1. (Perspective, Resilience
Resiliency
DA Civilian
Resiliency Training
Part III
(Perspective, Resilience
& Strength)

2. Mission and Vision
Mission: Develop a strong, resilient workforce (Soldier and Civilians) through resiliency training.
End state: Sustain a resilient workforce that stands shoulder to shoulder, able overcome challenges and bounce back from adversity
MRT Instructor:
Ask a participant to read the mission statement.
Ask for questions regarding the purpose of the course.

3. Task, Conditions, Standards
Task: Use Put it in Perspective to stop catastrophic thinking, reduce anxiety, and improve problem solving by identifying Worst, Best, and Most Likely outcomes of a situation.
Conditions: Within a classroom environment.
Standards: Understand that optimism is a primary target of Put it in Perspective
MRT Instructor:
1. Discuss the meaning of optimism.

4. Put It In Perspective You are here MRT Instructor:
Introduce Put it in Perspective.
You are here 4

5. PIIP: Key Principles
Catastrophizing depletes energy: Catastrophizing depletes energy, stops problem solving, and generates unhelpful anxiety.
Order matters: Stop catastrophizing by looking at the Worst, then generating the Best—both of which help you to focus on the Most Likely.
Make a plan: Once you are focused on the Most Likely, create a plan for dealing with the situation.
Optimism: PIIP builds all of the
MRT competencies; Optimism
is a primary target.
MRT Instructor:
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.
Reinforce that the order matters for PIIP.
Key Points:
Put It In Perspective helps to build the MRT competency of Optimism.
Catastrophizing prevents people from taking purposeful action.
PIIP enables a person to stop catastrophizing, identify the Most Likely outcomes, and develop a plan for dealing with them.

6. Bottom Line Up Front
Put It In Perspective (PIIP) helps to build Optimism.
Catastrophizing is when you waste critical energy ruminating about the irrational worst case outcomes of a situation, which prevents you from taking purposeful action.
The goal of PIIP is to lower anxiety so that you can accurately assess the situation and deal with it.
MRT Instructor:
Review the B.L.U.F. statements.
Ask for questions/comments.
Emphasize that this is a skill for people who are stuck in Worst Case Scenario or catastrophic thinking.
Differentiate catastrophizing from identifying and planning for the worst case. Identifying the potential worst case and having a plan to deal with it if it were to happen is what good Civilians do. Catastrophizing—when you are stuck in your head and are generating catastrophic fantasies—is not helpful.
Make the point that Put It In Perspective is especially important when one is depleted because that is when the tendency to catastrophize is greatest.
Mention that catastrophizing is not simply pessimism; it’s rumination which prevents purposeful action.
Key Points:
Put It In Perspective helps to build Optimism.
Catastrophic thinking prevents purposeful action and creates panic.
Put It In Perspective lowers anxiety so you can assess and deal with the situation. 6

7. What is catastrophizing?
Catastrophizing is when you waste critical energy ruminating about the irrational worst case outcomes of a situation.
This is NOT the same as identifying the worst case and contingency planning. Contingency planning is productive. Catastrophizing is counterproductive.
Catastrophizing is a slippery slope. It’s downward-spiral thinking.
Catastrophizing creates high levels of anxiety, decreases focus, and increases helplessness.
It prevents you from taking purposeful action.
MRT Instructor:
Review the points on the slide.
Ask for questions and comments about the difference between catastrophic thinking and identifying the Worst Case.
Key Points:
Catastrophizing is when a person is lost in his or her head and the thoughts are not reality-based.
Catastrophic thoughts cause you to get stuck in your head and prevent Problem Solving. 7

8. What’s the goal?
The goal of PIIP is to lower anxiety so that you can accurately assess the situation and deal with it.
The goal is NOT to pretend “all is well,” to deny real problems, or to take away anxiety completely.
MRT Instructor:
Review the points on the slide.
Key Points:
The goal of PIIP is to lower anxiety enough so that you are able to accurately assess the situation and make a plan to deal with it. 8

9. Put It In Perspective Steps
Step 1: List worst case outcomes.
Step 2: List best case outcomes.
Step 3: List most likely outcomes.
Step 4: Identify plan for dealing with most likely.
MRT Instructor:
Review the points on the slide.
Emphasize that order is very important. Listing Worst Case then Best Case (in that order) “jolts” people out of their anxiety so they are better able to list the accurate, most likely outcomes of a situation.
Point out that the Most Likely outcomes may not be all positive, but listing them allows one to develop a plan.
Key Points:
When using the skill of PIIP, always go from Worst Case to Best Case to Most Likely. The order matters.

