1. DA Civilian Resiliency Training
Part II
(Icebergs, Energy,
and Problem Solving)

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. 2

3. Task, Conditions, Standards
Task: Learn that deep beliefs may be operating when an emotion or reaction seems out of proportion to what you’re thinking in the heat of the moment.
Conditions: Within a classroom/small group environment and 90 minute timeframe.
Standards: Understand that self-awareness is a primary target of Detect Icebergs
MRT Instructor:
1. Talk about the tool and how the leadership wants participants to Detect Icebergs” in their day to day lives. 3

4. Detect Icebergs
MRT Instructor:
Introduce Detect Icebergs. 4

5. Key Principles
An internal skill: Use it to understand and control your own ER (Emotions, Reactions).
Choose the depth: It’s your choice about how deep you go. Stop when it feels right to.
Thinking Traps vs. Icebergs: Thinking Traps (TTs) are narrow; Icebergs are deep.
Sometimes Icebergs drive our TTs.
What not Why: “What” questions lead to
depth; “Why” questions lead to defensiveness.
Self-awareness: Detect Icebergs builds
all of the MRT competencies; Self-awareness
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 this is an internal skill that they will use for themselves, but they will practice it with a partner in order to facilitate the learning process.
Mention that Detect Icebergs is about going vertical when you otherwise might go lateral (think of related events rather than identify what’s really going on).
Emphasize that this allows you to have the “right fight” with someone because it helps you to figure out what’s really going on for you (it’s not about the sneeze).
Point out that the skill lowers the intensity of emotions because it leads to a greater understanding about the causes of a reaction and helps you to be thoughtful rather than reactive.
Key Points:
Detect Icebergs helps to build the MRT competency of Self-awareness. 5

6. Bottom Line Up Front Detect Icebergs helps to build Self-awareness.
Identifying Iceberg Beliefs allows us to reinforce or change them.
Knowing that they’ve been activated gives us control over our Emotions and Reactions.
Effective civilians stay in control under tough circumstances.
MRT Instructor:
Review the B.L.U.F. statements.
Ask for questions/comments.
Key Points:
Detect Icebergs helps to build Self-awareness.
Identifying Iceberg Beliefs allows you to change them.
Knowing your Icebergs gives you greater control over your Emotions and Reactions.
Controlled civilians keep their Icebergs under control. 6

7. Indicators that Detect Icebergs Would Be Helpful
Your emotions are out of proportion to what you’re thinking in the heat of the moment.
The intensity of your reaction surprises or confuses you.
You notice strong Thinking Trap patterns.
MRT Instructor:
Point out that the out-of-proportion emotion does not have to be anger. It could be sadness, anxiety, etc.
Point out that the out-of-proportion reactions can include ruminating. They do not have to be huge or violent reactions.
Ask participants for one or two brief examples of a situation when the emotion was out of proportion to what they were thinking in the heat of the moment.
Give an example of how a strong Thinking Trap might indicate the Iceberg. For example, Them, Them, Them might indicate the Iceberg, “People can’t be trusted,” and Me, Me, Me might indicate the Iceberg, “I am never good enough.” 7

8. Surface Thoughts vs. Iceberg Beliefs
Surface Thoughts: Are on the surface of our awareness–we can easily “tune in” to them
Iceberg Beliefs: Are deeper rules for how the world “should” operate, assumptions about ourselves and others, core values
MRT Instructor:
Review the distinction between Surface Thoughts and Iceberg Beliefs.
Tell participants that Surface Thoughts are what we typically identify with the ATC model.
Tell participants that Iceberg Beliefs develop over time and are typically rules and very strongly held beliefs.
Make clear that Iceberg Beliefs are not always bad, wrong, or in need of being changed.
Key Points:
Surface Thoughts are what we are thinking. They are top of mind and easy to identify.
Iceberg Beliefs are not fully in our awareness but we can learn to identify them. 8

9. Examples of Iceberg Beliefs
I am strong.
People can’t be trusted.
The world is a dangerous place.
People should be treated with dignity and respect.
Asking for help is a sign of weakness.
Going to a counselor means you’re not a real Civilian.
civilians don’t understand Civilians.
???
MRT Instructor:
Review the list with participants and ask participants to identify two or three other Iceberg Beliefs. 9

