1. DA Civilian Resiliency Training Part I
(Hunt ATC Traps)

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
Hunt the Good Stuff
Task: Notice positive experiences in order to enhance their gratitude and positivity.
Conditions: Within a classroom environment and 30 minute timeframe.
Standards: Workforce is provided a “tool” to counter the negativity bias, create positive emotion, and notice and analyze what is good.
MRT Instructor:
1. Talk about the tool and how the leadership wants participants to “Hunt the Good Stuff” in their day to day lives.

4. Hunt the Good Stuff
MRT Instructor:
Introduce Module One, Unit Two.

5. Key Principles
Counteracts the negativity bias: You can counteract the negativity bias–the tendency to pay more attention to bad events than positive events–by recording three good things on a regular basis.
Optimism: Hunt the Good Stuff 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.
Key Points:
Hunt the Good Stuff helps to build the MRT competency of Optimism.
Hunt the Good Stuff to counteract the negativity bias.

6. Bottom Line Up Front Hunt the Good Stuff helps to build Optimism.
Hunt the Good Stuff builds positive emotion, such as gratitude and counteract the negativity bias.
MRT Instructor:
Review the B.L.U.F. statements.
Ask for questions/comments.
Key Points:
Hunt the Good Stuff helps to build Optimism.
Hunt the Good Stuff builds positive emotions and counters the negativity bias.

7. What does it Do?
Builds positive emotion, optimism, gratitude (studied by Robert Emmons)
Counteracts the negativity bias
Leads to:
–Better health, better sleep, feeling calm
–Lower depression and greater life satisfaction
–More optimal performance
–Better relationships
MRT Instructor:
Review the points on the slide.
Explain that the negativity bias is the tendency to pay more attention to the bad than the good.
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.
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.

8. Hunt the Good Stuff Based on work by Martin Seligman and colleagues
Builds positive emotion, optimism, gratitude (studied by Robert Emmons)
Counteracts the negativity bias
Leads to:
Better health, better sleep, feeling calm
Lower depression and greater life satisfaction
More optimal performance
Better relationships
MRT Instructor:
Review the points on the slide.
Explain that the negativity bias is the tendency to pay more attention to the bad than the good.
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.
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.

9. 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
MRT Instructor:
Make sure the participants are clear on the Instructor for Hunt the Good Stuff and know where to find the journal in their materials.
In future units, ask three or four participants 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.

10. Journal/Examples
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

11. Reflection Topics
How did recording your good things affect your emotions, how engaged you felt, and your sense of meaning?
How did recording your good things affect how you interacted with others? How you treated yourself?
What patterns did you notice in what you counted as a good thing (e.g., they were all family related, or had to do with nature, or were things that you had no hand in creating)? What does this mean to you?
How do you understand any patterns you saw in your good things (e.g., “I tend not to give myself credit for successes and noticed that none of my good things related to things I had done or helped to create.”)?
How important was it for you to elaborate on the good things by writing about what they mean to you, why they occurred, what you learned, etc.? What did you learn by writing about the good things?
MRT Instructor:
Review the points on the slide.

12. Reflection Topics Cont’d
How much did you share or discuss the good things you wrote about with others? What did you notice about what you share, with whom you share, and how it feels for you to share your good things with others?
In what ways did your Character Strengths contribute to what you noticed as a good thing?
In what ways does this exercise build Character Strengths in you?
How would you apply this exercise in the Workforce? With individuals? With groups?
MRT Instructor:
Review the points on the slide.

13. Hunt the Good Stuff: Applications Hunt the Good Stuff Journal page 23
How can you use Hunt the Good Stuff to enhance your performance?
How did keeping track of positive events and experiences affect how you interacted with others?
MRT Instructor:
Discuss the application ideas generated by the participants.
Remind participants to record application ideas on the Applications page in the Hunt the Good Stuff Journal.