10. Scenario
After being counseled by your boss (as a Division) in regards to time management, your late for work the very next day.
MRT Instructor:
Tell participants that you want them to catastrophize. Show the first thought on the screen and then ask the participants to identify what they would think next. Use the question, “And then what happens?” after each thought. Continue to get catastrophic thoughts from the participants. If they are not giving catastrophic thoughts, use the ones on the slide.
Ask participants to think about what it feels like when these thoughts are racing through their heads.
Point out that, in the moment, catastrophic thoughts feel real. Proof that it feels real is that our bodies react strongly (e.g., anxiety, hands sweating, heart racing, confused thinking, agitation, etc.).
Key Points:
Catastrophic thoughts typically come in a chain, and the question, “And then what happens?” helps an individual to name all of his or her catastrophic thoughts.
When we are in this mode of thinking, it seems real and our bodies react as if those catastrophic thoughts have actually occurred.

11. Worst Case Scenario Thinking (WCST)
BLAST! The Boss is going to be mad!
He’s going to make everyone in the Division come looking for me.
The Civilians in the Division will turn against me AND I’ll get a negative counseling statement.
I’ll have no support here.
I’ll be moved from my position.
I’ll never get another job in this economy.
My family will be ashamed and want nothing to do with me.
My girlfriend will dump me for someone who makes more money.
I’ll never meet anyone else.
I’ll end up alone and homeless and dead by age 25.
MRT Instructor:
Tell participants that you want them to catastrophize. Show the first thought on the screen and then ask the participants to identify what they would think next. Use the question, “And then what happens?” after each thought. Continue to get catastrophic thoughts from the participants. If they are not giving catastrophic thoughts, use the ones on the slide.
Ask participants to think about what it feels like when these thoughts are racing through their heads.
Point out that, in the moment, catastrophic thoughts feel real. Proof that it feels real is that our bodies react strongly (e.g., anxiety, hands sweating, heart racing, confused thinking, agitation, etc.).
Key Points:
Catastrophic thoughts typically come in a chain, and the question, “And then what happens?” helps an individual to name all of his or her catastrophic thoughts.
When we are in this mode of thinking, it seems real and our bodies react as if those catastrophic thoughts have actually occurred.

12. PIIP Step 1: WCST
List “Worst Case” as chain. Keep asking “And then what happens?”
Don’t stop until you’ve exhausted what is running through your head.
Rate your mood, focus, and energy level while you are in WCST.
MRT Instructor:
Review the points on the slide.
Ask the participants to describe their mood, focus, and energy level when they are catastrophizing.

13. Best Case Scenario Thinking (BCST)
When I arrive, I’ll see a few Civilians walking through the door to.
They’re also late.
They tell me I’m the only one who is late today.
I pull it together and ensure I arrive at least 10 minutes prior from now on.
The Boss will be pleased and compliment me.
MRT Instructor:
Ask the participants to generate the absolute Best Case scenario thoughts about the same scenario. Show the first thought on the slide to start the process.
After each thought ask, “And then what happens?” If participants are having difficulty generating BCST, show the other thoughts on the slide.

14. PIIP Step 2: BCST List “Best Case” as chain.
Don’t stop until you run out of ideas.
Rate your mood, focus, and energy level while in the midst of creating the positive outcomes.
MRT Instructor:
Point out that Best Case may be more challenging to list than Worst Case because of the negativity bias.
Remind participants that the Best Case jolts them out of their catastrophic thoughts, so it is important to exhaust the Best Case Scenario thoughts, just as they exhausted the catastrophic thoughts.
Make sure that the Best Case thoughts are as unlikely as the Worst Case thoughts. If they are not as unlikely, point this out to the participants and reinforce that the difficulty in generating Best Case shows the strength of tendency to pay more attention to the bad than the good.
Key Points:
It is often difficult to generate a Best Case scenario that is as positive as the Worst Case is negative. This demonstrates the tendency for bad to trump good.
Generating the Best Case is necessary because it helps lower your emotion and change your mood so that you can think more accurately about the Most Likely outcomes.