10. Sunday is Football Day
Mr. Smith returned from deployment six weeks ago. As he’s sitting down to watch Sunday afternoon football with his son, his wife reminds him that the sink is still leaking. Smith thinks to himself, “It’s just a small leak. I’ll fix it later.” Smith becomes enraged, gets in his wife’s face, and yells “Back off!”
MRT Instructor:
Ask a participant to read the scenario on the slide. 10

11. ATC AE (who, what, when, where): Thoughts: Consequences:
Ask yourself: Is my reaction helping or harming?
Thoughts:
What he said to himself in the heat of the moment
Consequences:
ER: Emotions, Reactions
MRT Instructor:
Ask participants to describe the Activating Event, Private Smith’s heat-of-the-moment Thoughts, and the Consequences.
A: Sit down to watch the football game with son. Wife says, “The sink is still leaking.”
T: “It’s just a small leak. I’ll get to it later.”
C: Emotions: Wild anger; Reactions: Get up in her face and yell, “WTF, back off!” 11

12. Mr. Smith calls his “bad friend.”
Smith: Hey, I almost didn’t get a chance to watch the game. Things got pretty ugly over here. My wife started harping on me about fixing the sink. Do you believe her? What’s her problem?
Friend: Yeah, no kidding. She knows that Sunday is your football day.
Friend: It’s just one day a week. She should really let up. Don’t you have a long “honey-do” list besides that?
Friend: Why didn’t she get your son to do it? Is she babying him?
MRT Instructor:
Play the role of Private Smith and select a volunteer to play the role of the “good friend.”
Ask the participant playing the friend to read the lines on the slide.
Smith: Hey, I almost didn’t get a chance to watch the game. Things got pretty ugly over here. My wife started harping on me about fixing the sink. Do you believe her? What’s her problem?
Friend : Man, that’s rough.
Smith: Yeah, I just wanted a break to watch the game, and she wouldn’t let up. All of a sudden I found myself right up in her face.
Friend: What was the worst part about that whole situation for you?
Smith: She knows that Sundays are my football day.
Friend: Assuming that’s true (that she knows Sundays are your football day), what’s so upsetting about that?
Smith: I do so many things around the house. She harps on the one thing I haven’t done. 12

13. Mr. Smith calls his “good friend.”
Smith: Hey, I almost didn’t get a chance to watch the game. Things got pretty ugly over here. My wife started harping on me about fixing the sink. Do you believe her? What’s her problem?
Friend: Man, that’s rough.
Friend: What was the worst part about that whole situation for you?
Friend: Assuming that’s true (that she knows Sundays are your football day), what’s so upsetting about that?
MRT Instructor:
Play the role of Private Smith and select a volunteer to play the role of the “good friend.”
Ask the participant playing the friend to read the lines on the slide.
Smith: Hey, I almost didn’t get a chance to watch the game. Things got pretty ugly over here. My wife started harping on me about fixing the sink. Do you believe her? What’s her problem?
Friend : Man, that’s rough.
Smith: Yeah, I just wanted a break to watch the game, and she wouldn’t let up. All of a sudden I found myself right up in her face.
Friend: What was the worst part about that whole situation for you?
Smith: She knows that Sundays are my football day.
Friend: Assuming that’s true (that she knows Sundays are your football day), what’s so upsetting about that?
Smith: I do so many things around the house. She harps on the one thing I haven’t done. 13

14. Private Smith calls his “good friend.” (cont)
Friend: Assuming she harps on the one thing you haven’t done, what does that mean to you?
Friend: What’s the worst part about her not appreciating you?
Friend: Assuming it’s true that she doesn’t respect who you are as a husband and father, what does that mean to you?
MRT Instructor:
Continue the role-play with the “good friend.”
Friend: Assuming she harps on the one thing you haven’t done, what does that mean to you?
Smith: She’s not appreciating the things I do. She doesn’t appreciate me.
Friend: What’s the worst part of her not appreciating you?
Smith: If she doesn’t appreciate what I bring to the table, she doesn’t respect who I am as a husband and a father.
Friend: Assuming that’s true, what does that mean to you?
Smith: She’s not respecting me. If you’ve earned respect, then people should respect you. 14

