.
Copyright  2010 by The Trustees of the University of Pennsylvania. All rights reserved

26. Seven Resilience Skills
Trainer Instructions:
The next several lessons focus on seven thinking skills that build mental toughness.
These skills will make you stronger Soldiers and better leaders by enhancing your mental toughness.

27. greater concentration and focus on the task at hand.
Seven 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.
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

28. ATC 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 thinking skills we’ll cover are built on it.
Emphasize that how thoughts drive consequences is the important part.
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

29. ATC: B.L.U.F. ATC helps to build Self-awareness.
Identify your Thoughts about an Activating Event and how these thoughts drive Consequences (Emotions and Reactions).
Trainer Instructions:
Review the B.L.U.F. statements.
Ask for questions/comments.
Key Points:
ATC build helps to build Self-awareness.
ATC gives your greater control over your Emotions and Reactions.
Copyright  2010 by The Trustees of the University of Pennsylvania. All rights reserved.

30. ATC Model
Activating Event The trigger: a challenge, adversity, or positive event
Thoughts Your interpretations of the Activating Event; what you say to yourself
Trainer Instructions:
Review the ATC model.
Activating Event: 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 following an Activating Event.
Consequences: Underscore that Emotions are feelings and Reactions are behaviors. Cs are what we feel and do following an Activating Event.
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  2010 by The Trustees of the University of Pennsylvania. All rights reserved.

31. Activating Event
An Activating Event (AE) is the who, what, when, where.
An Activating Event is the trigger. The situation can be a challenge, adversity, or positive event.
Examples
Trainer Instructions:
Review the points on the slide.
Give a couple examples of Activating Events. Specific, recent, vivid, personal (e.g. getting a parking ticket, receiving praise from a superior, getting lost when leading a patrol)
Ask for examples of Activating Events to check that students understand the concept.
“Why” is not included because it is part of your “Thoughts.”
Emphasize that an Activating Event is specific, vivid, recent, meaningful, and personal as opposed to a general theme or ongoing issue.
For example: Yesterday I had a huge fight with my wife about how much money we should spend on fixing up the dining room.
NOT: My wife and I disagree about finances.
We all have situations that we handle effectively and other situations that we don’t handle as effectively as we need to.
As an option, have students identify their effectiveness in a variety of situations.
Copyright  2010 by The Trustees of the University of Pennsylvania. All rights reserved.

32. Thoughts
Thoughts are what you say to yourself in the heat of the moment, or your internal radio station.
Thoughts drive immediate reactions.
Thoughts can be productive or counterproductive.
Detect patterns: Identify any patterns in your thoughts that undercut your performance and mental toughness.
Trainer Instructions:
Review the points on the slide.
Ask for examples of Thoughts to check that students understand the concept. (You can use getting a parking ticket as the Activating Event.)
Emphasize the key skill is recognizing that Thoughts drive the Consequences.
Copyright  2010 by The Trustees of the University of Pennsylvania. All rights reserved.

33. Consequences: ER
Emotions: What you feel in reaction to the Activating Event.
Reactions: What you do in reaction to the Activating Event.
Trainer Instructions:
Review the points on the slide.
Ask for examples of Consequences to check that students understand the concept. (You can use getting a parking ticket as the Activating Event.)
Emphasize that Reactions can be what you do and what you don’t do (e.g., avoiding a person or situation). Reactions are your behaviors.
Copyright  2010 by The Trustees of the University of Pennsylvania. All rights reserved.

34. ATC Cingular Commercial
Activating Event Guy talked to girl on the phone, and she stopped responding.
Activating Event
Thoughts
Trainer Instructions:
Show students the clip (
Ask students to identify the A, T, and C in this clip.
A: Young man is on the phone with a girl he met recently, but she stops responding.
T: Based on his Consequences (ER), we can guess that he is likely thinking things like, “She thinks I’m a creep,” “I’m such a jerk, “I’ve blown it.”
C: Emotions include embarrassment and anxiety. Reactions include saying something stupid: “like a brother/sister connection—nothing creepy.”
Consequences: ER
E: Embarrassment, anxiety
R: Saying dumb things.
Consequences: ER E: R:

35. ATC Example – Thoughts Drive Consequences
Activating Event: You fall out of a three- mile run
Thoughts: E: R:
Trainer Instructions:
Demonstrate how Thoughts can lead to feelings of anger and frustration.
Ask students to come up with a possible Thoughts, Emotions and Reaction (R) in this scenario. Refer them to the Student Guide – ATC Practice Example.
Thoughts Consequences: Emotions, Reactions
Everyone will think I’m a slug. I’m embarrassed. I’ll avoid other people.
I’m going to flunk out. I’m anxious. Can’t sleep the night before three-mile runs.
I’m slowing the unit down. I feel guilty. Worry about it the rest of the week.
Copyright  2010 by The Trustees of the University of Pennsylvania. All rights reserved.