15. Most Likely Scenario They realize I’m generally always on time.
I’ll call ahead and inform the team I’m running late.
My co-workers will ride me about it.
Once I arrive I’ll check-in with the Boss and inform him/her that I’ve arrived.
He/she moves on to something else.
MRT Instructor:
Ask participants to generate the Most Likely Scenario for the same situation.
Use the points on the slide if necessary.

16. PIIP Step 3: Most Likely Scenario
List the Most Likely outcomes, focusing on emotions, behaviors, and other people.
Check for accuracy. Move to different column, if necessary.
Rate your mood, focus, and energy level while creating the Most Likely list.
Develop plan for dealing with the Most Likely outcomes.
MRT Instructor:
Review and discuss the points on the slide.
Explain that when considering the Most Likely scenario it is important to think about outcomes that affect you as well as others, and to consider the impact of the situation on your feelings and behaviors (e.g., a Most Likely implication of a Dear John letter is that you will feel angry or down for a while and that you might want avoid your buddies and be distracted while fulfilling your duties.).
Point out that the Most Likely scenario will likely include negative outcomes. The goal is to identify the likely negative outcomes of a situation so that you can develop a plan to deal with them. Most Likely outcomes warrant our attention and planning. Catastrophic scenarios do not.
Key Points:
The Most Likely scenario will likely include negative outcomes and those need to be identified and planned for.

17. Develop a Plan of Action
I’ll backwards plan from now on.
I’ll joke about it with my co-workers so they see I’m a good sport.
I’ll make sure I’m on my game the next few days so the Boss can see I’m serious about being on time.
MRT Instructor:
Ask the participants to identify an action plan based on the Most Likely outcomes.
Show the points on the slide and point out how the plan follows from the Most Likely.

18. PIIP Step 4: Plan of Action
Develop a plan for dealing with the Most Likely outcomes.
If necessary, briefly develop a plan for preventing Worst and increasing Best (BRIEFLY!)
MRT Instructor:
Reinforce that the plan needs to be targeted toward the Most Likely outcomes.

19. Applications What situations will PIIP be most helpful with?
How can PIIP make you a better Civilian?
How can PIIP help Civilians be more effective in coping with stress on and off work?
MRT Instructor:
Discuss the application ideas generated by the participants.
Remind participants to record application ideas on the Applications page in the Participant Guide.
Emphasize that some people tend to have catastrophic thinking in only one area of their life (e.g., when something bad happens to a family member), not in every stressful situation. Ask them if they notice a pattern in when they tend to have catastrophic thinking and discuss.
Point out that sometimes people catastrophize positive events like the birth of a child or a promotion. Ask if anyone has an example of this and discuss. Emphasize that the same steps apply when the Activating Event is positive as when it is negative.

20. Resiliency
Questions

21. Resiliency
Real Time Resilience

22. Task, Conditions, Standards
Task: Use Real Time Resilience to shut down counterproductive thinking to enable greater concentration and focus on the task at hand.
Conditions: Within a classroom environment.
Standards: Understand that optimism is a primary target of Real Time Resilience
MRT Instructor:
1. Discuss the meaning of optimism.

23. Real-time Resilience
MRT Instructor:
Introduce Real Time Resilience.

24. Key Principles Practice: Real-time Resilience takes ongoing practice.
Accuracy over speed: Focus on accuracy and passing the gut test, not speed.
Learning curve: The pitfalls are common and part of the learning process.
Do-over: When you hear a pitfall, pause and generate a stronger response.
Optimism: Real-time Resilience builds all of the MRT competencies; Optimism is a primary target.
MRT Instructor:
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.
Emphasize the importance of the practice piece of this.
Key Points:
Real-time Resilience helps to build the MRT competency of Optimism.

25. Bottom Line Up Front Real-time Resilience helps to build Optimism.
Real-time Resilience involves proving your thoughts false with evidence, thinking optimistically, and putting the situation in perspective.
Real-time Resilience is the skill of fighting back against counterproductive thoughts as soon as they occur so you remain task-focused and motivated.
MRT Instructor:
Review the B.L.U.F. statements.
Ask for questions/comments.
Make clear that RTR is an internal skill to challenge one’s own counterproductive thinking.
Key Points:
Real-time Resilience helps to build Optimism.
Real-time Resilience allows you to fight back against negative thoughts with evidence, thinking optimistically, and putting the situation in perspective.
Real-time Resilience allows you to stay task-focused and motivated.