14. Applications
How can you use Hunt the Good Stuff to enhance your performance?
How did keeping track of positive events and experiences affect how you interacted with others?
MRT Instructor:
Discuss the application ideas generated by the participants.
Remind participants to record application ideas on the Applications page in the Hunt the Good Stuff Journal.

15. Check on Learning
What is the skill? Hunt the Good Stuff is used to notice positive experiences to enhance optimism, gratitude, and other positive emotions.
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 the day and write a reflection about why the good thing happened, what the good thing means to you, what you can do to enable more of the good thing, or what ways you or others contributed to the good thing.
MRT Instructor:
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.

16. Summary Key Principles
Counteracts the negativity bias: You can counteract the negativity bias the tendency to pay more attention to bad events than positive events by recording three good things on a regular basis.
Optimism: Hunt the Good Stuff builds all of the MRT competencies; Optimism is a primary target.
Check on Learning
What is the skill? Hunt the Good Stuff is used to notice positive experiences to enhance optimism, gratitude, and other positive emotions.
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 the day and write a reflection about why the good thing happened, what the good thing means to you, what you can do to enable more of the good thing, or what ways you or others contributed to the good thing.
MRT Instructor:
Review the points on the slide.

17. Activating Events, Thoughts, Consequences
Resiliency
Activating Events, Thoughts, Consequences

18. Task, Conditions, Standards
Activating Event, Thoughts, Consequences
Task: Use the ATC Model to identify the Activating Event, your in-the-moment Thoughts, and the Consequences your Thoughts generate.
Conditions: Within a classroom environment and 60 minute timeframe.
Standards: Be able to identify your Thoughts about an Activating Event and the Consequences of those Thoughts so you can have greater control over your emotions and reactions.
MRT Instructor:
1. Talk about the tool and how the leadership wants participants to use the ATC Model to assist them with issues in their day to day lives.

19. Activating Event, Thoughts, Consequences
ATC

20. 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.
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:
ATC helps to build the MRT 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.

21. Bottom Line Up Front ATC helps to build Self-awareness.
Identify your Thoughts about an Activating Event and the Consequences of those Thoughts so you can have greater control over your Emotions and Reactions.
MRT Instructor:
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.

22. ATC Model Consequences: ER E: Emotions R: Reactions
Activating Event The trigger: a challenge, adversity, or positive event
Thoughts Your interpretations of the Activating Event; what you say to yourself
MRT Instructor:
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

23. 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.
MRT Instructor:
Review the points on the slide.
Ask for examples of Activating Events to check that participants understand the concept.

24. 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.
MRT Instructor:
Review the points on the slide.
Ask for examples of Thoughts to check that participants understand the concept. (You can use getting a parking ticket as the Activating Event.)

25. Consequences
Emotions: What you feel in reaction to the Activating Event.
Reactions: What you do in reaction to the Activating Event.
MRT Instructor:
Review the points on the slide.
Ask for examples of Consequences to check that participants 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).

26. Activating Events (Worksheet)
We all have situations that we handle effectively and other situations that we don’t handle as effectively as we need to.
Identify your effectiveness in a variety of situations.
MRT Instructor:
Refer participants to the Participant Guide.
Tell participants that they should refer back to this worksheet when they are learning future skills and need to identify an Activating Event with which to work.
MRT Activity Instructions:
Participants read through a list of situations and rate how effectively they handle each.

27. Activating Events Debrief
Which situations do you already handle well?
Which situations do you need to handle more effectively?
MRT Instructor:
Ask participants what they learned through this activity and record critical points on a flip chart.
Ask participants for examples of situations they handle effectively.
Ask participants to raise their hands if they had at least one situation that they’d like to handle more effectively.
Ask for examples of situations that they would like to handle more effectively.

28. Emotions
Emotions are feelings and are usually accompanied by physiological and behavioral changes in the body.
Examples include anger, happiness, fear, love, etc.
MRT Instructor:
Define feelings.
Give examples of common feelings.
Point out that in MRT, the words “feelings” and “emotions” are used interchangeably.