15. To Detect Icebergs Use “What” not “Why” questions.
Ask the questions in any order.
Repeat back the belief that came before.
Stop when the Iceberg explains the Consequences or you’re close enough.
MRT Instructor:
Review the four “What” questions.
Ask participants for their thoughts on the value of What questions instead of “Why” questions.
Underscore that “What” questions lead to curiosity, reflection, and openness and “Why” questions lead to defensiveness and rationalization.
Explain that participants should anchor each question with the last response.
Remind participants to use the gut check when determining when to stop. Ask yourself if the Iceberg explains the intense reaction.
Tell participants that they can stop asking the questions whenever they feel they got close enough to the Iceberg. They have control over how deep to go.
Key Points:
You can identify your Iceberg Beliefs by asking yourself four simple “What” questions.
The “What” questions help you to be curious about what triggered your strong reaction whereas “Why” questions tend to lead to defensiveness or rationalization.
What is the most upsetting part of that for me?
What does that mean to me?
What is the worst part of that for me?
Assuming that is true, what about that is so upsetting to me? 15

16. What are your Iceberg Beliefs?
You have three minutes.
Come up with as many Iceberg Beliefs of your own as you can.
MRT Instructor:
Refer participants to the Participant Guide.
Remind participants that not all Iceberg Beliefs are bad or counterproductive.
MRT Activity Instructions:
Participants write as many of their own Iceberg Beliefs as they can.

17. Once you’ve identified your Iceberg, ask yourself:
Is this Iceberg helping or harming me in this situation?
Is this Iceberg something I still believe/value?
Is this Iceberg accurate in this situation?
MRT Instructor:
Emphasize that once the Iceberg has been identified they can ask themselves questions to evaluate whether the Iceberg is helpful, whether it is something still valued, and whether it is accurate in the situation at hand. 17

18. When is Detect Icebergs needed?
AE (who, what, when, where): Bob’s brother moves his grill to a new location.
Thoughts:
What he said to himself in the heat of the moment
Consequences:
ER: Emotions, Reactions
Bob thinks, “It would have been nice for him to ask me first.”
Intense sadness. Becomes withdrawn from family for several hours.
MRT Instructor:
Ask participants to point out when the skill of Detect Icebergs is needed in the example provided.
In this example, explain that Detect Icebergs is needed because the Emotions and Reactions are out of proportion to the Thoughts. 18

19. When is Detect Icebergs needed?
AE (who, what, when, where): Marc’s buddy is late for a planned workout session.
Thoughts:
What he said to himself in the heat of the moment
Consequences:
ER: Emotions, Reactions
Marc thinks, “I wonder what happened.”
Extreme anxiety, heart palpitations. Called friend’s cell phone repeatedly.
MRT Instructor:
Ask participants to point out when the skill of Detect Icebergs is needed in the example provided.
In this example, explain that Detect Icebergs is needed because the Emotions and Reactions are out of proportion to the Thoughts. 19

20. When is Detect Icebergs needed?
AE (who, what, when, where): Someone cuts you off on the highway.
Thoughts:
What he said to himself in the heat of the moment
Consequences:
ER: Emotions, Reactions
You think, “He could have killed me!”
Strong anger. You tell your spouse about it when you get home.
MRT Instructor:
Ask participants to point out when the skill of Detect Icebergs is needed in the example provided.
In this example, explain that Detect Icebergs is not needed because the Emotions and Reactions are not out of proportion to the Thoughts. 20

21. Detect Icebergs Practice
Activity:
Practice the skill using the worksheet. Take turns in the “coach” role.
Total recommended time: 65 mins
Setup: 5 mins
Practice: 45 mins
Debrief: 15 mins
MRT Instructor:
Refer participants to the Participant Guide.
Describe the activity for Detect Icebergs.
Remind participants to refer to the Activating Events worksheet for situations to work with.
MRT Activity Instructions:
Participants work with partners.
Participants select an Activating Event where Detect Icebergs would be useful (one in which their emotions and/or reactions seemed out of proportion to their Thoughts), then identify Thoughts and Consequences.
Participants ask “What” questions until they have identified the Iceberg and then reflect on the usefulness and/or accuracy of the Iceberg in the situation at hand. 21