26. Real-time Resilience
Challenge counterproductive thoughts as they occur.
Use it to get back to the task at hand.
Use it to prepare for an anticipated Activating Event.
This is an internal skill.
This is not to be used out loud.
This is not a tool for insubordination.
MRT Instructor:
Point out that this is a skill to get “back in the game” when counterproductive thoughts are interfering with the task at hand.
Stress that this skill is to used to lower anxiety, anger, or other strong emotions enough so that one can perform well under tough circumstances.
Reinforce that this is an internal skill to challenge one’s own negative thinking and not to argue back against others.
Key Points:
Real-time Resilience helps you to stop counterproductive thinking so you can get back to the task at hand.
Real-time Resilience is an internal skill, not to be used to argue back against others.

27. Applications
When will Real-time Resilience be particularly helpful to you as a Soldier and as a family member?
When would you NOT want to use Real-time Resilience?
MRT Instructor:
Discuss the application ideas generated by the participants.
Remind participants to record application ideas on the Applications page in the Participant Guide.
Point out that participants might not want to use Real-time Resilience if they need to address something more thoroughly, or if an issue keeps coming back. In those situations, Problem Solving or Detect Icebergs might be necessary.
Emphasize that speed is not always required; sometimes slowing down and thinking the situation through is necessary.
Note that Real-time Resilience is used when there is little time and you need to focus on the task at hand.

28. Real-time Advanced Level
Used when what you are saying to yourself is counterproductive
Advanced level is accurate and fast.
Advanced level uses:
Evidence
Optimism
Put It In Perspective
Advanced level requires practice, practice, practice!
MRT Instructor:
Remind participants that this skill takes practice and that you will model it for them.
Tell the participants that you will use Evidence, Optimism, and PIIP to challenge negative thoughts that are preventing you from getting a job done and being focused. For example:
Thought 1: I’m not prepared to teach today’s MRT unit.
RTR response (Evidence): That’s not true because I spent a couple hours reviewing the material for today and practiced the activities.
Thought 2: The participants won’t understand any the material.
RTR response (Optimism): The participants might not know how to use this particular skill immediately, but they will understand most of the material with practice.
Thought 3: The participants will ask me questions I can’t answer.
RTR response (Put It In Perspective): If that happens, I’ll admit that I don’t know and I can get back to them with an answer when we have our next lesson.
Note that you do not necessarily need to use the three sentence starters during the Real-time Resilience Advanced Level Demonstration. You will teach the pitfalls and sentence starters after this demonstration.

29. Real-time Advanced Level: Demonstration
MRT Instructor:
Tell participants that they will act like the negative part of your brain by saying negative thoughts that you might think in the heat of the moment. Underscore that the thoughts should be negative and pessimistic, but this is not an opportunity to be insulting.
Set parameters for the negative thoughts:
Participants should not bring up your religion, race, gender, or anything that could be construed as sexual harassment.
If they do, stop the exercise and remind them of the rules.
If the participants do not follow the parameters, it is your responsibility to end the activity.
Set up a scenario for them to work with: You are about to teach your first MRT class and you want it to be a great success. You don’t feel as prepared as you’d like, but you need to start the lesson in three minutes.
Instruct participants to raise their hand when they want to say a negative thought, and tell them that you will call on them to say the thought.
Tell them to keep going until you say stop.
Point out that you want to keep doing this for at least two minutes because when a person is in the negative thinking mode, the thoughts tend to come quickly and do not stop immediately.

30. Real-time Resilience Advanced Level Demo
Write down three words that capture what you just saw.
MRT Instructor:
Refer participants to the Participant Guide.
After three or four minutes of Real-time Resilience Advanced Level Demonstration, ask participants to think about what they just saw.
Review the three words and comment on how the words they share match or differ from your experience.
Underscore the words that highlight that RTR builds confidence, helps you to calm down, and increases focus.
MRT Activity Instructions:
Participants write down three words that best describe the modeling of the skill.
Participants read what they wrote to the large group.