29. Identifying Emotions Break into teams of five.
On a flip chart, list as many feelings as possible.
Write positive feelings (e.g., happiness) on the left-hand side and negative feelings (e.g., anger) on the right-hand side.
Synonyms are okay.
You have three minutes.
Go!
MRT Instructor:
Give each group a flip chart with a column for negative emotions and a column for positive emotions.
To avoid confusion, give a quick example of a positive emotion (e.g., happiness) and a negative emotion (e.g., sadness).
Remind participants that listing synonyms is okay (e.g., happy and glad).
MRT Activity Instructions:
Participants work in groups of five.
In three minutes, participants list as many positive and negative emotion words as possible.

30. Identifying Emotions Debrief
What did you learn?
Why is it important to have a variety of words for different emotions?
MRT Instructor:
Ask participants what they learned through this activity and record critical points on a flip chart.
Point out that some emotion words are similar, but some describe important distinctions in focus or intensity (e.g., furious vs. mad).
Indicate that sometimes it’s harder to come up with positive emotion words than negative emotion words because of the negativity bias, the tendency for all of us to focus more on the negative than the positive.
Highlight that understanding your own vocabulary for emotions is an important Self-awareness tool.
Highlight that understanding that other people have a different vocabulary for emotions can help build empathy and connection.
Highlight that sometimes thoughts get mixed in with emotions (e.g., “I felt like an idiot.” “I felt like he needed to be taught a lesson.”)
Indicate that the skill of ATC will help in separating thoughts from emotions.

31. Emotional Effectiveness (Worksheet)
We all have emotions that we handle effectively and other emotions that we don’t handle as effectively as we need to.
Identify your effectiveness with a variety of emotions.
MRT Instructor:
Refer participants to the Participant Guide.
MRT Activity Instructions:
Participants read through a list of emotions and rate how effectively they handle each.

32. Emotional Effectiveness Debrief
Which emotions do you already handle effectively?
Which emotions do you need to handle more effectively?
MRT Instructor:
Ask participants what they learned through this activity and record critical points on a flip chart.
Ask participants for examples of emotions they handle effectively.
Ask participants to raise their hands if they had at least one emotion that they’d like to handle more effectively.
Ask for examples of emotions that they would like to handle more effectively.
Point out that context matters. Ask participants if their answers differed based on the context (e.g., home vs. work).

33. 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
MRT Instructor:
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 participants 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.

34. Thoughts Drive Consequences
Fight with someone you care about
I’ve been harmed, trespassed, thwarted…
MRT Instructor:
Demonstrate how Thoughts of trespass lead to feelings of anger and frustration.
Ask participants to come up with a possible Reaction (R) in this scenario. E: R:
frustrated, irritated, angry

35. Thought-Consequence Connections
Some people find that there is a pattern in their Thoughts–that they relate to a certain theme.
Noticing patterns in your Thoughts can help you to understand why you continually react the way you do.
MRT Instructor:
Review the points on the slide.
Ask participants for examples of patterns they notice in themselves or others (without using the individual’s name).
Ask how wearing “glasses” might undercut resilience.
Key Points:
Overly rigid patterns in thinking can undercut resilience because we might not be seeing a situation accurately.

36. Self-Fulfilling Prophecy
Positive or negative expectations about circumstances, events, or people that may affect a person’s behavior toward them in a manner that he or she (unknowingly) creates situations in which those expectations are fulfilled.
Example
An employer who expects the employees to be disloyal and shirkers, will likely treat them in a way that will elicit the very response he or she expects.
MRT Instructor:
Use the slide to guide the participants in working through an ATC and identifying the Self-fulfilling Prophecy (SFP).
Ask participants to generate the Emotions and Reactions that will follow from the Thought.
Ask participants to name how those Cs will affect the individual’s thinking and the Activating Event.
Underscore that Thoughts affect Consequences (ER), which can affect Thoughts and the Activating Event.
Acknowledge that there are different points of entry into the system. This program’s focus is on the Thoughts. They will learn other points of entry in the Sustainment program.
Key Points:
The ATC system is dynamic.
Our Thoughts lead to Consequences which can then reinforce the Thoughts, and this can create a Self-fulfilling Prophecy.