22. Detect Icebergs: Debrief
What did you learn through this exercise?
What was it like to use the “What” questions?
How did being asked “What” questions affect your ability to explore your beliefs?
MRT Instructor:
Ask participants what they learned through this activity and record critical points on a flip chart.
Encourage the participants to talk about what it was like asking the “What” questions and how it felt to be asked the “What” questions.
Reiterate that asking “What” questions can be difficult because our tendency is to ask “Why” questions or to try to solve the problem.
Reiterate that this is an internal skill. 22

23. Applications
How do your Icebergs contribute to your effectiveness in the Army and your family?
How do your Icebergs undercut your effectiveness in the Army and your family?
How can you use the skill of Detect Icebergs to make yourself a better Civilian, friend, or family member?
How do Icebergs get in the way of you asking for help if and when you need it?
MRT Instructor:
Discuss the application ideas generated by the participants.
Remind participants to record application ideas on the Applications page in the Participant Guide.
Be certain to explore the final question on the slide and leave enough time for discussing Icebergs that interfere with asking for help (such as “Asking for help means you’re weak,” or “Asking for help means you failed.”).
Engage the participants in a time-limited conversation about how they can help to challenge Army cultural Icebergs about asking for help by modeling asking for help from other civilians. 23

24. Check on Learning
What is the skill? Detect Icebergs is used to identify and evaluate deep beliefs or values that are driving our Emotions and Reactions.
When do I use it? Use Detect Icebergs when your Reaction seems out of proportion and is undermining your performance or effectiveness. Use it with others only when an appropriate relationship exists.
How do I use it? Ask yourself the series of “What” questions to identify the Iceberg. Once the Iceberg is identified, ask yourself questions regarding the usefulness, accuracy, and flexibility of the belief.
MRT Instructor:
Ask each question. (Note that the slide builds.)
Check to make sure the participants are giving accurate answers.
Clarify misconceptions as necessary. 24

25. Resiliency
Energy Management

26. Task, Conditions, Standards
Task: Use energy management strategies to regulate emotion and energy levels and enable critical thinking and optimal performance.
Conditions: Within a classroom environment and 90 minute timeframe.
Standards: Understand that self-regulation is a primary target of Energy Management
MRT Instructor:
Ask a participant to read the mission statement.
Ask for questions regarding the purpose of the course. 26

27. Energy Management
MRT Instructor:
Introduce Module Two, Unit Four. 27

28. Key Principles
Practice: These techniques require practice in order to derive full benefit.
Double Up: Energy Management can be used in conjunction with other skills in the program.
Self-regulation: Energy Management builds all of the MRT competencies; Self-regulation 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 for the Energy Management techniques to be effective they must practice them.
Key Points:
Energy Management helps to build the MRT competency of Self-regulation.
There are simple techniques that will lower the intensity of emotion and help calm and focus the individual in their professional and personal lives.
Mental Games, Controlled Breathing, Meditation, PMR, and Positive Imagery are examples that have been shown to be effective in a variety of settings.
The more you practice these techniques, the more effective they will be. 28

29. Bottom Line Up Front Energy Management helps to build Self-regulation.
These strategies lower the intensity of emotions so you can think and respond more clearly and with greater control.
They have been used effectively in a variety of settings including sports, the workplace, and clinical settings with chronically ill patients.
MRT Instructor:
Review the B.L.U.F. statements.
Ask for questions/comments.
Reinforce that these techniques have been used with top athletes and performers in a wide range of settings and have been shown to enhance concentration, control emotion, and facilitate performance.
Key Points:
Energy Management helps to build Self-regulation.
Energy Management strategies allow you to think and respond more clearly.
Energy Management strategies have been used in many settings. 29

30. How do you manage your energy and rejuvenate?
MRT Instructor:
Ask participants to share how they manage their energy and lower their emotions when they are too intense (e.g., exercise, reading, playing video games, seeing friends, being outdoors, and sleeping).
Ask participants how well they currently mobilize and recover energy in order to stay fresh and rested, and how they can build strategies into their daily routines so that Energy Management becomes habitual.
Ask about the short-term and long-term costs or downsides related to any potentially harmful strategies discussed such as drinking, drugs, or playing video games to the exclusion of interacting with family, etc.
State that you will teach strategies they can add to the beneficial ones they already use.
Key Points:
Most individuals use strategies to manage their energy.
Some strategies come with costs (short-term or long-term) that outweigh the benefits.
There are strategies that participants can add to the strategies they are already using in both their professional and personal lives. 30