31. Real-time Pitfalls Common mistakes made while learning the skill
Dismissing the grain of truth
One time, one thing
Minimizing the situation
The situation does matter
Rationalizing or excusing one’s contribution to a problem
Take responsibility
MRT Instructor:
Teach the three pitfalls of RTR and the statement to help avoid that pitfall.
“One time, one thing” reminds you to acknowledge what is true without exaggerating it or blowing it out of proportion.
“The situation does matter” reminds you that you care about the event and you can keep it in perspective.
“Take responsibility” reminds you to own up to your contribution to the situation without criticizing yourself.
Ask if participants heard any pitfalls during the demo.
Emphasize that pitfalls are problematic because they keep us from challenging counterproductive thoughts.
Remind participants to use the “gut check” (we feel the power of the response in our bodies) to determine whether they’re falling into a pitfall. Sometimes, what may sound like a pitfall to others passes the “gut check” for the individual using the skill.
Key Points:
When learning RTR there are three common mistakes people make (dismissing, minimizing, rationalizing).
These mistakes can be minimized by reminding self: one time, one thing; the situation does matter, take responsibility.

32. Skill Building through Sentence Starters
Use evidence to prove the thought is false.
That’s not (completely) true because….
Generate a more optimistic way of seeing it.
A more optimistic way of seeing this is...
Put It In Perspective.
The most likely implication is… and I can…
MRT Instructor:
Review each of the three sentence starters and give an example of each. Pick three negative thoughts and demonstrate the sentence starter. Use the situation below or one of your own.
Activating Event: I make a decision that negatively affects my subordinates.
Thought 1: They will never trust me again.
RTR response: That’s not completely true because I acted quickly once I realized my error, I took responsibility, and I demonstrated leadership by correcting the situation.
Thought 2: My boss will think I’m useless.
RTR response: A more optimistic way of seeing this is that he’ll understand that I corrected the situation and will not make the mistake again.
Thought 3: I’m never going to get promoted.
RTR response: The most likely implication is that I’ll need to work extra hard to solidify my reputation and I can talk with my Boss to get his advice.
Key Points:
The three sentence starters help structure your thinking so that you craft effective Real-time Resilience responses.

33. When would you use Real-time Resilience?
What are examples of situations in which RTR will be most helpful to you?
You were just chewed out by your Chief and now you have to go back and complete a mission.
You are new to Human Resources and you have some self-doubt.
You’ve just read an upsetting from home, and you have to get ready for your weekly briefing.
You need to be calm.
You’re about to go in front of a hiring board.
You’re making the transition from work to home.
You’ve got road rage.
MRT Instructor:
Refer participants to the Participant Guide.
Encourage participants to use this skill when their “top of mind” thoughts or internal radio station is preventing them from performing at their best when dealing with an immediate task at hand.
MRT Activity Instructions:
Participants write down examples of situations in which Real-time Resilience would be most helpful to them.

34. Check on Learning
What is the skill? Real-time Resilience (RTR) is an internal skill to shut down counterproductive thinking and build motivation and focus on the task at hand.
When do I use it? Use RTR when your thoughts are distracting you from an immediate goal or task.
How do I use it? Respond to your negative thoughts in the heat of the moment by providing evidence against the thought, by generating a more optimistic way of seeing it, or by Putting the thought In Perspective. Watch out for common pitfalls.
MRT Instructor:
Discuss the application ideas generated by the participants.
Remind participants to record application ideas on the Applications page in the Participant Guide.
Point out that participants might not want to use Real-time Resilience if they need to address something more thoroughly, or if an issue keeps coming back. In those situations, Problem Solving or Detect Icebergs might be necessary.
Emphasize that speed is not always required; sometimes slowing down and thinking the situation through is necessary.
Note that Real-time Resilience is used when there is little time and you need to focus on the task at hand.