36. Possible Thought-Consequence Connections
Thoughts
Emotions/Reactions
Loss
(I have lost something.)
Sadness/Withdrawal
Danger
(Something bad is going to happen and I can’t handle it.)
Anxiety/Agitation
Trespass
(I have been harmed.)
Anger/Aggression
Inflicting harm
(I have caused harm.)
Guilt/Apologizing
Negative comparison
(I don’t measure up.)
Embarrassment/Hiding
Positive contribution
(I contributed in a positive way.)
Pride/Sharing, planning future achievements
Appreciating what you have received
(I have received a gift that I value.)
Gratitude/Giving back, paying forward
Positive future
(Things can change for the better.)
Hope/Energizing, taking action
Trainer Instructions:
Review the chart, moving horizontally.
Point out that there are 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.
Ask students to think about whether they over-experience a certain emotion or reaction and to reflect on whether there is a pattern in their Thoughts.
Emphasize that when they identify their own Thoughts, they should use their own words and not the general statements on this chart (e.g., a trespass Thought might be “How dare she cut me off!” or “That person just disrespected me!”).
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.
Copyright  2010 by The Trustees of the University of Pennsylvania. All rights reserved.

37. 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: ATC builds all of the MRT competencies; Self-awareness is a primary target.
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 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  2010 by The Trustees of the University of Pennsylvania. All rights reserved.

38. ATC Practice AE (who, what, when, where): Thoughts: Consequences:
Ask yourself: Is my reaction helping or harming?
Thoughts:
What you said to yourself in the heat of the moment
Consequences:
ER: Emotions, Reactions
Trainer Instructions:
Point out the ATC Practice Example worksheet in the Student Guide.
Resilience Training Activity Instructions:
Students work with partners.
Students select an Activating Event from their own lives, identify the Thoughts and Consequences, and decide whether their reaction is helping or harming.
Emphasize that students should choose an Activating Event that is specific, vivid, recent, meaningful, and personal as opposed to a general theme or ongoing issue.
For example: Yesterday I had a huge fight with my wife about how much money we should spend on fixing up the dining room.
NOT: My wife and I disagree about finances.
Mention that an Activating Event can be a positive event (e.g., getting a promotion).
Point out when students slip into problem solving and redirect them to focus on separating the A, T, C.
By the end of the activity, make sure that students have separated the A, T, C and the T-C connections make sense (e.g., loss thoughts lead to sadness, violation of rights thoughts lead to anger, etc.).
Copyright  2010 by The Trustees of the University of Pennsylvania. All rights reserved.

39. In what ways was your reaction helping or harming you?
ATC Debrief
What did you learn?
What patterns, if any, did you notice in your Thoughts and/or Consequences?
In what ways was your reaction helping or harming you?
Trainer Instructions:
Ask students what they learned through this activity and record critical points on a flip chart.
Ask students to share the A, T, C and check that the T-C connection is accurate.
When a participant shares a C that does not seem to follow from his or her T, work through the example slowly and help the participant clarify the Thoughts and the Consequences. Look for additional Thoughts that were not described initially.
Ask students to describe any patterns they noticed in their Thoughts and/or Consequences.
Ask students to discuss whether their reaction was helping or harming them.
Copyright  2010 by The Trustees of the University of Pennsylvania. All rights reserved.

40. ATC: Check on Learning What is the skill?
ATC is a method to identify your Thoughts about an Activating Event and the Consequences of those Thoughts. Our Thoughts are under our control.
When do I use it?
Use ATC anytime you don’t like your reaction or when you want to know what caused your reaction.
How do I use it?
Describe the Activating Event objectively, identify your Thoughts, and identify your Consequences (ER: Emotions, Reactions).
How can you use ATC to enhance your performance, build stronger relationships?
Trainer Instructions:
Explain that these Checks on Learning are important because they help the students evaluate what they understand and what they need more information about and practice with.
Ask each question. (Note that the slide builds.)
Check to make sure the students are giving accurate answers.
Clarify misconceptions as necessary.
Self-awareness: ATC builds all of the resilience competencies; Self-awareness is a primary target.
Refer students to the last page of the Student Guide. Have them write one sentence that captures the main point of the skill in their own words and will serve as a reminder of how to use the skill effectively.
How can you use ATC to enhance your performance?
How can you use ATC to build stronger relationships?
How can Leaders use this skill?
Copyright  2010 by The Trustees of the University of Pennsylvania. All rights reserved.