31. Mental Games Principles for designing mental games:
Must require your full attention
Should be hard and fun
Must be games you can do within a few minutes
MRT Instructor:
Describe the way mental games are designed to “turn the channel” away from thoughts that are fueling intense emotion to thoughts that enable the body to calm.
State that these mental games give the body a break so emotions can quiet, and then the individual can reengage with more productive thinking.
Review the three principles of mental games. 31

32. Mental Games Math games: Count back from 1,000 by 7s.
Alphabet games: Work your way through the alphabet, naming someone for each pair of initials.
Categories games: Name all the sports figures, war heroes, etc. you can in two minutes.
Army alphabet: Repeat it backwards.
Lyrics: Recite upbeat song lyrics.
MRT Instructor:
Describe each of the mental games above and ask a participants to model each for one or two minutes per strategy. 32

33. Energy Management Techniques
Controlled Breathing
Progressive Muscle Relaxation
Meditation
Positive Imagery
MRT Instructor:
Point out that there are several Energy Management techniques, but the participants will practice Progressive Muscle Relaxation (PMR) during this session. 33

34. Progressive Muscle Relaxation
Do controlled breathing for two minutes.
As you breathe in, make fists and tense your hands and lower arms.
Keep your muscles tight for the count of fifteen.
As you exhale, relax the muscles quickly and concentrate on the feeling of relaxation.
Do twice, take a minute break and then move on to the next muscle group.  
For each group tense the muscles for fifteen seconds, then relax them for thirty seconds.
After each muscle group, take a minute break before continuing to the next muscle group.
Total recommended time: 20 mins
Setup: 5 mins
Practice: 10 mins
Debrief: 5 mins
MRT Instructor:
Use a more detailed PMR tape or PMR script to guide the participants through the exercise. Example scripts are available at these websites:
After the PMR activity, ask the participants to talk about how it felt and to describe any changes they noticed in their thinking, feelings, energy, and focus.
MRT Activity Instructions:
Participants listen to a guided PMR exercise. 34

35. Applications
How can Energy Management help you be most effective and cope with stress?
How can Energy Management be incorporated into the civilian’s general fitness plan?
MRT Instructor:
Discuss the application ideas generated by the participants.
Remind participants to record application ideas on the Applications page in the Participant Guide. 35

36. Check on Learning
What is the skill? Energy Management strategies are used to regulate emotion and energy levels to enable critical thinking and optimal performance.
When do I use it? Use Energy Management strategies whenever you want to regulate the intensity of your emotions and energy so that you can effectively cope with a situation and enhance your performance.
How do I use it? Use Controlled Breathing, Progressive Muscle Relaxation, or Meditation to relax. Use the mental games to refocus your thinking on the task at hand.
MRT Instructor:
Ask each question. (Note that the slide builds.)
Check to make sure the participants are giving accurate answers.
Clarify misconceptions as necessary. 36

37. Resiliency
Problem Solving

38. Task, Conditions, Standards
Task: Use energy management strategies to regulate emotion and energy levels and enable critical thinking and optimal performance.
Conditions: Within a classroom environment and 90 minute timeframe.
Standards: Understand that self-regulation is a primary target of Problem Solving
MRT Instructor:
1. Talk about the tool and how the leadership wants SM to “Problem Solving” therefore helping to address underlying issues in their day to day lives. 38

39. Problem Solving
MRT Instructor:
Introduce Module Two, Unit Five. 39

40. Problem Solving: Key Principles
Identify the causes: Use the Critical Questions to identify causes that you initially missed.
Avoid the Confirmation Bias (or Velcro/Teflon Effect): The Confirmation Bias can interfere with accuracy. So work around it.
Slow down: For problems that don’t require quick solutions, slow down and get more information.
Mental Agility: Problem Solving builds all of the MRT competencies; Mental Agility 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 Problem Solving helps to build the MRT competency of Mental Agility.
Key Points:
Problem Solving helps to build the MRT competency of Mental Agility.
Critical Questions help us to identify causes of the problem we initially missed.
Fighting the Confirmation Bias or Velcro/Teflon Effect enables us to test the accuracy of our thoughts.
Through this model you will have a more accurate and complete understanding of a problem and will be in a better position to solve it. 40