37. Self-Fulfilling Prophecy
Fight with someone you care about
She’s always getting on my case.
MRT Instructor:
Use the slide to guide the participants in working through an ATC and identifying the SFP.
Key Points:
Our Thoughts can lead to a Self-fulfilling Prophecy by bringing about Cs that then reinforce our Thoughts. E: R:

38. Self-Fulfilling Prophecy
I have not worked hard enough to receive a good evaluation. It’s hopeless.
Upcoming performance evaluation
I’m so out of shape. There’s no way I can make that run time. It’s hopeless.
MRT Instructor:
Use the slide to guide the participants in working through an ATC and identifying the SFP.
Key Points:
Our Thoughts can lead to a Self-fulfilling Prophecy by bringing about Cs that then reinforce our Thoughts. E: R:

39. ATC: What’s the Goal?
To separate the Activating Event, our Thoughts about it, and the Consequences
To identify patterns in our thinking that make us weaker or decrease performance
“Anyone can get angry–that is easy–but to get angry with the right person, to the right extent, at the right time, for the right reason, and in the right way is no longer something easy that anyone can do.”
–Aristotle
MRT Instructor:
Review the points on the slide.
Emphasize that ATC is not a problem-solving skill, but rather a skill to build Self-awareness.
Key Points:
You can increase the MRT competency of Self-awareness by using the ATC model.

40. ATC Practice Exercise Activity:
–ATC two recent Activating Events in Practice 1 and Practice 2.
–Refer to the Activating Event worksheet for ideas about Activating Events you need to handle more effectively.
Total recommended time: 80 mins
Setup: 5 mins
Practice: 60 mins
Debrief: 15 mins
MRT Instructor:
Refer participants to the Participant Guide.
Describe the activity for ATC.
For the first few skills, ask participants to pick simple events. This is the “crawl” phase of crawl, walk, run.
Remind participants to refer to the Activating Events worksheet for situations to work with.
Point out the ATC Practice Example worksheet in the Participant Guide and explain that participants can refer to the other scripted worksheets throughout the course.
MRT Activity Instructions:
Participants work with partners.
In Practices 1 and 2, participants select an Activating Event from their own lives, identify the Thoughts and Consequences, and decide whether their reaction is helping or harming.

41. ATC Practice 1 Thoughts: Consequences:
What you said to yourself in the heat of the moment
Consequences:
ER: Emotions, Reactions
MRT Instructor:
Refer participants to the Participant Guide.
Remind participants to refer to the Activating Events worksheet for situations to work with.
Point out the ATC Practice Example worksheet in the Participant Guide.
MRT Activity Instructions:
Participants work with partners.
In Practices 1 and 2, participants select an Activating Event from their own lives, identify the Thoughts and Consequences, and decide whether their reaction is helping or harming.

42. ATC Practice 2 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
MRT Instructor:
Refer participants to the Participant Guide.
Remind participants to refer to the Activating Events worksheet for situations to work with.
Point out the ATC Practice Example worksheet in the Participant Guide.
MRT Activity Instructions:
Participants work with partners.
In Practices 1 and 2, participants select an Activating Event from their own lives, identify the Thoughts and Consequences, and decide whether their reaction is helping or harming.

43. ATC Practice 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?
MRT Instructor:
Ask participants what they learned through this activity and record critical points on a flip chart.
Ask participants 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 participants to describe any patterns they noticed in their Thoughts and/or Consequences.
Ask participants to discuss whether their reaction was helping or harming them.

44. ATC Applications How can you use ATC to enhance your performance?
How can you use ATC to 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.

45. 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’re curious about your Emotions or Reactions, when you don’t like your reaction, or when you’re stuck in a pattern and wearing one set of glasses.
MRT Instructor:
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.
How do I use it?
Describe the Activating Event objectively, identify your Thoughts, and identify your Consequences (ER: Emotions, Reactions).