35. Resiliency
Questions

36. Resiliency
Identify Strengths

37. Task, Conditions, Standards
Task: Identify strengths in yourself and others to recognize the best of yourself and the best of others.
Conditions: Within a classroom environment.
Standards: Understand that Strengths of Character is a primary target of Identifying Strengths in Self and Others
MRT Instructor:
1. Discuss the importance of strength of character. 37

38. Identify Strengths in Self and Others
MRT Instructor:
Introduce Identify Strengths in Self and Others. 38

39. Key Principles
Know your strengths: Knowing your strengths is as important as knowing your weaknesses.
Can’t have them all: No one can have all the strengths.
Shadow side: Each strength has a shadow side that can get you in trouble or limit you.
Strengths of Character: Identify Strengths in Self and Others builds all of the MRT competencies; Strengths of Character is a primary target.
MRT Instructor:
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:
Identify Strengths in Self and Others helps to build the MRT competency of Strengths of Character. 39

40. Bottom Line Up Front
Identify Strengths in Self and Others helps to build Strengths of Character.
Knowing and using your strengths and the strengths of others will strengthen your unit’s effectiveness.
MRT Instructor:
Review the B.L.U.F. statements.
Ask for questions/comments.
Point out that strengths can help you reach goals.
Key Points:
Identify Strengths in Self and Others helps to build Strengths of Character.
You can strengthen your effectiveness as a Soldier by knowing and using your top strengths. 40

41. Applications
As a Civilian, how can your knowledge of Character Strengths help you to be a more effective team member and to build stronger relationships?
What strengths do you need to develop and/or shadow sides do you need to manage?
How can you help cultivate a willingness to ask for help (in yourself or a friend/family member) by using a strengths perspective?
How do you use strengths to rejuvenate?
MRT Instructor:
Discuss the application ideas generated by the participants.
Remind participants to record application ideas on the Applications page in the Participant Guide. 41

42. Character Strengths Based on work by Chris Peterson and Martin Seligman
This is the “Be” in the Be-Know-Do model of leadership.
What is right with you?
Who are you at your best?
How are you already using your Signature Strengths (the strengths that best describe you)?
How can you use your Signature Strengths to achieve optimal performance?
How can you strengthen your unit through your focus on strengths?
MRT Instructor:
Review the points on the slide and explain that these are questions participants will explore in this module.
Emphasize that understanding strengths is the “Be” in the Army’s “Be-Know-Do” model of leadership. Ask participants to comment on why strengths are part of the “Be.” Understanding who we are as people is the first step in understanding how we will use our knowledge, experience, education, and skills and what we can, and will do, with our leadership.
Emphasize the impact of mastering your “Be” and appreciating the “Be” in others, and reinforce the idea that we are the most effective leaders when we are aware of our strengths and apply them in the right context. We can use the knowledge of our strengths and those around us to maximize our ability to handle any adversity and make up for any weaknesses in a given individual.
Explain what the term “Signature Strengths” means: one’s top Character Strengths. 42

43. All strengths are good…
But we can’t have them all!
All of us have top strengths and bottom strengths.
Your top strengths are called your Signature Strengths.
MRT Instructor:
Review the points on the slide and ask for comments or questions. 43

44. Signature Strengths: In Your Bloodstream
One believes that he/she is being “true to oneself” when using the strength.
One feels that he/she can’t help but use the strength (when the opportunity to do so arises).
When using the strength, one feels energized rather than exhausted.
The motivation to use the strength comes from within the person. (No one else has to remind or persuade him/her to use it.)
MRT Instructor:
Review the points on the slide.
Give an example of each point.
True to oneself: A person with a top strength of bravery feels they are being themselves when they act bravely.
Can’t help but use: Someone with a top strength of humor/playfulness has humor and playfulness just flow out of them; they don’t need to be reminded to be funny or playful.
Energized: After using your strengths you feel energized, ready for more rather than depleted. If your top strength is love of learning, you feel energized by attending a complex lecture; if it is not your top strength you might feel tired or depleted.
Motivation to use: We don’t need to be reminded to use a top strength. No one has to tell Chris Rock to be funny; no one had to remind Mother Teresa to shown compassion.
Key Points:
You can tell if a Character Strength is a Signature Strength by noticing if you feel true to yourself when you use it, if you can’t help but use it, if you feel energized when using it, and if you don’t need reminding to use it. 44