41. Bottom Line Up Front Problem Solving helps to build Mental Agility.
You first have to understand a problem before you can effectively solve it.
Being a successful Civilian requires that you’re able to solve problems effectively without getting bogged down in old habits of thinking.
The goal is to include any critical information you missed so that you can understand the problem and focus on solution strategies.
MRT Instructor:
Review the B.L.U.F. statements.
Ask for questions/comments.
Key Points:
Problem Solving helps to build Mental Agility.
You need to understand a problem before you can solve it.
Old habits in thinking can keep you from solving problems effectively.
Problem Solving allows you to consider information you missed so that you can solve problems effectively. 41

42. Effective Problem Solving
Focus on thoughts about WHY the problem happened.
Identify the contributing factors that caused the problem through Critical Questions and evidence.
Evaluate which factors are controllable.
Develop solution strategies that will bring about positive change.
MRT Instructor:
Review the points on the slide to give an overview of the skill.
Reinforce the key message that you can’t effectively problem solve unless you have an accurate understanding of what caused the problem.
State that Thinking Traps can get in our way of seeing a problem accurately and that Critical Questions can guide us in identifying critical information that was missed.
Key Points:
You can’t effectively problem solve unless you have an accurate understanding of what caused the problem. 42

43. Problem Solving Case Study
You’re assigned as a physical fitness instructor/health advisor (20 years of experience) for the 82nd Airborne Division to assist their leadership in preparing their civilians for the physical strain of deployment. Having arrived approximately two weeks ago after taking thirty days of vacation , Mr. Smith showed up extremely out of shape but you have lost five pounds in the last two weeks. While on vacation you slept, ate, ate, ate and drank plenty of beer. You had previous struggled with a few nagging injuries, however despite your better judgment, did nothing during vacation to rehabilitate. Mr. Smith is not to motivated and is struggling with getting back into shape. He can barely completed runs with the civilians (who are not in the best shape) and routine fitness exercises have become challenging. Mr. Smith is homesick, haven’t yet connected well with the military leadership and misses his fiancé, Sally. He hasn’t formed a bond with the civilians or leadership who calls him “Tubby Tubby” and tells him that he doesn’t have the heart to be with the paratroopers. He says “you’ll be out of here in less than 30 days.”
MRT Instructor:
Refer participants to the Problem Solving Example worksheet in the Participant Guide.
Ask a participant to read the case study aloud. 43

44. Step 1: What’s the problem? Who, what, when, whereMe
Out of shape, nagging injuries, miss fiancé, CSM/leadership on my back.
During runs/exercises/work hours, downtime
On the field, work place, home
MRT Instructor:
Note that the slide builds. Ask the participants to describe the case study as an Activating Event and give you the who, what, when, and where.
Correct any inaccurate descriptions of the Activating Event, particularly if thoughts creep into the description. 44

45. Step 2: What caused the problem?
Next you’ll list your heat-of-the-moment thought(s) about what caused the problem and pie chart those thought(s) so that the more the factor(s) contributed to the problem, the bigger the slice.
MRT Instructor:
Identify the heat-of-the-moment thoughts.
Tell the participants that when problems arise, most of us have immediate thoughts that pop into our heads about what caused the problem. These thoughts can be inaccurate and incomplete, and when they are, we undermine our ability to solve the problem effectively.
Underscore that in this situation, the individual had only one thought about what caused the Activating Event. Therefore there are no segments to the pie chart.
Ask participants to identify the Consequences that would likely flow from this thought about what is causing the problem.
Key Points:
When problems happen we have immediate thoughts about what caused it and those thoughts are sometimes inaccurate or incomplete.
We need to be accurate in our understanding of the causes of problems in order to effectively solve problems.
This is your brain. 45