46. Resiliency
Avoid Thinking Traps

47. Avoid Thinking Traps MRT Instructor:
Ask a participant to read the mission statement.
Ask for questions regarding the purpose of the course.

48. Task, Conditions, Standards
Avoid Thinking Traps
Task: Use Critical Questions to avoid Thinking Traps and to see the situation more accurately.
Conditions: Within a classroom environment/small groups and 90 minute timeframe.
Standards: Identify and correct counterproductive patterns in thinking through the use of Critical Questions.
MRT Instructor:
1. Talk about the tool and how the leadership wants participants to “Avoid Thinking Traps” therefore helping to address underlying issues in their day to day lives.

49. Key Principles
They’re common: It’s common to fall into a Thinking Trap, particularly when stressed.
They narrow our field of vision: Thinking Traps often lead to missing important information.
Notice patterns: What are the patterns in the traps you fall in?
Use Critical Questions: Be on the lookout for your common traps and use the Critical Questions
to help broaden your awareness of important information.
Mental Agility: Avoid Thinking Traps 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.
Key Points:
Avoid Thinking Traps helps to build the MRT competency of Mental Agility.
Thinking Traps are common.
Thinking Traps are problematic because they limit the information we notice in a situation.
The Critical Questions will help you to Avoid Thinking Traps and gather more information.

50. Bottom Line Up Front
Avoid Thinking Traps helps to build Mental Agility.
Identify the Thinking Traps you tend to fall into so you can correct your thinking in the moment and avoid the traps in the future.
Optimal performance requires you to Avoid Thinking Traps.
MRT Instructor::
Review the B.L.U.F. statements.
Ask for questions/comments.
Make clear that Avoid Thinking Traps doesn’t mean always second-guessing your intuition. Intuition is critical for Soldiers.
Key Points:
Avoid Thinking Traps helps to build Mental Agility.
Identifying Thinking Traps enables you to avoid them in the future.
Avoid Thinking Traps affects your performance.

51. ATC Model and Thinking Traps
Activating Event The trigger: a challenge, adversity, or positive event
Thoughts Your interpretations of the Activating Event; what you say to yourself
Jumping to Conclusions
Mind Reading
Me, Me, Me
Them, Them, Them
Always, Always, Always
Everything, Everything, Everything
MRT Instructor::
Indicate that Thinking Traps are patterns in Thoughts.
Point out that because Thinking Traps are Thoughts, they drive our Cs.
Key Points:
Thinking Traps are Thoughts in the ATC model.
Thinking Traps affect our Cs (Emotions, Reactions).
When we are in a Thinking Trap we are certain of our perception without evidence to support it.
Thinking Traps can be difficult to change if you do not work at it.
Identifying Thinking Traps is critical to enhancing resilience, performance, and building strong relationships.
Consequences: ER
E: Emotions
R: Reactions

52. Common Thinking Traps Jumping to Conclusions Mind Reading Me, Me, Me
Them, Them, Them
Always, Always, Always
Everything, Everything, Everything
MRT Instructor::
Review the six Thinking Traps.
Ask for questions regarding the definition of each trap.

53. Common Thinking Traps
You’ve called home several times during work and haven’t been able to reach your spouse. You think to yourself, “She’s (wife) out running around on me!”
Jumping to Conclusions:
Believing one is certain about a situation despite having little or no evidence to support it.
MRT Instructor::
Ask a participant to read the scenario. (Note that the slide builds.)
Ask the participants to describe the nature of the Thinking Trap.
Review the Thinking Trap and read the definition.
Ask participants to share examples of times they fell into this trap and explore how the trap affected their Cs (Emotions and Reactions).
If participants point out that the person’s Thought could turn out to be true, emphasize that Jumping to Conclusions is when you are certain it’s true before you have the evidence to support it.
Discuss how this Thinking Trap could undermine resilience and their effectiveness as Soldiers.
Key Points:
Jumping to Conclusions is when you are certain about a situation despite having little or no evidence to support it.