45. Values in Action (VIA) Character Strengths
Wisdom and Knowledge
Curiosity/Interest
Love of Learning
Open-mindedness/Judgment
Originality/Ingenuity/Creativity
Perspective
Courage
Bravery/Valor
Industry/Perseverance
Integrity/Honesty
Zest/Enthusiasm
Humanity
Love/Intimacy
Kindness/Generosity/Nurturance
Social Intelligence
Justice
Citizenship/Duty/Loyalty/ Teamwork
Equity/Fairness
Leadership
Temperance
Forgiveness/Mercy
Modesty/Humility
Prudence/Caution
Self-control/Self-regulation
Transcendence
Appreciation of Excellence/Beauty
Gratitude
Hope/Optimism
Humor/Playfulness
Spirituality/Religiousness
MRT Instructor:
Review the VIA Character Strengths slide.
Point out that the strengths group into six categories and note that the categories are not rigid but help organize the strengths.
Ask the participants whether they think there are any other strengths that are not covered on the list.
Point out that this list is not meant to be exhaustive. It includes twenty-four strengths that are valued across cultures and time. There are other strengths that are valued in particular cultures, but not across cultures (e.g., competitiveness).
Key Points:
The six larger categories (wisdom and knowledge, courage, humanity, justice, temperance, transcendence) are known as virtues.
The six virtues help organize the twenty-four strengths, but they aren’t rigid categories.
The twenty-four strengths included on the VIA strength test are valued across culture and time. Other strengths are valued by one culture but not another. 45

46. Army Core Values are Character Strengths
Loyalty
Duty
Respect
Selfless Service
Honor
Integrity
Personal Courage
Soldier/Civilian Corps
Creed
MRT Instructor:
Ask a participant to read the Army Core Values and point out that each is a Character Strength.
Key Points:
The Army workforce knows about Strengths of Character.
The goal of this unit is to help participants use their strengths more consciously, and to give people a common language to talk about Character Strengths. 46

47. Distribution of Character Strengths among U. S
Distribution of Character Strengths among U.S. Adults Park, Peterson, & Seligman, 2006
MRT Instructor:
Review the slide. The slide shows the ranking of the twenty-four strengths in a sample of about 84,000 people who took the VIA online.
Note that the strengths to the left are the “most common/frequently observed” strengths. They are not “better” strengths or the “right” strengths to have.
Highlight self-regulation as an important strength. Though it has the lowest frequency in the general population, it is also a valuable strength.
Key Points:
When you look across a large sample of U.S. adults, kindness, fairness, authenticity, gratitude, and open mindedness rank highest and spirituality, zest, prudence, modesty, and self-regulation rank lowest.
The strength chart does not reflect what is valued by an individual. You might value modesty yet score low on it. That would indicate that you might choose to work to develop that strength. 47

48. Name the Signature Strength…
Name one or more of the Signature Strengths of the individuals presented.
Refer to the Participant Guide for a list of strengths.
MRT Instructor:
Refer participants to the Participant Guide for a list of strengths.
Remind participants that they are thinking about Character Strengths, not skills or talents.
In addition to the first or most obvious strengths for each person, encourage participants to think about other contributing strengths.
If a participant names a strength you didn’t expect, ask them to explain it.
MRT Activity Instructions:
For each slide, participants shout Character Strengths displayed by the individual pictured. 48

49. Chris Rock MRT Instructor: Ask participants to list strengths.
Chris Rock: Comedian; has done some work with the USO
Strengths: The strengths below are based on our opinion, not the completion of a strength survey.
Humor and playfulness
Curiosity
Social intelligence
Creativity 49

50. Abraham Lincoln MRT Instructor: Ask participants to list strengths.
Abraham Lincoln: 16th President of the United States; led the country through the Civil War; wrote the Emancipation Proclamation
Strengths: The strengths below are based on our opinion, not the completion of a strength survey.
Honesty
Citizenship
Love of learning
Open-mindedness/judgment
Fairness and justice
Perspective/wisdom
Perseverance
Hope/optimism 50

51. Wile E. Coyote MRT Instructor: Ask participants to list strengths.
Use Wile E. Coyote to make the contrast between resilience and perseverance. Wile E. Coyote is certainly perseverant, but perhaps not resilient.
Introduce the “shadow side” concept of strengths. His perseverance in chasing the Road Runner, while admirable, hardly ever gets him what he wants.
Ask participants if there are situations where it makes sense to stop trying to attain a goal.
Wile E. Coyote: A cartoon character known for chasing the Road Runner but never catching him; used Acme products to hatch creative schemes
Strengths: The strengths below are based on our opinion, not the completion of a strength survey.
Perseverance
Ingenuity
Zest 51