46. Step 3: What did you miss?
Then, with your partner, you’ll use three Critical Questions to identify other factors that may have caused the problem.
How did others or circumstances contribute?
How did I contribute?
What specific behaviors contributed to the problem?
I just got here. I’m new.
I spent my entire vacation eating, drinking beer and laying around and I got out of shape.
I have not worked on rehabilitating my injuries.
I’ve been unmotivated, it’s been difficult getting back into shape.
MRT Instructor:
Explain that the Critical Questions can be used to identify important information that we missed about what caused the problem.
Review the three Critical Questions that are particularly helpful in identifying the causes of problems.
Point out that participants can use the Critical Questions in whatever order makes sense.
Review what was learned by the civilian when he used the Critical Questions.
Key Points:
The Critical Questions will help you notice information about what caused the problem that you didn’t notice initially.
Use the Critical Questions in any order. 46

47. Step 4: What’s the evidence?
Then, with your partner, you’ll discuss the evidence for and against the factors you’ve identified in Steps 2 and 3. Record critical evidence you identify.
MRT Instructor:
Describe the process of working with a partner to gather evidence. 47

48. Gathering Evidence: Not as Easy as it Sounds
The Confirmation Bias causes us to notice the evidence that fits our thoughts and to miss the evidence that contradicts our thoughts.
We call this the Velcro/Teflon Effect.
Evidence that fits our thoughts sticks.
Evidence that contradicts our thoughts slides off.
MRT Instructor:
Describe the Confirmation Bias.
You can refer to this as the Velcro/Teflon Effect if that language works better for the participants.
State that the Confirmation Bias or Velcro/Teflon Effect is common and influences all of us.
Emphasize that Mental Agility is needed to get around the Confirmation Bias or Velcro/Teflon Effect.
Key Points:
The Confirmation Bias or Velcro/Teflon Effect causes us to notice evidence that fits our thoughts and miss evidence that contradicts our thoughts.
Testing out the accuracy of our thoughts is not as easy as it sounds because of the Confirmation Bias or Velcro/Teflon Effect. 48

49. “I’m soup sandwich.” MRT Instructor:
Tell participants to imagine that their buddy says that he’s “soup sandwich.” You ask him why he thinks that and he lists supporting evidence: Gained a lot of weight in past month, fell out of three PT runs, a bunch of guys in the squad grabbed lunch without him.
Point out the two problems with this:
You have to define “soup sandwich” (e.g., a soup sandwich is not physically fit, has no friends and never will, etc.). Once defined, you can start the evidence gathering process.
What evidence did he miss because of the Velcro/Teflon Effect? He probably only noticed evidence that fit his thoughts and missed information that showed his thoughts were not fully accurate.
Key Points:
Define terms. Being clear about the words we think (e.g., failure, horrible, loser, etc.) will help us figure out where to look for evidence.
Be aware that the Confirmation Bias or Velcro/Teflon Effect will make it hard to see the counter-evidence. 49

50. “I don’t have what it takes.”
Velcro
Teflon
Out of shape
I have 20 years of experience and know what to do
Nagging injuries
Finished all runs with the Soldiers
CSM called me “Tubby Tubby” last week
I’ve lost five pounds and it’s only been two weeks
MRT Instructor:
Explain to participants what you would think if you thought, “I don’t have what it takes.” When asked by a friend, describe what you would say using the information under the column Velcro.
Tell the participants that had you been filmed, you would indeed see what was listed under Velcro, but that you would also see what was listed under Teflon. Those pieces of evidence didn’t register, however, because of the Confirmation Bias or Velcro/Teflon Effect.
Ask participants for examples of the Confirmation Bias or Velcro/Teflon Effect from their own lives.
Reiterate that everyone is affected by the Confirmation Bias or Velcro/Teflon Effect. 50