54. Common Thinking Traps
You call home to talk to your young son and he is distracted by the cartoons on the TV. You think, “He’s mad at me for being away.”
Mind Reading:
Assuming that you know what another person is thinking, or expecting another person to know what you are thinking
MRT Instructor::
Ask a participant to read the scenario. (Note that the slide builds.)
Ask the participants to describe the nature of the Thinking Trap.
Review the Thinking Trap and read the definition.
Ask participants to share examples of times they fell into this trap and explore how the trap affected their Cs (Emotions and Reactions).
Discuss how this Thinking Trap could undermine resilience and their effectiveness as Soldiers.
Key Points:
Mind Reading is when you assume that you know what another person is thinking, or expect another person to know what you are thinking.

55. Common Thinking Traps
There are two seconds left in the ball game. Your team is down by two and you’re on the foul line. You make one of two free throws, and your team loses the game. You think to yourself, “It’s all my fault. This was a big game and I lost it for us.”
Me, Me, Me:
Believing that you are the sole cause of every problem you encounter.
MRT Instructor::
Ask a participant to read the scenario. (Note that the slide builds.)
Ask the participants to describe the nature of the Thinking Trap.
Review the Thinking Trap and read the definition.
Ask participants to share examples of times they fell into this trap and explore how the trap affected their Cs (Emotions and Reactions).
Acknowledge that there are times when it’s important to take full responsibility for a situation. However, there are also times when it is critical to look at all of the possible contributing factors to a problem. This allows an accurate root cause analysis and also allows the people around you to develop their own skills.
Discuss how this Thinking Trap could undermine resilience and their effectiveness as Soldiers.
Key Points:
Me, Me, Me is when you believe that you are the sole cause of every problem you encounter.

56. Common Thinking Traps
Some people on your team made some mistakes on a training brief. You think to yourself, “I’m stuck with a bunch of losers. These people are bringing my team down.”
Them, Them, Them:
Believing that other people or circumstances are the cause of every problem you encounter
MRT Instructor::
Ask a participant to read the scenario. (Note that the slide builds.)
Ask the participants to describe the nature of the Thinking Trap.
Review the Thinking Trap and read the definition.
Ask participants to share examples of times they fell into this trap and explore how the trap affected their Cs (Emotions and Reactions).
The football player T.O. is a well-known example of someone with this Thinking Trap.
Discuss how this Thinking Trap could undermine resilience and their effectiveness as Soldiers.
Key Points:
Them, Them, Them is when you believe other people or circumstances are the cause of every problem you encounter.

57. Common Thinking Traps
You receive a reprimand from your supervisor. You think to yourself, “I’ll never become an NCO. My career is over.”
Always, Always, Always:
Believing that negative events are unchangeable and that you have little or no control over them
MRT Instructor::
Ask a participant to read the scenario. (Note that the slide builds.)
Ask the participants to describe the nature of the Thinking Trap.
Review the Thinking Trap and read the definition.
Ask participants to share examples of times they fell into this trap and explore how the trap affected their Cs (Emotions and Reactions).
Emphasize that this is one of the most toxic Thinking Traps because it leads to helplessness and hopelessness.
Discuss how this Thinking Trap could undermine resilience and their effectiveness as Soldiers.
Key Points:
Always, Always, Always is when you believe that negative events are unchangeable and that you have little or no control over them.

58. Common Thinking Traps
A Civilian on your team is lazy. You think to yourself, “She’s soup sandwich and lacks the motivation to excel as a leader.”
Everything, Everything, Everything:
Believing that you can judge a person’s or your own worth, motivation, or ability on the basis of a single situation (character assassination)
MRT Instructor::
Ask a participant to read the scenario. (Note that the slide builds.)
Ask the participants to describe the nature of the Thinking Trap.
Review the Thinking Trap and read the definition.
Ask participants to share examples of times they fell into this trap and explore how the trap affected their Cs (Emotions and Reactions).
Mention that one way to get around Everything, Everything, Everything is to remember “one time, one thing.”
Discuss how this Thinking Trap could undermine resilience and their effectiveness as Soldiers.
Key Points:
Everything, Everything, Everything is when you believe that you can judge a person’s or your own worth, motivation, or ability on the basis of a single situation (character assassination).