52. Rosa Parks MRT Instructor: Ask participants to list strengths.
Rosa Parks: An unknown seamstress from Alabama known for refusing to give up her seat to a white passenger in 1955; credited as a pioneer of the Civil Rights movement
Strengths: The strengths below are based on our opinion, not the completion of a strength survey.
Modesty/humility (she wasn’t looking to become a national figure—she just wanted a seat on the bus)
Bravery/valor
Love
Citizenship
Sense of purpose
Fairness/justice
Perspective/wisdom
Spirituality (her actions led to a movement that was something larger than herself) 52

53. POWs MRT Instructor: Ask participants to list strengths.
Point out that they are not POWs because of these strengths. Stressors can develop or reveal some of our strengths.
POWs: Prisoners of war
Strengths: The strengths below are based on our opinion, not the completion of a strength survey.
Hope/optimism: Ask participants to reflect on why we’d link the POW-MIA flag with this strength.
Ingenuity
Perseverance
Love 53

54. Michael Jordan MRT Instructor: Ask participants to list strengths.
Michael Jordon: Basketball player who led the Chicago Bulls to 3-peat NBA titles in the early 1990s; known for his elegant, entertaining, and high-scoring style; now a successful businessman
Strengths: The strengths below are based on our opinion, not the completion of a strength survey.
Perseverance
Appreciation of excellence and beauty
Social intelligence
Creativity
Teamwork 54

55. Audie Murphy MRT Instructor: Ask participants to list strengths.
Audie Murphy: Most decorated American Veteran of WWII
Strengths: The strengths below are based on our opinion, not the completion of a strength survey.
Courage/bravery/valor
Citizenship 55

56. Rocky Balboa MRT Instructor: Ask participants to list strengths.
Rocky Balboa: Fictional boxer played by Sylvester Stallone; marries Adrienne, from whom he draws strength
Strengths: The strengths below are based on our opinion, not the completion of a strength survey.
Social intelligence
Capacity to love and be loved
Gratitude
Perseverance 56

57. Bart Simpson MRT Instructor: Ask participants to list strengths.
Bart Simpson: Cartoon character on the television series The Simpsons; often gets into trouble
Strengths: The strengths below are based on our opinion, not the completion of a strength survey.
Playfulness/humor
Creativity
Zest 57

58. A Platoon MRT Instructor: Ask participants to list strengths.
Strengths: The strengths below are based on our opinion, not the completion of a strength survey.
Teamwork
Loyalty
Citizenship
Key Points:
Everyone has strengths as well as skills and talents.
We can identify strengths in others simply by asking the question. 58

59. Leadership and Strengths
“When you are commanding, leading [Soldiers] under conditions where physical exhaustion and privations must be ignored; where the lives of [Soldiers] may be sacrificed, then, the efficiency of your leadership will depend only to a minor degree on your tactical or technical ability. It will primarily be determined by your character, your reputation, not so much for courage–which will be accepted as a matter of course–but by the previous reputation you have established for fairness, for that high-minded patriotic purpose, that quality of unswerving determination to carry through any military task assigned you.”
–General of the Army George C. Marshall (1941) from FM6-22
MRT Instructor:
Select a participant to read this quote aloud.
Ask participants to comment on this quote.
Ask participants to comment on character as being essential in leadership. Ask for specific examples of Character Strengths that are important for great leadership.
Ask participants how character is essential in being a great Soldier. Discuss.
Key Points:
Character Strengths are essential in leadership.
Character Strengths are essential for being a great Soldier. 59

60. Strengths
What is one strength you consciously bring to your organization?
What is one strength you want to bring more fully to your organization?
MRT Instructor:
Solicit feedback from the group. 60

61. Check on Learning
What is the skill? Identify Strengths in Self and Others to recognize the best of yourself and the best of others.
When do I use it? Identify Strengths to deepen your awareness of your Signature Strengths and how you use your strengths as a leader and friend/family member.
How do I use it? Assess your Signature Strengths using the VIA Strength Survey and identify ways you already use your Character Strengths.
MRT Instructor:
Ask each question. (Note that the slide builds.)
Check to make sure the participants are giving accurate answers.
Clarify misconceptions as necessary. 61

62. Resiliency
Questions

63. AAR What went well 1. 2. 3. What can be improved MRT Instructor:
Conduct the After Action Review.
Ensure when training ends Civilians Sound off with the motto for the quarter.
“Army Strong”