51. Fight the Confirmation Bias or Velcro/Teflon Effect
Tips to fight against the Confirmation Bias or Velcro/Teflon Effect:
Distance yourself from your thought. Write it down.
Be neutral. Ask fair questions.
Consult with others.
Prove your thoughts false. What would you notice if you had another thought?
MRT Instructor:
Review the strategies for fighting the Confirmation Bias or Velcro/Teflon Effect.
Underscore the difficulty of asking fair questions. The tendency is to ask loaded questions such as: “How many times was he at the back of the pack?”. Examples of fair and neutral questions are: “How long has been a fitness advisor?” or “What other Divisions has he been successful in?”
Emphasize that asking others to help you evaluate the accuracy of a thought is helpful because they don’t have the Confirmation Bias for your thoughts. They have the Confirmation Bias for their own thoughts.
Explain how participants can try to prove their thoughts false by adopting an alternative thought (e.g., What would you notice if you thought the presentation went really well?).
Key Points:
There are strategies you can use to fight the Confirmation Bias or Velcro/Teflon Effect.
These strategies help you to evaluate the accuracy of your thoughts. 51

52. Step 5: What really caused the problem?
Then you’ll list the factors you found evidence to support, and pie chart the factors so that the more the factor(s) contributed to the problem, the bigger the slice. Put an asterisk next to factors you can control or influence.
MRT Instructor:
Review the new pie chart with the participants. Indicate that what is on the pie chart reflects factors generated through the Critical Questions and supported by evidence.
Tell participants that after they identify new factors that caused the problem and tested them with evidence, they will create a pie chart that reflects the actual causes of the problem.
Ask participants to put a star next to the factors that are under their control because this will help them to focus their efforts on the factors with which they have the most leverage.
Key Points:
Create a new pie chart that reflects the true causes of the problems and indicate which you can control.
This will help you plan out solution strategies. 52

53. Heat-of-the-moment Chart and Accurate Chart
MRT Instructor:
Review the two pie charts.
Ask participants what they notice about the two charts:
The second one includes more information about what caused the problem.
The second enables you to identify more potential solutions.
Note that our thoughts in the moment lead us to inaction: What can you do with the thought, “Division doesn’t have what it takes”? Can you turn in your Division for a new one?
Key Points:
By taking the time to identify the causes of the problem and evaluate the accuracy of those causes we gain a more thorough and accurate understanding of the situation.
An accurate understanding of the situation enables us to identify solution strategies. 53

54. Step 6: What can you do about it?
Mr. Smith is also out of shape. I can find him and do extra physical activities after work.
Mr. Smith can eat better.
Run/bike on the weekends.
MRT Instructor:
Based on the new pie chart, ask participants to come up with a few ideas for ways to solve the problem.
Make sure the solutions identified map onto the causes on the pie chart. 54

55. Problem Solving: Debrief
MRT Instructor:
Ask participants what they learned through this activity and record critical points on a flip chart.
Ask participants whether the second pie chart looked different from their first pie chart. If so, ask them to share what they took away from that.
Ask participants whether new solution strategies emerged by working through this process.
Point out that using the skill of Problem Solving does not guarantee that you will be able to solve the problem, but it does help you to see problems accurately so that you can focus on possible solution strategies and increases the likelihood that you will be successful.
Point out that some problems are not solve-able; however, this process is still useful because even if there’s nothing you can do directly, going through this process can help you to identify other resources (e.g., someone who might be able to solve the problem) and it can also give you confidence in your knowledge that you haven’t ignored potential solution strategies.
What did you learn through this exercise? 55

56. Problem Solving: Applications
How is your knowledge of the Confirmation Bias or Velcro/Teflon Effect important in your role as a Civilian, friend, or family member?
How are flexibility and accuracy important in your role as a Civilian, friend, or family member?
How can Problem Solving be used in the Army to improve performance and build stronger relationships?
MRT Instructor:
Discuss the application ideas generated by the participants.
Remind participants to record application ideas on the Applications page in the Participant Guide. 56

57. Check on Learning
What is the skill? Use Problem Solving to increase flexibility and accuracy in thinking about the causes of problems and to develop effective solution strategies.
When do I use it? Use Problem Solving when you are confronted with a situation that requires a thorough understanding of its causes in order to most effectively solve the problem.
How do I use it? Use the Thinking Trap Critical Questions to identify the factors that caused the problem. Use the tips for avoiding the Confirmation Bias or Velcro/Teflon Effect to gather evidence to determine the accuracy of your thinking. Create a pie chart and develop solution strategies to target what is controllable.
MRT Instructor:
Ask each question. (Note that the slide builds.)
Check to make sure the participants are giving accurate answers.
Clarify misconceptions as necessary. 57

58. Resiliency
Questions

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