59. Don’t Fall into the Trap
You can avoid Thinking Traps by:
–Identifying the pattern you fall into
–Asking the Critical Question to identify important information you missed
MRT Instructor::
Review the points on the slide.
Key Points:
Detecting patterns in Thinking Traps will help you avoid them in the future if you start to use the appropriate Critical Questions.

60. Critical Questions Jumping to Conclusions:
Slow down: What is the evidence for and against my thoughts?
Mind Reading:
Speak up: Did I express myself? Did I ask for information?
Me, Me, Me:
Look outward: How did others and/or circumstances contribute?
MRT Instructor::
Review each of the goals (e.g., slow down) and Critical Questions for each Thinking Trap.
Ask participants to comment on how the question will help the individual notice critical information missed because of the Thinking Trap.

61. Critical Questions Them, Them, Them:
Look inward: How did I contribute?
Always, Always, Always:
Grab control: What’s changeable? What can I control?
Everything, Everything, Everything:
Look at behavior: What is the specific behavior that explains the situation?
MRT Instructor::
Review each of the goals (e.g., grab control) and Critical Questions for each Thinking Trap.
Ask participants to comment on how the question will help the individual notice critical information missed because of the Thinking Trap.

62. Practice
Activities:
Practice using Critical Questions to identify critical information you missed.
Work through Practice 1 with your group.
In Practice 2, work through a professional Activating Event from your own life.
Total recommended time: 60 mins
Setup: 5 mins
Practice: 40 mins
Debrief: 15 mins
MRT Instructor::
Refer participants to the Participant Guide.
Describe the activity for Avoid Thinking Traps.
Remind participants to refer to the Activating Events worksheet for situations to work with.
MRT Activity Instructions:
With the group, participants ATC the example in Practice 1 and then code for Thinking Traps and ask Critical Questions.
Participants work with partners in Practices 2 and 3.
Participants choose an Activating Event (one from their professional life in Practice 2 and one from their personal life in Practice 3), identify the Thoughts and Consequences, and then code for Thinking Traps and ask Critical Questions.

63. Practice 1 AE (who, what, when, where): Your try several Thoughts:
Ways to motivate a new co-worker but despite your efforts he/she still seems disengaged.
Ask yourself: Use the appropriate Critical Questions to gather information you missed because of the Thinking Trap. Record important new information on the page.
Thoughts:
What you said to yourself in the heat of the moment
Consequences:
ER: Emotions, Reactions
MRT Instructor::
Refer participants to the Participant Guide.
Point out that the Activating Event is not objective and ask participants to rewrite it. Parts to fix:
“Several ways”: This is ongoing and not a specific Activating Event.
“Seems disengaged”: This is a Thought, not part of the Activating Event.
Spend time with each pair to make sure they are completing the activity correctly. Give feedback, as necessary.

64. Avoid Thinking Traps: Debrief
What did you learn from this?
Which Thinking Traps do you tend to fall into?
How do these Thinking Traps affect you?
MRT Instructor::
Ask participants what they learned through this activity and record critical points on a flip chart.
Emphasize that Thinking Traps can undermine effectiveness and performance because they can lead us to miss critical information.

65. Avoid Thinking Traps: Applications Worksheet page 31
How can you improve your effectiveness by Avoiding Thinking Traps?
How will you enhance your mental toughness and optimal performance through use of the Critical Questions?
MRT Instructor::
Discuss the application ideas generated by the participants.
Remind participants to record application ideas on the Applications page in the Participant Guide.

66. Resiliency
Questions

67. 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”